by Rita Fithra Dewi
National English Centre
S
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peaking is one of the most activities in Healthcare Language
Program activities where students have to practice over and over again to get
their fluency and increase their self confidence in different kinds of
situations. In accomplishing the goal, students who learn English from
Foundation up to Advanced level have focused on oral performance by developing
their self confidence, practice a lot in useful expressions, different
vocabularies and terminology used in healthcare lessons. Moreover, those who
continue their level in Pre- Advanced will practice more in how to communicate
in front of the audience to give healthcare education in a formal occasion and
based on the research that they have completed.
A. TEACHING AND
LEARNING ACTIVITIES
Healthcare Language Program (HELP) has a
certain target of learning and language target for each level that every
facilitator should be able to reach the target. Like the previous levels, Pre-Advanced level also still focus on speaking, especially public speaking where students have to be able to
practice their oral performance in front of public in a seminar occasion. Whereas,
on weekly meeting, students still have to practice speaking in terms of role
play, simulation, or discussion on the day topic. The topics are taken from the
lessons discussed in the class. Meanwhile, writing activities are also parts of
the lessons that become students’ assignment either in class or at home. Due to
the limited rooms at UMHT, so this semester the number of students who are 34
participants learn in one class and there is only a facilitator who guide the
class for this semester.
B. SYLLABUS
DEVELOPMENT
In general, the final project
becomes the priority of the class to prepare to have the best performance on
the final term test. Then, there are some activities that have a slight
different from the other previous classes such as speaking, listening, reading,
and writing. All the four skills are given on different occasions so students
enable to experience the activities.
1.
SPEAKING
The way of
students of oral performance is through questions and answer sessions,
discussions, giving opinion and role play based on the topic. The students have
to make probing questions to ask to their clients while they are getting the
information in filling out the record. They have to pro active; put their
attention on the client’s need and teach healthcare education based on their
clients’ cases.
2.
LISTENING
Listening
activities for students are focused in nursing process and they usually watch
and listen to short videos about some of the records learnt, or listen to the audio
about assessment, pain and discharge summary. They have to listen to the audio
visual, first. Then, they have to answer facilitator’s questions and together
listen
3.
READING
There are
three parts of reading activities given by the facilitator. First Pre-Reading
activity that begun by questions from the facilitator, then students answer
them and the facilitator write their answers on the board. After that, She will ask the students to read
a passage in the module and check the mind mapping with the information they
have got from the passage. Then, she will give some scanning or skimming
questions to find out students’ understanding on the reading.
The last,
students will ask students to write a paragraph based on the information of the
mind mapping that have to be discussed in the first part.
4.
WRITING
This last skill gives opportunity to the
students to practice their ability to organize their ideas in written
expressions. There are some activities to be completed by the students.
Starting from group work activity and make a big mind mapping, then learn how
to make a paragraph consisting of three parts of a topic sentence, supporting
sentences and a concluding sentence. The facilitator, then, assigns the
students individually to some written homework and give the topic to them. They
have to make a mind mapping before writing it in a paragraph or two.
All activities above are divided in some meetings
that the facilitator has already made the contract with the class the week
before. As the appreciation of their work, the students will get the score from
the assignments either individually, in pair or in group.
C. STUDENTS’ EVALUATION
There are
two kinds of evaluations in Healthcare Language Program. Mid Term Test and
Final term test are the formal ones. Meanwhile, the students also have language
evaluation on daily performance or home work assignment. Both Speaking and writing
are parts of students’ evaluation. There are several points of scoring that
students have to fulfill to get score report, including the Talking report. In
addition, the evaluation is also taken from the students’ oral performance on
Final Term Test. On this occasion,
students perform, present and show their ability in speaking in front of the
audiences, facilitators and examiners. They also answer the audiences’
questions and get some input from the examiner.
D. INPUT FROM
THE EXAMINER
Based on the students’ oral performance on
the Healthcare seminar, the examiner gives following inputs for every group in
some general points both Language and healthcare knowledge.
First, the general performance of each group
presentation should be more relax and natural, as they are giving a healthcare
education to the community that could be delivered in simple language. Eye
contact should be focused on the audience’ attention and they cannot stuck to
the slides all the time and read them all without pausing. Fluency is important
as they have to speak clearly and while looking at the audience. Body language
will help them to be more relax while explaining the topic.
While language should be fluent and they have
to look like friendly to the audience, they also have to be ready to answer the
examiner’s questions, especially from the point of healthcare knowledge. As
they work in group, they cannot count on to only one of them to answer the
questions.
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