Developing Student's Pragmatic Competence Using Low Fidelty Simulation to Improve Speaking Ability of Nursing Students at Malahayati University.
Abstract
Miskomunikasi dapat terjadi karena ketidakmampuan penutur untuk mengungkapkan maksud mereka dengan jelas. Oleh karena itu, penelitian ini bermaksud untuk mengembangkan kompetensi pragmatis dalam mengajar bahasa Inggris kepada siswa keperawatan untuk membantu mereka mengatasi beberapa kesulitan bahasa ketika mereka berkomunikasi dengan praktisi kesehatan lain / pasien di wilayah internasional. Bukti empiris mengungkapkan bahwa hambatan linguistik antara perawat dan pasien dapat menyebabkan diskriminasi yang membahayakan perawatan, oleh karena itu, peneliti mencoba untuk mencapai tujuan yang mengembangkan kompetensi pragmatis siswa menggunakan simulati low fidelty dengan simulasi kuasi eksperimental dengan desain kelompok. Data diambil dari ucapan siswa yang diisi oleh penilai, dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa (1) kompetensi pragmatis siswa dikembangkan dilihat dari peningkatan nilai berbicara siswa, (2) permintaan maaf adalah jenis tindak tutur yang paling meningkat, (3) Konten Bahasa Inggris adalah aspek peningkatan kompetensi pragmatis yang paling meningkat, (4) instruksi pengajaran eksplisit memberikan peningkatan paling signifikan.
Miscommunication can take place due to the inability of speakers to express their intention clearly. Therefore, the current study aspired to develop pragmatic competence in teaching English to the nursing students to help them overcome some of the language difficulties when they communicate with other health practitioners/patients in the international area. Empirical evidence reveals that linguistic barriers between nurses and patients can lead to discrimination that compromises care, therefore, the researcher tries to reach the objective which is developing student’s pragmatic competence using low fidelity simulation with quasi experimental group design. The data, taken from student’s utterances filled out by the raters, analyzed both quantitatively and qualitatively. The result reveals that (1) student’s pragmatic competence was developed seen from the improvement of student’s speaking score, (2) asking for apology was type of speech act improved the most, (3) English Content was aspect of pragmatic competence improved the most, (4) explicit teaching instruction gave the most significant improvement.
Keywords: Nursing students, pragmatic competence, , simulation, speech act.
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