CHAPTER I INTRODUCTION A.

BACKGROUND Observation in vocational schools in Kendari especially in Akademi Farmasi Bina Husada Kendari is included in one of activity which is integrated in ESP subject. It is based on the demand of teacher professionalism as an answer for educational relevance nowadays boxed in link and match policy. The characteristic of professionalism like what we expect is reflected in the service matter of the teacher either in the mastery of teacher and training scientific dimensions or in the teacher social itself. This one is intended to make the students know not only how to deal with general school but also how to face the new system found in specific school like in vocational schools. A systematic education is the main basic either in figuring professionalism attitude of the students as the candidate of the main teacher or as an effort to amplify educational relevance to their real field in the future. In this case, the teachers as well as the headmaster in the schools have an important role for them as their model for their own self when they have jumped down into schools.

B. OBJECTIVES The objectives of implementing this observation are to train the students in order they have: a. Professionalism standard of competency in teaching the students from particular needs aspect. b. Creation and innovation for managing their teaching management. a. .a model to be an example for dealing with the students from vocational schools. C. OBSERVATION PLACE This observation takes place in Yayasan Bina Husada Kendari particularly in Akademi Farmasi Bina Husada Kendari D. OBSERVATION SCHEDULE. This observation takes place on Wednesday 23rd February 2011.

CHAPTER II OBSERVATION ACTIVITY

A. OBSERVATION IN AKADEMI FARMASI

a. SCHOOL ENVIRONMENT This school is strategic enough because it lies not far from the main road so that it is reachable. For clearly description we enclose it below: 1. Its building is permanent 2. Its location is surrounded by residences houses 3. It is also bordered by concrete wall so that it is safe enough. b. SCHOOL FACILITY. Based on our observation in Yayasan Bina Husada Kendari, it seems that they have enough facility in general but for specific need as the students need in Akademi Farmasi for conducting English teaching is not really enough. It can be seen from the existence of supporting materials for the students to enrich their English which is not provided as well by the institution itself. Moreover, the existence of library as the provider of resources books is not observed as well by the local functionary itself. In addition there is no supporting tools such as realia and the like to exemplify the concrete thing like what they get in English especially if it relates to the health.

c. THE CONDITION OF THE STUDENTS AND THE TEACHER For clear information we want to enclose the condition of the teacher and the students systematically as seen below 1. The number of teacher 2 persons

2. The number of class 3. The number of students y y y Analis (A and B) Farmasi A Farmasi B

4 classes

96 persons 50 persons 52 persons

Based on the fact shown above, we can see that there is an imbalance in the number of the teacher with the number of the students in one class. There are too many students in one class so that there is a big possibility for the teacher for not being able enough to manage the class as well. d. COURSE MATTERIALS This one holds an important role in determining the application of ESP in Pharmacy Academy. This can be the key word for determining whether it has applied ESP or not. Because by seeing this, we can know what is going to be taught to students based on their specific need in this case in Health aspect. Actually materials found in their textbook have been dominated by the usage of health topics spread about its titles in every reading material. For example: SIGN AND SYMPTOM THE NURSE: WRITING NOTES BASIC COMPONENTS OF NURSING A BLOOD DONOR THE TRACHEA THE KIDNEY ETC. All those matters explain the health matters mostly related to their real field in practice. For instance, the topic on Sign and Symptom explain about how to detect a diseases through the detected sign performed by the patient who gets sick, topic on Writing Notes explain about how the nurse collect information as long as the doctor gives a treatment for his patients and how to construct their specific notes, topic on Trachea explain about the general description of trachea, and so on.

CHAPTER III DISCUSSION

A.

GENERAL DESCRIPTION OF ESP

Before elaborating so far toward the implementation of ESP in vocational schools, it is better to know first about ESP itself. Actually, what is ESP? To answer this question completely, firstly we need to establish a context which will help us to see how ESP for nowadays relates to the rest of ELT. If ESP is described in a scheme, we can see that the topmost place is Language Teaching which is based on Learning and Communication. Then, under LT, there is English Language Teaching which is divided then into three parts namely English as a Mother Tongue (EMT), English as a Foreign Language (EFL), and English as a Second Language (ESL). Then we have found ESP (English for Specific Purposes) and General English as the branches of English as a Foreign Language. It shows that ESP is different from General English. Thats why the application of English in schools which contain the students from different needs or particular needs must be different from those in General school. ESP here specifies its scope based on a certain goal while General English will teach English as a general thing without concerning toward some specific needs. The facts above will be clearly defined as we see the division of ESP in its following scheme namely English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS). These following branches of ESP indicate that these may conveniently be divided into two main types based on whether the students wish for English for academic study (EAP: English for Academic Purposes) or for work/training (EOP/EVP/VESL: English for Occupational Purposes/English for Vocational Purposes/ Vocational English as a Second Language).

Now based on the elaboration above we can take a bit closer definition of ESP that: 1. ESP is not a matter of instructing specific varieties of English

2. ESP is not just a matter of Health words and grammar for health official, Science words and grammar for Scientists, and so on 3. ESP is not distinctive in kind from any other form of language teaching, in that it should be according to the first instance on principles of effective and efficient learning. Finally we can see that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Comprehended fully, ESP is an approach to language learning, which is based on the learner need. It is not a product but approach to language teaching in which all decisions as to content and method are based on the students reason for learning. 1. ESP in Akademi Farmasi Based on the explanation before and the fact that we found in Pharmacy Academy, it can be said that so far ESP has been applied even though not 100% but it has mostly dominated by the usage of Health term as they found in Healthy Institution. We said that it is not applied fully because in explaining about the grammar it still used general words found in daily life. The matters which uses most English is in its reading and writing.

CHAPTER IV CLOSING A. CONCLUSION At the end of our explanation we want to conclude that ESP as an approach has been so far applied in Pharmacy Academy in English teaching and learning process which can be seen in course design through its course materials. B. SUGGESTION Before finishing this paper we want to suggest several things for improving the application ESP in Pharmacy Academy namely: 1. There should be many alternatives for reference book in expanding students knowledge in English so that they need to improve management of book provision by furnishing the library with the related book. 2. In teaching process, the materials should also be explained in full health not only in reading materials but also in grammar aspects.

ESP II ASSIGNMENT

ESP IN PHARMACY ACADEMY

Arranged By:

WD. Ritna Yuniyrullah WD. Nur Samsi R. Elmerillia Muis Sri Muniarti Samandi

A1D2 08 032 A1D2 07 152 A1D2 08 074 A1D2 08 066

TEACHER TRAINING AND EDUCATIONAL FACULTY HALUOLEO UNIVERSITY KENDARI 2010

Lesson plan

School Teacher Course Time Semester Skill Competence standard Basic competence

: Pharmacy academy : Irawaty, s. Pd : English : 2 x 50 minutes :I : Reading and writing : Understanding the meaning of text and the usage of grammar : Read loudly a simple text and comprehend the usage of passive voice : - Students can identify the meaning of the text -Students can comprehend some vocabularies - Students can comprehend the usage of passive voice

Indicators

Objectives

: -Students can answer the question of the text -Students can mention the meaning of the vocabularies -Students can write some examples of passive voice

Teaching material

: - Theme -Material -Resource

: A Blood Donor : reading, vocabulary, and grammar : bahan kuliah bahasa inggris untuk kesehatan

Learning Method Instructional procedures

: Number head together

1. Pre activity (15 minutes) - Teacher greet students and calls students name - Teacher does apperception - Teacher gives clues and brief explanation about the new topic

2. Main activity (70 minutes) - Teacher explains the objectives of teaching and learning process - Teacher explains briefly to the students about NHT technique - Teacher divides students into group of four - Teacher gives handout for every group - Teacher ask the students to read their hand out and discuss about its contents - Teacher ask the students to answer the question below the text in their sheet - Teacher ask their answer based on their head number and discuss it with other group - Teacher listen to the students answer and respond it as well as give compliment for those who can answer well. - Teacher takes a break for a moment to move to the next topic - Teacher will ask some questions related to passive voice to build their prior knowledge - Teacher explains the material briefly - Teacher ask the students whether there is a difficulty - Teacher ask the students to find out passive voice found in the previous text - Teacher appreciate every time students show their right answer - Teacher ask the group to make passive sentence by using the vocabularies found in the previous text - Teacher ask the group members randomly to mention their answer and check it - Teacher appreciate every answer from of the group and tells them to move to their own seat 3. Post activity (15 minutes) - Teacher gives feedback and ask the students to conclude the material - Teacher gives assignment to the students - Teacher motivates the students Evaluation 1. Evaluation technique 2. Instrument : Written text : Enclosured Kendari, Rector of Pharmacy Academy English Subject February 2011

A. READING COMPREHENSION

A BLOOD DONOR Every hospital needs large supplies of blood for transfusion. It is given by donors. Before giving blood, the donor is given tests to determine his blood group and to make sure he is not suffering from certain diseases. When this has been done, his blood can be taken. First he lies down with one of his arm is on a pillow. Next the nurse cuff of the sphygmomanometer around his upper arm and inflates it to compress the veins. At this stage she cleans his skin with some ether and inserts the needle into a vein. As she does this, the blood begins to flow into a bottle until it is full. Meanwhile the donor opens and closes his hand to increase the flow. As soon as the bottle is full, the nurse takes off the sphygmomanometer and withdraws the needle. Finally, she puts a dressing on the donor s arm. The blood is immediately labeled and refrigerated. Answer the questions below! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What does a hospital need blood for? What are people who give their blood called? When is the donor given tests? Why is he given tests? What does a nurse put around his upper arm? What happens as she inserts the needle? What does the donor do while the blood is flowing? Why does he do this? What does the nurse do as soon as the bottle is full? Why must the bottle be labeled immediately

B. Vocabulary Find the meaning of the words below! You may look the meaning up on your dictionary. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Determine Certain disease Flow Withdraw Sphygmomanometer Compress the veins Ether Take off Supplies of blood dressing

UNDERSTANDING GRAMMAR OF ENGLISH PASSIVE SENTENCE 1. DEFINITION Passive sentence is a sentence whose subject receives an action or we can say that the subject of passive voice is the receiver of the action. The opposite of passive sentence is active sentence which means a sentence whose subject does an action. For more explanation let s see the examples below Active sentence Passive sentence : Rita drinks water ( Rita is subject, it does an action namely drink ) : water is drunk by Rita ( Water is subject, it receives an action from Rita)

2. PATTERNS General Pattern S + BE + V3 + (by agent)

Pattern Active Simple present Present continuous by Ari Present perfect by Ari S + is/am/are + V3 S + is/am/are being + V3 S + has/have been + V3 Ari eats banana

Examples Passive Banana is eaten by Ari Banana is being eaten Banana has been eaten Banana will be eaten by

Ari is eating banana Ari has eaten banana Ari will eat banana

Modal S + modal be + V3 Ari (can, will, may, could, etc.)

A. Find out passive sentence found in reading text! B. Make one passive sentence by using every type tense above!