TEACHING ENGLISH ACADEMIC WRITING FOR D3 NURSING STUDENTS OF UNUSA

Abstract

In teaching academic English writing to D3 Nursing students, it is quite challenging for the English lecturer to teach it to them. The English lecturer needs to consider the students’ background, the use of nursing terms and their knowledge of English with their strengths and weaknesses. Lecturer needs to adopt research based methods of L2 teaching since research based methods have been successful in helping L2 learners produce a satisfactory level writing of linguistic proficiency and mastery of academic writing. Furthermore, lecturers have to modify their classes according to their students’ various needs. Techniques used vary and what works with one student is not necessarily appropriate with another. Research also reveals that by following certain strategies, academic writing can be acquired more efficiently, particularly when students have a high level of English proficiency. This research follows the qualitative research method since it is a classroom action research (CAR). An essay template was developed for the students to follow in order to teach them English academic writing. The data is composed of the students’ pre- & post essays that were evaluated using the Common Core State Standards Writing Rubric. The participants are the D3 Nursing students of semester 2 (advanced level), at Unusa. The results show that following the designed “essay template” has improved the students’ academic writing and therefore, the researchers recommend using the template.