Proceedings of the 3rd INACELT (International Conference on English Language Teaching) ISSN: 2656-4432 (online) Institut Agama Islam Negeri (IAIN) Palangka Raya Indonesia, 14-16 November 2019 http://e-proceedings.iain-palangkaraya.ac.id/index.php/inacelt Copyright © 2019 by INACELT 189 Engaging nurse students in a meaningful English learning: Step by step of nursing simulation technique Tenny Murtiningsih tennymahatma@gmail.com Ahmad Kailani Universitas Muhammadiyah Banjarmasin Abstract English for Specific Purposes, which has been so called ESP, created to achieve specific learning goals for specific students in a specific field. Therefore, an ESP instructor is required to find specific teaching techniques in order to meet students’ learning needs. This in-practice article reports the implementation of step by step of teaching nursing English through a simulation technique. This study attempted to examine the impact of this teaching technique on the improvement of students’ language skills. There have been abundant resources of research findings in the field of English for Specific Purposes. However, there is still little known study in field of nursing English, particularly, the investigation of the impact of nursing simulation technique on nurse students’ language learning achievement. To fill this void, the current study invited 58 nurse students to participate in this research. The simulation teaching technique was introduced to a nursing English class. After that, students’ responses were documented through questionnaires and interviews. The data indicated that there have been positive attitude of the students toward this teaching technique even though time allocation and students’ language proficiency remains problematic to the language learners. The implication of this research may expand the research findings in the field of TESOL Methodology, particularly, English for Nursing. Keywords: nursing simulation, nurse students, ESP instructor, students’ language proficiency INTRODUCTION The main purpose of learning a language is that students are able to use that language for communication in the right context. Teachers’ task is to create a learning atmosphere that may make students immersed and enjoy the learning process. This is a core objective of the simulation technique in a foreign language classroom. In principle, simulation is a learning activity driven by a presented problem where a real context is used as the setting of the communication (Hyland, 1993). In other word, students are given a task within a certain context and they have to perform it either with their peers or in a group. This is not a freely designed simulation, but, the simulation should be performed based on the settings and procedures that the teacher assign students to do.