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Developing Instructional Materials for Nursing Students in Toraja South Sulawesi, Indonesia Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 1 No. 1 (2015): volume 1. Issue 1, September - December
Publisher : UKI TORAJA

Need Analysis is very important before developing instructional materials for ESP. This research is aim 1) To explore the learning needs of English speaking skills for the nursing students. 2) To investigate the language needs of English speaking skills for the nursing students And 3) To develop an instructional material to meet the needs of English speaking skills for the nursing students in Toraja based on ADDIEstages.This research worked out Research and Development (R & D) with ADDIE (analysis-design-develop-implement-evaluate) approach. In analysis, the students’ needs obtained by employed questionnaires of 60 nursing students and 5 lecturers in Toraja, Indonesia and 14 nurses who have worked in hospital for English speaking community. Design and develop instructional material for nursing students based on Need Analysis. Instructional material developed by involving experts and the small group students at another Nursing Collage by using checklist and analyzed in quantitative method.The result shown that 1) learning needs cover language skills, and learning preferences in terms of activities and method. In language skills, writing, listeningspeaking and writing are recognized to be more suitable skills. In learning preferences; working in out of the class work or interaction with native speaker, demonstration or debate, and working large group work are needed in learning English than others. 2) language needs deal with language the important of English and English in the workplace. The important of English; for study and looking for the job are more preferred than others. English for workplace covers the situation in hospital where English used commonly. It is stated that situation such as giving advice, explaining laboratory test, and administering medication commonly use English. 3) English material developed based on needs analysis throughout ADDIE stage.

The Teachers’ Voice in Syllabus Design Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 3 No. 1 (2016): EDUCATION, TOURISM AND LOCAL WISDOM ISSUES ,MAY - AUGUST
Publisher : UKI TORAJA

If curriculum is to reflect the goals of a nation and the needs of its students, itmakes sense for teachers to participate in its creation. In fact, curriculum designhas long been associated with the idea of teacher contribution. The presenteffort tries to prove that EFL teachers can be active participants rather thanpassive recipients. They can convey vital information to curriculum designersinstead of being blindly subjected to a highly centralized educational system.The study also provides a consideration of role requirements and thecompetencies of teachers as curriculum leaders. The data collected from semistructuredinterviews indicate that teachers are neither involved nor informed inthe process of curriculum design and that their engagement is merely withintheir own classrooms walls. Although they play a central role in the process ofeducation, yet they miss the passion of belonging as little attention, if any, isgiven to their voices.

Teachers’ Perception Toward English Curriculum in KTSP and 2013 Curriculum at Sma Negeri 1 Bontonompo Selatan Gowa, SMA Negeri 2 Sungguminasa Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM
Publisher : UKI TORAJA

Curriculum in KTSP and 2013 Curriculum at SMA Negeri 1 Bontonompo SelatanGowa, SMA Negeri 2 Sungguminasa Gowa and SMK Negeri 1 Patalassang Gowa.The researcher used descriptive method. The researcher gives the instrument testthen the data gained was analyzed by using percentage. The population of thisresearch was the entire English teacher of SMA Negeri 1 Bontonompo SelatanGowa, SMA Negeri 2 Sungguminasa Gowa and SMK 1 Patalassang Gowa, Totalnumber of population was 9 Teachersthe result of this research,1. Most of the teachers found that, 2013 Curriculum is easier to implemented andnot too troublesome for teachers because many facilities available comparedto the KTSP and the ultimate goal of the 2013 Curriculum was also very good,accordance with the demands of time.2. There are some constraints in implementing the 2013 Curriculum namely: thelack of text book from the government, the absence of cross-interest training,and unequal school facilities and infrastructure .3. The difficulties in teaching English based KTSP and 2013 Curriculum namely:in KTSP there is no provision guidebook for teachers and teks book forstudents and the teachers must create their own learning device. It is veryburdensome for teachers and make them less focus.

Developing Instructional Book of English for Theologys Students, at Faculty of Theology, Indonesia Christian University of Toraja Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM
Publisher : UKI TORAJA

English for Theology is conducted as English for Specific purposes (ESP) becausethis course focuses on aspects of English related to the study of theology, includingtheological terms. Pierson et al (2010b) classify English for Theology into Englishfor Academic Purposes (EAP). EAP course is generally for students who arelearning in a classroom or another academic setting. English for Theology courseis categorized into EAP because most students require this knowledge foracademic purposes.In applying English for Theology (ET) course at Theology faculty, the students inthis institution encountered the difficulty when they learn this course. Instructionaldesign is a systematic process that is employed to develop education and trainingprograms in a consistent and reliable fashion. However, instructional design is acomplex process that is creative, active, and interactive. ADDIE illustrates theconceptual components of instructional design. Instructional design modelsindicate how to practice instructional design. Instructional design models allowpeople to visualize the overall process and establish guidelines for managinginstructional design processes. Instructional design provides a means forcommunicating among team members, clients, and stakeholders.The topics and subtopics which compossed as the contents of instructional book forEnglish for thfor Theology Course are:1. Prayer : Lord’s Prayer and Classroom Prayer2. Holy Bible : Books of the Old Testament and Books of the NewTestament3. God : The nature of God and The Attributes of God4. Jesus Christ : The person of Christ and The work of Christ5. Holy Spirit: The work of Holy Spirit and The names of Holy Spirit6. Man : The creation of man and The fall of man7. Church : Worship, Sacrament, Tools and parts of the church andMembership in the church8. Salvation : Repentance and Faith9. Last Things : The second coming of Christ and Judgement10. The Prophets and The Apostles : The Prophets and The Apostles

Developing Instructional Book of English for Theologys Students, at Faculty of Theology, Indonesia Christian University of Toraja Nehru P. Pongsapan
Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 2 (2017): EDUCATION ,TOURISM AND LOCAL WISDOM
Publisher : UKI TORAJA

English for Theology is conducted as English for Specific purposes (ESP) because this course focuses on aspects of English related to the study of theology, includingtheological terms. Pierson et al (2010b) classify English for Theology into English for Academic Purposes (EAP). EAP course is generally for students who arelearning in a classroom or another academic setting. English for Theology course is categorized into EAP because most students require this knowledge foracademic purposes. In applying English for Theology (ET) course at Theology faculty, the students in this institution encountered the difficulty when they learn this course. Instructionaldesign is a systematic process that is employed to develop education and training programs in a consistent and reliable fashion. However, instructional design is acomplex process that is creative, active, and interactive. ADDIE illustrates the conceptual components of instructional design. Instructional design models indicate how to practice instructional design. Instructional design models allow people to visualize the overall process and establish guidelines for managing instructional design processes. Instructional design provides a means for communicating among team members, clients, and stakeholders. The topics and subtopics which compossed as the contents of instructional book forEnglish for thfor Theology Course are:1. Prayer : Lord’s Prayer and Classroom Prayer2. Holy Bible : Books of the Old Testament and Books of the NewTestament3. God : The nature of God and The Attributes of God4. Jesus Christ : The person of Christ and The work of Christ5. Holy Spirit: The work of Holy Spirit and The names of Holy Spirit6. Man : The creation of man and The fall of man7. Church : Worship, Sacrament, Tools and parts of the church andMembership in the church8. Salvation : Repentance and Faith9. Last Things : The second coming of Christ and Judgement10. The Prophets and The Apostles : The Prophets and The Apostles

Needs Analysis of Instructional Materials for English Speaking Skills for Nursing Students at STIKES Toraja Nehru P. Pongsapan
Jurnal Keguruan dan Ilmu Pendidikan Vol 4 No 1 (2015)
Publisher : LPPM UKI Toraja

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Developing teaching material is the process of selecting, adapting and evaluating of teaching based on specific terms of reference. Need Analysis is very important before designing teaching materials for English for Specific Purpose. The study aims at exploring the learning needs of 60 nursing students and 5 lecturers at STIKES Toraja, and 14 nurses who some of them work in a hospital for English speaking community such as INCO/VALE HOSPITAL Sorowako and ELIM RANTEPAO HOSPITAL Tana Toraja, South Sulawesi Indonesia. and developing ESP materials for nurses based on Need Analysis. Need Analysis in this study is categorized as Target situation Analysis, Present Situation Analysis, Deficiency Analysis, Strategy Analysis, Constraint Analysis, Pedagogic Need Analysis, and Subjective Need Analysis. The study uses quantitative and qualitative methods. The findings describe the real needs of students of ESP for nurses, the lecturers’ view points on the practice of ESP instructions, and descriptions of ESP for nurses used in English speaking countries or English speaking community. The results are very significant for designers developers of ESP of various fields for they reflect the real needs of nursing students. It is suggested that Nursing English textbooks should be based on the Need Analysis by ESP designers and developers.

The Students’ Need in Writing Skills Nehru P. Pongsapan
Jurnal Keguruan dan Ilmu Pendidikan Vol 3 No 3 (2014)
Publisher : LPPM UKI Toraja

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Objective of this research was to find out the need of the third semester students of English Department of FKIP UKI Toraja in academic 2014/2015. Significant of this research expected to be useful information for lecturer and students in writing skills. In this research the writer used quantitative method to describe the need of the third semester students of English Department of FKIP UKI Toraja in writing skills. The population of this research was the third semester students of English Department of FKIP UKI Toraja in academic 2014/2015 consist of 132 students, because the number of population was big so the writer only took 28 students as a sample (cluster sampling). In collecting the data the writer used one part of instruments, namely: Questionnaire. Questionnaire significan to find out the students’ need in writing skills. Based on the result of analysis the data showed that the students need in writing skills are: (a)Using correct punctuation and spelling, (b)structuring sentences, (c)appropriate vocabulary, (d)the knowledge of vocabulary, (e)expressing ideas appropriately, (f)developing ideas, (g)organizing paragraph (h)the overall writing ability, (i)the creative writing, (j)the essay writing, and (k)writing introductions and conclusions.

The Correlation Between Reading Comprehension With Writing Paragraph For The Fifth Semester Students Of English Departement Of FKIP UKI Toraja Nehru P. Pongsapan
Jurnal Keguruan dan Ilmu Pendidikan Vol 2 No 2 (2013)
Publisher : LPPM UKI Toraja

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The objective of this research is to know whether there is a correlation between the ability in reading comprehension with the ability in writing paragraph /paraphrase. This research used a descriptive method. The population of this research was the fifth semester students of English Department of UKI Toraja, academic year 2013/2014. The total population is 237 students which consists of five groups. Because the population is relative large, the writer employed stratified random sampling method. The instrument that used in collecting the data is the written test, it was used to know whether there is a correlation between reading comprehension with writing paragraph/paraphrase of the fifth semester students of English Department of FKIP UKI Toraja. The data collected through written test, then analyzed in percentage and then analyzed in work sheet with use Product Moment Correlation analysis. Based on the data analysis, it is proven that there is a positive correlation between reading comprehension with writing paragraph/paraphrase of the fifth semester students of English Department of FKIP UKI Toraja. Where the “r” is +0,627. By observing the result of data analysis above, it can be concluded that there is a positive correlation between reading comprehension with writing paragraph/paraphrase. But the correlation is not perfectly yet because “r” less than +1.

Error Analysis of Form for English Compositions Nehru P. Pongsapan
Jurnal Keguruan dan Ilmu Pendidikan Vol 1 No 1 (2012)
Publisher : LPPM UKI Toraja

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Error analysis is an invaluable source of information to teachers. It provides information on students' errors which in turn helps teachers to correct students' errors and also improves the effectiveness of their teaching. The study of errors by themselves would have been misleading; the study of errors in contrast to the number of correct responses gives a good picture of which items are being mastered and which are not. Therefore, this study hopes to enlighten teachers on the errors that require remedial work so that time is not wasted on teaching grammar items which pose little or no problems to the majority of the students in relation to writing compositions. The main purpose of this study is to categorize and evaluate the types of errors that students make in written compositions. This study, therefore, does not set out to investigate the factors that contribute to the students' errors. Although an investigation of the contributing factors may seem related to this study, it is deemed that such an investigation would require a separate study as it is a large field to be dealt together with this report. The present study also shows that there is a difference in the percentage of errors for the items studied between the rural and urban students. Rural students had a higher percentage of errors in most of the areas except for simple future tense and pronouns. As for subject-verb agreement both the rural and the urban students had the same percentage of errors (6%). Rural students have serious problems with verb forms. The students who attempted to use the past progressive, present perfect tense, past perfect tense and passive voice were totally incapable of using them correctly. After these tenses, articles was the area with the highest percentage of errors (75%). This was followed by plurality (67%), and simple past tense (53%), simple future tense (50%), simple present tense (26%), prepositions (20%) and subject-verb agreement (6%). The students demonstrated that they were competent in the use of pronouns as all their attempts were correct.

The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom Nehru P. Pongsapan
Jurnal Keguruan dan Ilmu Pendidikan Vol 2 No 3 (2013)
Publisher : LPPM UKI Toraja

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In recent years, a great tendency towards the use of technology and its integration into the curriculum has gained a great importance. Particularly, the use of video as an audio-visual material in foreign language teaching classrooms has grown rapidly because of the increasing emphasis on communicative techniques, and it is obvious that the use of video is a great help for foreign language teachers in stimulating and facilitating the target language. Keeping all this in mind, the purpose of this article was to provide the required information for foreign language teachers (FLT) so that they can make use of video efficiently in the classroom. Reasons for video implication in FLT classroom and teacher’s role in this process have been revealed along with some practical techniques for video implication.

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