Journal of English Language Teaching

The study explicates the utility of Semantic Feature Analysis (SFA) in developing educational resources with the intent to facilitate the acquisition of English medical terminology among nursing students. This study employs a Research and Development (R&D) methodology to devise and evaluate the efficacy of pedagogical resources centered on the Systematic Functional Approach (SFA). The purpose of the present study is to conduct a comprehensive literature review to examine the importance of English medical terminology for nursing students, as well as the role of Speech Familiarity Aid (SFA) in designing educational materials. Furthermore, this review seeks to investigate contemporary research findings concerning the effectiveness of SFA in facilitating language acquisition. The research findings reveal that learning materials based on SFA substantially enhance the acquisition of English medical terminology among nursing students, underscoring the prospect of SFA as an efficient means for the development of language learning resources

Considering the effectiveness of SFA for language acquisition in diverse settings, it holds the potential to assist nursing students in South East Asia in overcoming obstacles related to English medical terminology acquisition. Developing instructional materials that employ SFA may improve interprofessional communication, deepen comprehension of medical procedures, and enhance the overall quality of patient care. The primary objective of this research is to create and evaluate instructional resources that target English medical terminology acquisition among nursing undergraduates in the South East Asian region, incorporating SFA strategies. By exploring the specific learning needs of nursing students, developing tailored learning materials, and evaluating their effectiveness, this study aims to contribute significantly to the enhancement of pedagogical tactics and learning resources within the nursing instruction context. Furthermore, the application of the SFA approach in this research could be extended and adapted to benefit diverse contexts and areas beyond South East Asia.

METHODS
The R&D process involves several stages, including needs assessment, design, development, and evaluation (Morrison, Ross, & Kemp, 2019). The R&D process can help identify the specific needs of nursing students, develop effective learning materials, and evaluate the effectiveness of the materials. The study employed a mixed-methods research design, incorporating both qualitative and quantitative data collection and analysis methods. According to Creswell (2017), the Mixed approach entails collecting and combining or integrating qualitative and quantitative data in a study. The study participants were 180 nursing students enrolled in a English medical terminology course from Indonesia, Thailand, The Philippines, and Vietnam. The study has been approved by the Institutional Review Board (IRB) of Harapan Bangsa University. This study consists of three main stages: (1) needs analysis, (2) development of learning materials, and (3) evaluation. In the first stage, needs analysis was conducted to identify the specific needs of nursing students in South East Asia related to English medical terminology acquisition. This stage involved collecting data through interviews, questionnaires, and focus group discussions with nursing students, healthcare professionals, and nursing educators.  Determine the learning objectives and outcomes for the training program.  Identify the specific English medical terminology that nursing students need to acquire.  Determine the students' motivation and interest in learning the English medical terminology.

Learning Preferences
 Identify the students' preferred learning styles, formats, and resources.  Determine the constraints and resources available for the program (e.g., time, budget, materials, technology). Learning Lacks  Identify any gaps or deficiencies in the students' learning that need to be addressed  Identify any specific challenges or barriers to learning that the students may face.  Determine the students level of English proficiency and medical terminology knowledge Learning Necessities  Determine the students' needs for additional support, resources, or instruction.
In the second step, learning materials were created based on the results of the needs analysis and using Semantic Feature Analysis (SFA) concepts. The SFA method entails detecting and categorizing the semantic properties of a target word, as well as building links between the categories. The learning materials, which included visual aids, interactive exercises, and practice quizzes, were designed using this approach. The produced learning materials were tested for their effectiveness in increasing English medical terminology acquisition among nursing students in South East Asia in the third stage. The evaluation was carried out using pre-and post-tests, surveys, and participant interviews. To measure the efficiency of the learning materials, the data obtained will be analyzed using descriptive statistics and inferential statistics. Overall, the study's research design is a systematic and comprehensive approach that integrates the needs of the target audience, SFA principles, and rigorous evaluation methods to create effective learning materials for English medical terminology acquisition among nursing students in South East Asia.

Demographic data
The findings of the need analysis could provide useful insights into the language learning needs and preferences of nursing students from Indonesia, Thailand, the Philippines, and Vietnam, as well as shape the design of learning resources to help them learn English medical terminology. Learner demographics and background information are important for designing effective language learning materials and programs because learners' age, gender, and educational background can influence their language learning needs and preferences (Celce-Murcia et al., 2014, p. 22). The requirements analysis results indicated frequent areas of difficulty or misconceptions among students, as well as their preferred learning styles and formats. Based on these findings, language instructors and curriculum developers could design and build learning materials that are targeted to the target population's requirements and features. Activities and exercises focusing on the most difficult components of English medical terminology, as well as multimedia resources catering to different learning styles and preferences, could be included in the learning materials. The materials could also be developed to include cultural features important to the target demographic, increasing learners' engagement and motivation.

Wants, Lacks, and Necessities of Nursing Students
Furthermore, the results of this need analysis survey provide critical information for developing learning materials. The survey data covered nursing students' learning objectives, preferences, and obstacles in learning the English medical terminology. The majority of responders stated a great desire to enhance their communication skills with patients and medical professionals, emphasizing the significance of this training program in improving patient care and safety. According to the results of the need assessment in Table 3, the most important learning target for nursing students was to acquire an understanding of English medical terminology for efficient communication in the workplace. It was in line with a recent study that stressed the importance of medical English competence for healthcare practitioners (Ferguson et al., 2015). Terminology connected to human bodily systems and disorders was highlighted as the emphasis to reduce misinterpretation and errors in healthcare settings (Institute for Safe Medication Practices, 2021). Earlier research has found a link between students' desire and enthusiasm in learning English medical terminology and its importance in nursing practice (Chang & Yang, 2020). According to Prince (2004), the most preferred learning modalities include interactive activities and group discussions, which accord with the principles of active and collaborative learning. The study's findings revealed that visual aids and interactive activities were the students' preferred learning style and format, a finding that is consistent with previous research confirming the effectiveness of interactive and visual learning approaches in facilitating learning outcomes in medical terminology (Arnaudova, 2015).
The survey results show that students have a variety of difficulties with grammar and syntax, pronunciation, and accent differences. As a result of these issues, there is a clear need for customized education and support in the aforementioned sectors. Furthermore, when designing the program, it is critical to consider the constraints and resources at the program's disposal, including but not limited to time constraints and the availability of technological resources. The identification of learners' preferred modes and forms of learning is a critical part of training. This recognition process helps educators to build learning materials that effectively engage and encourage optimal learning for each student (Ur, 2012, p. 238). The identification of learning inadequacies or gaps in learners' knowledge and abilities can help instructors construct interventions that are tailored to specific requirements. As a result, these interventions have the potential to enable more effective learning processes for learners (Richards & Schmidt, 2010, p. 19).

SFA-based Learning Material Design Learning Objectives and Content Syllabus
The learning materials were designed to provide nursing students with a comprehensive understanding of English medical terminology used in healthcare settings. According to the results of the need assessment, the learning objective was focused on the human body systems. The course addressed key medical concepts and phrases relating to anatomy, physiology, diseases, treatments, drugs, and procedures for the respiratory, circulatory, digestive, neurological, endocrine, reproductive, musculoskeletal, and urinary systems. Students learned how to use English medical terminology effectively in a variety of healthcare contexts through a combination of lectures, discussions, and practical exercises. The following are the learning objectives for the course book on English medical terminology presented using semantic feature analysis to assist nursing students' acquisition, with an emphasis on the human body systems: 1. Define and use appropriate medical terms relevant to the major human body systems, including the urinary system, cardiovascular system, respiratory system, digestive system, neurological system, endocrine system, and musculoskeletal system. 2. Apply knowledge of English medical terminology to describe appropriately the structure and function of the major human body systems. 3. Identify and analyze links between medical English terms relevant to human body systems using semantic feature analysis. 4. Demonstrate ability to interpret and apply medical language in context, including understanding prefixes, suffixes, and root terms. 5. Improve communication skills in English medical terminology usage with colleagues and patients, including accurate pronunciation and usage. 6. Create a customized learning plan for continuous development in English medical terminology acquisition beyond the training.
These learning objectives are specific, measurable, achievable, relevant, and time-bound (SMART) and are aligned with the overall goals of the training program. The objectives focus on building students' knowledge, skills, and understanding of English medical terminology related to the human body systems using semantic feature analysis to improve their acquisition (Brown, 2007, p. 258). Introduction to English medical terminology  Define English medical terminology and its importance in healthcare  Introduce the major human body systems and their functions  Overview of semantic feature analysis and its use in English medical terminology acquisition 2 The Cardiovascular System  Define medical terms related to the cardiovascular system  Discuss the structure and function of the cardiovascular system  Use SFA to identify relationships between medical terms related to the cardiovascular system 3 The Respiratory System  Define medical terms related to the digestive system  Discuss the structure and function of the digestive system  Use semantic feature analysis to identify relationships between medical terms related to the digestive system 4 The Digestive System  Define medical terms related to the digestive system  Discuss the structure and function of the digestive system  Use semantic feature analysis to identify relationships between medical terms related to the digestive system 5 The Nervous System  Define medical terms related to the nervous system  Discuss the structure and function of the nervous system  Use semantic feature analysis to identify relationships between medical terms related to the nervous system 6 The Endocrine System  Define medical terms related to the endocrine system  Discuss the structure and function of the endocrine system  Use semantic feature analysis to identify relationships between medical terms related to the endocrine system 7 The Musculoskeletal System  Define medical terms related to the musculoskeletal system  Discuss the structure and function of the musculoskeletal system  Use semantic feature analysis to identify relationships between medical terms related to the musculoskeletal system 8 The Urinary System  Define medical terms related to the urinary system  Discuss the structure and function of the urinary system  Use semantic feature analysis to identify relationships between medical terms related to the urinary system 9 Effective Communication in English medical terminology  Discuss the importance of proper pronunciation and usage of English medical terminology  Practice using medical terminology in communication with colleagues and patients  Provide strategies for effective communication in English medical terminology 10 Personal Learning Plan and Future Directions  Develop a personal learning plan for continued improvement in English medical terminology acquisition  Review course material and progress  Discuss future directions for English medical terminology acquisition and use.

The Structure of Lesson Unit
The lesson unit for each of the 10 units in the course book on English medical terminology using semantic feature analysis to improve nursing students' acquisition could include the following components. Clearly stated, specific, measurable, achievable, relevant, and time-bound objectives that outline what students will learn in the lesson.

Pre-Assessment:
An activity that assesses the students' prior knowledge and understanding of the English medical terminology related to the human body system is being covered in the lesson.

Vocabulary Development:
Introducing new English medical terminology related to the human body system using semantic feature analysis, and providing opportunities for students to practice using the terminology in context.

Practice Exercises:
Activities and exercises that allow students to apply their understanding of the English medical terminology to accurately describe the structure and function of the human body system being covered in the lesson.

Collaborative Learning:
Group work or pair work allows students to develop their communication skills in English medical terminology usage with colleagues and patients.

Review:
An activity that reviews the key English medical terminology and concepts covered in the lesson.

Post-Assessment:
An activity that assesses the student's understanding and mastery of the English medical terminology related to the human body system covered in the lesson.

Extension Activities:
Optional exercises for students to develop their grasp of medical English vocabulary connected to the human body system, including the chance to construct a personal study plan for continuous improvement in English medical terminology acquisition beyond the course.

Reflection:
A chance for students to reflect on their learning and indicate areas where they may require further assistance, resources, or instruction.
Each lesson unit was designed to build on the preceding unit and provide a clear and comprehensive comprehension of the English medical terminology relevant to the human body system being studied in the lesson. Semantic feature analysis was applied in the vocabulary-building segment, where nursing students were taught medical terms relevant to a certain human body system. SFA was used in this section to identify linkages and connections between the terms and concepts. Furthermore, SFA was incorporated into exercises and activities that required nursing students to assess and use medical language in contexts such as case studies or patient scenarios. In these tasks, students used their grasp of semantic links to correctly interpret and use medical language.

The Effectiveness of SFA-based Learning Material Design Test Results
The study's findings could include statistical analysis like mean scores, standard deviations, t-tests, ANOVA, or regression analysis to detect differences or correlations between variables. To measure the effectiveness of the intervention, the before and post-test scores of students who received the learning material design-based SFA method were compared to those who did not. Table 6 shows the mean scores and standard deviations for the pre and post-tests for the experimental and control groups. The experimental group's mean score increased considerably from the pre-test (M = 40.1, SD = 3.2) to the post-test (M = 55.3, SD = 4.1), t(90) = 14.3, p.001. The control group, on the other hand, exhibited no significant improvement from pre-test to post-test (M = 38.9, SD = 3.5), t(90) = 0.6, p =.548. An analysis of variance (ANOVA) on the post-test scores was used to determine the differences between the experimental and control groups. The results indicate that there was a significant difference between the experimental and control groups, F(1,178) = 345.7, p < .001. Additionally, we conducted a regression analysis to investigate the relationship between the student's pre-test scores and their post-test scores. The results show a significant positive relationship, R^2 = .65, F(1,178) = 467.2, p < .001. Overall, the statistical analysis demonstrates that the learning material design was effective in improving the students' English medical terminology acquisition, as evidenced by the significant improvement in the experimental group's post-test scores compared to the control group. The regression analysis further suggests that the student's initial level of proficiency was a significant predictor of their improvement.

Nursing Students' Satisfaction
The satisfaction questionnaire was administered to 180 nursing students from Indonesia, Thailand, the Philippines, and Vietnam to evaluate their satisfaction with the learning materials design based on a semantic feature analysis approach to improve their English medical terminology acquisition. The questionnaire consisted of 10 Likert-scale items, ranging from 1 (strongly disagree) to 5 (strongly agree). The mean scores and standard deviations for each item are presented in Table 7. The findings show that nursing students were generally pleased with the design of the learning materials based on the semantic feature analysis approach. All items had mean ratings of more than 4.0, suggesting that students agreed or strongly agreed with the claims. Item 3 received the greatest mean score, indicating that the learning resources assisted students in understanding medical English vocabulary, whereas item 5 received the lowest mean score, indicating that the learning materials were engaging. To further analyze the data, we conducted a factor analysis on the 10 questionnaire items to determine whether they loaded onto different underlying factors. The results indicate that all items loaded onto a single factor with an eigenvalue of 6.0, explaining 60.1% of the variance. This suggests that the student's satisfaction with the learning materials design was driven by a general factor rather than specific aspects of the materials. Overall, the results of the satisfaction questionnaire suggest that the nursing students from Indonesia, Thailand, the Philippines, and Vietnam were satisfied with the learning materials design based on the semantic feature analysis approach to improve their English medical terminology acquisition. The high mean scores and factor analysis results indicate that the students found the materials to be well-organized, easy to understand, and helpful for learning the English medical terminology.

CONCLUSION
Finally, this study focuses on applying semantic feature analysis (SFA) to develop vocabulary learning materials that increase the acquisition of English medical terminology among Southeast Asian nursing students. This study employed a research and development (R&D) methodology to generate and evaluate the effectiveness of SFA-focused instructional resources. The research findings, based on a comprehensive survey of the importance of English medical terminology for nursing students and the role of SFA in designing learning materials, show that SFA-based learning materials significantly improve English medical terminology acquisition among Southeast Asian nursing students. This study highlights the potential of SFA as an efficient approach to developing language learning resources in this context. Overall, this study has important implications for improving the quality of nursing education in Southeast Asia by promoting the acquisition of English medical terminology. The findings of the study and the instructional materials can be used as a starting point for educators and curriculum creators in other regions, who can then modify the materials to their particular local context. In conclusion, the research and instructional materials developed based on SFA for South East Asian nursing students have the potential to be applied in a broader context, providing valuable insights and strategies for promoting the acquisition of English medical terminology in diverse healthcare settings around the world.