ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL STUDENTS SPEAKING SKILL

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILL

A Thesis Presented to The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.) in English Language Studies

by Susanti Malasari Student Number: 136332038

SANATA DHARMA UNIVERSITY YOGYAKARTA April, 2017


ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILL

A Thesis Presented to The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.) in English Language Studies

by Susanti Malasari Student Number: 136332038

SANATA DHARMA UNIVERSITY YOGYAKARTA April, 2017

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DEDICATION PAGE

life is about to choose ... ... whether you want to be strong or weak... happy or sad ... whatever your choice is, live your life fully ... because your life depends on how you shape it ...

This thesis is gratefully dedicated to  My beloved parents  My younger brother and his family  My friends and Colleagues  Myself

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ACKNOWLEDGEMENTS

First of all, I would like to praise my God, Allah SWT, for the Most Gracious love, mercy and guidance. His strength empowers me to face this life especially in writing my thesis. My greatest gratitude goes to my thesis advisor, Dr. B. B. Dwijatmoko, M. A. for his time, advice, ideas, comments, suggestions and also his patience in guiding me during the writing process of my thesis. I would also thank F. X. Mukarto, Ph. D. for his best guidance, advice and support for SEAMOLEC students.

My deepest gratitude goes to all the lecturers of The Graduate

Study Program Of English Language Studies for sharing their knowledge and helping me broaden my knowledge and skill. My gratitute also goes to the Director of SEAMOLEC, Dr. Ir. Gatot Hari Priowirjanto, and SEAMOLEC for funding and sharing useful knowledge about technology for the future education. A great appreciation goes to Henny Herawati, S. Pd., M. Hum. for inspiring my life through her drawings and poems. My deepest thank goes to all the staff at secretariat and Pak Mul for their help during my study. I would also thank Sanata Dharma University librarians for their kindness in helping me finding references that were useful for my study and my thesis. I truly thank the principal of SMAN 3 Bantul Drs. H. Endah Hardjanto, M. Pd. for giving me the opportunity to conduct my research there. I also appreciate Sri Rachmawati, S. Pd., Fidelis Chosa Kastuhandani, M. Hum, Willy Sudiarjo Raharjo, S. Kom, M. Cs., and Guntur Sarwohadi, S. T for

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spending their time to be my research validators. Your suggestions and advice are very useful for the process of writing my thesis. I thank Mas Oki and Ika for helping me dealing with the Android application. I also appreciate Grade X3 students of SMAN 3 Bantul for their willingness to be my research participants. My gratitude goes to my family: My Father, Murjoko Maiyanto, my mother, Warsih, my younger brother, Ari, my sister-in-law, Dhesi and my little niece, Meisya. I thank them for their love, support, prayers and encouragement. I also thank for every smile, every joke, every great moment in my life and everything they have given to me. May God always give us a great amount of peace so that we can have such a great live in this world. My special thanks go to my colleagues in my office for coloring my working days. They all have been so nice and great friends in the office. I also thank Rizal for his help and support. My deepest thanks go my SEAMOLEC and KBI 2013 friends, who are so friendly and kind. I would express my gratitude for Mbak Pipit, Anin and Askar for encouraging me to finish this study. I also thank Mas Kasan Kurdi for the photo that beautifies my dedication page. Last but not least I would like to express my deepest thanks to everybody who has helped and supported me in writing my thesis and for those who have come and beautified my life. I cannot mention one by one but I truly thank them for everything they have given to me. May God bless you all.

Susanti Malasari

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TABLE OF CONTENTS TITLE PAGE ................................................................................................ APPROVAL PAGE ...................................................................................... DEFENSE APPROVAL PAGE ................................................................... DEDICATION PAGE ................................................................................... STATEMENT OF ORIGINALITY ............................................................ LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ......................... ACKNOWLEDGEMENTS .......................................................................... TABLE OF CONTENTS .............................................................................. LIST OF TABLES ........................................................................................ LIST OF FIGURES ...................................................................................... LIST OF APPENDICES .............................................................................. ABSTRACT ................................................................................................... ABSTRAK .......................................................................................................

Page i ii iii iv v vi vii ix xii xiii xiv xv xvi

CHAPTER I: INTRODUCTION ................................................................ A. Background of the Study . ........................................................................... B. Problem Identification ................................................................................ C. Research Questions .................................................................................... D. Research Goals ........................................................................................... E. Research Benefits .......................................................................................

1 1 4 5 5 6

CHAPTER II: LITERATURE REVIEW .................................................... A. Theoretical Review ..................................................................................... 1. Speaking .............................................................................................. ... a. The Nature of Speaking ...................................................................... b. Microskills of Speaking ..................................................................... c. Speaking Aspects ............................................................................... d. Types of Classroom Speaking Performance ...................................... e. Teaching Speaking ............................................................................ f. Teaching Speaking with Technology ................................................. 2. Mobile Learning ..................................................................................... a. The Nature of Mobile Learning ......................................................... b. MALL ............................................................................................... 3. Android ............................................................................................... a. The Nature of Android ...................................................................... b. Android Features ............................................................................... c. MIT App Inventor ............................................................................. d. The Advantages of Applying Android in Education .........................

7 7 7 8 10 11 14 15 18 20 20 23 27 27 30 31 36

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4. Instructional Design ................................................................................ a. ADDIE Model ................................................................................... b. Dick and Carey Model ...................................................................... 5. English for Senior High School .............................................................. a. Senior High School ........................................................................... b. Speaking for the Tenth Grader in 3 Bantul Senior High School ....... B. Review on Related Studies ......................................................................... C. Theoretical Framework ..............................................................................

36 37 39 43 44 45 45 47

CHAPTER III: RESEARCH METHODOLOGY ..................................... A. Research Method ........................................................................................ B. Research Design .......................................................................................... C. Research Setting and Participants .............................................................. 1. Research Setting ..................................................................................... 2. Research Participants .............................................................................. D. Data Gathering Technique ......................................................................... E. Research Instruments .................................................................................. 1. Questionnaire .......................................................................................... 2. Interview ................................................................................................. F. Data Analysis Technique ............................................................................

50 50 52 55 55 55 56 58 58 60 61

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ............. A. The Processes of Developing the Learning Media (ETALK) .................... 1. Information Collecting ........................................................................... a. Syllabus Analysis .............................................................................. b. Need Analysis Questionnaire and Interview Script Design ............... c. The Need Analysis from Questionnaire Results ................................ d. The Need Analysis from Interview Results ....................................... 2. Planning .................................................................................................. 3. Development ........................................................................................... a. Developing the Materials .................................................................. b. Developing the Storyboard and Flowchart ......................................... c. Developing the Application Using App Inventor ............................... d. Building the Application into.apk File ............................................... e. The Experts Validation ....................................................................... f. The Revision of the Application ......................................................... 4. Implementation ....................................................................................... 5. Evaluation ............................................................................................... B. The Presentation of e-talk............................................................................ 1. Home page of the Application ................................................................

66 66 66 67 70 72 80 84 87 87 89 91 93 94 103 104 111 111 113

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2. Introductory Page of the Application ..................................................... 3. The Menu of the Application .................................................................. 4. The Vocabulary Feature ......................................................................... 5. The Grammar Feature ............................................................................. 6. The Expression Feature .......................................................................... 7. The Conversation Feature ....................................................................... 8. The Project Feature ................................................................................. C. How E-talk Improves Senior High School Students’ Speaking Skill .......

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CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... A. Conclusions . ............................................................................................... B. Suggestions .................................................................................................

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BIBLIOGRAPHY ......................................................................................... APPENDICES ...............................................................................................

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LIST OF TABLES

Table 2.1 Micro Skills of Oral Communication .............................................. 11 Table 2.2 Four Categories of Speaking Skill .................................................. 13 Table 3.1 The Combined Model of R & D and ADDIE Model ...................... 51 Table 3.2 The Description of the Expert Validators ....................................... 56 Table 3.3 Stages, Instruments, Participants, Data and Aims .......................... 56 Table 3.4 The Description of Need Analysis Questionnaire Results .............. 62 Table 3.5 The Conversion Table of the Raw Scores into Converted Score ... 63 Table 3.6 The CRE Scales .............................................................................. 63 Table 3.7 The Description of the Validation Questionnaire Results .............. 65 Table 4.1 The Competency Standard and the Basic Competence of Speaking Skill for Grade X ................................................................................... 67 Table 4.2 Grade Tenth’s Semester 1 and 2 Speaking Materials ..................... 68 Table 4.3 The Selected Speaking Materials for the Application .................... 69 Table 4.4 The Working Concepts of Need Analysis Questionaire and Interview Script ............................................................................................... 70 Table 4.5 The Teaching of Speaking in the Classroom .................................. 73 Table 4.6 The Students’ Speaking Strategies .................................................. 75 Table 4.7 The Media Used by the Students to Practice Speaking .................. 76 Table 4.8 The Students’ Aspects of Speaking ................................................ 78 Table 4.9 The Topics, Materials, Activities and Learning Objectives ........... 85 Table 4.10 Features and Activities .................................................................. 86 Table 4.11 The Parts and the Contents of Each Part in e-talk ......................... 90 Table 4.12 The Descriptive Statistics of Material Experts’ Opinion .............. 95 Table 4.13 The Descriptive Statistics of Media Experts’ Opinion ................. 96 Table 4.14 The Description of the Categorization of the Scores .................... 98 Table 4.15 The Comments and Suggestions from the Experts ....................... 103 Table 4.16 The Students’ Opinion about the Materials .................................. 106 Table 4.17 The Students’ Opinion about the Media ....................................... 107 Table 4.18 The Students’ Opinion about the Use of E-talk to Practice Speaking .................................................................................................... .. 108

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LIST OF FIGURES

Figure 2.1 Android System Architecture ........................................................ Figure 2.2 The Designer Interface .................................................................. Figure 2.3 The Blocks Editor .......................................................................... Figure 2.4 The Emulator ................................................................................. Figure 2.5 The ADDIE Model ......................................................................... Figure 2.6 The Dick and Carey Model ............................................................ Figure 2.7 Theoretical Framework Model ...................................................... Figure 3.1 The Writer’s Combined Model of ADDIE and R & D ................. Figure 4.1 Home page of e-talk ...................................................................... Figure 4.2 E-talk Introductory Page 1 ............................................................. Figure 4.3 E-talk Introductory Page 2 .............................................................. Figure 4.4 Menu Screen of E-talk ................................................................... Figure 4.5 The Vocabulary Screen of E-talk .................................................. Figure 4.6 The Vocabulary Topic Screen of E-talk ........................................ Figure 4.7 The Vocabulary List ...................................................................... Figure 4.8 The Pronunciation Practice ............................................................ Figure 4.9 The Pronunciation Drill Feedback .................................................. Figure 4.10 Vocabulary Quiz Screen .............................................................. Figure 4.11 The Feedback and Score .............................................................. Figure 4.12 The Grammar Topic .................................................................... Figure 4.13 The Grammar Activity ................................................................. Figure 4.14 The Grammar Explanation Screen ............................................... Figure 4.15 The Grammar Exercise 1a ........................................................... Figure 4.16 The Grammar Exercise 1b ........................................................... Figure 4.17 The Grammar Exercise 1 Score ................................................... Figure 4.18 The Grammar Exercise 2a ........................................................... Figure 4.19 The Grammar Exercise 2b ........................................................... Figure 4.20 The Grammar Exercise 2 Feedback and Score ............................ Figure 4.21 The Expression Screen of E-talk ................................................. Figure 4.22 The Expression Topic Screen of E-talk ....................................... Figure 4.23 The Expression List ..................................................................... Figure 4.24 The Pronunciation Practice Screen .............................................. Figure 4.25 The Pronunciation Drill Feedback ............................................... Figure 4.26 The Speak Up Screen ................................................................... Figure 4.27 The Feedback and Score .............................................................. Figure 4.28 The Conversation Screen a .......................................................... Figure 4.29 The Conversation Screen b .......................................................... Figure 4.30 The Feedback and Score .............................................................. Figure 4.31 The Project Screen .......................................................................

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29 34 35 35 39 42 48 54 113 114 114 116 116 117 118 118 119 120 120 121 121 121 122 122 123 124 124 124 125 126 127 127 127 129 129 130 130 131 132


LIST OF APPENDICES Appendix 1 English Syllabus of Senior High School Grade X ...................... Appendix 2 The Blueprint of Questionnaires ................................................. Appendix 3 The Flowchart and Storyboard of E-talk ..................................... Appendix 4 Need Analysis Questionnaire ...................................................... Appendix 5 Experts Validation Questionnaire ............................................... Appendix 6 Users Validation Questionnaire .................................................. Appendix 7 Interview Guidelines ................................................................... Appendix 8 The Results of Need Analysis Questionnaire ............................... Appendix 9 The Results of Experts Evaluation Questionnaire ....................... Appendix 10 The Results of Users Validation Questionnaire ......................... Appendix 11 Interview Transcription ............................................................. Appendix 12 Photo Documentation ................................................................ Appendix 13 Permission Letter .......................................................................

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146 154 160 183 188 194 197 199 203 210 216 229 230


ABSTRACT Malasari, Susanti. 2017. Android Application to Improve Senior High School Students’ Speaking Skill. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. Being able to communicate in English fluently is the concern of every individual in this world because it gives some advantages in this life. For example, a fluent English speaker can get more opportunities to study or work overseas. The importance of being fluent in English influences the Senior High School students to improve their speaking fluency. In order to be able to communicate in English fluently, the students should practice it frequently. However, they have limited English exposures and opportunity to use English. In the classroom, the opportunity to use English is limited because of the limited time. In addition, the students rarely have chances to use English outside the school because the environment has limited English exposure. Therefore, the writer is interested in designing an Android application for Senior High school students. The application can be used as the supplementary materials for the students to practice their speaking both inside and outside the school. There are two questions formulated in the problem formulation, they are: (1) What does the Android application for Senior High School students look like? (2) How does the Android application improve Senior High School students’ speaking skill? In order to answer the problems, the research combined ADDIE model with Borg and Gall’s (1983) R & D cycle. The quantitative and qualitative data were used as the main data of this study. The quantitative data were obtained from qustionnaire; while the qualitative data were obtained from the open ended questions in the questionnaire and interview. The answer of the first question shows the description of the Android application. The application is named e-talk. E-talk is an English learning application which is aimed to improve Senior High School students’ speaking skill. This application consists of five main features: vocabulary, grammar, expression, conversation and project which are developed based on the speaking theories proposed by Harmer (2001), Goh and Burns (2012) and Louma (2004). On the other hand, the application was designed based on the principles of mobile learning proposed by Elias (2011) and Egbert and Handson-Smith (1999). Each feature in the application provides some activities based on the aspects of speaking which is developed based on the learning objectives stated in the syllabus. The answer of the second question concerns with how the application improve the Senior High School students’ speaking skill. The result shows that the application eases speaking practice by the mean score 1.5 out of 2. It helps the students improve their vocabulary, pronunciation, fluency and comprehension through the features and activities provided in the applications

Key words: Android, e-talk, speaking, Senior High School

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ABSTRAK Malasari, Susanti. 2017. Aplikasi Android untuk Meningkatkan Kemampuan Speaking Siswa Sekolah Menengah Atas. Yogyakarta: Program Pascasarjana Kajian Bahasa Inggris, Universitas Sanata Dharma. Berbahasa Inggris secara lancar menjadi perhatian setiap individu di seluruh dunia karena memberikan beberapa keuntungan. Contohnya, seseorang yang dapat berkomunikasi dengan Bahasa Inggris mempunyai kesempatan yang lebih banyak untuk dapat belajar maupun bekerja di luar negeri. Pentingnya berbahasa Inggris dengan lancar mempengaruhi siswa Sekolah Menengah Atas untuk meningkatkan kemampuan berhahasa Inggrisnya. Untuk itu, siswa perlu mempraktikkannya secara rutin. Akan tetapi, mereka mempunyai kesempatan terbatas untuk menggunakan Bahasa Inggris. Di kelas, siswa hanya mempunyai sedikit kesempatan untuk praktik karena keterbatasan waktu. Sedangkan di luar kelas, siswa jarang menggunakan Bahasa Inggris karena mereka tidak bersosialisasi dengan Bahasa Inggris. Oleh karena itu, penulis tertarik untuk mendesain sebuah aplikasi Android yang dapat digunakan para siswa sebagai materi tambahan untuk praktik berbahasa Inggris baik di dalam maupun di luar kelas. Terdapat dua pertanyaan yang dinyatakan dalam rumusan masalah, yaitu: (1) Seperti apakah aplikasi Android untuk Siswa Sekolah Menengah Atas? (2) Bagaimanakah aplikasi Android tersebut meningkatkan kemampuan speaking siswa Sekolah Menengah Atas? Untuk menjawab pertanyaan tersebut, penelitian ini menggabungkan model instruksional ADDIE dan siklus Penelitian dan Pengembangan milik Borg dan Gall (1983). Data kuantitatif dan kualitatif digunakan sebagai data utama pada penelitian ini. Data kuantitatif diperoleh dari kuesioner, sedangkan data kualitatif diperoleh dari pertanyaan uraian yang terdapat pada kuesioner serta wawancara. Jawaban dari pertanyaan pertama adalah deskripsi aplikasi Android. Aplikasi tersebut diberi nama e-talk. E-talk adalah aplikasi pembelajaran Bahasa Inggris yang ditujukan untuk meningkatkan kemampuan speaking siswa Sekolah Menengah Atas. Aplikasi ini terdiri dari lima fitur utama, yaitu: vocabulary, grammar, expression, conversation dan project yang dikembangkan berdasarkan teori-teori speaking yang dikemukakan oleh Harmer (2001), Goh dan Burns (2012) dan Louma (2004). Sedangkan aplikasi tersebut didesain berdasarkan prinsip-prinsip pembelajaran mobile yang dikemukakan oleh Elias (2011) dan Egbert dan Handson-Smith (1999). Setiap fitur pada aplikasi tersebut menyediakan aktivitas-aktivitas berdasarkan aspek-aspek speaking yang dikembangkan berdasarkan tujuan pembelajaran pada silabus. Jawaban dari pertanyaan kedua membahas tentang bagaimana aplikasi tersebut membantu siswa Sekolah Menengah Atas meningkatkan kemampuan speakingnya. Hasil penelitian menunjukkan bahwa aplikasi tersebut meningkatkan kemampuan speaking dengan skor rerata 1.5 dari skor maksimal 2. Aplikasi tersebut membantu siswa meningkatkan kosakata, pengucapan, kelancaran dan pemahaman mereka melalui fitur-fitur dan aktivitas-aktivitas yang terdapat pada aplikasi tersebut.

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CHAPTER I INTRODUCTION

This chapter consists of five major parts. The first part, background of the study, explains the writer‟s reasons in choosing the topic. The second part, problem identification, formulates the problems that the writer wants to discuss. The third part, research questions, presents the questions to be answered in this study. The fourth part, research goals, presents the goals of this study. In addition, the last part, research benefits, explains some benefits of this study.

A. BACKGROUND OF THE STUDY As an international language, English is widely used in every aspect of life such as science, technology and trade. This condition encourages people to be able to communicate in English because they consider that English is an important language in the globalization era. Besides important, English is also considered as beneficial because it can help people communicate with people around the world, get better access of technology and have better education and jobs. There are four skills that people need to acquire when they are learning English; listening, speaking, reading and writing. Speaking is one of the English skills that plays an important role in language studies because it is related to the development of communication skill. Speaking is defined as a process of building and sharing meaning through the use of verbal or oral form (Chaney, 1988 and Gebhard,

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1996). Speaking consists of producing systematic verbal utterances to convey meaning (Nunan, 2003). There are four components underlying speaking competency proposed by Canale and Swain (1980); grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Grammatical competence deals with the construction of grammatical sentences including vocabulary and pronunciation. Sociolinguistic competence deals with how the utterances are produced and understood in different contexts. Discourse competence deals with the rules of cohesion and coherence. Strategic competence deals with how the speaker uses the language to achieve the communicative goals. Those four aspects are important points for English learners to consider if they want to be able to speak English well. In fact, most people have difficulties to accomplish those components in their speaking. Therefore, they feel reluctant to practice their speaking skill. Moreover, they have limited English exposure in their environment because Indonesia is not an English speaking country. From the stated problem, it can be seen that limited English exposure makes students rarely practice their English. It makes students get difficulties in pronouncing words, recognizing new vocabulary and producing grammatical sentences. To overcome the problems, teachers need to facilitate their students to practice their English inside and outside the classroom by providing a tool which can provide them with enough English exposure.

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The development of technology makes significant changes in people‟s life. Technology helps people to be more efficient by providing some tools which ease people‟s work. Technology can also help people in the educational systems such as teaching English as a foreign language. Since the object of the study is Senior High School Students, technology is used to facilitate them because they are enthusiastic about technology. In addition, they like spending their time to use gadgets to play games, listen to music, and mingle with friends in social media. This is an opportunity for teachers to develop technology in teaching and learning processes. In this case, technology can be used as a tool which can help teachers to teach English easily and practically by using the mobile technology in language learning. Mobile learning as an educational activity makes sense only when the technology in use is fully mobile and when the users of the technology are also mobile while they learn (El-Hussein and Cronje 2010). It means that mobile learning enables students to have a mobile learning process which can be accessed anytime and anywhere. The use of technology in English language learning also enables English learners to have an enjoyable learning because it provides the learners with some interesting features which will make the learners become more motivated and become independent learners. Android is one of the examples of the development of technology which is useful for people. Android is a mobile operating system that is based on a modified version of Linux Li (2012). There are many features provided by Android such as Storage, Connectivity, Messaging, Web browser, Media support, 3


Hardware support, Multi-touch, Multi-tasking, Flash support and Tethering (Li, 2012). Those features makes android has similar systems to computer systems. Therefore, it enables teachers to use android to make teaching media which can make English teaching and learning processes easier; especially speaking skill. By using Android, teachers can make interesting and interactive speaking activities which can motivate students to practice their English. The more the students practice their speaking, the better English communication they have. Therefore, it would be more effective to learn through practicing rather than attending lectures or trying to understand theories. The Android application will provide accessible English exposures which enable the students to practice their English anytime and anywhere to facilitate the students to improve their speaking skill.

B. PROBLEM IDENTIFICATION Speaking is considered as hard by many students because they do not have enough time to practice it both at school and outside the school. Besides, the students feel shy to practice their English because they are not good at pronouncing the English words. The lack of vocabulary is also one of the problems in improving their speaking skill at school. Commonly, teachers ask the students to speak English in the classroom or have a role play while they are learning some expressions. Those ways are good but they are less effective for the students because they only have limited time to those kinds of activities in the classroom. The lack of English exposure inside and outside the class makes the 4


students have difficulties in acquiring the language which have bad effects for their speaking skill.

C. RESEARCH QUESTIONS There are two research questions in this study. They are listed as follows: 1. What does the Android application for Senior High School students look like? 2. How does the Android application improve Senior High School students‟ speaking skill?

D. RESEARCH GOALS In this study, there are two objectives that the writer wants to achieve. The first is goal is the final version of the iconic model of the Android application. The materials provided in the android application model are designed according to the Senior High School learning objectives stated in Curriculum 2006. The model will provide the students with various kinds of learning materials such as vocabulary, grammatical rules and also conversation practice. The Android application model is designed to help the students improve their speaking skill. The second goal is to describe how the Android application improves Senior High School students‟ speaking skill. The writer presents the Android application to the research participants and asks them to use the application to practice their speaking skill. After the participants using the application, the writer distributes questionnaires and conducts interviews to get the participants‟ opinion about the application. 5


E. RESEARCH BENEFITS The writer hopes that this research is beneficial for some groups of people such as English teachers, students and further writers. The Android application made by the writer will help English teachers facilitate the students to practice their speaking skill both inside and outside the classroom since they have limited time to practice their English at school. The Android application will help teachers to teach useful expressions, vocabulary and grammatical rules needed by the students in order to improve their speaking skill. This android application will also ease the teachers in teaching pronunciation because it provides features which enable the students to practice how to pronounce words. The Android application will also be beneficial for the students because it can help the students to practice their English everywhere. The students will be able to learn and practice various kinds of English expressions, vocabulary and also grammar. It is hoped that students will have more practical, interesting and easier English learning which can motivate them to practice their English. The Android application model made by the writer will help the students to have enough English exposures that can help them improve their speaking skill. At last, the writer hopes that this study gives contribution to the readers and the students who want to take the same study. It is expected that further writers can use this study as one of references which can help them exploring some new ways to improve Senior High Students‟ speaking ability.

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CHAPTER II LITERATURE REVIEW

This chapter includes the theories that the writer takes in the research to support the analysis of the formulated problems stated in chapter I. This chapter is divided into three parts. They are theoretical review, review on related studies and theoretical framework. Theoretical review covers the theories of speaking, mobile learning, Android, Instructional Design and English for Senior High School. Review on related studies presents the similar studies conducted by some previous writers. In addition, theoretical framework describes the application of all theories used in this study.

A. THEORETICAL REVIEW The theoretical review consists of four concepts. They are speaking, mobile learning, Android and Instructional Design. The concepts are described as follows. 1. Speaking Since the writer attempts to design an Android application to improve Senior High School students‟ speaking skill, the writer provides some theories of speaking. The theories provided by the writer discuss the nature of speaking, problems in speaking, speaking aspects, teaching speaking and teaching speaking with technology.

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a. The Nature of Speaking Speaking is one of four English skills that people usually want to learn because they want to be able to communicate in English. Speaking is the basic language which is developed in early stages or in a childhood. Tarigan (1990) defines that speaking is a language skill that is developed in child life, is preceded by listening skill, and at that period speaking skill is learned. This statement is supported by Brown (2000) who stated that from communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined which especially apply to conversation. Speaking is a verbal language which is used to communicate with others. Speaking consists of producing verbal utterances to convey meaning (Nunan, 2003). Speaking is not merely verbal utterances that convey meaning but it is also defined as the process of expressing ideas and information to the listener. This statement is supported by Brown and Yule (1983), who state that speaking is to express the needs-request, information, service and etc. In this context, the speakers say what they have in mind as well as the information they want to convey to the listeners. There are many ways to define speaking. Hymes (1972) in Louma (2004) defines speaking by providing the framework of speaking in the form of acronym speaking. S stands for Situation; refers to the setting and the nature of event. This is the time and place where the speaking activity is done. P stands for Participant, refers to the speaker, listener, audience. In other words, it refers to the participants and what role they take. E stands for Ends, refers to the conventional outcomes of 8


the event it also includes the individual participants‟ goal. This is the expected outcomes and the personal goals of accomplishing particular occasions. A stands for Act sequence; refers to the form and the content of the speech acts. It contains the words used, how they are used and the relationship of the topic and what is said. K stands for Key; refers to the tone, manner, or spirit of act. I stands for instrumentalities or it is called as the channel or the mode and form of speech. N stands for Norms; refers to the norms of interpretation and norms of interaction. In addition, G stands for Genre, refers to categories or types of the utterance such as poems, proverbs, etc. Speaking has some important components which can influence its effectiveness. Canale and Swain (1980) in Renandya (2002) propose that communicative competence consist of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. The four areas of communicative competence they identified are grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Grammatical competence is the mastery of second language phonological and lexico grammatical rules and rules of sentence formation; that is, to be able to express and interpret literal meaning of utterances (e.g., acquisition of pronunciation, vocabulary, word and sentence meaning, construction of grammatical sentences, correct spelling, etc.). Sociolinguistic competence is the mastery of sociocultural rules of appropriate use of second language; that is, how utterances are produced and understood in different sociolinguistic contexts (e.g., understanding of speech act conventions, awareness of norms of stylistic 9


appropriateness, the use of a language to signal social relationships, etc.). Discourse competence is the mastery of rules concerning cohesion and coherence of various kinds of discourse in second language (e.g., use of appropriate pronouns, synonyms, conjunctions, substitution, repetition, marking of congruity and continuity, topic-comment sequence, etc.). Strategic competence is the mastery of verbal and non-verbal communication strategies in second language used when attempting to compensate for deficiencies in the grammatical and sociolinguistic competence or to enhance the effectiveness of communication (e.g., paraphrasing, how to address others when uncertain of their relative social status, slow speech for rhetorical effect, etc.) to help the learners to be good at English communication.

b. Microskills of Speaking In order to develop speaking skill, it is important to consider the microskills of oral communication. The microskills of speaking stated by Richards (1983) in Brown (2000) is presented in the table below.

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Table 2.1. Micro Skills of Oral Communication Adapted from Brown (2000) 1. Produce chunks of language of different lengths. 2. Orally produce differences among the English phonemes and allophonic variants. 3. Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonational contours. 4. Produce reduced forms of words and phrases 5. Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes. 6. Produce fluent speech at different rates of delivery 7. Monitor your own oral production and use various strategic devices-pauses, fillers, self-corrections, backtracking-to enhance the clarity of the message. 8. Use grammatical words classes (nouns, verbs, etc), systems (e.g. tense, agreement, pluralization) word order, patterns, rules and elliptical forms. 9. Product speech in natural constituents-in appropriate phrases, pause groups, breath groups, and sentences. 10. Express a particular meaning in different grammatical forms. 11. Use cohesive devices in spoken discourse. 12. Accomplish appropriately communicative functions according to the situations, participants, and goals. 13. Use cohesive devices in spoken discourse. 14. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. 15. Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings 16. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you

c. Speaking Aspects There are some aspects that should be fulfilled in order to have good and effective speaking. There are five aspects proposed by Harmer (2001), pronunciation, vocabulary, grammar, fluency and comprehension. First, pronunciation is a set of habit for producing sounds which includes segmental features such as stress and intonation pattern. Pronunciation is one of the important aspects in speaking because correctness of pronunciation directly 11


affects the appropriate communication in conversation. Second, vocabulary is a speaking aspect which is also important for good speaking ability. The more vocabulary that English learners have, they more they will be able to find appropriate diction for their conversation which results to the speaking effectiveness. Third, grammar, it is the aspect which is related to the structure or rules of the language such as word order, inflection and derivation of the meaningful features of English. Calce Murcia (1987) states that grammar is essential to the communicative language in teaching. Fourth, fluency, it is the ability to speak smoothly and easily without any hesitation of what is being spoken. Fluent speakers can speak fluently even though they make some grammatical or pronunciation mistakes. Fluency has a big role in speaking because it will influence the speakers‟ confidence in their speaking performance. Fifth, comprehension is the ability to comprehend the meaning of what is said. Comprehension becomes one of the aspects of good speaking ability because it influences the conversation process. If both speakers comprehend what they are speaking, they will be able to grasp the information conveyed. Besides mastering grammar, vocabulary, pronunciation, speaking fluency and comprehension, language learners need to put the those skills into action in the speech productions. According to Goh and Burns (2012), there are four categories of speaking skills that the learners need to develop which is presented in the table below.

12


Table 2.2 Four Categories of Speaking Skill Core skills

Specific skills

a. Pronunciation  Articulate the vowels and consonants Produce the sounds of the target and blended sounds of English clearly. language of the segmental and  Assign word stress in prominent words suprasegmental levels. to indicate meaning.  Use different intonation patterns to communicate new and old information. b. Speech function  Request: permission, help, clarification, Perform a precise communicative assistance, etc. function or speech act.  Express: encouragement, agreement, thanks, regret, good wishes, disagreement, disapproval, complaints, tentativeness, etc.  Explain: reasons, purposes, procedures, processes, cause and effect, etc.  Give: instructions, directions, commands, orders, opinions, etc.  Offer: advice, condolences, suggestions, alternatives, etc.  Describes: events, people, objects, settings, moods, etc. c. Interaction management  Initiate, maintain, and end conversation Regulate conversations and  Offer turns discussions during interactions  Direct conversations  Clarify meaning  Change topics  Recognize and use verbal and non-verbal cues. d. Discourse organization  Establish coherence and cohesion in Create extended discourse in extended discourse through lexical and various spoken genres, according to grammatical choices. socioculturally appropriate  Use discourse markers and intonation to conventions of language. signpost changes in the discourse, such a change of topic  Use linguistic conventions to structure spoken texts for various communicative purposes, e.g. recounts and narratives.

Meanwhile, there are some other speaking aspects which can influence speaking effectiveness. Louma (2004) states that speaking cover some categories 13


such as fluency, accuracy, interaction and coherence. First, fluency is the ability to express comprehensible language smoothly. Fluent speakers will speak without any hesitation and many pauses in their communication. They will express the information communicatively, „effectively and naturally. Second, accuracy, refers to the speakers‟ ability to produce correct sentences including grammar, vocabulary and pronunciation. Third, interaction refers to the situation between the speakers and listeners. Interaction plays a big role in speaking. In influences the atmosphere of the conversation created by both speaker and listener. It will create new topics to be discussed that can encourage the speaker and listener to communicate to one another. Fifth, coherence refers to the appropriateness of the discourse in the conversation. In this case, coherence is closely related to how the speakers use appropriate cohesive devices. d. Types of Classroom Speaking Performance There are six categories of oral production that the learners are expected to perform in the classroom stated by Brown (2000), they are imitative, intensive, responsive, transactional, interpersonal, and extensive. Imitation in this context refers to practicing an interaction contour or try to pinpoint a certain vowel sound. This activity is not purposed for the meaningful interaction but it is focused on some particular element of language form. Drilling is the part of this communicative language classroom which offers limited practice through repetition of certain strings of language with some linguistics difficulties either phonological or grammatical. The successful drilling activity are often short, simple, snappy, communicative, and limited in phonology and grammar point. 14


Intensive speaking is designed to practice some phonological or grammatical aspect of language. It can be done by doing the activity both individually or in groups where learners are practicing certain forms of language. It is described as short replies to teacher or student-initiated questions or comments. This responses are usually sufficient and do not extend into dialogue. It is usually authentic and meaningful. The transactional language is aimed to convey or exchange specific information or it is called as the extended form of responsive language. In this case, conversation may have more of negotiative nature that responsive speech. The interpersonal dialogue is aimed to maintain social relationship than to transmit facts and information. These kind of conversations can involve a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm or a covert agenda. The extensive speech refers to the planned extended monologues usually in the form of oral reports, summaries or short speeches. These monologues are often planned and formal. e. Teaching Speaking Speaking nowadays becomes a standalone subject with little attention paid to its process of learning. There are seven stages of learning activities presented by Goh and Burns (2012) highlighting the importance of the teacher‟s role in facilitating learning and providing input and feedback for the learners. Those stages are presented as follows. 1) Focus learners‟ attention on speaking

15


In the first stage, the learner‟s metacognitive awarness about second language is developed. In this stage, the learners are encouraged to have a selfobservation on their speaking performace and development. 2) Provide input and / or guide planning This is the stage where the learners are given some support to prepare what they are going to do/say and how they will say it. In this stage, the learners are given appropriate vocabulary related to their speaking needs. They are also explained about the social and linguistic conventions of speech and speakers‟ roles and relationships for particular contexts. 3) Conduct speaking tasks In this stage, the learners are provided with context where they can practice speaking. The learners are also encouraged to develop their speaking fluency in expression of meaning. 4) Focus on language / skills / strategies Stage four of the cycle is aimed to create the learners‟ opportunity to improve their language accuracy and enhance the use of skills and strategies effectively. In this stage, the learners are also encouraged to select the language features of the fluency task they have completed such as pronunciation, grammar, text structures and vocabulary. 5) Repeat speaking task In stage five, the learners have a chance to analyze and practice the selected language items. In this stage, repetitions are recommended for example by giving the learners a new task that is similar to the task that the learners have 16


done. These repetitions can improve the learners‟ confidence because they have at least one attempt at a task. 6) Direct learners‟ reflection on learning In the stage six, the learners are encouraged to monitor and evaluate what they have learned in overall stages. 7) Facilitate feedback on learning In this final stage, the learners are given important feedback on their performances in the previous stages of the cycle. It is explained that the feedback does not always given by the teacher but it can be a form of peer feedback. Those seven stages proposed by Goh and Burns (2012) enable the learners to work together and get many opportunities to speak. In addition, the teachers can select or plan different learning activities depend on the objective chosen. Besides, Shumin (n. d) in Richard and Renandya (2002) states that being able to interact in a language is essential. It is stated that language instructors should be able to provide the learners with a meaningful communicative behavior about relevant topics to enable the learners create discourse that conveys in a real-life communication. Shumin states that small talk and interactive activity are two activities for learners that can maintain their communicative behavior. Small talk is described as the ability to get along with people in society in brief. In this stage, learners are expected to develop their skill in short interactional exchanges. However, in interactive activity, the learners are provided with extensive exposure and opportunities to use the language.

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According to Harmer (2001), knowledge of language features and the ability to process information „on the spot‟ are two elements of speaking that the learners should master in order to speak fluently. To improve the knowledge of language features, teachers should develop the learners‟ connected speech, help them to be able to deploy some suprasegmental features and devices, supply a variety of phrases for different functions, and help the learners to structure discourse. In addition, the success of speakers‟ productive ability also depends on the rapid processing skills that talking necessitates which expected the teachers to help learners to process the language to be comprehensible, understandable, interactive and convey the intended meaning of a communication. f. Teaching Speaking with Technology Since English becomes an international language, more people want to be able to communicate in English. As a result, more people are interested in learning English either in formal or informal institution in order to improve their English communication skill. Some people might be good at written English communication however; they are not good at oral English communication. For those who are not good at oral English communication, they usually hesitate to express their ideas to others because the feel unconfident. This unconfident feeling is not merely caused by the lack of vocabulary of the speakers but it might be caused by other aspects such as, grammatical accuracy or pronunciation. This condition will create a problem in English teaching. Teaching speaking is training learners to produce English words and utterance by using appropriate stress, intonation and the correct situation and 18


social condition. Richard and Renandya (2002) state that speaking is used for many different purposes involving different skills. They state that these different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationship, and the kind of activity the speakers are involved in. However, it is hard for teachers to teach their students if their students have lack of confident to practice their speaking ability in the classroom. In this case, teachers must be able to create a learning atmosphere which encourages their students to practice their speaking and enable them to build their speaking performance. Therefore, teachers must be able to create tools for their students to enable them to practice their speaking ability anytime and anywhere without having direct interaction with other speakers. Providing a tool which enables them to record their own voice to practice their pronunciation might be useful for English learners because they will not be ashamed of making mistakes in front of others. This kind of tool will help the students recognize their mistakes and correct them over and over again. It is easier for the students to recognize their own weaknesess when they see themselves on videotape (Healey, 1999). The provided tool is not always a videotape, it can be another form of tool like recording tool which have the same function as videotape which can ease the students recognize their mistakes.

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2. Mobile Learning Mobile learning is now widely used in education in order to make learners have a portable device to learn (El-Hussein and Cronje, 2010). Advanced mobile devices such as smart cellular telephones are very popular among people primarily because they are wireless and portable. These functionalities enable users to communicate while on the move. The popularity of these devices is therefore a consequent of their ability to function at multiple levels.

a. The Nature of Mobile Learning The development of techology offers a dynamic approach for learning which is called e-learning. E-learning is a portable learning which is supported by information technology. It gives learners the idea that learning is something portable which they can do everywhere by using internet access. It is a learning that takes place with the help of mobile devices, or the intersection the application of small, portable, and wireless computing and communication devices and learning facilitated and supported through the use of information and communications technology (Quinn, 2000). That statement is supported by Pinkwart, et al., 2003 which states that e-learning as a learning supported by digital electronic tools and media, and by analogy, mobile learning as e-learning that uses mobile devices and wireless transmission. E-learning is widely used because it enables the learners to connect with their colleagues or professional by using the e-learning system. It can also help the learners choose the materials and activities based on their needs. 20


However, the demand for learning anytime and anywhere encourages people to invent a new type of learning which is called m-learning. O‟Malley et al. (2003) defines that mobile learning is when the learners are not in a fixed location and they use mobile technologies as their learning opportunities. It can be stated that m-learning is a learning that use any kinds of portable learning which usually related to the most recent technologies. Mobile learning as learning environmental based on mobility of technology, mobility of learners and mobility of learning that augments the higher educational landscape (El-Hussein and Cronje, 2010). Mobile learning becomes one of the distance learning alternatives which enable learners to have an easy access of learning. It gives learners more learning opportunities since they can learn anytime and anywhere. Geddes (2004) states that m-learning is identified by being available anywhere, anytime and by the tools used. Mobile learning gives learners flexibility of learning since they can access it anytime and anywhere. This kind of learning eases learner to learn inside or outside the school. Mobile device is a pervasive medium that may assist us in combining work, study and leisure time in meaningful ways (Turunen, et al. 2003). It is any educational provision where the sole or dominant technologies are handheld or palmtop devices (Traxler, 2005). More and more people develop mobile learning because mobile learning brings some positive effects for both teachers and students. It eases teachers and students to have a learning environment without having a formal situation in the classroom.

There

are

five

advantages

of

mobile

http://www.mobl21.com/Basics_Of_Mobile_Learning.pdf.

learning

stated

in

(n.

First,

it

d)

21


encourages „anywhere, anytime‟ learning. Mobile devices allow students to gather, access, and process information outside the classroom. They can encourage learning in a real-world context, and help bridge school, after school, and home environments. Second, it reaches underserved children. Handheld devices can help advance digital equity, reaching and inspiring populations „at the edges‟ – children from economically disadvantaged communities and those from developing countries because of their relatively low cost and accessibility in lowincome communities. Third, it improves twenty-first century social interactions. Mobile technologies have the power to promote and foster collaboration and communication, which are deemed essential for twenty-first century success. Fourth, it fits with learning environments. Mobile devices can help overcome many of the challenges associated with larger technologies, as they fit more naturally within various learning environments. At last, it enables a personalized learning experience. Not all children are alike; instruction should be adaptable to individual and diverse learners. There are significant opportunities for genuinely supporting differentiated, autonomous, and individualized learning through mobile devices. Regarding its advantages, it is interesting to develop mobile learning in education system. Before developing the mobile learning, there are eight principles of m-learning extracted by Ellias (2010) that should be fulfilled. First, equitable use. This first principle means that the course content provided should be accessible to people with different abilities and locations. Second, flexible use. In this context, flexible use means that the course design should facilitate a wide 22


range of people abilities, preferences, schedules, level of connectivity and choices in methods. Third, simple and intuitive. It means that the design must be simple and intuitive. Any kinds of complicated design should be eliminated. Fourth, perceptible information. It means that the the content should be clear. Fifth, tolerance of error; means that the design should minimize the errors in the software operation. This can be done by designning learning environment with a tolerance of error. Sixth, low physical and technical effort. It means that the design requires a low physical and technical error such as providing the learners with the simple way of inputting text into the device. Seventh, community of learners and support. It means that the learners should be facilitated with a community which can support one another. This kind of community can reduce the sense of missing out on specific delivery features. At last, instructional climate. It means that the instructor should interact with the learners in various ways to generate discussions and get feedback from the students.

b. MALL MALL stands for Mobile Assisted Language Learning. It is the use of mobile technology in language learning. MALL is different from computerassisted language learning because it use personal and portable devices which emphasizes the continuity or spontaneaty of access and interaction accross the different context of use. According to Valarmathi (2011) MALL is described as an approach of language learning which is assisted with the use of mobile devices such as mobile phones, MP3s, MP4s and PDAs. In addition, Chen (2013) states 23


that MALL is the formal or informal learning of a foreign language with the assistance of mobile devices. A similar definition is stated by to Miangah and Nezarat (2012) who describe MALL as the use of mobile technology in language learning. According to Miangah and Nezarat (2012) MALL can help the students have the opportunity study a second language using the mobile device when they want and where they are. MALL is a way to promote the learners to have a convenient learning environment that can support the learning needs difference which help the learners to achive their personal success. Chen (2013) describes that the study with mobile phones can be used to foster grammatical accuracy, improve speech fluency, learn vocabulary, promote reading comprehension, etc. On the other hand, Miangah and Nezarat (2012) state that MALL can develop different aspects of language learning such as vocabulary, listening, grammar, phonetics, reading comprehension etc. Besides helping the students learning the languange, there are some advantages offered by MALL devices. It fosters selfstudy which can increase the acquisition of the language. According to Hulme and Shield (2008) in Small, language learners who study individually outside the classroom develop such language skills and areas. Next, it provides the material which can be accessed anytime and anywhere and mobile device is a fast language learning tool because there is no time to wait for the computer to boot up (Stockwell, 2008). According to Small (n. d), there are some selected MALL applications which can be used to assist language learning such as social networks, SMS texting, videos, virtual worlds, voice recognition and blackboard virtual learning 24


software. The social networks can be used as a tool for the students to foster community and provide language practice outside the classroom, guide the conversation and grammar. The SMS texting can be used to help the learners learn vocabulary. Lu (2008) explains that the students can memorize, practice literating meaning, and check the words in the dictionary if they are not sure just using the mobile phone to verify the information. The videos can help the students practice listening skills. The virtual worlds help the students learn new words and expressions, improve their language skills and provide more English exposure to the students. The voice recognition can help the learners practice the pronunciation. According Godwin-Jones, (2009) the voice recognition software is a helpful tool in language learning because it let the learners listen to language learners practicing pronunciation and repeat back the correct pronunciation spoken by the learner. At last, the blackboard virtual learning software can offer a collaborative learning environment for the students. There are ten principles proposed by Stockwell and Hubard (2013) as the initial basis for developing and implementing mobile language learning. First, the mobile activities, tasks and apps should distinguish both the limitations and affordances of the environment in which the device will be used. These affordances and limitations should be directly connected to the principles of language learning research and theory. Second, multi-tasking and environmental distractions should be limited. Many people are not good at multi-tasking which can increase stress, error rates and lower productivity. Third, push but respect boundaries. The push mechanism has the potential to prompt learners to do an 25


action but it can also help the learners have the idea of when and how frequently they would receive the reminders. This idea can disturb the learners‟ activities, especially when they are in the workplace. Therefore, a reccomendation is to allow the learners to plant and control when these push events occur. Fourth, strive for maintain equity. It means that it is important to know whether the learner have a mobile device, what kind of device the learners has, the connectivity and the expense is for using the device for the planned operation. Fifth, acknowledge and plan for accomodating language learner differences. It means that the mobile learning should facilitate learners with various learning styles. Sixth, be aware of language learners‟ existing uses and culture of use. The learners often use their mobile devices for personal and social use rather than as educational tools. Therefore, the task or application provided should be consistent based on their needs. Seventh, keep the mobile learning activities and tasks short and succinct. The short and succinct tasks will make the application accessible for the students. Eighth, let the language learning task with the technology and vice versa. The task should consider the learners‟ mobility and also the technology. Nihth, most learners need guidance and training for effective mobile devices for language learning. Therefore, providing guidance and training for the learners are important in order to make their use efficient. The last principle is recognizing and accomodating multiple stakeholders. Consider the needs of involving other parties when implementing the mobile learning.

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3. Android Android is now widely used by people because it has many features which are similar to the computer‟s features. Those features enable android to be used in education to make people have mobile learning which is practical and portable for learners.

a. The Nature of Android Android is a kind of operating system which is popular recently. Android is an operating system based on Linux with a Java programming interface which is developed by Google (Vogel, 2013). It provides all necessary tools to develop Android applications such as compiler, debugger , emulator and virtual machine to run Android programs. “Android allows background processing, provides a rich user interface library, supports 2-D and 3-D graphics using the OpenGL libraries, access to the file system and provides an embedded SQLite database” (Vogel, 2013). Android is a comprehensive platform designed for mobile devices, championed by Google and owned by Open Handset Alliance (Gargenta, 2011). Android is a comprehensive platform means that Android is a complete software stack for a mobile device. It allows developers to develop mobile application easily and quickly. It also allows users to customize their phone experience substantially. In addition, it is a complete manufactures to run their devices. Open Source Platform means “the entire stack, from low-level Linux modules all the way to native libraries, and from the application framework to complete applications, is totally open” (Gargenta, 2011). Android is licensed 27


under business-friendly licenses (Apache/MIT) which does not need license. Therefore, it can be freely extended, modified and used for variety purposes. Android is a purpose-built platform for mobile devices which can run on all sorts of physical devices. Since Android is portable, it doesn‟t make any assumptions about a device‟s screen size, resolution, chipset, etc. Android is an operating system designed for low powered devices that run on battery and are full of hardware such as Global Positioning System (GPS) receivers, cameras, light and orientation sensors, WiFi and UMTS (3Gtelephony) connectivity and a touchscreen (Brahler, 2010). Android enables applications to make use of the hardware features through abstraction and provide a defined environment for applications. Android applications are written in Java and run in virtual machines. Applications for Android can be obtained from a central place called Android Market. The platform was created by Android Inc. which was bought by Google and released as the Android Open Source Project (AOSP) in 2007. According to Lee, Android is a mobile operating system that is based on a modified version of Linux. It was originally developed by a startup of the same name, Android, Inc. In 2005, as part of its strategy to enter the mobile space, Google purchased Android and took over its

development

work

(as

well

as

its

development

team).

http://www.educause.edu/ir/library/pdf/ELI7067.pdf defines android as a Linuxbased, open-source operating system designed for use on cell phones, e readers, tablet PCs, and other mobile devices.

28


The Android software stack can be subdivided into five layers: The kernel and low level tools, native libraries, the Android Runtime, the framework layer and on top of all the applications (Brahler, 2010).

Figure 2.1 Android system architecture The kernel in use is a Linux 2.6 series kernel, modified for special needs in power management, memory management and the runtime environment. Right above the kernel run some Linux typical daemons like bluez for Bluetooth support and wpa supplicant for WiFi encryption. As Android is supposed to run on devices with little main memory and low powered CPUs, the libraries for CPU and GPU intensive tasks are compiled to device optimized native code. Basic libraries like the libc or libm were developed especially for low memory consumption and because of licensing issues on Android. In this layer the surface manager handles screen access for the window manager from the framework layer. Opposing to other frameworks, the media framework resides in this layer, as it includes audio and video codecs that have to be heavily optimized. The 29


Android Runtime consists of the Dalvik virtual machine and the Java core libraries. The Dalvik virtual machine is an interpreter for byte code that has been transformed from Java byte code to Dalvik byte code. Dalvik itself is compiled to native code whereas the core libraries are written in Java, thus interpreted by Dalvik. Frameworks in the Application Framework layer are written in Java and provide abstractions of the underlying native libraries and Dalvik capabilities to applications. Android applications run in their own sandboxed Dalvik VM and can consist of multiple components: Activities, services, broadcast receivers and content providers. Components can interact with other components of the same or a different application via intents. b. Android Features There are many features provided in the android operating system. All of the features can support the information and technology. Lee (2012) states that Android is open source and freely available to manufacturers for customization, there are no fixed hardware or software configurations. Android supports some important features such as storage, connectivity, messaging, web browser, media support, hardware support, multi-touch, multi-tasking, flash support and tethering. Storage uses Uses SQLite, a lightweight relational database, for data storage. Connectivity supports GSM/EDGE, IDEN, CDMA, EV-DO, UMTS, Bluetooth (includes A2DP and AVRCP), Wi-Fi, LTE, and WiMAX. Messaging supports both SMS and MMS. Web browser is based on the open source WebKit, together with Chrome‟s V8 JavaScript engine. Media support includes support for the following media: H.263, H.264 (in 3GP or MP4 container), MPEG-4 SP, AMR, 30


AMR-WB (in 3GP container), AAC, HE-AAC (in MP4 or 3GP container), MP3, MIDI, Ogg Vorbis, WAV, JPEG, PNG, GIF, and BMP. Hardware support is accelerometer Sensor, Camera, Digital Compass, Proximity Sensor, and GPS. Multi-touch supports multi-touch screens. Multi-tasking supports multi-tasking applications. Flash support such Android 2.3 supports Flash 10.1. In addition, tethering supports sharing of Internet connections as a wired/wireless hotspot.

c. MIT App Inventor App Inventor is widely used by Android developer to create Android application because it is a simple mobile applications builder. “App Inventor is a visual, drag-and-drop tool for building mobile apps on the Android platform” (Wolber et all, 2011). In the App Inventor, the visual appearance of Android application is designed by using a web-based graphical interface builder. The application‟s behavior is set by using the puzzle bocks which contain programming tools provided by the App Inventor. There are many activities provided by App Inventor. First, People can play using the App Inventor because App Inventor promotes exploration and discovery. Users can simply open App Inventor, connect the phone and start putting together blocks. By doing this, users can immediately see and interact with the app that is built on the phone. Second, users can build a quick prototype; incomplete and unrefined working models of idea. “Expressing an idea in text is like writing to a friend or loved one with prose; think of an App Inventor prototype as poetry to a venture capitalist. In this way, App Inventor can serve as an electronic napkin for mobile app development” 31


(Wolber et all, 2011). Third, users can build apps with personal utility. App Inventor can be used to build an app exactly how users want it. Fourth, users can develop complete applications. Since App Inventor is not just a prototyping system or an interface designer, users can build complete, general-purpose applications. It is simple for the users to build complete applications because App Inventor the fundamental programming language provided in App Inventor in block form. At last, users can teach and learn using App Inventor. App Inventor is a great teaching and learning tool for students for any kinds of subjects such as computer science, math, physics, and entrepreneurship). The learning experience provided in App Inventor is creating and building applications or multimedia quizzes. There are many different types of applications that users can build by using App Inventor. First, users can build games. Users can start building simple games and learn to build the more complex ones. Second, users can build educational software. App Inventor can be used to build quiz applications that can help students to study. Third, users can build location-aware applications. Since App Inventor provides access to a GPS-location sensor; users can build applications to know where the users‟ the location is. App Inventor can also be used to help users remember where they parked their car, an app that shows the location of friends or colleagues at a concert or conference, or user‟s own custom tour app of user‟s school, workplace, or a museum. Fourth, App Inventor can be used to build high-tech apps such as applications that scan bar codes, talk, listen (recognize words), play music, make music, play video, detect the phone‟s 32


orientation and acceleration, take pictures, and make phones calls. Fifth, users can build SMS applications. Sixth, users can build applications that control robots such as using the phone as a remote control, or programming it to be a “brain” of a robot. The robot and phone communicate via Bluetooth, and App Inventor‟s Bluetooth components let you create similar apps that control other Bluetooth devices. Seventh, App Inventor enables users to build complex applications App Inventor dramatically lowers the entrance barrier to programming and lets you build flashy, high-tech apps within hours. But the language also provides loops, conditionals, and other programming and logic constructs necessary to build apps with complex logic. At last, App Inventor provides users with Web-enabled apps; a way for the user‟s applications to communicate with the Web. Another definition of App Inventor is proposed by The university of Queensland Australia. It defines that MIT App Inventor is an application that is built in Java and run in a web browser which lets users to create Android mobile applications without writing a single line of code or hacking a single esoteric configuration file. After designing the application and adding behavior to the application, it can be tested in the Android Emulator. However, when it is going to be tested on a mobile phone, users must create an .APK application file that can be simply dragged to the Android phone‟s app directory. There are three main components in App Inventor. First, the designer; it is the place where users create the user interface of the application, by dragging and dropping components like buttons, labels, media, or even sensors (like accelerometers or GPS units) onto the interface. The Designer has simple tools for configuring the components‟ contents 33


and their basic look and feel, as well as layout tools for arranging them horizontally or vertically in the interface.

Figure 2.2 The Designer Interface Second, the Blocks Editor; it is a simplified way of visualizing program behavior. Traditionally, the program behavior is represented by code. By using the Blocks Editor, users only need to drag out and clip together puzzle-piece shaped „blocks‟ of behavior. There are blocks representing common Android-app behavior and many of the basic computer-science logical elements. Each block has hints for what sort of blocks may be attached to it to build behavior sequences.

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Figure 2.3 The Blocks Editor Third, The Android Device Emulator; it is a virtual version of an Android smartphone including touch-screen, hardware keys, and typical functions. The Android Device Emulator is a way to build to build and test the application built. It can also be used to make a change the design or blocks, switch to the emulator and test the results immediately.

Figure 2.4 The Emulator 35


d. The Advantages of Applying Android in Education There are some advantages of applying Android in Education. http://www.educause.edu/ir/library/pdf/ELI7067.pdf (n. d) states that might hasten the integration of mobile technology into the learning experience and give students and faculty new ways to interact with content. Many of the tools that support mobile learning are often better suited to communication and datagathering than to creative reports like writing a paper, putting together a video retrospective, building a series of charts and graphs, or making a class presentation. Like Apple‟s iOS products, Android can integrate with devices including laptops, netbooks, and tablets, though in the case of Android, the list of connectable devices is longer. This interconnectivity provides an easy way for students to move data from their smart phones to locations where it can be shared with others and used in the construction of individual and group projects.

4. Instructional Design Instructional Design is a procedure that is used to create instructional materials and learning such as a workshop, a course, a curriculum, an instructional program, or a training session. In order to design learning media that can facilitate learning effectively, it is important to understand instructional design. Crawford (2004), instructional design is a systematic process that contains a superior instructional product that is described by using an istructional model. It is stated that instructional design is a guidelines for designers when they are creating more effective and interesting instruction suitable for a learning environment. A similar 36


definition is presented by Spector and Muraida (1997), who state that instructional design is structuring of the learning environment in order to increase the learning effectiveness. On the other hand, Smith and Ragan (2005) state that instructional design is the whole process of creating learning activities. In this case, the whole process consists of defining the learning needs and goals, developing the materials and activities and evaluating all the of the instruction and learning activities. In addition, Elly (1996) defines the term instructional design by differentiating it into two terms; instructional technology and educational technology. The instructional technology refers to the process of teaching and learning by using the teaching and learning strategies while the educational technology refers to the use of technology in any aspects of the educational system. There are many instructional design models that are based on a long process of the researches on learning processes. Each component of the model is based on theories and researches that shows the effectiveness of the components. The models bring the concept of variety educational situations and it shows the procedures that are used to create effective learning media. There are two instructional models that are used as the references for this study; ADDIE and Dick and Carey model (2009). The discussion of those two models are decribed as follows. a. ADDIE Model ADDIE is a general purpose model, most useful for creating instructional products, but also applicable for program design. The ADDIE Model is an iteractive instructional design process, where the results of the formative 37


evaluation of each phase may lead the instructional designer back to any previous phase. The end product of one phase is the starting product of the next phase. The ADDIE model consists of five steps; analysis, design,

development,

implementation and evaluation (Rodgers, 2002). Analysis is the phase in which the writer define and identify the problem and determine the solution of the problem. The analysis is the stage where the writer does need analysis and determine the goals of the research in order give input for the design. Design phase is the outline of the goals of the research. In this phase, the writer conducts a learning analysis, write objectives, select delivery systems and sequence instruction. This is the input for the development phase. Development phase is the phase when the writer develops the instruction and media that will be used. The purpose of this phase is to generate the lesson plans and lesson materials. The next phase is implementation. It refers to the actual delivery of the instruction. The purpose of this phase is the effective and efficient delivery of instruction. This phase must promote the students' understanding of material, support the students' mastery of objectives, and ensure the students' transfer of knowledge from the instructional setting to the job. The last phase is evaluation. This phase measures the effectiveness and efficiency of the instruction. There are two types of evaluation, formative and summative. Formative evaluation is ongoing during and between phases. The purpose of this type of evaluation is to improve the instruction before the final version is implemented. Summative evaluation usually occurs after the final version of instruction is implemented. 38


This type of evaluation assesses the overall effectiveness of the instruction. Data from the Summative Evaluation is often used to make a decision about the instruction

as

whether

to

purchase

an

instructional

package

or

continue/discontinue instruction). Tomonori states that each of the steps provided in the ADDIE model are linked to one another which starts from analysis and ends with evaluation. He adds that the revision can occur within the process; therefore the feedback is stemming from the evaluation stage. The five steps of ADDIE model mentioned above can be seen in the following figure.

Figure 2. 5 The ADDIE Model b. Dick and Carey Model The Dick and Carey model is another instructional model used by writers. This model has more steps compared to the ADDIE model. The Dick and Carey model is based on ten instructional events; identify instructional goals, conduct instructional analysis, analyze learners and contexts, write performance objectives, develop assessment instruments, develop instructional strategy, develop and select instructional materials, design and conduct formative 39


evaluation of instruction, revise instruction, design and conduct summative evaluation (Dick and Carey, 2009). The first step is identifying instructional goals. In this step, the writer determines new information skill that is going to be developed. The instructional goals might be taken from needs assessment, performance analysis, etc. The second step is conducting instructional analysis. In this step, the writer determines the action on performing the goal and look at the skills needed to complete the goal. The final step of this phase is to determine the skills, knowledge and attitude needed by learners in the new instruction. The third step is analyzing learners and contexts. In order to analyze the instructional goal, there is an analysis of the context to learn the skill ad context to be used. The learners‟ skills, preferences and attitude are determined with the characteristics of the instructional setting and the setting that is going to be used. The fourth step is writing performance objectives. In this step, the writers write the statements of the learners‟ expected skill when they complete the instruction. The fifth step is developing assessment instruments. These instruments are written based on the written objectives and they are aimed to measure the learners‟ ability to perform what the writers have described in the objectives. The sixth step is developing instructional strategy. This instructional strategy is identified based on the information from the preceding five steps which is aimed to achieve the goal. The strategy is emphasized on the components to improve the students‟ learning. This strategy is based on the theories of learning, learning research, characteristics of the media, content of teaching materials and the characteristics of learners in which it is useful in developing and selecting 40


materials and plan instructional activities. The seventh step is developing and selecting instructional materials. In this step, the instructional strategy is used to produce the instruction. Guidance for learners, instructional materials and assessments are included. In developing original materials depends on the types of learning outcomes, the availability of existing relevant materials and developmental resources available to the writers. The eighth step is designing and conducting formative evaluation of instruction. After the designer completes the draft of the instruction; it is necessary to conduct a series of evaluation in order to collect data used to identify problems with the instruction for opportunities to improve the instruction. This is evaluation is called formative evaluation because it is aimed to help writers in creating and improving instructional processes and products. There are three types of formative evaluation; one-to-one evaluation, small-group evaluation and field trial evaluation. Each type provides the designer with different set of information which is useful for improving the instruction. The ninth step is revising instruction. Revising the instruction is the ninth step in design and development process. In this step, the learners‟ difficulties in achieving the objective are identified by summarizing and interpreting data from the formative evaluation. This data is also used to relate the learner‟s difficulties to specific deficiencies in the instruction. However, the data from the formative evaluation are not simply used to revise the instruction; they are used to reexamine the validity of the instructional analysis and the assumptions of learners‟ skills and characteristics. All of the considerations of the revised instructional strategy are incorporated into instructional revision in order to create 41


more effective learning experience. Revision is an ongoing process in design and development process in order to reassess assumptions and decisions. Therefore, a writer can do the revisions without waiting the design and development processes are completed. The last step is designing and conducting summative evaluation. Summative evaluation is an evaluation of the value of instruction which occurs after the instruction has been evaluated formatively and sufficiently to meet the designer‟s standard. This summative evaluation is not considered as an integral part of the instruction design process because it is conducted by an independent evaluator. The ten steps of Dick and Carey model is illustrated by the figure below.

Figure 2.6 The Dick and Carey Model (Dick and Carey 2009) Since this study is focused on designing learning media sotware, it is important for the developer to understand both the instructional design and the characterisics of well-designed software. There are some characteristics of welldesigned software proposed by Egbert and Hanson-Smith (1999). The first characteristic is consistency. In this case, consistency refers to the ability to create the elements of the software screen such as color, layout, fonts etc are consistent 42


from one part of the software is consistent. This consistency of the software will minimize the users in accessing the software. The second characteristic is the good use of space. It means that the developer should be able to put sufficient information on each screen. The complicated contents in a screen will distract the users while they are accessing the software. The third characteristic is legibility. The legibility is related to the text used in the software. It is neccessary to consider the font size and also how the fonts are presented on the screen. The fourth characteristic is easy of navigation and recovery. It means that the software should provide clear instructions in order to minimize errors while the users are using the software. In adition, the last characteristic is high-quality playback. It means that the software should provide clear audio or video for the users so that they can recognize the sound clearly. Those characteristics are important to consider because they can help the developer create an accessible software for more effective learning.

5. English for Senior High School The Senior High School students have realized that English is a compulsory and important subject for them. They mention that English is important because they will need it to communicate with others in the future. However, the students still have some difficulties in communicating with English. They state that they know English but they have difficulties in expressing it because their English competence is limited. In order to find the role of English in Senior High School, especially how speaking skill is taught and developed for the 43


tenth grader of 3 Bantul Senior High School, it is neccessary to discuss the definition of Senior High School and the speaking skill for the tenth grader of 3 Bantul Senior High School.

a. Senior High School According to the Government Regulation No 17 (2000), Senior High School is a middle stage of formal educational institution which conducts a public education for those who have graduated from Junior High School or similar educational institution. The Government of Elementary and Secondary Education defines Senior High School as a form of formal educational institution which conducts a public education for those who have graduated from Junior High School or similar educational instititution. It can be seen that those two definitions are similar; however, the Government of Elementary and Secondary Education provide the function and the aim of a Senior High School in order to make the definition clearer. According to the Government of Elementary and Secondary Education , the function of Senior High School is to develop the values of knowledge, ability and skills in order to prepare the students for the higher education to achieve the aim of national education. In addition, Senior High School is aimed to increase the quality of personal beliefs, knowledge, the sense of art, and skills to be responsible citizens and to prepare the students for the higher education.

44


b. Speaking for the Tenth Graders in 3 Bantul Senior High School English in 3 Bantul Senior High School is a compulsary subject for the students. It is taught four hours per week. The English lesson in 3 Bantul Senior High School is developed based on the syllabus provided by the government. In the syllabus, the government has devided the standard competence and basic competence that the students should achieve for each skill (listening, speaking, reading and writing). It is stated that the English teacher in 3 Bantul Senior High School has broken down the syllabus based on the skills in a correct order. There are two meetings which last for two hours in a week and it has been arranged orderly based on the skills learned. Speaking is one of the skills that the teacher wants to develop because s/he wants the students to communicate with English fluently. Therofore, the teacher always encourages the students to perform in each teaching and learning activity in the classroom. The teaching and learning activities are usually conducted by providing examples for the students by using videos or a live performance by the students, question and asnwers session, explanation and class performances. The activities conducted in the classroom are based on the learning goals stated in the syllabus. Therefore, the syllabus is used as the reference in selecting the materials as well as activities for the students in the Android application.

B. REVIEW ON RELATED STUDIES In order to support the research, the writer reviews some related studies. The writer found three studies which raise mobile learning as the main discussion. 45


It is important to review some studies conducted by some previous writer to know what area has been studied before. By reviewing some related studies, the writer will be able to conduct a similar study or develop what has been studied by the previous writer. The writer found three studies related to MALL. The first study is entitled “Design and Development of Mobile Assisted Language Learning (MALL) application for English Language using Android Push Notification Services”. This research is conducted by Shanmugapriya et al. (2013). The research was conducted to address the need for designing m-learning applications with 'push' model using Push Notifications by Android, iOS, Blackberry, Windows Phone and other mobile platforms. The study was conducted considering the importance of active roles of learners in using the MALL. The study designed a model of MALL which consists of some materials and exercises focused on improvising EFL students‟ grammar, pronunciation, listening, speaking, reading, writing and vocabulary skills. The research participants were thirty undergraduate students majoring at computer science, physics, chemistry and mathematics. In this study, it is found that the push notification features can optimize the success of employing MALL applications to develop the EFL and ESL students‟ learning interest and experience. The second study is entitled “Students‟ Perceptions and Experiences of Mobile Learning”. This research is conducted by Kim et al (2013). The research is aimed to know how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. The participants were 53 MA students in TESOL from different graduate classes. The research was 46


conducted during the spring 2012 semester at one Central US University. There were three instruments used in the research to collect a primary data: a pre-study survey, student reflections for class projects, and a post-study survey. The findings indicate that mobile technologies have the potential to provide new learning experiences. The third study is entitled “Does a Creative Learning Medium Matter? Impact of Low Cost Android Tablets on Elementary Students‟ English Comprehension, Perceived Performance and Memory Retention” conducted by El-Mouelhy et al. (2013). This study is aimed to know the effect of Android tablet on elementary students‟ learning performance, especially their reading comprehension, perceived comprehension performance, memory retention, and the implication of the finding and future directions . The writers conducted two kinds of study. The participants of the first study were 18 fourth-graders and 36 sixth-graders. The participants were asked to read two passages based on their grade on a tablet and completed the comprehension tests followed. On the other hand, the participants of the second study were 28 first-graders students. From both studies, it is found that android tablets did not have negative impacts on sixth-grader reading comprehension. It is found that the use of tablets in the classroom can improve the students‟ confidence in completing the tasks.

C. THEORETICAL FRAMEWORK In this part, the writer explains how the theories mentioned in the previous section support this research. The theories are theories of speaking, mobile 47


learning, MALL, Android and App Inventor. Below is the framework model of this research.

Figure 2.7 Theoretical Framework Model The theories of speaking gives concept of the speaking aspects that are needed by the students. Those speaking aspects are developed as the materials in the learning media. The theories of mobile learning, MALL, Android and App Inventor are used as the basic theories in developing the learning media. The theory of mobile learning gives the idea of portable learning. A portable learning can promote an independent learning to the students. In order to reach the goal, the mobile learning should meet the principles proposed by Elias (2011). The principles are equitable use, flexible use, simple and intuitive, perceptible information, tolerance or error, low physical and technical effort, community of learners and support and instructional climate. 48


Those principles are used as the core idea of developing a portable learning for the students. In addition, the theory of MALL are used as the foundation in developing the learning application. It provides the writer with the principles of creating a mobile learning proposed by Stockwell and Hubard (2013). Besides the theories of mobile learning and MALL, the theories of Android and App Inventor are used to build the application. These theories give the idea of the features to be built in the application and also the steps of how to create the application. They give sufficient information for a beginning developer in creating a customized learning application which is suitable for the students‟ needs. The theories of speaking, mobile learning, MALL, Android and App Inventor that have been discussed above are then used as the core idea of developing the application. An Android application that is focused on speaking skill improvement is then developed. This application gives the students a portable learning device which enable them to have more learning opportunities both inside and outside the school.

49


CHAPTER III RESEARCH METHODOLOGY

In this chapter the writer explains about the research method, research design, research participants and setting, data gathering technique and data analysis. The first part, research method, consists of a series of steps the writer conducts in order to write this thesis. The second part, research design, contains the explanation of the research design. The third part, research participants and setting, explains the place where the writer conducts the study and who the participants of the research. The fourth part, data gathering technique, explains how the writer collects the data for the research. The last part, data analysis, explains how the writer will analyze the gathered data.

A. RESEARCH METHOD The writer uses the Research and Development cycle in order to have appropriate design for the students. Research and development is a process used to develop educational products which can enhance teaching and learning processes. The writer uses the Research and Development for the educational research in order to have more efficient, practical and applicable educational research. There are ten steps in of research and development proposed by Borg and Gall (1983). Those cycles are research and information collecting, Planning, Develop preliminary form of product, Preliminary field testing, Main product revision, Main field testing, Operational product revision, Operational field 50


testing, Final product revision, Dissemination and implementation. The writer combined those cycles with the ADDIE model.

The combination of those

research methods is shown in the table below. Table 3. 1 The Combined Model of R & D Model and ADDIE Model Borg & Gall (1983) Information Collecting

ADDIE Analyze

Planning

Design

Develop preliminary Development form of product

Preliminary field testing

Main product revision Main Field Testing Operational revision

Implementation

product Evaluation

The Combined Model Information Collecting: - Literature study - Need analysis Planning - Selecting topics and materials - Planning kinds of features of the Android application Development - Developing materials - Developing the application - Building and testing the application - Expert Validation Implementation - Users Validation Evaluation

It can be seen in the table above that only seven stages out of ten were selected because this research is focused on the developing a model of an Android application to improve the tenth grade of Senior High School students‟ speaking skill . In addition, it can be inferred that after combining the R &D model and ADIIE model there are five main stages in this research; information collecting, planning, development, implementation and evaluation. 51


B. RESEARCH DESIGN This research used the combination of R and D model and ADDIE model which consists of five main stages. The first stage was Information collecting. In this step, the writer collected some information that is related to the problems of teaching and learning English, especially speaking. The writer distributed questionnaire and interviewed both the students and the English teacher. Besides knowing the problem of learning speaking, this activity is also aimed to find information about the teacher and students expectation on how they will learn speaking. After the problem and expectation are identified, the writer conducted a literature study on the teaching syllabus and documents related to the research participants needs. The second step was planning. In this step, the writer selected some topics and materials from the syllabus and the result of the questionnaires distributed in the need analysis. The writer also used the results of the interview of the teacher and students as the additional information for the development of the product. After selecting the topics and materials, the writer designed the tasks, activities, quizzes and the projects. In this stage, the writer also planned the features of the product. The third stage was development. In this stage, the writer developed the materials and made the flowchart and storyboard in order to help the writer develop the product. The writer then developed the materials by collecting audios, pictures, exercises, quizzes and activities based on the selected topics. In addition, the storyboard and the flowchart are made to help the writer decide the content of 52


each screen of the product and how each screen is linked to one another. After the writer developed the materials, storyboard and the flowchart, the writer developed the product using App Inventor and uploaded the developed materials. Then, the project was built into .apk file in order to test the product in a smartphone. This development process is done simultaneously in order to produce the most appropriate product for the research participants. After the expected product was done, the writer conducted formative evaluation for the improvement of the product by validating the product to the material and media experts. The product validation was conducted by distributing questionnaires and interviews to the experts. After both experts gave feedbacks, the writer then revised the product by developing some features based on the experts‟ suggestions. The writer also omitted some features that are not appropriate with the research participants‟ needs. The fourth step was implementation. In this step, the writer implemented the product to the research participants. In the implementation process, the writer conducted the summative evaluation. The summative evaluation was conducted by distributing questionnaires and interviews to the students. The results of the summative evaluation were used to do evaluate the product. The fifth step was evaluation. In this step, the writer evaluated the product based on summative evaluation conducted in the previous step. In this last step of the research, the writer has done with the final product. The description of the steps can be seen in the figure below.

53


Figure 3.1 The Writer’s Combined Model of ADDIE and R & D

54


C. RESEARCH SETTING AND PARTICIPANTS This research is aimed to develop an Android application for the tenth grade of students of Senior High School. In order to develop an effective learning model of an Android application, the writer involved various research participants. The descriptions of the research setting and participants are discussed below. 1.

Research Setting The writer chose 3 Bantul Senior High School Yogyakarta as the research

setting for the research because 3 Bantul Senior High School is one of Senior High Schools in Bantul which supports e-learning. This school is located in Gaten, Trirenggo Bantul Yogyakarta. Since the Android application is designed for the tenth grade students, the research was conducted in a class X 3, where most of students had android smartphones. The research was conducted in February – June 2016. During the research, the students were encouraged to use the Android application to practice their English anytime and anywhere. This research was conducted in a certain period of time because the writer wanted to know how well the Android application helps the students improve their speaking skill 2.

Research Participants In conducting this research, the writer involved various participants in order

to have a good product. The participants were 13 students grade X3 of 3 Bantul Senior High School whose Android smartphones are compatible with the application. The writer also involved an English teacher, an English lecturer, an IT lecturer and an IT practitioner who are selected as the experts of material and 55


media to validate the product. The table below shows the description of the experts‟ background. Table 3. 2 The Description of the Expert Validators

Participants An English lecturer An English teacher IT lecturer or IT practitioner

S1 1 1

Educational Background S2 1 1

Teaching Experience S3 -

1-5 1

6-10 1

>10 1 1 -

Both of the material and media experts validated the product by giving feedbacks, opinions and suggestions. The material experts gave feedbacks related to the content of the product including the quizzes and activities while the media experts gave suggestions and opinions related to the design, layout as well as the navigation of the product.

D. DATA GATHERING TECHNIQUE The writer collected the data from questionnaires, and interviews. The questionnaires were distributed to get the quantitative data, while the interviews were done to get the qualitative data. Both of the data were classified into stages based on the combination of R & D and ADDIE model. The explanation of the stages, instruments, participants, obtained data are presented below. Table 3. 3 Stages, Instruments, Participants, Data and Aims Stages Instruments Collecting Need Analysis Information Questionnaire

Participants The tenth grade students of 3 Bantul Senior High School

Obtained Data The description of the students‟ needs

Aim To design the theoretical model of the application 56


Stages

Instruments Need Analysis Interview

Preliminary Questionnaire Field for Expert testing Validation (Developm ent)

Interview for Expert Validation

Participants - The tenth grade students of 3 Bantul Senior High School - An English teacher of 3 Bantul Senior High School - An English teacher of 3 Bantul Senior High School - An English lecturer of English Language Education Department Sanata Dharma University - An IT lecturer in Duta Wacana Christian University - An IT practitioner in Gadjah Mada University - An English teacher of 3 Bantul Senior High School - An English lecturer of English Language Education Department Sanata Dharma University

Obtained Data The students‟ and teacher‟s opinion and suggestions on conducting a mobile learning

Aim To design the theoretical model of the application

The experts feedbacks on the designed learning model

To revise the initial iconic model

The detailed comments and suggestions on the designed learning model

To revise the initial iconic model

57


Stages

Instruments

Questionnaire for Users Validation

Interview for Users Validation

E.

Participants - An IT lecturer in Duta Wacana Christian University - An IT practitioner in Gadjah Mada University The tenth grade students of 3 Bantul Senior High School

The tenth grade students of 3 Bantul Senior High School

Obtained Data

Aim

Feedback about the designed learning model

Develop the revised iconic model into the final learning model Develop the revised iconic model into the final learning model

Detailed comments and suggestions on the designed learning model

RESEARCH INSTRUMENTS In order to get valid and reliable data from the research participants, the

writer used some instruments to gather the data. The instruments were questionnaire and interview. Both of the research instruments are explained below: 1.

Questionnaire In this study, the researcher used both structured and unstructured

questionnaires in order to get effective data from the research participants. In the structured questionnaire, the research participants were provided with some statements in which each answer was scored using Likert scale. This structured questionnaire provided quantitative data for the writer. Meanwhile, in 58


unstructured questionnaire, the research participants were provided with some open ended questions which let the research participants to answer the questions based on their feelings and opinions. In this kind of questionnaire, the research participants had an opportunity to express their opinions freely. This unstructured questionnaire provided the writer with qualitative data. Before designing the product, the questionnaires were distributed to the students for the need analysis. The questionnaires were to analyze the students‟ learning environment in the classroom. In the questionnaires, the writer identified the students‟ learning style in the classroom, knew how the students learn and their interaction with the teacher and classmates and also knew the number of students who are accustomed to use Android smartphones. In other words, the need analysis questionnaire provided the writer information about how the students learn speaking and the readiness for having a speaking mobile learning. The need analysis questionnaire blueprint can be seen in Appendix 1. To validate the product, the questionnaires were distributed to the experts of material and media. The experts were an English teacher of 3 Bantul Senior High School, an English lecturer of English Language Education Department Sanata Dharma University, an IT lecturer in Duta Wacana Christian University and an IT practitioner in Gadjah Mada University. The experts gave feedbacks, opinion and suggestions based on their skill. The material experts gave feedback related to the contents and activities of the application. While the media experts gave feedback related to the design, navigation and layout of the application. Both of the questionnaires are the combination of structured and unstructured questionnaire 59


and they were written in Indonesian. The blueprint of expert validation questionnaires can be seen in Appendix 2. After the first revision of the application, the writer implemented it to the research participants. In this step, the user validation questionnaires were distributed to the users to gather the students‟ opinions and suggestions toward the applications. The user validation questionnaire was a combination of structured and unstructured questionnaire and it was written in Indonesian. The blueprint of expert validation questionnaires can be seen in Appendix 3. Based on the discussion above, the writer distributed three kinds of questionnaires: need analysis questionnaire, expert validation questionnaire, and user validation questionnaire. The need analysis questionnaire and the expert validation questionnaire were made to obtain the quantitative and qualitative data to answer the first question formulated in the problem formulation. Meanwhile, the user validation questionnaire was made to obtain the quantitative and qualitative data to answer the second question formulated in the problem formulation. All of the quantitative data were collected from the structured questionnaires. Meanwhile, the quantitative data were collected from the unstructured questionnaires.

2.

Interview In order to get reliable data, the writer also collected the data by conducting

interviews. The writer interviewed both of the teacher and students to analyze the students‟ needs in the speaking learning processes and the designed application. 60


The interviews were also conducted to the both material and media experts. From the interviews, the writer got more detailed comments and suggestions toward the Android application. Therefore, the data gathered become more specific. The interview was also conducted to the students after the implementation of the Android application. This interview was aimed to know how the Android application help the students learn speaking. All of the interviews were conducted in Indonesian to ease the research participants answering the interview questions. The interview guideline can be seen in Appendix 4. Based on the discussion above, the writer conducted three kinds of interviews: need analysis interview, expert validation interview, and user validation interview. The need analysis interview and the expert validation interview were conducted to obtain the qualitative data to answer the first question formulated in the problem formulation. Meanwhile, the user validation interview was conducted to obtain the qualitative data to answer the second question formulated in the problem formulation.

F. DATA ANALYSIS TECHNIQUE There were quantitative and qualitative data in this research. The quantitative data were collected from the structured questionnaire, while the qualitative data were collected from both unstructured questionnaire and interview results. The quantitative data were calculated using percentage, while the qualitative data were presented

by

describing

the

respondents‟

opinions,

suggestions

and

recommendations in written forms. The formula below shows how the data from 61


the closed questions in need analysis were calculated statistically using percentage.

Notes: n = the total number of students who choose a certain answer N = the total number of students

All of the results of the questionnaire were calculated and clearly shown in a table in order to ease the writer identify all of the data. Below is the table of the need analysis results. Table 3.4. The Description of Need Analysis Questionnaire Results No.

Question

Response

Number

Percentage

However, both material and media evaluation data collected from structured questionnaires were calculated differently. Both questionnaires were designed using Likert scale proposed by Creswell (2012). It is suggested that scoring data means that the researcher assigns a numeric score or value to each response category for each question on the questionnaires (Creswell , 2012). Therefore, the data were categorized into five scales which are presented as follows.

62


Strongly Agree Agree Not Sure Disagree Strongly Disagree

=5 =4 =3 =2 =1

The raw scores then were converted into some converted scores which were adapted from Best (1970). The table is presented below. Table 3. 5. The Conversion Table of The Raw Scores into Converted Score Raw Scores 5 4 3 2 1

Meaning of Scores Strongly Agree Agree Not Sure Disagree Strongly Disagree

Converted Scores 2 1 0 -1 -2

After converting the raw scores, the results then were analyzed using Criterion Reference Evaluation proposed by Sukardjo (2006). The table below is the explanation of the range of scores. Table 3. 6 The CRE Scales Score Interval X > Xi + 1,80 SD Xi + 0,60 SD < X ≤ Xi + 1,80 SD Xi - 0,60 SD < X ≤ Xi + 0,60 SD Xi - 1,80 SD < X ≤ Xi - 0,60 SD X ≤ Xi - 1,80 SD

Category High/Very Good High/Good Fair Low/Poor Very Low/Very Poor

Notes: X = Actual Score SD (Standard Deviation) = (maximum score – minimum score) Xi (Ideal Score Average) =

(maximum score + minimum score) 63


The maximum score refers to the highest converted score (2), while the minimum score refers to the lowest converted score (-2). The quality of the product was described using final Mean which was calculated with the formula as follows: Xi = Notes: Xi X N

= Average Score = Total Score = Number of Participants

There were five categories of results based on table 3. 6 above. First, if the score was considered very good, it means that it does not need any revision. Second, if the score was considered as good, it means that the revision is optional. Third, if the score was classified as fair, it means that conducting more exploration on the design is necessary. Fourth, if the score was considered as poor, the revisions and improvements of the product are recommended. Finally, if the score was considered as very poor it means that the revisions of the product are highly required. After both material and media validation questionnaire results were gathered, validated and categorized, the writer presented the data using the table below.

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Table 3. 7 The Description of the Validation Questionnaire Results No.

Statements

Converted Score

Mean

Category

Total Score Mean

Table 3. 7 was made to describe the whole results of the quantitative data of the questionnaires. It can be seen that in the table that each statement had its category based on the mean. It can also be seen clearly that the final mean described the quality of the product. Meanwhile, the data from the open ended questions were selected and categorized into some aspects to support the quantitative data. The data were also used as the main suggestions for the writer to revise the product if needed. In addition, the interview results were selected accordingly and interpreted in written form. The data was used to support the quantitative data collected from the questionnaires.

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

This chapter deals with the analysis of the two problems in the problem formulation in the first chapter. This chapter is divided into three parts. The first part aims to describe the processes of developing the Android application. The second part aims to present the Android application. The third part is the descriptions of how the Android application improves Senior High School students‟ speaking skill.

A. The Processes of Developing the Learning Media (E-TALK) The process of developing the Android application uses the combination R & D model and ADDIE model which has been modified by the writer into five stages; information collecting, planning, development, implementation and evaluation. The model was modified in order to have more effective research considering the focus of the research is developing a model of an Android application to improve the tenth grade of senior High School students‟ speaking skill. In this part, the writer would discuss each stage to give a depth explanation. 1.

Information Collecting In this stage, the writer collected the information by conducting literature

study and need analysis. In the literature study, the writer collected some information on how teaching speaking is conducted in 3 Bantul Senior High School by conducting a syllabus analysis, designing a need analysis questionnaire 66


for the students and designing the interview guidelines for both English teacher and students. a.

Syllabus Analysis The syllabus analysis was aimed to know the objectives of English teaching

and learning processes, especially speaking for Grade X of Senior High school. The table below shows the speaking Competency Standards and the Basic Competence of Grade X of Senior High School Students. Table 4.1. The Competency Standards and the Basic Competence of Speaking Skill for Grade X Taken from 3 Bantul Senior High School English Syllabus Competency Standards Semester 1 3. Expressing the meaning of transactional and interpersonal conversations in daily contexts

4. Expressing the meaning of short functional and simple monolog texts (recount, narrative and procedure) in daily contexts

Basic Competence 3.1 Expressing the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally by using simple expressions accurately, fluently using some speech acts such as introduction, greeting/leave taking, making/cancelling invitations, accepting/declining promises 3.2 Expressing the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally by using simple expressions accurately, fluently using some speech acts such as expressing happiness, showing attention, expressing sympathy and giving instructions. 4.1 Expressing the meaning in short functional texts (announcement, advertisement, invitation) by using various speech acts in daily contexts. 4.2 Expressing the meaning in simple monolog texts (recount, narrative and procedure) in daily contexts by using some speech acts accurately and fluently

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Competency Standards Semester 2 9. Expressing the meaning of transactional and interpersonal conversations in daily contexts

10. Expressing the meaning of short functional and simple monolog texts (recount, narrative and news item) in daily contexts

Basic Competence 9.1 Expressing the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally by using simple expressions accurately, fluently using some speech acts such as thanking, giving compliment and congratulating someone 9.2 Expressing the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally by using simple expressions accurately, fluently using some speech acts such as expressing surprise, expressing disbelief and accepting invitations and offerings 10.1 Expressing the meaning of short functional speech (announcement, advertisement, invitation) formally and informally using simple expressions in various daily contexts 10.2 Expressing the meaning of simple monolog texts using various expressions accurately and fluently in the contexts of daily life in the form of narrative, descriptive and news items.

The syllabus analysis was also aimed to know the materials learned by Grade X of Senior High School students both in semester 1 and 2. From the syllabus analysis, it can be seen that the speaking materials for Grade X of Senior High School Students are listed in the table below. Table 4.2. Grade Tenth’s Semester 1 and 2 Speaking Materials Taken from 3 Bantul Senior High School English Syllabus Semester Semester 1

Topics  Introduction, Greeting/Leave Taking, Accepting/Cancelling Invitation, Accepting/Cancelling Promises  Expressing Happiness, Showing 68


Semester Semester 1   

Semester 2

  

Topics Attention, Expressing Sympathy, Giving Instruction Announcement Recount, Narrative, Procedure Expressing Gratitude, Giving Compliment, Congratulating Someone Expressing Surprise, Expressing Disbelief, Accepting Invitation and Offerings Announcement, Advertisement, Invitation Narrative, Descriptive, News Item

From all the materials presented in the table above, the writer only chose the excerpts of those materials which are commonly needed by Senior High School Students without neglecting the Standard Competency and the Basic Competence stated in the syllabus. The materials chosen by the writer are listed in the table below. Table 4.3. The Selected Speaking Materials for the Application Semester Semester 1

Semester 2

Topics  Introduction, Greeting/Leave Taking, Accepting/Cancelling Invitation  Expressing Happiness, Giving Instruction  Procedure  Expressing Gratitude  Expressing Surprise, Expressing Disbelief, Accepting Invitation and Offerings  Invitation

69


The writer used those selected topics to adjust the materials, activities, exercises, vocabulary, audios, expressions, conversations and projects for the application. b. Need Analysis Questionnaire and Interview Script Design In order to get reliable sources on the students‟ needs on the expected teaching and learning, the writer conducted need analysis for the Grade X of 3 Bantul Senior High School. The need analysis was conducted by distributing questionnaires to the students and interviewing both students and English teacher. Before conducting the need analysis, the writer designed the questionnaire and the interview script based on speaking, mobile learning and Android theories. The concept of the questionnaire and is listed in the table below. Table 4.4 The Working Concepts of Need Analysis Questionnaire and Interview Script No.

Concept 1. Speaking is a skill that applies two language skills in a conversation. It is stated that from communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined. (Brown, 2000) Speaking is a verbal language which is used to communicate with others. It consists

-

Sub Concept Basic types of speaking Micro and macroskills of speaking

-

-

-

Communicative language Speaking needs verbal practice

-

Indicators Imitate certain vowel sounds Produce proper sentences Produce fluent speech Use grammatical word clases Recognize errors Develop natural conversations Communicate with others Produce verbal utterances

Item 1, 2

3, 4, 5, 6

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No.

Concept of producing verbal utterances to convey meaning (Nunan, 2003) There are five aspects of speaking; pronunciation, vocabulary, grammar, fluency and comprehension (Harmer, 2001),

Sub Concept

-

Pronunciation Vocabulary Grammar Fluency Comprehension

Indicators

-

Speaking covers some categories such as fluency, accuracy, interaction and coherence (Louma, 2007) 2. Mobile Learning is a learning that use any kinds of portable learning which usually related to the most recent technologies (O‟ Malley et all, 2003)

-

Fluency Accuracy Interaction Coherence

-

Portable learning Educational Purpose Learning style

When students can see themselves on videotape, spotting their own weaknesses in much easier (Healey, 1999)

-

-

-

-

-

Independent learning

-

Item

Pronounce words correctly Use appropriate vocabulary Use grammatical rules correctly Comprehend types of conversation Speak fluently Speak fluently Speak accurately

7, 8, 9, 10, 17

Learn outside the classroom Learn independently Use smartphone as a portable learning media Use smartphone as an interactive learning media Monitor their own progress Recognize their own mistakes

11, 12, 15

19, 20

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No.

Concept Mobile device is a pervasive medium that may assist us in combining work, study and leisure time in meaningful ways (Turunen, et al. 2003 in Laouris)

Android is an operating system based on Linux with a Java programming interface which is developed by Google (Vogel, 2013

-

Sub Concept Learning content

-

-

Learning media

-

-

Indicators Item 16 Use mobile learning as a learning media Use appropriate features to have an interactive learning Use Android smartphone to support learning Use Android to have an accessible learning

14

The writer then made the questionnaire and interview results based on the design stated in the above table. The writer conducted the need analysis by distributing the questionnaire and interviewing and English teacher. This need analysis is aimed to collect important information related to the teaching and learning process of speaking in 3 Bantul Senior High School. c.

The Need Analysis from Questionnaire Results The questionnaires were distributed on Saturday, 17 October 2015 in

Grade X3 of 3 Bantul Senior High School. There were 27 students in the classroom and nobody was absent on that day. There were 19 closed questions and 5 open ended questions in the questionnaire. The closed questions results are described separately based on the aspects in tables.

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Table 4. 5 The Teaching of Speaking in the Classroom No 1.

2.

3.

4.

Question Do you like speaking? Why?

Does the teaching speaking conducted in the classroom help you develop your speaking skill? Does the teaching speaking conducted in the classroom enjoyable?

Do the speaking classroom activities help you develop your speaking skill?

Answer a. Yes, I like it very much b. Yes, I like it c. So so d. No, I don‟t like it e. I strongly dislike it a. Yes, it is very helpful b. Yes, it is helpful c. Yes, it is a little bit helpful d. No, it is not helpful e. It is very unhelpful a. Yes, it is really enjoyable b. Yes, it is enjoyable c. Yes, it is less enjoyable d. No, it is not enjoyable e. It is strongly not enjoyable

a. b. c. d. e.

Yes, it is very helpful Yes, it is helpful Yes, it is less helpful No, it is not helpful It is very unhelpful

Total 0

Percentage 0%

10 11 6 0 5 20 2

37% 40.8% 22.2% 0% 18.5% 74.1% 7.4%

0 0 0

0% 0% 0%

20 7

74.1% 25.9%

0

0%

0

0%

3 17 7 0 0

11.1% 63% 25.9% 0% 0%

From the table above, it can be seen that the students in grade X3 does not really like speaking. The results of the questionnaire in the need analysis showed that only 37% of the students like speaking and 40.8% stated that they are not really interested in speaking. Surprisingly, there were only 22.2% of the students stated that they do not like speaking. It means that the students still have great opportunities to develop their speaking skill. The statement above is proved by the 73


second, third and fourth questions of the need analysis questionnaire. The second question in the questionnaire stated whether the teaching speaking in the classroom help the students develop their speaking or not. The answer of the question showed that there were 74.1% of the students state that the teaching and learning processes in the classroom help the students develop their speaking skill in the classroom. The third question dealt with the situation of the teaching and learning process in the classroom. The writer tried to find out whether the situation of the teaching and learning process of speaking is enjoyable for the students. From the questionnaire, it is found that 74.1% of the students state that the teaching learning in the classroom is enjoyable. Moreover, the fourth question was intended to know whether the activities conducted in the classroom help the students to develop their speaking skill. The results show that 63% of the students state that the classroom activities help them develop their speaking skill. From the first aspect of the need analysis questionnaire, it can be inferred that the students are not interested in speaking even though the situation in the classroom supports them to learn more. Classroom situation is not merely a factor that influences the students to develop their speaking skill. The students need to have their own strategies to develop their speaking by practicing it by themselves. The table below shows the students‟ frequency in practicing their speaking.

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Table 4.6 The Students’ Speaking Strategies No 1.

Question Do you often practice your speaking skill out of the classroom?

2.

With whom do you practice your speaking skill out of the classroom?

Answer Very often Often Sometimes Seldom Rarely Parents English private teacher c. Siblings d. Friends e. Others ... a. b. c. d. e. a. b.

Total 0 2 16 7 2 0 3

Percentage 0% 7.4% 59.3% 25.9% 7.4% 0% 11.1%

4 18 2

14.8% 66.7% 7.4%

The table above shows that the students sometimes practice their speaking. There were only 59. 3 % of the students stated that they sometimes practice their speaking. From the data, it can also be seen that most of the students practice their speaking with their friends who was proved by 66.7% of the students‟ statements. The students can practice their speaking either in groups or by themselves. Practicing speaking in groups can be done easily by finding some partners who have the same intention and motivation to develop their speaking skill. Practicing speaking individually is a challenge that the writer will give to the students by using the learning media that the writer is going to develop. Furthermore, the writer tried to find some information on how the students learn speaking by themselves by using some electronic devices. The table below shows the media used by the students to practice their speaking.

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Table 4.7 The Media Used by the Students to Practice Speaking No 1.

2.

3.

4.

Question Do you use electronic devices when you are practicing your speaking skill out of the classroom? What kind of electronic devices do you use to practice your speaking skill out of the classroom? Does the electronic device help you practice your speaking skill? Do you have an Android Smartphone?

a. b. c. d. e. a. b. c. d. e. a. b. c. d. e. a.

b.

c. d.

e. 5.

Do you use your smartphone as a media to learn speaking?

6.

What kind of features which make you interested in using a smartphone as speaking learning media? What kind of speaking aspect can you develop by using a smartphone as your learning media?

7.

a. b. c. d. e. a. b. c. d. e. a. b. c. d. e.

Answer Very often Often Sometimes Seldom Rarely Computer TV Tablet Hand phone Smartphone Yes, it is very helpful Yes, it is helpful Yes, it is less helpful No, it id not helpful It is very unhelpful Yes, I have a Gingerbread Android Smartphone Yes, I have a Jellybean Android Smartphone Yes, I have a Kitkat Android Smartphone Yes, I have a Lollipop Android Smartphone No, I don‟t have an Android Smartphone Yes No Sometimes Seldom Rarely Audio/songs Video Social media Game Others Pronunciation Vocabulary Grammar Fluency Comprehension

Total 0 16 9 1 1 2 0 0 1 24 8 17 1 0 0 0

Percentage 0% 59.3% 33.3% 3.7% 3.7% 7.4% 0% 0% 3.7% 88.9% 29.7% 63% 3.7% 0% 0% 0%

16

59.3%

6

22.2%

1

3.7%

4

14.8%

13 0 1 11 2 15 1 3 6 2 0 12 13 0 2

48.2% 0% 3.7% 40.7% 7.4% 55.6% 3.7% 11.1% 22.2% 7.4% 0% 44.4% 48.2% 0% 7.4% 76


No 8.

9.

Question Do you feel more comfortable when you learn speaking using a smartphone? Have you ever got an assignment to create a speaking video by using a smartphone?

a. b. c. d. e. a. b. c. d. e.

Answer Very comfortable Comfortable Less comfortable Uncomfortable Very uncomfortable Often Ever Sometimes Seldom Never

Total 1 24 2 0 0 1 4 1 2 19

Percentage 3.7% 88.9% 7.4% 0% 0% 3.7% 14.8% 3.7% 7.4% 70.4%

From the data above, it can be seen that the students often use smartphones to practice their speaking outside the classroom which proved by 59.3% of the students‟ statements. 48.2% of the students stated that they can develop their grammatical skill by learning through the smartphones. Since the writer‟s learning media is focused on pronunciation and conversation, the writer needed the students to have Android smartphone at least with Jellybean version because the writer needs to work on some particular features which can only work on Android with Jellybean version or above. From the data, it is found that 59.3% of the students use smartphones with Jellybean version. The information above supported the development of the learning media. Considering that the 40. 7% of the students does not use smartphones with Jellybean version or above, the writer decided to create some groups consisting those who have smartphones with Jellybean version or above and those who do not use so that they can share the application in the implementation process. From the data, 88.9% stated that the smartphones offers a comfort learning for the students and it is a helpful device to study. This data gave the writer a great chance to develop a learning device which can make the students practice their speaking outside the classroom comfortably. 77


However, 70.4% of the students stated that they have never been asked to create a video conversation on topics they are learning. Therefore, the writer put such kind of activity in the learning media. The next important factor to develop the students‟ speaking skill is mastering the speaking aspects. There are five basic speaking aspects stated by Harmer (2001); pronunciation, vocabulary, grammar, fluency and comprehension. Based on the theory, the writer tried to find more information on the students‟ speaking aspects in order to create the most appropriate learning media that can help the students develop their speaking skill. The table below shows how the students master the speaking aspects. Table 4.8 The Students’ Aspects of Speaking No 1.

Question How is your ability to pronounce English words?

a. b. c. d. e. a. b. c. d. e.

Answer Very good Good Less appropriate Not good Worse Very Good Good Less appropriate Not good Worse

2.

How does your grammatical skill?

3.

Do you master the vocabulary taught in the classroom?

a. b. c. d. e.

4.

Do you understand the expressions taught in the classroom?

a. Strongly understand b. Understand c. Less understand

Strongly mastering Mastering Less mastering Not mastering Strongly not mastering

Total 0 11 13 3 0 0 10 16 1 0

Percentage 0% 40.7% 48.2% 11.1% 0% 0% 37% 59.3% 3.7% 0%

0 9 17 1 0

0% 33.3% 63% 3.7% 0%

0 23 4

0% 85.2% 14.8% 78


No

Question

Answer d. Do not understand e. Strongly do not understand

Total 0 0

Percentage 0% 0%

From the table above, it can be seen that 48.2% of the students in grade X3 assumed that they can pronounce the English words less appropriately, 59.3% of the students assumed that their grammatical skill are less appropriate and 63% of the students assumed that they are less mastering the vocabulary taught in the classroom. However, 85.2% of the students assumed that they understand with the expressions taught in the classroom. From the data, it can be seen that the students in grade X3 have not master the all speaking aspects. From this data, there is a great chance for the writer to create a learning media which can help the students master the speaking aspects which will support them to develop their speaking skill. In conclusion, grade X3 students actually have a great ability to develop their speaking skill in the classroom since the learning situation in their classroom supports them to do so. The students also have chances to practice their speaking skill outside the classroom since they are accustomed to use smartphones to support their learning. However, most students feel that they are less motivated to develop their speaking ability because they haven‟t found a learning media which is appropriate with their needs. The students need to have a learning media which can facilitate them to learn how to pronounce English words correctly, grammatical rules, vocabulary and comprehend kinds of conversation. By having this kind of learning media, the students hope that they can improve their speaking 79


fluency. This condition is a great chance for the writer to build a learning media which provide the students with great learning opportunities outside the classroom.

d. The Need Analysis from Interview Results In order to get reliable data, the writer also collected the need analysis data from interviews both English teacher and students. The teacher interview was focused on the objective of teaching speaking, teaching media, how to facilitate students‟ to develop their speaking skill outside the classroom, speaking difficulties and how to overcome it and the teacher‟s opinion about the use of a smartphone as a learning media. However, the students‟ interviews were focused on the students‟ opinion on the importance of speaking, how to develop their speaking skill outside the classroom, speaking difficulties and how to overcome them and the learning media which is needed by the students. From the teacher interview, it was discovered that the objective of teaching speaking is to help the students communicate with English orally. The focus of speaking in the classroom is to get the students communicate with English orally even though they can only produce simple expressions. (Appendix 11, T) It seemed that the objective of teaching speaking in grade X3 of 3 Bantul Senior High School is simple. The teacher only wanted the students to be able to communicate with English with simple expressions. However, it is not an easy task for the teacher to achieve the teaching objectives. The English teacher stated

80


that she faces some difficulties in the teaching and learning processes. She stated that the students have problems with vocabulary, grammar and confidence. Vocabulary, confidence and grammar. But I always tolerate the students’ mistakes in order to boost their confidence.(Appendix 11, T) The teacher realized that the students have difficulties in speaking. However, she encouraged the students to practice their speaking confidently. The teacher also let the students create their own dialog and find the vocabulary needed in the dictionary. I let the students to practice speaking even though they make many mistakes. I also let the students check the vocabulary needed in the dictionary. (Appendix 11, T) From the interview, it was also found that the teacher also give the students opportunity to develop their speaking skill both inside and outside the classroom. In the teaching and learning processes in the classroom, the teacher used electronic dictionary from a smartphone application, newspaper and magazines as the learning media. She developed the teaching and learning processes by asking the students to have a role play, play some games and find some difficult words meaning in the electronic dictionary. I use electronic dictionary from an application, newspaper and magazines. (Appendix 11, T) Outside the classroom, the teacher stated that she helped the students develop their speaking skill by giving them homework to create a dialog about the topics they have discussed. Yes. I give the students an assignment such as making a dialogue. (Appendix 11, T)

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Even though the teacher stated that she used electronic dictionary from a mobile application, she stated that she has never used smartphone as her teaching media in conducting speaking class. She stated that if there is a special application to develop the students‟ speaking fluency she feels happy with that and stated that she would use the application to teach speaking. She added that she wanted some features that can improve the students‟ vocabulary, and boost the students‟ confidence to practice their speaking which can improve the students‟ speaking fluency. I’m happy if the application can be used by my students. If it is helpful, I will continue using it. ... The feature that can improve the students’ vocabulary and boost the students’ confidence when they are practicing their English. If the students use the application, they will have more time to practice. So, they will be more fluent. I hope this application can help the students with their reading and writing. (Appendix 11, T) There were five students chosen for the interview. Those students were given the same questions, but they were interviewed separately. The student interview was focused on the importance of speaking for the students, the students‟ speaking strategies outside the classroom and the learning media needed by the students. From the interview, it was found that the five students stated that speaking skill is an important thing in their life because they will need it in the future. Most of the students stated that globalization was the main reason for developing English speaking skill. The students also stated that it will be easier to find a job if they can speak English fluently. It is important for our future. If we can speak English fluently, it is easier to find a job. (Appendix 11,S1)

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Since the students stated that speaking skill is important, they have their own learning strategies to develop their skill. The students stated that they learn speaking by listening to some English conversation and find the meaning in the dictionary, having an English course, having an English conversation with friends, learn speaking using mobile applications, watching and listening English movies and songs, and practice it continuously. I overcome the difficulties by reviewing the lesson learned and try to find the lesson I have not learned. I also try to get myself accustomed to use English by repeating it continuously and sharing with my friends.(Appendix 11, S1) Even though the students have already had their speaking strategies with many kinds or learning media, they stated that they want a learning media which can help them develop their speaking skill outside the classroom. The students implied that the learning media they are using doesn‟t fulfill their needs. The students stated that they want a learning media which can enrich their vocabulary, help them know how to pronounce English words, help them practice their speaking, compatible and accessible. A learning media which has a vocabulary feature and how to pronounce it. (Appendix 11, S1) In conclusion, the students in grade X3 of 3 Bantul Senior High School were expected to be able to communicate with English fluently. The teacher and students have cooperated well in developing the speaking skill both inside and outside the classroom by using some learning media. However, the learning media they were using did not meet their needs. The students stated that they need an

83


interactive learning media which can help them with pronunciation and conversation. 2.

Planning After the need analysis, the writer decided to design an Android

application based on the students‟ need. In this step, the writer selected the topics, materials, contents, kinds of features in the designed learning media and designed the research instruments. The writer selected the topics and materials based on the syllabus analysis. Based on the analysis, the writer selected some excerpts of the materials without neglecting the learning objectives stated in the syllabus. There were five major topics taken from semester 1 and 2 materials which were selected based on the students‟ needs. All the topics were selected as the supplementary materials for the students to practice their speaking outside the classroom. The selected topics were adjusted with the materials learned by the students in the classroom and its usage in the students‟ daily life. The aim of taking the excerpts of the materials from the syllabus was to stimulate the students to develop their speaking skill through the provided activities in the Android application. The topics were (1) introduction, (2) invitation, (3) instruction, (4) gratitude, (5) surprise. After selecting the topics, the writer defined the learning materials, activities and learning objective of each topic. Those components are presented in the following table.

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Table 4.9 The Topics, Materials, Activities and Learning Objectives No.

Topics Introduction  

Materials Introduction Greeting/Leave Taking

Invitation



Instruction



Gratitude

 

Surprise



Accepting/Can celling Invitation/Offe ring Giving Instruction Procedure Expressing Gratitude Expressing Surprise Expressing Disbelief

1.

2.

3. 4. 5.



Learning Objectives  The students are able to recognize and pronounce commonly used vocabulary in: - greeting and introduction - accepting/cancelling invitation/offering - giving instruction/procedure - expressing gratitude - expressing surprise and disbelief  The students are able to respond and create a simple dialogue of : - greeting and introduction - accepting/cancelling invitation/offering - instruction/procedure - expressing gratitude - expressing surprise and disbelief  The students are able to use grammatical rules commonly used in each topic

After defining the topics, materials and the learning objectives of the learning media, the writer selected kinds of features and activities for the learning media. Both features and activities were selected based on the learning objectives. There were five major features in the learning media; they are (1) vocabulary, (2) grammar, (3) expression, (4) conversation, (5) project. There are at least two activities in each feature which were designed based on the students‟ needs. Each activity in every feature was designed with automatic feedback to enable the students recognize their own mistakes to promote independent learning. The features and activities of the learning media are presented as follows.

85


Table 4.10 Features and Activities No. Learning Objectives 1 The students are able to recognize and pronounce commonly used vocabulary in: - greeting and introduction - accepting/cancelling invitation/offering - giving instruction/procedure - expressing gratitude - expressing surprise and disbelief 2 The students are able to use grammatical rules commonly used in each topic 3

4

5

Features Vocabulary

Activities  Vocabulary Pronunciation drill  Pronunciation quiz

 Grammar Explanation  Grammar Quiz 1 (Fill in the blanks)  Grammar Quiz 2 (TrueFalse) The students are able to Expression  Expression Pronunciation respond and create a drill simple dialogue of :  Responding to various - greeting and kinds of dialogue based on introduction the topics - accepting/cancelling Conversation  Respond to various kinds invitation/offering of dialogue based on the - instruction/procedure topics - expressing gratitude Project  Make a short video of a - expressing surprise dialogue based on the topic and disbelief chosen After the topics, materials, features and the activities were selected, the Grammar

writer created the name of the Android application. The writer decided e-talk as the name of the application. E-talk stands for electronic talk, which means an electronic device which can be used as a media to talk. Since the application is focused on pronunciation and conversation drill, it demands the students to pronounce the provided vocabulary and respond to the provided expressions and dialogues in the application. The writer hopes that the application would be an 86


effective learning media to facilitate the students to practice their speaking outside the classroom. The last step after selecting topics, materials, features and activities for the application was designing the blueprints of the questionnaire and interview guidelines. Both blueprints were developed based on some concepts which were taken from speaking and mobile learning theories. The research instruments were developed for both experts and users to validate the product. 3.

Development There were four major development processes in this research; developing

materials, developing storyboard and flowchart, developing the application using App Inventor, and building the application into apk. file. After the application was built into an apk. file, the writer tried it using a mobile phone to check whether the application run well or not. The development processes were described into four sub headings below. a.

Developing the materials The materials were developed from topics selected in the planning stage.

The written materials were adapted from some books and the audio were taken from www.twominsenglish.com. The writer took the audio from the internet because the writer wanted some authentic materials. The writer chose authentic materials to enable the students get the correct pronunciation. Pronunciation is one of the main aspects needs to be considered in the application since the writer focused on developing the students‟ speaking skill.

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According to Harmer (2001) pronunciation is one of five important speaking aspects which needs to be mastered by learners to develop their speaking skill. In addition, Goh and Burns (2012) state that pronunciation is one of speaking skills that learners need to develop. It is stated that pronunciation is producing the segmental and suprasegmental levels of the target language sounds. The pronunciation specific skills include the articulation of vowels, consonants and blended sounds, assigning word stress and using different intonation patterns. Meanwhile, Richard (1983) in Brown (2000) states that learners should be able to produce English stress patterns, word in stressed ad unstressed positions, rhytmic structure, and notation contours. Both written and audio materials were modified and simplified based on the

students‟

needs.

Most

of

the

materials

taken

from

the

www.twominsenglish.com were videos. Therefore, the writer converted those materials into audio. After converting the video into audio, the writer cut the audio into words and sentences to develop the activities and tasks especially those which are related to pronunciation and conversation drill. The writer also took some pictures from the internet to increase the students‟ interests and stimulate them while they are doing the exercises. Both of the audios and pictures in this application were converted into small sizes because of the limitation of the application capacity. After developing the materials, the writer developed the activities and exercises. There were oral and written exercises in the application. The oral exercise dealt with the pronunciation and conversation while the written exercises 88


dealt with the grammatical rules needed in each topics. The written exercises were in the forms of filling the blanks and true-false tasks. Besides written exercises, the writer added grammar explanation in the grammar feature because grammar is essential for Communicative Language Teaching (Calce Murcia, 1987) and it is included in Harmer‟s (2001) important speaking aspects, and Richards‟ (1983) microskills of communication. b.

Developing the storyboard and flowchart After the materials had completed, the writer developed the storyboard and

flowchart of the application. A flowchart is the general construct of the application which shows the main part of the content of the application. The function of a flowchart is to help the writer with the design of the application. It gives the writer the description the activities and exercises in the application. The flowchart of the application can be seen in Appendix 3. In this stage, the writer also developed a storyboard. The function of a storyboard is to describe the detailed components in the application to ease the writer develop the application. The storyboard helps the writer show the connections among the components and create a clear navigation of the application. This storyboard is important because it leads to a friendly-used application. The detailed of the storyboard can be seen in the Appendix 3. Besides the flowchart and storyboard, the writer also presented the description of the parts and contents of the application. This description provides the name of each part of the application and its brief explanation. The following table describes the parts and contents of the application. 89


Table 4.11 The Parts and the Contents of Each Part in e-talk Screen Home About Menu

Vocabulary

Grammar

Expression

Conversation

Project

Content  This screen contains the title of the application, start button and exit button  This screen contains the explanation about the application, enter button, exit and home button  This screen provides the main menu of the application. There are five menu in the application; vocabulary, grammar, expression, conversation and project.  There are two buttons in this screen; mini dictionary and vocabulary quiz  List of words, how to pronounce and feedback are provided in the mini dictionary  Vocabulary quiz contains a quiz. Feedback and score will appear after completing the quiz  This screen contains text to speech and speech recognizer  The grammar contains grammatical rules learned in the topic  Each topic contains explanation, and two kinds of quizzes (fill in the blanks and true-false tasks)  Feedback and scores are provided after completing the quiz  There are two buttons in this screen; expression list and expression quiz  List of expressions, how to pronounce and feedback are provided in the expression quiz  Expression quiz contains a quiz. Feedback and score will appear after completing the quiz  This screen contains text to speech and speech recognizer  There are five kinds of conversations in this screen  Each conversation is needed to be completed by recording the answer. Feedback and scores are available after completing the conversation  This screen contains text to speech and speech recognizer  This screen contains a label of instruction for the students to create a video recording of a conversation based on the learned topic.

Since the writer focuses on speaking skill, this application uses text to speech and speech recognizer which are put in buttons. By clicking the button, the 90


students can record their answer and get the feedback after completing the activity. There are only two main buttons which appear in each screen in the application; home and exit. The home button enables the students to go back to the home screen, while the exit button enables the students to close the application. The check buttons are added in the end of each quiz to enable the students check their answers and view their scores. c.

Developing the application using App Inventor The writer used App Inventor to create the Android application. App

Inventor is a drag-and-drop tool to build an Android application. The writer used App inventor to develop the application because App Inventor is easy to use. The Writer did not need to remember and type instructions. In App inventor, the components are ready to be used. To create the design, the writer simple used the web-based user interface provided in the web. To create the application behavior, the writer only needed to place the components which are presented in the forms of blocks. The blocks are designed like puzzles. The “puzzles” are designed with different colors to ease the App Inventor users differentiate the behavior of each component of the block. App Inventor can be used to build different kinds of application such as games and educational software. The App Inventor can be accessed from ai2.appinventor.mit.edu. In developing the application, the writer needed to work on the design of the application first. In designing the application, the writer needed to work on the designer provided in the web. In this section, the writer created the application design by inserting some elements needed. There are many elements in the web91


based designer such as label, button, textbox, picture etc. The writer took some elements needed in the application. Here, the writer can also adjust the size and color of the fonts, the background of the screen, etc. After the writer finished designing the application, the writer needed to control the application using the blocks. The blocks are provided in the blocks component. Here, the writer worked more on how the application will be programmed. Then, the writer inserted all the selected materials in the application. In inserting the materials, the writer needed to convert the picture and audio files into the format which could be accepted by App Inventor. Besides changing the format of the picture and audio files, the writer also needed to adjust the size of the files because of the limitation of the capacity. The maximum size of the file that can be uploaded in App Inventor is only 5 MB. If the size if the file more than 5 MB it will not be able to be uploaded because the product cannot be more than 12 MB. There were some problems faced by the writer in the process of developing the application. Internet connection is one main problem faced by the writer. Since App Inventor is dependent on the internet connection, the development process took longer time if the internet connection was unstable. The unstable internet connection made the file could not be uploaded especially if the capacity of the application was almost reach the limitation of the capacity. The unstable internet connection could also cause the program stop and make the unsaved files disappeared.

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d.

Building the application into .apk file Building the application into .apk file was not a complicated process.

After the writer had done with the application, the writer just needed to click the build button on the App Inventor web and wait for the process. The .apk file will be automatically downloaded and saved in the computer. To test the application on the mobile phone, the writer just need to copy the .apk file or send it through bluetooth and install it in the mobile phone. The project can also be built into a barcode by using MIT AI2 Companion which can be downloaded from playstore. However, developing the application into barcode were rarely used because of the error happened during the process of scanning. The Android emulator might be a great solution for those who do not have Android smartphones to try out the application. An Android emulator is a virtual version of an Android smartphone including touch-screen, hardware keys, and typical functions. It is a way to build and test the application built which can be used through a laptop. Even though building the application into .apk file was a simple process, the writer needed to build the application many times due to some problems on the application design and blocks. The design in the App Inventor web designer was not the same as the design on the mobile phone. Another problem was the application did not work properly because of the missing blocks. The problems made the writer build and revise the application continuously to get the most appropriate application. The expected application then was given to the experts to gain the experts‟ feedbacks, opinion and suggestions. 93


e.

The Experts Validation After the writer had done with the application, the writer gave the

application to the experts to validate it. There were material and media experts in this research. The material experts were the English teacher of 3 Bantul Senior High School and an English lecturer of English Language Education Program of Sanata Dharma University. The media experts were an IT lecturer of Duta Wacana University and IT practitioner of Gadjah Mada University. Both of the material and media experts validated the product by giving feedbacks, opinions and suggestions for the writer to produce the final version of the application. The material experts gave feedbacks related to the content of the application including the topics, materials, exercises and how the application support the students to develop their speaking skill. On the other hand, the media experts gave suggestions and opinions related to the design, layout as well as the navigation of the application. Both of the material and media validation were conducted by distributing questionnaires and conducting interviews to the both experts. Both of the questionnaires and interviews were to obtain the feedback and suggestions for the appropriateness of the application. The closed questions of the questionnaire results were analyzed based on the conversion score stated by Best (1970) presented in table 3.5 in the previous chapter while the open ended questions and the interview results were described in written form. The table below shows the descriptive statistics of the material experts‟ opinion.

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Table 4.12 The Descriptive Statistics of Materials Experts’ Opinion No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

Statements E-talk supports the students to learn how to create both simple and complex sentences E-talk helps the students recognize their own mistakes E-talk helps the students learn how to create dialogues/conversations naturally E-talk helps the students create sentences contextually E-talk gives examples how to pronounce words correctly E-talk provides useful vocabulary for each learning unit E-talk helps the students increase their grammatical understanding E-talk helps the students create sentences correctly E-talk increases speaking fluency E-talk eases speaking practice E-talk helps the students arrange understandable sentences E-talk trains the students to interact with the real conversation situation E-talk trains the students to create coherent sentences E-talk‟s design is simple E-talk‟s design is interesting E-talk provides understandable materials E-talk can be accessed through hand phone and tablet easily E-talk uses common instructions used in the English learning E-talk uses materials needed by the students E-talk provides useful explanations and feedback for the students E-talk can be used independently by the students

V1

V2

Mean

Category

1

2

1.5

Very High

2

2

2

Very High

1

2

1.5

Very High

1

1

1

High

1

2

1.5

Very High

1

2

1.5

Very High

1

2

1.5

Very High

0

1

0.5

High

1 1

2 2

1.5 1.5

Very High Very High

1

1

1

High

0

2

1

High

0

2

1

High

2 2

2 2

2 2

Very High Very High

1

2

1.5

Very High

1

1

1

High

1

2

1.5

Very High

1

1

1

High

1

2

1.5

Very High

1

1

1

High 95


No.

Statements E-talk uses understandable 22. instructions Total Score Mean

V1

V2

Mean

Category

1

2

1.5

Very High

30 1.4

Very Good

After conducting the material validation, the writer conducted the media validation. The validation was also conducted by distributing questionnaires and conducting interviews to the experts. The questionnaire results of the media validation were also presented statistically. The table below shows the descriptive statistics of the media experts‟ opinion. Table 4.13 The Descriptive Statistics of Media Experts’ Opinion No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Statements E-talk‟s layout is simple E-talk‟s layout is interesting E-talk‟s layout is appropriate with the students‟ need The font used in e-talk is clear The font used in e-talk is readable The font color used in e-talk is clear The paragraph in e-talk is neat The text alignment in e-talk is clear Each feature is separated clearly The symbols and colors used consistently especially those that show the same purposes The instructions provided are clear The navigations used are clear The instructions and the contents are designed with different colors to help the students differentiate them easily The symbols in e-talk are used to make the instruction clearer The pictures used in the application are used to give more information about the content The same design shows the same content

V3 2 2

V4 -1 -1

Mean 0.5 0.5

Category High High

2

1

1.5

Very High

-1 -1 1 1 1 2

2 2 2 1 1 1

0.5 0.5 1.5 1 1 1.5

High High Very High High High Very High

2

1

1.5

Very High

2 1

1 -1

1.5 0

Very High Fair

1

1

1

High

1

1

1

High

2

1

1.5

Very High

2

1

1.5

Very High 96


No. Statements 17. The quality of the audio is good 18. The material of the audio is clear E-talk can be accessed easily in both 19. hand phone or tablet with Android operating system 20. E-talk is a simple application E-talk can be installed easily in both 21. hand phone or tablet with android operating system 22. E-talk can be used easily Total Score Mean

V3 1 1

V4 2 2

Mean 1.5 1.5

Category Very High Very High

2

2

2

Very High

2

2

2

Very High

2

1

1.5

Very High

2

2

2 27 1.23

Very High Very Good

The data both from the material and media experts were analyzed using the five scales conversion stated by Sukarjo (2006). The conversion scale is determined by the mean scores of the questionnaire results. There are five categories based on the mean score intervals; very good, good, fair, poor and very poor. Those five categories are considered as the basic standard of the product revision. If the mean scores range from 1.2 – 2, the result is considered as good which means that the product does need to be revised. If the scores range from 0.4 – 1.1, it is considered as good which means that the revision is optional. The product is considered as fair if the scores range from (-0.4) – 0.3. It means that the writer needs to explore more on the part of the design. Revision is recommended if the scores range from (-1.2) – (0-3) which means that the product is considered as poor. At last, if the scores range from (-2) – (-1.1) the revision is highly required and the product is categorized as very poor. The table below shows the categorization of the scores.

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Table 4.14 The Description of the Categorization of the Scores Score Interval 1.2 – 2 0.4 – 1.1 (-0.4) – 0.3

Category Very High/Very Good High/Good Fair

(-1.2) – (-0.3) (-2) – (-1.1)

Low/Poor Very Low/Very Poor

Meaning No revision Revision is optional Explore more on the part of the design Revision is recommended Revision is highly required

From the material experts, it is found that the mean score was 1.4 from the scale of 2. It means that the materials applied in e-talk were good and acceptable for the tenth grade students of 3 Bantul Senior High School. From the questionnaire results, the material experts stated that the materials used in e-talk is understandable. The material experts stated that e-talk can help the students practice their speaking skill by providing vocabulary in each learning unit, giving examples of pronouncing words, learning grammatical rules, and creating sentences and dialogues. The material experts also stated that e-talk can help the students improve their speaking fluency because it gives the students opportunities to have pronunciation and conversation drills. It was also stated that e-talk can promote independent learning for the students because it gives automatic feedbacks for both oral and written activities. However, there were some points which need to be considered by the writer such as the statement number 8 which scored 0.5. According to the score interval, it is still categorized as good and revision is optional. However, the writer decided to revise the material which related to the statement 8 about sentence making. 98


Besides gaining quantitative data from the material experts, the writer also gained qualitative data which were collected from the open ended questionnaires and interviews. Both in the open ended questionnaires and interviews, the writer found that the material experts stated the strength and weaknesses of e-talk. There are three strengths mentioned by the material experts. First, the material experts stated that the application provides various kinds of exercises which are interesting and the materials are not too complicated for the students. ... the variation of the exercises can help the students to practice their speaking. The materials provided is also fair for the students, it is not too easy nor too hard. That is the most important one.(Appendix 11, V1)

The writer made various kinds of exercises in the application. There are at least five kinds of exercises provided in the application; pronunciation practice, fill in the blanks, true-false, conversation practice and creating a dialogue. Those exercises were designed based on the syllabus and were customized based on the students‟ need. All of the exercises were intended as the supplementary materials for the students to practice their speaking outside the classroom. Second, the material experts stated that the application can motivate the students to practice their speaking by having pronunciation and conversation practice. The material experts stated that the students will be challenged to practice their pronunciation because the application expect the students to pronounce the words correctly based on what was programmed in the application. ... I think it can motivate the students to practice their speaking because they can practice and repeat the pronunciation as what it is programmed in the application. The students do not need to play a video or check the pronunciation in the dictionary for the provided words in the application. They can directly 99


repeat the right pronunciation, I think it will motivate the students to study.(Appendix 11, V2)

At last, the material experts stated that the application can promote independent learning because it can be used by the students anywhere. The application also provided with automatic feedbacks which can help the students to be more independent. ... the students can learn independently, they can also learn anywhere by using

the

application.

It

also

provides

feedbacks

for

the

students.(Appendix 9, Q2V2)

Besides the strengths, the material experts also stated some weaknesses of the application. The weaknesses were related to the number of the exercises and some vocabulary which related to text types. In the strength stated above, the experts mentioned that the exercises have many variations. However, the material experts stated that the writer should add the number of the exercises to make the application more challenging. ... for the variation of the exercises is enough. However, you should add the number of the exercises because you only provide one exercise for each variation. If you could add the exercise more, it will be more powerful.(Appendix 11, V1)

Besides conducting material validation, the writer also conducted media validation which was done by an IT lecturer and an IT practitioner. The results of the closed questions of the questionnaire were also calculated statistically and was analyzed using the using the five scales conversion stated by Sukarjo (2006).

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From the media experts, it is found that the mean score was 1.23 from the scale of 2. It means that the built application was indicated as good and acceptable to facilitate the students‟ learning. From the questionnaire results, the media experts stated that e-talk is a simple application which can be installed and accessed easily in Android smartphones and it is appropriate for the tenth grade students of Senior High School. The media experts stated that the color of the application is nice and the paragraph is neatly arranged. It is also stated that the pictures and audio used in the application is clear and it can enhance the students practice their speaking. However there were three points that need to be considered by the writer. The first thing was related to statement 1 and 2 about the layout of the application. Statement 1 and 2 were related to the color and design of the application. Those statements were only scored 0.5. According to the score interval, it is still categorized as good and revision is optional. The second thing was related to statement 4 and 5 which were related to the font used in the application. Those statements were also scored 0.5 and it is still categorized as good and revision is optional. The last thing was related to the navigation which was shown in statement 12. This statement only scored 0 which means that the writer needs to explore more on the part of the design. The media experts also gave the suggestions through the open ended questionnaire and interview. From both data the writer found that the media experts mentioned the strength and the weaknesses of the application. There are four strengths mentioned by the media experts. There were three strengths 101


mentioned by the media experts both in the open ended questionnaires and interviews. First, it deals with the application in general. The media experts stated that the application is interesting because it can promote a mobile learning for those who want to learn speaking outside the classroom. Second, the application was provided with various kinds of exercises and activities. In general, this application is good and interesting, especially for those who want to have a mobile learning. This application is also provided with various kinds of interesting exercises.(Appendix 9, Q1V3)

The last strength is about the quality of the audio and the instructions in the application. The media experts stated that the quality of the audio used in the application is good and the instructions used are clear. ... the sound is clear and the instruction helps the users to use the application.(Appendix 9, Q2V3) The media experts also mentioned some weaknesses of the application about the layout of the application and the number of the exercises provided in the application. The media experts stated that some of the fonts are too dark and the size was too small. Another weakness mentioned by the media experts was related to the navigation of the application. The fonts in some screen are too small and the color of the foreground and background are not contrast which make the texts are not readable. There are some problems with the navigation. Sometimes the back button goes to the home screen instead of get the screen back to the previous screen.(Appendix 9, Q3V3) In general, both of the material and media experts stated that the e-talk is good to facilitate the students learning. E-talk is considered as an interesting mobile learning media which can enhance the students to learn speaking outside 102


the classroom. Even though the experts stated that e-talk is good, the writer still needs to revise the application. f.

The Revision of the Application After conducting the material and media validation, the writer summarized

the feedbacks, comments and suggestions from both experts. The experts‟ feedbacks, comments and the suggestions about the application are elaborated in the table below. Table 4.15 The Comments and Suggestions from the Experts No.

Aspects

Comments Some of the font colors are not readable Limited exercises Some layouts are confusing Some of the fonts are too small

1.

Design

2.

Materials

3.

Layout

4.

Font

5.

Navigation

Some of “back” button goes to „home” screen

6.

Feature

Add a video recorder in the application

Suggestions Use light color to make it readable Add some more exercises Make the layouts clearer for the users Resize the font to make it bigger and readable Make sure all the navigation goes to the right screen Add an instruction to upload the video into YouTube

All of the feedbacks, comments, suggestions from both material and media experts were used as the main material of the revision. Since there were six things that need to be considered, the writer divided the revision into six parts. First, the writer revised some of the font colors in the application. Second, the writer revised the materials in the application by adding some exercises to make the application more challenging for the students. Third, the writer revised the layout of the application. The writer added and omitted some unimportant things in the 103


application to make the layout clearer for the students. Fourth, the writer revised the font size used in some screen of the application. The writer made the font bigger in order to make all the contents readable for the students. Fifth, the writer revised the navigation of the application since the experts stated that some of the navigation is unclear because sometimes when a button is clicked, it goes to the wrong screen. The writer revised the navigation as the experts suggested in order to make the navigation clearer and more comprehensible for the students. At last, the experts stated that the writer needs to add a feature that enables the students to upload their video to YouTube by adding an instruction in the project of the application. 4.

Implementation After conducting the application revision, the writer implemented the

application to grade X3 of 3 Bantul Senior High School. In the need analysis, it was known that there were 23 students in the classroom but there were only 16 students provided with Android with jellybean or above version. Therefore, the implementation was only focused on those students because they can use the application both inside and outside the classroom. However, the rest of the students also joined the implementation process by sharing with those who have the gadgets. After the students got the application, the writer gave a short explanation about how to use the application. After getting a short explanation, the students tried the application. In the implementation, the students tried to use all of the features provided in the application. In the vocabulary feature, the students tried the pronunciation 104


drill. The students seemed enjoy the pronunciation drill because they can check whether they pronouce a word correctly or not. The students also tried the vocabulary quiz provided in the application. In the grammar feature, the students were provided with some grammar explanations and quiz. Here, the students tried the quiz provided in the feature. The students were motivated because they could see the feedback after doing the quiz. In the expression feature, the students learned how to pronounce the commonly used expressions. This feature was designed similar to the vocabulary feature but it is provided with some commonly used expressions so that the students could learn the expressions and how to pronounce them. The conversation feature was the most favorite feature because the students thought that it is the most challenging activity in the application because they can practice their speaking as if they are talking to their mobile phone. At last, the students were asked to create their own video and upload it on YouTube. Because of the limited time, the students were asked to do it at home and once they have done with their project, they inform the teacher by giving the link of their video. The implementation went well. However, there were 7 students who were not provided with Android with jelly bean or above version. In fact, those students could install the application in their mobile phone. They could still access the grammar feature; however, they could not access the features that work with text to speech and speech recognizer. Since the application was designed to improve the students‟ speaking skill, the features are mainly designed with text to speech and speech recognizer. As a result, the writer asked those students to join with 105


those who has the jellybean version or above; including in the conversation video making activity. At the end of the implementation, the writer conducted the user validation by distributing questionnaires and conducting interviews to the students. Both of the questionnaires and interviews were to obtain the feedbacks and suggestions to develop the final product of the application. The closed questions of the questionnaire results were analyzed based on the conversion score stated by Best (1970) presented in table 3.5 in the previous chapter. In addition, the open ended questions and the interview results were described in written form. The writer divided the user validation into three aspects; materials, media and the use of the application in learning speaking. The table below shows the statistic description of the students‟ opinion about the materials of the application. Table 4.16 The Students’ Opinion about the Materials No. Statements N Total 1. The quality of the audio is good 13 11 2. The material of the audio is clear 13 11 The audio material in the application 3. is understandable 13 13 E-talk provides understandable materials E-talk uses materials that are 5. appropriate with my needs 4.

Mean 0.8 0.8 1

Category Good Good Good

13

16

1.2

Very Good

13

14

1.1

Good

Based on the questionnaire results, the students stated that the application is provided with good quality of audio materials. It can be seen from the table above that statement 1 and 2 which describe about the audio were scored 0.8 which is indicated as good. Besides providing good quality of audio materials, the 106


students stated that the audio provided in the application is understandable which can be seen from statement 4 which is scored 1.2 and indicated as good. From the data, it can be seen that the students also stated that the materials in the application is appropriate with their needs. This is proved by statement 5 which was scored 1.1 and indicated as good. Generally, the students stated that the materials provided in the application are good and appropriate with their needs. Another user validation was conducted to know about the students‟ opinion about the application. In this aspect of validation, the students were asked to give their opinion on the layout and the navigation and the accessibility of the application. The table below shows the statistic description about the layout and navigation of the application. Table 4.17 The Students’ Opinion about the Media No. Statements N Total 1. E-talk‟s layout is simple 13 21 2. E-talk‟s layout is interesting 13 16 The font used in the application is 3. 13 20 clear The font used in the application is 4. readable 13 21 The paragraph in the application is neat 6. Each feature is separated clearly The symbols and colors used 7. consistently especially those that show the same purposes 8. The instructions provided are clear 9. The navigations used are clear The symbols in the application are 10. used to make the instruction clearer The pictures used in the 11. application are used to give more information about the content 5.

Mean 1.6 1.2

Category Very Good Very Good

1.5

Very Good

1.6

Very Good

13

15

1.2

Very Good

13

15

1.2

Very Good

13

13

1

Good

13 13

16 14

1.2 1.1

Very Good Good

13

14

1.1

Good

13

18

1.4

Very Good 107


No. 12. 13.

14.

15.

Statements E-talk is designed based on my needs E-talk is an English learning application which can be installed in Android hand phones or tablets E-talk can be accessed easily using Android hand phones or tablets E-talk is an English learning application which can be used easily

N

Total

Mean

Category

13

13

1

Good

13

24

1.8

Very Good

13

22

1.7

Very Good

13

22

1.7

Very Good

From the table above, it can be seen that the application can be installed and accessed easily in Android smartphones or tablets. In addition, most of the statements related to the layout of the application were scored more than 1.2 which means that it is categorized as very good. Whereas, the statements related to the instructions and navigation were indicated as good. From the collected data, it can be inferred that the students agree that the layout, instruction and navigation of the application are considered as very good, comprehensible and clear for the students. At last, the user validation was conducted to gain the information on the students‟ opinion about the use of the application to practice speaking. The table below shows the statistic description of the effectiveness of the application in speaking practice. Table 4.18 The Students’ Opinion about the Use of e-talk to Practice Speaking No. Statements N Total Mean Category E-talk supports me to learn how to create both simple and complex 1. 13 16 1.2 Very Good sentences 108


No. 2. 3. 4. 5. 6. 7. 8. 9.

Statements E-talk helps me recognize my own mistakes E-talk helps me create sentences contextually E-talk helps me arrange understandable sentences E-talk helps me increase their grammatical understanding E-talk eases speaking practice E-talk increases speaking fluency E-talk trains me to interact with the real speaking situation E-talk provides useful explanations and feedback for me

N

Total

Mean

Category

13

14

1.1

Good

13

13

1

Good

13

15

1.2

Very Good

13

21

1.6

Very Good

13 13

20 20

1.5 1.5

Very Good Very Good

13

16

1.2

Very Good

13

19

1.5

Very Good

The data in the table shows that most of the students agreed that the application can ease them to practice their speaking and help them increase their speaking fluency. It is proved by the statement 6 and 7 which were scored 1.5 and categorized as very good. Furthermore, statement 5 which is related to the students‟ grammatical skill was scored 1.6.which indicated as very good. It can be seen that most students stated that the application can help them increase grammatical skill. In summary, the students stated that the application can help them develop their speaking skill through the activities provided in the application. The students‟ opinions from the closed questions were supported by the students‟ suggestions mentioned in the open ended questionnaire and interviews. In general, the students stated that they like the application because it is simple and handy. They stated that the application can help those who want to learn English simply.

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... e-talk is an application which is handy and simple, we can bring it everywhere because nowadays the youth like simple things.(Appendix 11, S2)

The students also stated that the application can promote independent learning because the application provided with the vocabulary learned at school. ... e-talk is good to practice speaking independently because it is simple. (Appendix, 11, S4) Besides giving opinion for the application in general, the students also mentioned the strengths and weaknesses of the application. Most students stated that the simplicity is the strength of the application. However, there are three other strengths stated by the students. First, the application is provided with automatic feedback which makes the students recognize their own mistakes. .. e-talk is provided with automatic feedback to check whether our pronunciation is correct or not so that we know how to pronounce the words better. (Appendix 11, S1) Second, the students stated that e-talk is an appropriate tool to enhance the students‟ speaking skill. The students stated that the application is provided with useful features to facilitate them to learn speaking. ... the conversation feature provides some examples of conversation and it is provided with automatic feedback and it is more interactive.(Appendix 11, S2) At last, the students stated that e-talk can motivate them to practice their speaking skill. They stated that e-talk is like one stop speaking application because they can find many features that are useful for the students to practice their speaking skill.

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... yes, because it provides vocabulary learned in the classroom if we want to study, we just simply open the application. We can search the vocabulary that we do not know. We can also find the grammatical rules there. The application is provided with automatic feedbacks so we can check whether we pronounce words correctly or not. So, we are motivated to learn English better. (Appendix 11, S1) On the other hand, the students also mentioned the weaknesses of the application. Most of the students mentioned that the speech recognizer does not work well and some of the students still unsatisfied with the design of the application. In spite of the speech recognizer and the design, the students are satisfied with the application because the application helped them practice their speaking skill both inside and outside the classroom. 5.

Evaluation Based on the strengths and weaknesses mentioned in the implementation

stage, the writer evaluated the application. In the evaluation, the writer did not conduct major revision toward the application. In the implementation, it was found that the speech recognizer did not work well. However, the writer could not revise it because the speech recognizer works based on stable signal. If the signal was stable, the students would not have any problem with the speech recognizer during the implementation. The writer also did not do major revision on the design of the application. The writer only changed some of the font color to make it clearer and more interesting for the students.

B. The Presentation of e-talk This part is the presentation of the final product of the application. As stated in the previous part, the application is named ETALK, electronic talk, 111


which means an electronic device which can be used as a media to talk. This application is focused on pronunciation and conversation drill. It demands the students to practice their pronunciation and conversation through the features provided in the application. This application was also designed to help the students improve the students‟‟ vocabulary and grammatical skill. This is a supplementary material for the tenth grade of Senior High School which is designed to facilitate the students to practice their speaking. The design of each feature of the application is based on the principles stated by Ellias (2010). They are equitable use, flexible use, simple and intuitive, perceptible information, tolerance or error, low physical and technical error, community of learners and support and instructional climate. E-talk is designed as simple as possible in order to ease the users using the application. The simplicity of the design can be seen from the colors, fonts and also the navigation of the application. The simple navigation will minimize the error in the operation of the application. Even though the design is simple, this appication provides clear contents for the users. Below is the media expert‟s opinion about the design of the application. The design is consistent, simple and understandable for the users even for those who haven’t used it before. The provided audio is clear and the instruction can help the users in using the application. (Apendix 9, Q2V3) The expert‟s opinion is appropriate with Egbert and Hanson-Smith‟s (1999) principles on a well designed software. It is stated that a well designed of software must have a consistent layout, provide easy navigation and clear instructions. In order to have clearer information about each feature of the 112


application, the writer provides the description of the interface of each part of the application that is presented as follows. 1. Home page of the Application The home page contains the name of the application, the motto of the application, start button and the exit button. As stated in the previous section, etalk was chosen as the name of the application. In addition, “make you talk” was chosen as the motto of the application to give a short overview about the application. The motto was intended to motivate the students to use the application as their learning media to practice speaking. The start button was created to start the application, while the exit button was created to close the application. This home page is designed simple in order to provide the users a good use of space to avoid complicatedness in a screen (Handson and Smith, 1999). It is aimed to provide an easy access of application for the users. The figure below shows the home page of the application.

Figure 4.1Home page of E-talk

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2. Introductory page of the Application The introductory page of the application contains a short description about the features provided in the application, enter button, home button and exit button. The short description of the application was provided to give an overview to the students about the features provided in the application. Based on Elias (2010), an application must be perceptible. It means that the content of the application must be clear. This introductory page is aimed to give a brief information to the students about the content of the application that can help them know what they are going to learn using the application. Here, the writer explains each feature briefly to give the students information on what is provided in it. The enter button leads to students to go to the menu of the application. If the home button is clicked, it will lead the students back to the home page of the application. Meanwhile, the exit button leads the students to close the application. The figure below shows the introductory page of the application.

Figure 4.2 E-talk Introductory Page 1 Figure 4.3 E-talk Introductory Page 2 114


3. The menu of the Application The next description is about the menu of the application. There are five main features in the application; vocabulary, grammar, expression, conversation and project which are symbolized by buttons. The names of the features were chosen based on the theory of speaking by Harmer (2001) which states that there are five aspects of speaking; pronunciation, vocabulary, grammar, fluency and comprehension. Besides, those important speaking aspects are also stated in the microskills of oral communication proposed by Richards (1978) which can be seen in table 2. 1 in the previous chapter. The vocabulary button leads the students to the screens containing lists of vocabulary learned which are separated in units. The grammar button leads the students to the screens containing the short grammar explanations and two different exercises in each grammatical rule. The expression button leads to the screens which are provided with some expressions and exercises based on the topics. The conversation button leads the students to the screens which contains some incomplete conversations which enable the students to do the exercises as if they talk to their phone. The project button leads the students to the screen which contains an assignment for the students. The other two buttons in the menu button are home button and exit button. The home button will lead the students back to the home page of the application. Meanwhile, the exit button leads the students to close the application. The figure below shows the menu of the application.

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Figure 4.4 The Menu Screen of E-talk 4. The Vocabulary Feature The vocabulary feature contains two main activities; mini dictionary and vocabulary quiz. These activities are designed to provide the students with lists of vocabulary and pronunciation drill. Those activities are symbolized with buttons. The figure below shows the description of the vocabulary screen.

Figure 4.5 The Vocabulary Screen of E-talk 116


The mini dictionary button leads the students to the vocabulary lists which are presented based on topics which were selected based on the students‟ learning objectives. The names of the topics are introduction, invitation, instruction, gratitude and surprise. The figure below shows the description of the topics provided in the mini dictionary.

Figure 4.6 The Vocabulary Topic Screen of E-talk Each of the topic in the mini dictionary is provided with lists of vocabulary. The vocabulary lists provided in this activity can be picked up based on the students‟ needs. Each of the vocabulary enables the students to listen to the pronunciation model of the vocabulary and to practice pronouncing the vocabulary. The students only need to click the “listen button” to the model of pronunciation of the vocabulary. In order to practice how to pronounce the vocabulary, the students need to click the “try button”. After the students clicking the “try button”, the Google voice figure appears and the students can directly pronounce the vocabulary. After the students finished pronouncing the 117


vocabulary, there is an automatic feedback which indicates whether the pronunciation is correct of not. The design of the activities on the vocabulary feature is based on some reasons. First, vocabulary and pronunciation are important aspects that should be developed (Harmer, 2001). Second, drilling offers limited practice through repetition of certain strings of language with some lingustic difficulties either phonological or grammatical (Browm, 2000). Third, giving the learners what they are going to do or say and how they will say is important for learners (Goh and Burns, 2000). At last, voice recognition is a helpful tool in language learning because it let the learners listen to language learners practicing pronunciation and repeat back the spoken pronunciation (Godwin and Jones, 2009). The figure below shows the description of the vocabulary lists and pronunciation drill provided in mini dictionary.

Figure 4.7 The Vocabulary List

Figure 4.8 The Pronunciation Practice

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Figure 4.9 The Pronunciation Drill Feedback The vocabulary quiz button leads the students to the vocabulary quiz activity. In this activity, the students are to do a pronunciation quiz by guessing the vocabulary. There is a picture and some hints of each vocabulary. To do the exercise, the students need to click the record button. Once the record button is clicked, the Google voice feature appears and the students can directly record their answer. After the students finished recording the vocabulary, there is an automatic feedback which indicates whether the answer is correct or wrong. The score automatically appears at the same time with the feedback. Once the students have finished doing the first number, the students need to click next button for the next vocabulary and do the same thing as what they did in the first question. Goh and Burns (2012) state that giving repetitions are recommended. For example by giving the learners a new task that is similar to the task that the learners have done. This vocabulary quiz is aimed to give the learners a chance to analyze and practice the vocabulary and pronunciation they have learned in the previous

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activity. The figure below shows the description of the list of vocabulary quiz screen.

Figure 4.10 Vocabulary Quiz Screen

Figure 4.11 The Feedback and Score

5. The Grammar Feature According to Richards (1978) in Brown (2000) the grammatical skill includes the use of grammatical word classes, systems, word order, patterns, rules and elliptical forms. The grammar feature is designed to improve the students‟ grammatical accuracy. It provides the students with some grammatical rules related to the topics learned. There are five grammar rules that were chosen based on the learning objectives; simple past tense, imperative, going to and will, passive voice and present and past perfect. Those grammatical rules are listed using list view which can be chosen by the students by clicking the list. The figure below shows the grammar feature of the application.

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Figure 4.12 The Grammar Topic

Figure 4.13 The Grammar Activity

Each grammatical rule is provided with three buttons; explanation button, exercise 1 button and exercise 2 buttons. The explanation button leads the students to the explanation of the grammatical rule. Here, the students are provided with both explanation and example of the grammatical rule learned. The figure below shows the explanation of the grammatical rule provided in the grammar feature.

Figure 4.14 The Grammar Explanation Screen 121


The exercise 1 button leads the students to the exercise 1. Exercise 1 is designed in the form of filling the blanks. In this exercise, the students are to fill in the blanks based on the grammatical rules learned. In this type of exercise, the students only need to type their answers in the textbox provided. After the students finished doing the exercise, the students can check their answers by clicking the check button. The textbox will turn into green if the answers are correct. Meanwhile, if the answers are wrong, the textbox will turn into red. The score of the quiz will appear at the same time as the feedback appears. The figure below shows the description of the exercise 1.

Figure 4.15 Grammar Exercise 1a

Figure 4.16 Grammar Exercise 1b

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Figure 4.17 Grammar Exercise 1 Score The exercise 2 button leads the students to exercise 2. Exercise 2 is designed in the form of true-false questions. In this activity, the students are provided with some correct and incorrect sentences related to the grammatical rules learned. Here, the students only need to click the T button if the sentence is true and click the button F if the sentence is wrong. After the students click the T or F button, the next question will automatically appear. In the last question, the check button will appear. The check button enables the students to check whether the answers are correct or not. Besides, the students will also get the feedback and also the score of the quiz they have done. The figure below shows the description of the exercise 2.

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Figure 4.18 Grammar Exercise 2a

Figure 4.19 Grammar Exercise 2b

Figure 4.20 Grammar Exercise 2 Feedback and Score 6. The Expression Feature Basically, the expression feature is designed similar to the vocabulary feature; however, it contains the lists of expressions and how to pronounce them. The same as vocabulary feature, the activites provided in the expression feature are focused on drilling. According to Brown (2000), drilling offers limited practice through repetition of certain strings of language with some linguistics 124


difficulties either phonological or grammatical. The drilling activities are provided by giving list of expressions to the students and let them practice the pronunciation using the voice recognition. The voice recognition enables learners to practice pronunciation by repeating the spoken words (Godwin and James, 1999). The main activities in this feature are expression list and speak up which are symbolized with buttons. The figure below shows the description of the expression screen.

Figure 4. 21 The Expression Screen of E-talk The expression list button leads the students to the expression lists which are presented based on topics which were selected based on the students‟ learning objectives. The names of the topics are introduction, invitation, instruction, gratitude and surprise. The figure below shows the description of the topics provided in the expression list.

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Figure 4.22 The Expression Topic Screen of E-talk Each of the topic in the expression quiz is provided with lists of expressions. The expression lists provided in this activity can be picked up based on the students‟ needs. Each of the expression enables the students to listen to the model of pronunciation of the expressions and to practice pronouncing the expressions. The students only need to click the “listen button” to the model of pronunciation of the expressions. In order to practice how to pronounce the expressions, the students need to click the “try button”. After the students clicking the “try button”, the Google voice figure appears and the students can directly pronounce the expressions. After the students finished pronouncing the expressions, there is an automatic feedback which indicates whether the pronunciation is correct or not. The figure below shows the description of the list of expressions and pronunciation drill provided in expression list.

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Figure 4.23 Expression List

Figure 4.24 Pronunciation Practice Screen

Figure 4.25 The Pronunciation Drill Feedback The speak up button leads the students to the expression quiz activity. This activity is designed to train the students to reply to a short questions or comments. According to Brown (2000), responsive is one of six categories of oral communication that learners are expected to perform in the classroom. Brown 127


(2000) describes responsive as a short replies to teacher or student-initiated questions or comments. The theory is made as the basic idea of the “speak up” activity since it is designed as an interactive learning media for the students to develop their speaking skill. According to Shumin in Richard and Renandya (2012), interactive activity can maintain the students‟ communicative behavior. It is stated that interactive activity can be done by providing learners with extensive exposure and opportunities to use the language. In “speak up” activity, the students are to response to a question with two choices of answers. . The students are to read the choices before they click the listen button. After reading the choices, the students are to click the listen button to listen to the statement/question. To answer the question, the students are to click the record button. Once the record button is clicked, the Google voice feature appears and the students can directly record their answer. After the students finished recording the answer, there is an automatic feedback which indicates whether the answer is correct or wrong. The score automatically appears at the same time with the feedback. Once the students have finished doing the first number, the students need to click next button for the next statement/question and do the same thing as what they did in the first question. The total score is the accumulation of all the questions. The figure below shows the descriptions of the expression list of speak up screen.

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Figure 4.26 The Speak Up Screen

Figure 4.27 The Feedback and Score

7. The Conversation Feature This feature is the development of the speak up activity provided in the expression feature. Therefore, the conversation feature provides a complex activity which let the students complete a conversation which some parts of it are omitted by choosing the choices of answers provided. This activity is designed based on the idea of transactional language. According to Brown (2000), transactional language is the extended form of responsive language. In this case, the learners are provided with a situation as if they are exchanging information with a partner. The same as speak up feature, the conversation feature is interactive. It is designed as an interactive activity because an interactive activity can help learners develop their communicative behavior. The aim of this activity is to drill the students with some English conversations to make them practice their speaking before they have a real conversation with their friends or in the real 129


situation. To do the activity, the students are to read the choices before they click the listen button. After reading the choices, the students are to click the listen button to listen to the statement/question. To answer the question, the students are to click the record button. Once the record button is clicked, the Google voice feature appears and the students can directly record their answer. After the students finished recording the answer, there is an automatic feedback which indicates whether the answer is correct or wrong. The score automatically appears at the same time with the feedback. Once the students have finished with the activity, the total score appears. The figure below shows the description of the conversation screen.

Figure 4.28 Conversation Screen a

Figure 4.29 Conversation Screen b

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Figure 4.30 The Feedback and Score 8. The Project Feature The project feature is the simplest feature in this application because it only consists one button which leads to a screen containing a label which is used to write the instruction. This feature is called project because it only contains an instruction for the students to create a video of conversation. In this activity, the students are to choose the topic they have learned and they have to work in groups. After the students have finished doing their assignment, they have to submit their work to the teacher and upload it on YouTube. The figure below shows the description of the project screen.

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Figure 4.31 The Project Screen This activity is aimed to to bring the students to the real situation. The students are asked to interact with their partner with a certain context. Louma (2004) states that interaction can encourage the students to communicate to one another. In this activity, the communication among the students is developed by giving opportunities to use the language in the real situation.

C. How E-talk Improves Senior High School Students’ Speaking Skill In this part, the writer would describe how the application facilitates the senior High School Students‟ improve their speaking skill. There are four ways of how the application improve the students‟ speaking skill. 1) E-talk Improves the Students‟ Pronunciation and Vocabulary by Providing Mini Dictionary Feature According to Harmer (2001), pronunciation is one of the important aspects in speaking because correctness of pronunciation directly affects the appropriate 132


communication in conversation. Another important aspect of speaking is vocabulary because it can help the students find appropriate diction for their conversation which results to the speaking effectiveness. Goh and Burns (2012) state that pronunciation is the ability to produce the sounds of the target language of the segmental and suprasegmental levels. The ability includes articulating vowels, consonants and blended of English, assigning word stress in prominent words to indicate meaning and using different intonation to communicatte new and old communication. In addition, Louma states that vocabulary and pronunciation are important aspects that enable learners to produce sentences accurately. In this mini dictionary, the students can find the words that are needed for daily conversation. In this mini dictionary, the students are also provided with pronunciation drill which enables the students to know and practice their pronunciation. From both questionnaire and interview, the writer found that the students were satisfied with the mini dictionary feature because it can motivate them to learn how to pronounce words correctly. .... E-talk provides a feature that enables us to check whether or pronunciation is correct or not. It makes us know how to pronounce a word. (Appendix 11, S1). 2) E-talk Improves the Students‟ Grammatical Skill by Providing Grammar Feature Calce Murcia (1987) stated that grammar is essential to the communicative language in teaching beacause it can influence the learners‟ speaking accuracy. Accoding to Louma (2007), accuracy refers to the speakers‟ ability to produce 133


correct sentences including grammar, vocabulary and pronunciation.In the need analysis, the writer found that the students want a tool which can help them study grammatical rules. Considering the importance of grammatial skill, the he writer provided the application with “grammar” feature. In this feature, the students are provided with some explanation of grammatical rules and exercises to enable the students to use the grammatical rules appropriately. .... I know the structure of simple past tense from the application (Appendix 11, S1) 3) E-talk Improves the Students‟ Fluency and Comprehension by Providing Expression and Conversation Feature According to Harmer (2001) fluency is the ability to speak smoothly and easily without any hesitation of what is being spoken. It has a big role in speaking because it will influence the speakers‟ confidence in their speaking performance. In addition, Louma (2007) states that fluency is the ability to express comprehensible language smoothly. Fluent speakers will speak without any hesitation and many pauses in their communication. They will express the information communicatively, „effectively and naturally. Meanwhile, Harmer (2001) states that comprehension becomes one of the aspects of good speaking ability because it influences the conversation process. It is stated that comprehension is the ability to comprehend the meaning of what is said. If both speakers comprehend what they are speaking, they will be able to grasp the information conveyed.

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The expression and conversation feature provide the students with expressions and conversations drill. In the “expression” feature, the students are provided with some expressions that are useful for their daily conversation. Here, the students can also have pronunciation drill on the expressions provided. In the “conversation” feature, the students are provided with some conversation examples which can help the students comprehend some conversation in many different situations. ... the conversation feature helps us to know how to give an appropriate answer in a real conversation (Appendix 11, S2).

4) E-talk Promotes Independent Learning by Providing Feedbacks on Its Features Brown (2000) states that self correction is one of some strategies to monitor the oral production. Goh And Burns (2012) state that facilitating feedback on learning is important. It is stated that the feedback does not always given by the teacher. In this case, e-talk is provided with automatic feedback in its “mini dictionary”, “expression”, and “conversation” to monitor the students‟ oral productions. ... e-talk is good. Because it can help us practice speaking independently and it is simple (Appendix 11, S3).

In conclusion, e-talk helps the tenth grade of Senior High School students improve their speaking skill by poviding some features that are based on some theories of speaking. The theories helps the writer both in planning and developing the application. Meanwhile, the questionnaires and interviews help the 135


writer determined whether the application is an appropriate learning media for the tenth grade Senior High to improve their speaking skill or not. The finding shows that e-talk is an appropriate learning media which can improve the tenth grade of Senior High school students‟ speaking skill through its features.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is the conclusions of this study as the answer to the problems formulated in the first chapter. These are drawn from the analysis done in the previous chapter. The second part deals with the suggestions for future researchers who take the same studies.

A. Conclusions Based on the analysis in chapter four, there are two conclusions that are drawn. The first conclusion is the description of the iconic Model of the Android application for the tenth grade of senior High School students. The application is named ETALK. There are five major features in this application: vocabulary, grammar, expression, conversation and project. The vocabulary feature contains two main activities: mini dictionary and vocabulary quiz. The mini dictionary contains lists of vocabulary which enables the students to listen to the model of pronunciation and to practice pronouncing the vocabulary. While the vocabulary quiz contains some pronunciation practice quiz for the students. The grammar feature consists of some grammatical rules related to the topics learned by the students. It is provided with the explanation of the grammatical rules learned and two kinds of exercises in the form of fill in the blanks and True False activities. The expression feature contains expression list and speak up. The expression list is provided with the the lists of expressions and how to pronounce 137


them. While the speak up activity contains some pronunciation practice quiz for the students. The conversation feature is provided with a conversation drill activity that enables the students to practice their speaking skill before they have a real conversation in a real situation. The last feature in the application is project. This is a feature which enables the students to create their own conversation video to be submitted to the teacher and uploaded on YouTube. The second conclusion is about how the application improves Senior High School Students‟ Speaking Skill. E-talk helps the students by poviding five main features that are based on some theories of speaking: vocabulary, grammar, expression, conversation and project. Those features were designed based on the students need to facilitate the students practice their speaking skill outside the classroom. The result shows that the application eases speaking practice by the mean score 1.5 out of 2. It is considered as an good and effective learning tool that can improve the students‟ vocabulary, pronunciation, fluency and comprehension through the features and activities provided in the applications. ETALK was developed as the supplementary learning media for the tenth grade of Senior High School students. This application was developed to help the students practice their speaking skill inside and outside the classroom which focused on pronunciation and conversation drill. It was designed based on the students‟ learning objectives stated in the syllabus. In addition, it was also designed to help the students to improve the students‟ vocabulary and grammatical skill. The application was developed using the combined model of R and D and ADDIE model. It was designed based on the principles of mobile 138


learning proposed by Elias (2011). Meanwhile, the features were developed based on the theory of speaking aspects proposed by Harmer (2001), Goh and Burns (2012) and Louma (2007).

B. Suggestions In this part, the writer would like to give some suggestions for the English teachers, students, and further researchers who want to take the same studies. The first suggestion is addressed to the Senior High School English teachers. Since the application is designed as the supplementary learning media or the students, the English teacher should use it as the additional learning media for the students for example, they can take some parts of the activities as homework for the students. If the teacher wants their students‟ speaking skill better, they need to provide more English exposure in the teaching and learning activites. The second suggesstion is addressed to the tenth grade of Senior High School students. The students should realize that the application is designed as the supplementary materials for them to practice their speaking. If the students want their speaking skill better, the need to practice it often in a real situation which makes them accustomed to the English exposure around them. The third suggestion is for further reseachers who wants to take the same studies. There are some weaknesses of using App Inventor to build an Android application. The most common weakness deals with the size of the application. If future researchers want to conduct similar studies, they have to consider about the size of the media they are using. All of the media should be converted in small 139


sizes without reducing the quality of the media used in the application. Future researchers also need to be creative. They need to consider about the design of the activities as well as the features provided in the application. The more interesting the media, the more attractive the media is.

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APPENDIX 1 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi

: SMA NEGERI 3 BANTUL : Bahasa Inggris :X :1 Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Indikator

Penilaian

Alokasi

Sumber/

Waktu

Bahan/ Alat

3. Berbicara Mengungkapk an makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

3. 1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah,

berkenalan,  Bermain bertemu/berpisah peran secara mis: A: Pleased to meet berpasangan  Melakukan you! tourist B: Pleased to meet you hunting dan too! merekam o menyetujui percakapann ajakan/tawaran/u ya ndangan mis: A: Come to my party. B: Thanks for the invitation. o menerima janji mis: A: I’ll get you the book. B: It’s very kind of you. o membatalkan janji o

 Menggunakan tindak tutur berkenalan  Melakukan percakapan interpersonal  Menggunakan tindak tutur tawaran/undangan/a jakan  Menggunakan tindak tutur menyetujui ajakan/tawaran/und angan dalam percakapan  Menggunakan tindak tutur berjanji  Menggunakan tindak tutur

Performans

4 x 45‟

www.Esllab Kaset CD

2 x 45‟

146


Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran


Indikator

Penilaian

Alokasi

Sumber/

Waktu

Bahan/ Alat

menyetujui ajakan/tawaran/undan gan, menerima janji, dan membatalkan janji

mis: A: I’m sorry I can’t make it. B: That’s OK. We’ll do it some other time.

menerima janji  Menggunakan tindak tutur membatalkan janji

3. 2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan

o

mengungkapkan  Secara berpasangan perasaan bahagia mis: A: I’m so happy to menggunaka n tindak tutur get a scholarship. dan B: I’m happy for you. responnya o menunjukkan  Bermain perhatian peran secara mis: A:You look berkelompok fantastic. B: Thank you. o menunjukkan simpati mis: A: Please accept my condolences. B:Thank you so much o memberi instruksi mis: A: Open the window B: OK

 Menggunakan tindak tutur mengungkapan perasaan bahagia  Menggunakan tindak tutur menunjukkan simpati  Menggunakan tindak tutur menunjukkan perhatian  Memberi instruksi lisan  Melakukan interview  Melakukan pertunjukan drama

www.engl ishdaily62 6.com www.Esllab Kaset CD Tugas Performans

3 x 45‟

4 x 45‟

147


Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran


Indikator

Penilaian

Alokasi

Sumber/

Waktu

Bahan/ Alat

perhatian, menunjukkan simpati, dan memberi instruksi

4. Berbicara Mengungkapk an makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari

4. 1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari

4. 2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan

o o

Pengumuman lisan Kosa Kata yang terkait dengan pengumuman

o Teks lisan

 Membuat pengumuma n lisan secara berpasangan dan menyampaik annya di depan kelas

 Membuat cerita secara individu dan

Performans

2 x 45‟

Performans

4 x 45‟

 Memberi pengumuman lisan  Menyampaikan undangan lisan  Menggunakan bahasa lisan

 Menggunakan kalimat past tense dalam

www.Esllab Kaset CD

www.Esllab

148


Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran


Indikator

Penilaian

Alokasi

Sumber/

Waktu

Bahan/ Alat

ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

berbentuk recount o Teks lisan berbentuk narrative o Teks lisan berbentuk procedure

menceritaka nnya kepada teman  sekelas

menyampakan sebuah peristiwa  Melakukan monolog untuk menceritakan pengalaman  Melakukan monolog untuk melakukan sebuah procedure  Mendongeng

Kaset CD

149


Nama Sekolah Mata Pelajaran Kelas Semester

: SMA NEGERI 3 BANTUL : Bahasa Inggris :X :2

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran

9. Berbicara Mengungkapk an makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

9. 1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji dan mengucapkan selamat.

o berterima kasih  Secara mis: A: Thank you very berpasangan berlatih much menggunaka B:Don’t mention it! n tindak tutur o memuji dan mis: A: You look responnya slimmer. B: You’re kidding ne. o mengucapkan selamat mis: A:Congratulations! You did it again. B:Thank you. I don’t know what to do without you.

9. 2 Mengungkapkan

o

menggunakan


 Bermain

Indikator

Penilaian

Alokasi Waktu

 Mengunakan tindak tutur berterima kasih  Merespon tindak tutur berterima kasih  Menggunakan tindak tutur memuji  Merespon tindak tutur memuji  Menggunakan tindak tutur mengucapkan selamat  Merespon tindak tutur mengucapkan selamat

Tugas Performans

6 x 45‟

 Menggunakan

Tugas

6 x 45‟

Sumber/ Bahan/ Alat www.engl ishdaily62 6.com www.Esllab Kaset CD

www.engl

150


Standar Kompetensi

10. Berbicara Mengungkapk an makna dalam teks fungsional

Kompetensi Dasar

Materi Pembelajaran


Indikator

Penilaian

makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tidak percaya, serta menerima undangan, tawaran, dan ajakan

ungkapan terkejut mis: A: How can you say that? B:Well, that’s the fact. o mengungkapkan ungkapan rasa tidak percaya mis: A:I can;t believe it! B:That’s true o menyetujui undangan, tawaran, ajakan mis: A:Thank you for the invitation B:I look forward to seeing you

peran secara kelompok

tindak tutur menyatakan rasa terkejut  Merespon tindak tutur menyatakan rasa terkejut  Menggunakan tindak tutur mengungkapkan rasa tidak percaya  Merespon tindak tutur mengungkapkan rasa tidak percaya  Menggunakan tindak tutur menerima undangan  Menggunakan tindak tutur tawaran Menggunakan tindak tutur ajakan

kelompok Performans

10. 1 mengungkapkan makna dalam teks lisan fungsional pendek (misalnya

o

 Memberi pengumuman lisan  Menyampaikan undangan lisan  Melakukan

Tugas Performans

Pengumuman, iklan, undangan

 Menyampaik an iklan secara lisan berpasangan di depan kelas

Alokasi Waktu

Sumber/ Bahan/ Alat ishdaily62 6.com www.Esllab Kaset CD

1 x 45‟

www.Esllab Kaset CD

151


Standar Kompetensi

Kompetensi Dasar

pendek dan monolog sederhana berbentuk narrative, descriptive, dan news item dalam konteks kehidupan sehari-hari

pengumuman, iklan, undangan, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari

10. 2 mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dengan konteks kehidupan sehari-hari daam teks berbentuk: narrative, descriptive dan news item

Materi Pembelajaran

o o o

Teks lisan berbentuk narrative Teks lisan berbentuk descriptive Teks lisan berbentuk news item


Indikator

 Menceritaka n kembali iklan yang dilihat atau didengarnya

monolog untuk mengiklankan sesuatu  Menggunakan bahasa lisan

 Berdiskusi secara kelompok untuk membuat sebuah berita/deskri psi/naratif secara sambung menyambun g  Menyampai kan berita sebagai reporter langsung dari tempat kejadian  Mendongen

 Menggunakan kalimat simple present dalam mendeskripsikan sebuah benda  Melakukan monolog untuk menyampaikan sebuah berita  Melakukan monolog untuk menyampaikan sebuah deskripsi  Bercerita secara lisan  Menjadi reporter  Menjadi storyteller

Penilaian

Alokasi Waktu

Sumber/ Bahan/ Alat

Tugas Performans

2 x 45‟

ESOL ONLINE English Online www.Esllab Kaset CD

1 x 45‟

2 x 45‟

1 x 45‟

152


Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran


Indikator

Penilaian

Alokasi Waktu

Sumber/ Bahan/ Alat

g secara berkelompo k

153


APPENDIX 2 The Blueprint of Needs Analysis Questionnaire No.

Concept 1. Speaking is a skill that applies two language skills in a conversation. It is stated that from communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined. (Brown, 2000) Speaking is a verbal language which is used to communicate with others. It consists of producing verbal utterances to convey meaning (Nunan, 2003) There are five aspects of speaking; pronunciation, vocabulary, grammar, fluency and comprehension (Harmer, 2001), Speaking covers some categories such as fluency, accuracy, interaction and coherence (Louma, 2007) 2. Mobile Learning is a learning that use any kinds of portable learning which usually related to the most recent technologies (O‟ Malley et all, 2003) When students can see themselves on videotape, spotting their own

Sub Concept Basic types of speaking - Micro and macroskills of speaking -

-

-

-

Communicative language Speaking needs verbal practice

Pronunciation Vocabulary Grammar Fluency Comprehension

Fluency Accuracy Interaction Coherence Portable learning Educational Purpose Learning style

-

Independent learning

Item 1, 2

-

Communicate with others Produce verbal utterances

3, 4, 5, 6

-

Pronounce words correctly Use appropriate vocabulary Use grammatical rules correctly Comprehend types of conversation Speak fluently Speak fluently Speak accurately

7, 8, 9, 10, 17

-

-

-

Indicators Imitate certain vowel sounds Produce proper sentences Produce fluent speech Use grammatical word clases Recognize errors Develop natural conversations

-

Learn outside the classroom Learn independently Use smartphone as a portable learning media Use smartphone as an interactive learning media Monitor their own progress Recognize their own mistakes

11, 12, 15

19, 20

154


No.

Concept weaknesses in much easier (Healey, 1999) Mobile device is a pervasive medium that may assist us in combining work, study and leisure time in meaningful ways (Turunen, et al. 2003 in Laouris) Android is an operating system based on Linux with a Java programming interface which is developed by Google (Vogel, 2013

Sub Concept

-

Learning content

Indicators

-

-

Learning media

-

Item

Use mobile learning as a learning media Use appropriate features to have an interactive learning

16

Use Android smartphone to support learning Use Android to have an accessible learning

14

155


The Blueprint of Media Expert Questionnaire No. 1

Concept Sub Concept Chacteristics of Consistency well-designed software (Egbert & Good use of space Hanson Smith, 1999)

Indicators Use the same color and symbol for the same purpose The text and instrucion provided are not too crowd

Item 10 1, 2, 3, 6, 7, 8, 9

The layout is simple

Legibility

Contrast, Repetition, Allignment, Proximity

2

Positive and negative effects of mobile phone for language learning(Stockwell, 2008)

The page is designed based on the need of the learners The text are readable The fonts and the color of the text are clear There are some text with certain size or color to differentiate title and the content There are some symbols to make the instruction clearer The text allignment is used to differ one section and another The same design shows the same purpose The instruction is clear

4, 5, 6, 13, 14, 15

11, 16

Ease of navigation and recovery High-quality play back

The navigation is easy

12

The audio is clear and comprehensible

17, 18

Can be accessed anytime and anywhere

accessable

20, 21, 22

It can be used easily

156


The Blueprint of Material Expert Questionnaire No. 1

Concept Speaking is a skill that applies two language skills in a conversation. It is stated that from communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined. (Brown, 2000) Aspects of speaking (Harmer, 2001)

Speaking categories (Louma, 2007)

2

Principles of Mobile Learning (Ellias, 2010

Sub Concept Produce chunks of language of different lengths Monitor one‟s own oral production and use strategic devices Produce speech in natural constituents Use cohesive devices in spoken discourse

Indicators Learners produce different lengths of sentences

1

Item

Learners‟ error recognition

2

Develop natural conversations

3

Proper sentences production

4

Pronunciation Vocabulary

The pronunciation produced is correct Provide contextual vocabulary

5 6

Grammar

Grammatically correct sentences

7, 8

Fluency

Enable learners to speak fluently

9, 10

Comprehension

The utterance is understandable

11

Accuracy

Learners produce accurate sentences

12

Interaction

Provide two-way conversation

13, 14

Coherence

The sentences are coherent

Equitable use

The design is simple

Flexible use

Provide common usage method

15, 16, 17 18, 19

Simple and intuitive

Avoid complexity and redundancy

20

Perceptible information

Provide explanations and useful feedback

21

Tolerance of error

Minimize error in every aspect of the application

22

Low physical and tecnical effort

Simple instructions and operations

23 157


The Blueprint of Users Validation No. 1

Concept Speaking is a skill that applies two language skills in a conversation. It is stated that from communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined. (Brown, 2000) Aspects of speaking (Harmer, 2001)

Speaking categories (Louma, 2007)

2

3

Principles of Mobile Learning (Ellias, 2010

Chacteristics of well-designed

Sub Concept Produce chunks of language of different lengths Monitor one‟s own oral production and use strategic devices Produce speech in natural constituents Use cohesive devices in spoken discourse

Indicators Learners produce different lengths of sentences

Item 19

Learners‟ error recognition

20

Pronunciation Vocabulary Grammar Fuency Comprehension Accuracy Interaction

The pronunciation produced is correct Provide contextual vocabulary Grammatically correct sentences Enable learners to speak fluently The utterance is understandable Learners produce accurate sentences Provide two-way conversation

Coherence

The sentences are coherent

Equitable use

The design is simple

Flexible use

Provide common usage method

Simple and intuitive

Avoid complexity and redundancy

29

Perceptible information

Provide explanations and useful feedback

30

Tolerance of error

Minimize error in every aspect of the application

Low physical and tecnical effort

Simple instructions and operations

Consistency

Use the same color and symbol for the same purpose

Develop natural conversations Proper sentences production

21

22 24 25, 26 23 27

28

9, 10

158


No.

Concept Sub Concept software (Egbert & Good use of space Hanson Smith, 1999)

Indicators The text and instrucion provided are not too crowd

Item 4, 5, 8, 18

The layout is simple The page is designed based on the need of the learners Legibility

The text are readable

6, 7, 13, 14

The fonts and the color of the text are clear There are some text with certain size or color to differentiate title and the content There are some symbols to make the instruction clearer Contrast, Repetition, Allignment, Proximity Contrast, Repetition, Allignment, Proximity

4

Positive and negative effects of mobile phone for language learning(Stockwell, 2008)

The text allignment is used to differ one section and another

The same design shows the same purpose The instruction is clear

11

Ease of navigation and recovery High-quality play back

The navigation is easy

12

The audio is clear and comprehensible

15, 16, 17

Can be accessed anytime and anywhere

accessable

22

It can be used easily

19, 20, 21

159


APPENDIX 3 THE FLOWCHART OF E-TALK

160


161


162


163


164


165


166


167


168


169


170


171


THE STORYBOARD OF E-TALK Screen Name Homepage

Description

Information - Labels - Buttons

e – talk make you talk

start

exit

-

About Screen

Labels Buttons

about this application

enter

start

exit

172


Screen Name Menu Screen

Description


Menu vocabulary grammar

expression conversation project

start

exit

-

Vocabulary Screen

Labels Buttons

Vocabulary

mini dictionary

Vocabulary quiz

exit

home

173


Screen Name Mini Dictionary Screen

Description

Information - A label - A listview - Buttons

Mini Dictionary

introduction invitation instruction gratitude surprise

exit

home

-

Vocabulary List Screen Mini Dictionary

A label A listview Buttons

American aunt Australian brother ...

exit

home

174


Screen Name Vocabulary List Screen

Description

Mini Dictionary

Click the following buttons to check your pronunciation!

Information - Label - Buttons - Text to Speech - Speech Recognizer

American

exit

home

Vocabulary Quiz Screen Vocabulary Quiz

-


Look at the picture and guess the word! picture

__ __ __ __ __ __ next

exit

home

175


Screen Name Grammar Screen

Description


Grammar

Simple Past Tense Imperative going to and wil Passive Voice Present and Past Perfect

exit

home

-

Grammar (1-5) Screen

A label Buttons

Grammar explanation

exercise 1

exercise 2

exit

home

176


Screen Name Grammar Explanation Screen

Description


title

content

exit

home

-

Grammar Exercise 1 Screen exercise 1

Labels Textboxes Buttons

Fill in the blanks with the correct answer!

Fill in the blanks quiz

check

correct: exit

incorrect: home

177


Screen Name Grammar Exercise 2 Screen

Description

Information - Labels - Pictures - Buttons

exercise 2

Click T if the sentence is True and F if it False!

Statement / Picture T

F

exit

home

-

Expression Screen

A label Buttons

Expression

Expression List

Speak Up

exit

home

178


Screen Name Expression List Screen

Description


Expression

greeting invitation instruction gratitude surprise

exit

home

-

Expression List Screen Expression List


good morning good afternoon good evening good night ...

exit

home

179


Screen Name Expression List Screen

Description

Expression List

Click the following buttons to check your pronunciation!

Information - Labels - Buttons - Text to Speech - Speech Recognizer

good morning

exit

home

-

Speak Up Screen Expression Quiz Listen to the recording. Then, choose the correct response!

-

Labels Buttons Text to Speech Speech Recognizer

options

next

exit

home

180


Screen Name Conversation Screen

Description

Information - A label - Buttons

Conversation Conversation 1 Conversation 2

Conversation 3 Conversation 4 Conversation 5

exit

Conversation (1-5) Screen

home

Conversation 1 Choose the correct answer below and record it to complete the conversation!

-

Labels Buttons Text to Speech Speech Recognizer

Options A: B: A: B: exit

home

181


Screen Name Project Screen

Description


Project

Create a conversation in pairs!

start

exit

182


APPENDIX 4 ANGKET ANALISIS KEBUTUHAN SISWA KELAS X PADA PEMBELAJARAN BAHASA INGGRIS DI SMA NEGERI 3 BANTUL

Jawablah pertanyaan–pertanyaan di bawah ini sesuai dengan perintah pada pertanyaan-pertanyaan tersebut. Semua jawaban yang anda berikan di dalam lembar angket ini tidak mempengaruhi nilai akademis anda. Data Pribadi Responden Nama : Kelas : I. Berilah tanda silang (X) pada huruf a, b, c, d, atau e sesuai dengan pendapat anda. Jika anda mempunyai pendapat lain, tuliskan jawaban tersebut pada pilihan “lainnya” dengan singkat dan jelas. 1. Apakah Anda menyukai speaking? Mengapa? a. Sangat suka b. Suka c. Biasa saja d. Tidak suka e. Sangat tidak suka Alasan: ........................................................................................................... 2. Apakah pembelajaran speaking membantu anda mengembangkan kemampuan speaking anda? a. Sangat membantu b. Membantu c. Sedikit membantu d. Tidak membantu e. Sangat tidak membantu 3. Apakah pembelajaran speaking di kelas menyenangkan? a. Sangat menyenangkan b. Menyenangkan c. Kurang menyenangkan d. Tidak menyenangkan e. Sangat tidak menyenangkan

183


4. Apakah aktivitas pembelajaran di kelas membantu anda mengembangkan kemampuan speaking anda dalam Bahasa Inggris? a. Sangat membantu b. Membantu c. Sedikit membantu d. Tidak membantu e. Sangat tidak membantu 5. Apakah anda sering mempraktikkan kemampuan speaking anda di luar kelas? a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Sangat jarang 6. Dengan siapa anda mempraktikkan kemampuan speaking anda di luar kelas? a. Orang tua b. Guru les c. Saudara d. Teman e. Lainnya ............... 7. Bagaimana kemampuan anda dalam mengucapkan kata-kata dalam Bahasa Inggris? a. Sangat baik b. Baik c. Kurang baik d. Tidak baik e. Sangat tidak baik 8. Bagaimanakah kemampuan grammar anda? a. Sangat baik b. Baik c. Kurang baik d. Tidak baik e. Sangat tidak baik 9. Apakah anda menguasai vocabulary yang dipelajari di kelas? a. Sangat menguasai b. Menguasai c. Kurang menguasai d. Tidak menguasai e. Sangat tidak menguasai

184


10. Apakah anda memahami ekspresi-ekspresi yang dipelajari di kelas? a. Sangat memahami b. Memahami c. Kurang memahami d. Tidak memahami e. Sangat tidak memahami 11. Apakah anda sering menggunakan media elektronik dalam belajar speaking di luar kelas? a. Sangat Sering b. Sering c. Kadang-kadang d. Jarang e. Sangat jarang 12. Media elektronik apakah yang sering anda gunakan untuk belajar speaking di luar kelas? a. Komputer b. TV c. Tablet d. Handphone e. Smartphone 13. Apakah media elektronik tersebut mempermudah anda belajar speaking? a. Sangat mempermudah b. Mempermudah c. Kurang mempermudah d. Tidak mempermudah e. Sangat tidak mempermudah 14. Apakah anda mempunyai smartphone berbasis Android? a. Saya mempunyai smartphone berbasis Android dengan versi Gingerbread b. Saya mempunyai smartphone berbasis Android dengan versi Jellybean c. Saya mempunyai smartphone berbasis Android dengan versi Kitkat d. Saya mempunyai smartphone berbasis Android dengan versi Lollipop e. Saya tidak mempunyai smartphone berbasis Android 15. Apakah anda menggunakan smartphone sebagai media belajar speaking? a. Ya b. Tidak c. Jarang d. Tidak sama sekali e. Lainnya ...............

185


16. Fitur apa yang membuat anda tertarik untuk menggunakan smartphone sebagai media belajar speaking? a. Audio/Lagu b. Video c. Media Sosial d. Game e. Lainnya ............... 17. Kemampuan apa yang dapat anda kembangkan pada saat belajar speaking menggunakan smartphone? a. Pronunciation (pengucapan) b. Vocabulary (kosakata) c. Grammar (tata bahasa) d. Fluency (kelancaran) e. Comprehension (pemahaman) 18. Apakah anda merasa lebih nyaman/percaya diri ketika anda belajar speaking dengan menggunakan smartphone? a. Sangat nyaman b. Nyaman c. Kurang nyaman d. Tidak nyaman e. Tidak nyaman sekali 19. Apakah anda pernah mendapatkan tugas untuk membuat rekaman atau video speaking dengan menggunakan smartphone? a. Sering b. Pernah c. Kadang-kadang d. Jarang e. Tidak pernah

II. Jawablah pertanyaan-pertanyaan di bawah ini dengan menuliskan jawaban yang sebenar-benarnya. 1. Apakah anda sering berinteraksi dengan Bahasa Inggris? ______________________________________________________________ _____________________________________________________________ 2. Apakah tujuan anda belajar speaking? ______________________________________________________________ ______________________________________________________________ 3. Apakah anda mempunyai kesulitan dalam belajar speaking? Sebutkan! ______________________________________________________________ ______________________________________________________________ 186


4. Tuliskan pendapat anda jika smartphone anda dilengkapi dengan aplikasi pendukung yang dapat memfasilitasi anda untuk dapat mempraktikkan kemampuan speaking anda di luar kelas! ______________________________________________________________ ______________________________________________________________ 5. Fitur apa yang anda harapkan pada aplikasi pendukung pembelajaran speaking? ______________________________________________________________ ______________________________________________________________

187


APPENDIX 5 KUESIONER VALIDASI AHLI MEDIA e-talk (Electronic Talk)

A. Data Validator 1. Nama : 2. Jenis Kelamin : L / P 3. Pendidikan : ( ) S1

( ) S2

( ) S3

B. Evaluasi Media Bagian Pertama Berilah tanda centang (√) untuk indikator yang sesuai dengan penilaian di bawah ini. Keterangan STS : Sangat Tidak Setuju TS : Tidak Setuju BS : Biasa Saja S : Setuju SS : Sangat Setuju No.

Pernyataan E-talk menggunakan layout yang simple 2. Layout e-talk menarik 3. Layout e-talk sesuai dengan kebutuhan pengguna 4. Font yang digunakan pada e-talk jelas 5. Font yang digunakan pada e-talk mudah dibaca 6. Warna font yang digunakan pada e-talk jelas 7. Paragraf yang terdapat pada e-talk tertata rapi 8. E-talk menggunakan pengaturan teks yang jelas 9. Bagian satu dengan yang lain dipisahkan secara jelas 10. E-talk menggunakan warna dan simbol yang konsisten untuk

STS

TS

BS

S

SS

1.

188


No.

11. 12. 13.

14. 15.

16. 17. 18. 19.

20. 21.

22.

Pernyataan menunjukkan kontennya, terutama yang mempunyai persamaan tujuan E-talk menggunakan instruksi yang jelas E-talk menggunakan navigasi yang jelas Instruksi dan konten didesain dengan warna yang berbeda untuk mempermudah pengguna membedakannya Simbol yang digunakan pada etalk memperjelas instruksi Gambar yang digunakan pada etalk memberikan informasi yang jelas tentang konten yang tersedia Desain yang sama menunjukkan konten aplikasi yang sama Kualitas audio yang digunakan pada e-talk baik Materi audio yang digunakan pada e-talk jelas E-talk dapat diakses dengan mudah dengan handphone maupun tablet berbasis Android E-talk adalah aplikasi yang praktis E-talk dapat dipasang dengan mudah pada handphone maupun tablet berbasis Android E-talk dapat digunakan dengan mudah

STS

TS

BS

S

SS

Bagian Kedua Jawablah pertanyaan-pertanyaan berikut sesuai dengan pendapat anda! 1. Berikan pendapat anda mengenai aplikasi e-talk! _________________________________________________________________ _________________________________________________________________ 2. Sebutkan kelebihan yang ada pada aplikasi tersebut! _________________________________________________________________ _________________________________________________________________ 189


3.

Sebutkan kekurangan dari aplikasi tersebut! _________________________________________________________________ _________________________________________________________________ 4. Menurut anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa? _________________________________________________________________ _________________________________________________________________ 5. Sebutkan hal - hal yang masih perlu untuk ditingkatkan pada aplikasi ini! _________________________________________________________________ _________________________________________________________________ 6. Apakah aplikasi ini sudah memenuhi syarat – syarat pengembangan aplikasi yang dikembangkan untuk pembelajaran Bahasa Inggris? _________________________________________________________________ _________________________________________________________________ 7. Berikanlah saran – saran untuk aplikasi ini! _________________________________________________________________ _________________________________________________________________

190


KUESIONER VALIDASI AHLI MATERI e-talk (Electronic Talk)

C. Data Validator 1. Nama : 2. Jenis Kelamin : L / P 3. Pendidikan : ( ) S1

( ) S2

( ) S3

D. Evaluasi Materi Bagian Pertama Berilah tanda centang (√) untuk indikator yang sesuai dengan penilaian di bawah ini. Keterangan STS : Sangat Tidak Setuju TS : Tidak Setuju BS : Biasa Saja S : Setuju SS : Sangat Setuju No. 1.

2. 3.

4.

5. 6.

7.

8.

Pernyataan E-talk mendukung siswa untuk belajar membuat kalimat sederhana dan kompleks E-talk membantu siswa untuk mengoreksi kesalahannya sendiri E-talk membantu siswa belajar untuk menciptakan dialog secara natural E-talk membantu siswa untuk membuat kalimat yang sesuai dengan konteks pembicaraan E-talk memberikan contoh pengucapan kata dengan benar E-talk menyediakan kosakata yang berguna pada setiap tema pembelajaran E-talk dapat membantu meningkatkan pemahaman tentang tata bahasa

STS

TS

BS

S

SS

E-talk membantu siswa membuat 191


No. 9. 10. 11.

12.

13. 14. 15. 16. 17. 18.

19.

20. 21.

22.

23.

Pernyataan kalimat yang baik dan benar E-talk meningkatkan speaking fluency E-talk mempermudah pembelajaran speaking E-talk membantu siswa untuk menyusun kalimat yang mudah dipahami E-talk membantu siswa untuk membuat kalimat yang baik dan benar E-talk melatih siswa berinteraksi dengan lawan bicara E-talk melatih siswa membuat kalimat koheren E-talk mempunyai desain yang simple E-talk mempunyai desain yang menarik E-talk menyajikan materi yang mudah dipahami E-talk dapat diakses dengan mudah dengan handphone maupun tablet E-talk menggunakan instruksi yang umum digunakan dalam pembelajaran E-talk menggunakan materi yang sesuai dengan kebutuhan siswa E-talk dilengkapi dengan penjelasan dan umpan balik yang bermanfaat untuk siswa E-talk mudah dioperasikan sehingga siswa dapat menggunakannya secara mandiri E-talk menggunakan petunjuk yang mudah dipahami

STS

TS

BS

S

SS

192


Bagian Kedua Jawablah pertanyaan-pertanyaan berikut sesuai dengan pendapat anda! 1. Berikan pendapat anda mengenai aplikasi e-talk! _________________________________________________________________ _________________________________________________________________ 2. Sebutkan kelebihan yang ada pada aplikasi tersebut! _________________________________________________________________ _________________________________________________________________ 3. Sebutkan kekurangan dari aplikasi tersebut! _________________________________________________________________ _________________________________________________________________ 4. Menurut anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa? _________________________________________________________________ _________________________________________________________________ 5. Sebutkan hal - hal yang masih perlu untuk ditingkatkan pada aplikasi ini! _________________________________________________________________ _________________________________________________________________ 6. Apakah anda menyukai aplikasi ini? Mengapa? _________________________________________________________________ _________________________________________________________________ 7. Sebutkan hal – hal yang harus dilakukan untuk pengembangan aplikasi ini! _________________________________________________________________ _________________________________________________________________

193


APPENDIX 6 KUESIONER VALIDASI PENGGUNA e-talk (Electronic Talk)

E. Data Validator 1. Nama : 2. Jenis Kelamin : L / P Isilah sesuai dengan keadaan yang sebenarnya. F. Evaluasi Materi Bagian Pertama Berilah tanda centang (√) untuk indikator yang sesuai dengan penilaian di bawah ini. Keterangan STS : Sangat Tidak Setuju TS : Tidak Setuju BS : Biasa Saja S : Setuju SS : Sangat Setuju No. 1.

2.

3.

4. 5. 6. 7.

Pernyataan E-talk adalah aplikasi pembelajaran Bahasa Inggris yang mudah dipasang pada handphone atau tablet berbasis Android E-talk mudah diakses menggunakan handphone atau tablet berbasis Android E-talk adalah aplikasi pembelajaran Bahasa Inggris yang mudah digunakan E-talk menggunakan layout yang simple Layout e-talk menarik Font yang digunakan pada e-talk jelas Warna font yang digunakan pada e-talk jelas

STS

TS

BS

S

SS

194


No. 8. 9. 10.

11. 12. 13. 14.

15. 16. 17. 18. 19.

20.

21.

22.

23.

Pernyataan Paragraf yang terdapat pada e-talk tertata rapi Bagian yang satu dengan yang lain dipisahkan dengan jelas E-talk menggunakan warna dan simbol yang konsisten untuk menunjukkan kontennya, terutama yang mempunyai persamaan tujuan E-talk menggunakan instruksi yang jelas E-talk menggunakan navigasi yang jelas Simbol yang digunakan pada etalk memperjelas instruksi Gambar yang digunakan pada etalk memberikan informasi yang jelas tentang konten yang tersedia Kualitas audio yang digunakan pada e-talk baik Materi audio yang digunakan pada e-talk jelas Materi audio yang digunakan pada e-talk mudah dipahami E-talk didesain sesuai dengan kebutuhan saya E-talk membuat saya belajar membuat kalimat sederhana maupun kompleks E-talk membantu saya mengetahui kesalahan saya sendiri E-talk membantu saya untuk membuat kalimat yang sesuai dengan konteks pembicaraan E-talk menyediakan kosakata yang berguna pada setiap tema pembelajaran E-talk membantu saya menyusun kalimat yang mudah dipahami

STS

TS

BS

S

SS

195


No.

Pernyataan 24. E-talk dapat membantu saya meningkatkan pemahaman tentang tata bahasa Inggris 25. E-talk dapat mempermudah pembelajaran speaking 26. E-talk dapat meningkatkan kelancaran berbicara Bahasa Inggris 27. E-talk melatih saya untuk berinteraksi dengan lawan bicara 28. E-talk menyajikan materi yang mudah dipahami 29. E-talk menggunakan materi yang sesuai dengan kebutuhan saya 30. E-talk dilengkapi dengan umpan balik yang bermanfaat untuk saya

STS

TS

BS

S

SS

Bagian Kedua Jawablah pertanyaan-pertanyaan berikut sesuai dengan pendapat anda! 1. Berikan pendapat anda mengenai aplikasi e-talk! _________________________________________________________________ _________________________________________________________________ 2. Sebutkan kelebihan yang ada pada aplikasi tersebut! _________________________________________________________________ _________________________________________________________________ 3. Sebutkan kekurangan dari aplikasi tersebut! _________________________________________________________________ _________________________________________________________________ 4. Fitur apakah yang paling kamu sukai? Mengapa _________________________________________________________________ _________________________________________________________________ 5. Fitur apakah yang tidak kamu sukai? Mengapa _________________________________________________________________ _________________________________________________________________ 6. Apakah aplikasi ini cocok untuk mempraktikkan speaking? Mengapa? _________________________________________________________________ _________________________________________________________________ 7. Berikanlah saran – saran untuk aplikasi ini! _________________________________________________________________ _________________________________________________________________ 196


APPENDIX 7 INTERVIEW GUIDELINES

1. Need Analysis a. English Teacher 1. 2. 3. 4. 5. 6.

Apakah bahasa pengantar anda pada saat mengajar? Seberapa sering anda mengajar speaking di kelas? Apakah fokus pembelajaran speaking di kelas? Apakah tujuan pembelajaran speaking di kelas? Kesulitan apa yang biasanya dihadapi siswa dalam belajar speaking? Apakah yang anda lakukan untuk mengatasi kesulitan siswa pada saat belajar speaking? 7. Apakah yang anda lakukan untuk meningkatkan kemampuan speaking siswa? Apakah cara tersebut efektif? 8. Apakah anda memfasilitasi siswa untuk mengembangkan kemampuan speakingnya di luar kelas? Sebutkan caranya! 9. Media apakah yang anda gunakan untuk mengajar speaking? 10. Apakah anda pernah menggunakan smartphone untuk mengajar speaking? 11. Apakah pendapat anda jika smartphone dilengkapi aplikasi yang dapat memfasilitasi siswa untuk dapat mempraktikkan kemampuan speaking anda di luar kelas? 12. Fitur apa yang anda harapkan pada aplikasi pendukung pembelajaran speaking?

b. Users (Grade X students) 1. Apakah mengembangkan kemampuan speaking itu penting? Mengapa? 2. Bagaimana cara anda mengembangkan kemampuan speaking anda di luar kelas? 3. Bagaimana anda mengatasi kesulitan yang anda hadapi pada saat belajar speaking? 4. Apakah Anda mempunyai alat bantu belajar speaking dapat meningkatkan motivasi anda untuk mengembangkan kemampuan speaking? 5. Alat bantu belajar speaking seperti apakah yang Anda harapkan?

197


2. Experts Validation a. Material Validation 1. Menurut pendapat Anda, bagaimana aplikasi e-talk ini? 2. Menurut Anda, apakah aplikasi tersebut sudah layak untuk memfasilitasi pembelajaran speaking siswa kelas X? 3. Apakah materi yang disajikan pada aplikasi tersebut sudah sesuai dengan siswa kelas x? 4. Apakah aplikasi tersebut dapat memotivasi siswa untuk mempraktikkan speaking skill? 5. Fitur apa yang menurut Anda dapat membantu siswa mempraktikkan speaking skill? Mengapa? 6. Fitur apa yang perlu ditambahkan pada aplikasi ini? Mengapa? 7. Apakah saran-saran Anda untuk aplikasi tersebut?

b. 1. 2. 3. 4.

Media Validation Menurut Anda, bagaimana aplikasi e-talk ini? Bagaimana dengan desain dan isi aplikasinya? Bagaimana desainnya untuk anak SMA kelas X? Bagaimana jika aplikasi tersebt digunakan sebagai media untuk membantu mempraktikkan Bahasa Inggris? 5. Apa saja kekurangan aplikasi tersebut? 6. Apa saja kelebihan aplikasi tersebut? 7. Apakah saran-saran Anda untuk aplikasi tersebut?

3. Users Validation 1. Bagaimana pendapat Anda mengenai aplikasi e-talk? 2. Bagaimana dengan desainnya? 3. Apa kelebihan aplikasi tersebut? 4. Apa kekurangan aplikasi tersebut? 5. Fitur apa yang Anda sukai? 6. Fitur apa yangtidak Anda sukai? 7. Apakah menurut Anda fitur ini cocok untuk praktik speaking? 8. Fitur apa yang bermanfaat untuk belajar speaking? 9. Apakah e-talk memotivasi Anda belajar speaking? 10. Apakah saran-saran Anda untuk aplikasi ini?

198


APPENDIX 8

THE RESULTS OF NEED ANALYSIS QUESTIONNAIRE No 1.

Question Apakah anda menyukai speaking? Mengapa?

2.

Apakah pembelajaran speaking membantu anda mengembangkan kemampuan speaking?

3.

Apakah pembelajaran speaking di kelas menyenangkan?


4.

5.

6.

Apakah aktivitas pembelajaran di kelas membantu anda mengembangkan kemampuan speaking Anda dalam Bahasa Inggris? Apakah anda sering mempraktekkan kemampuan speaking Anda di luar kelas? Dengan siapa anda mempraktikkan kemampuan speaking anda di luar kelas?

a. b. c. d. e.

a. b. c. d. e. a. b. c. d. e.

Answer Sangat suka Suka Biasa saja Tidak suka Sangat tidak suka Sangat membantu Membantu Sedikit membantu Tidak membantu Sangat tidak membantu Sangat menyenangkan Menyenangkan Kurang menyenangkan Tidak meyenangkan Sangat tidak menyenangkan Sangat membantu Membantu Sedikit membantu Tidak membantu Sangat tidak membantu Sangat sering Sering Kadang-kadang Jarang Sangat jarang Orang tua Guru les Saudara Teman Lainnya

Total 0 10 11 6 0 5 20 2 0 0

Percentage 0% 37% 40.8% 22.2% 0% 18.5% 74.1% 7.4% 0% 0%

0

0%

20

74.1%

7 0 0

25.9% 0% 0%

3 17 7 0 0

11.1% 63% 25.9% 0% 0%

0 2 16 7 2 0 3 4 18 2

0% 7.4% 59.3% 25.9% 7.4% 0% 11.1% 14.8% 66.7% 7.4% 199


No 7.

Question Bagaimana kemampuan anda dalam mengucapkan kata-kata dalam Bahasa Inggris?

8.

Bagaimana kemampuan grammar anda?

9.

Apakah anda menguasai vocabulary yang dipelajari di kelas?


10. Apakah anda memahami ekspresiekspresi yang dipelajari di kelas?

a. b. c. d. e.

11. Apakah Anda sering menggunakan media elektronik dalam belajar speaking di luar kelas?

a. b. c. d. e. a. b. c. d. e. a.

12. Media eektronik apakah yang sering anda gunakan untuk belajar speaking di luar kelas? 13. Apakah media elektronik tersebut mempermudah anda belajar speaking?

b. c. d. e.

Answer Sangat baik Baik Kurang baik Tidak baik Sangat tidak baik Sangat baik Baik Kurang baik Tidak baik Sangat tidak baik Sangat menguasai Menguasai Kurang menguasai Tidak menguasai Sangat tidak menguasai Sangat memahami Memahami Kurang memahami Tidak memahami Sangat tidak memahami Sangat sering Sering Kadang-kadang Jarang Sangat jarang Komputer TV Tablet Handphone Smartphone Sangat mempermudah Mempermudah Kurang mempermudah Tidak mempermudah Sangat tidak mempermudah

Total 0 11 13 3 0 0 10 16 1 0 0 9 17 1 0

Percentage 0% 40.7% 48.2% 11.1% 0% 0% 37% 59.3% 3.7% 0% 0% 33.3% 63% 3.7% 0%

0 23 4 0 0

0% 85.2% 14.8% 0% 0%

0 16 9 1 1 2 0 0 1 24 8

0% 59.3% 33.3% 3.7% 3.7% 7.4% 0% 0% 3.7% 88.9% 29.7%

17 1

63% 3.7%

0 0

0% 0%

200


No Question 14. Apakah anda mempunyai smartphone berbasis Android?

15. Apakah anda menggunakan smartphone sebagai media belajar speaking? 16. Fitur apa yang membuat anda tertarik untuk menggunaan smartphone sebagai media belajar speaking? 17. Kemampuan apa yang dapat anda kembangkan pada saat belajar speaking menggunakan smartphone?

Answer a. Saya mempunyai smartphone berbasis Android dengan versi Gingerbread b. Saya mempunyai smartphone berbasis Android dengan versi Jellybean c. Saya mempunyai smartphone berbasis Android dengan versi Kitkat d. Saya mempunyai smartphone berbasis Android dengan versi Lollipop e. Saya tidak mempunyai smartphone berbasis Android a. Ya b. Tidak c. Jarang d. Tidak sama sekali e. Kadang-kadang a. Audio/lagu b. Video c. Media Sosial d. Game e. Lainnya a. Pronunciation (pengucapan) b. Vocabulary (kosakata) c. Grammar (tata bahasa) d. Fluency (kelancaran) e. Comprehension (pemahaman)

Total 0

Percentage 0%

16

59.3%

6

22.2%

1

3.7%

4

14.8%

13 0 11 2 1 15 1 3 6 2 0

48.2% 0% 40.7% 7.4% 3.7% 55.6% 3.7% 11.1% 22.2% 7.4% 0%

12

44.4%

13

48.2%

0 2

0% 7.4%

201


No Question 18. Apakah anda merasa lebih nyaman/percaya diri ketika anda belajar speaking dengan menggunakan smartphone? 19. Apakah anda pernah mendapatkan tugas untuk membuat rekaman atau video speaking dengan menggunakan smartphone?

a. b. c. d. e.

Answer Sangat nyaman Nyaman Kurang nyaman Tidak nyaman Tidak nyaman sekali

a. b. c. d. e.

Sering Pernah Kadang-kadang Jarang Tidak pernah

Total 1 24 2 0 0

Percentage 3.7% 88.9% 7.4% 0% 0%

1 4 1 2 19

3.7% 14.8% 3.7% 7.4% 70.4%

202


APPENDIX 9

THE RESULTS OF MATERIAL EVALUATION QUESTIONNAIRE

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

Statements E-talk supports the students to learn how to create both simple and complex sentences E-talk helps the students recognize their own mistakes E-talk helps the students learn how to create dialogues/converstations naturally E-talk helps the students create sentences contextually E-talk gives examples how to pronounce words correctly E-talk provides useful vocabulary for each learning unit E-talk helps the students increase their grammatical understanding E-talk helps the students create sentences correctly E-talk increases speaking fluency E-talk eases speaking practice E-talk helps the students arrange understandable sentences E-talk trains the students to interact with the real conversation situation E-talk trains the students to create coheren sentences E-talk‟s design is simple E-talk‟s design is interesting E-talk provides understandable materials E-talk can be accessed through handphone and tablet easily E-talk uses common instructions used in the English learning

V1

V2

Mean

Category

1

2

1.5

Very High

2

2

2

Very High

1

2

1.5

Very High

1

1

1

High

1

2

1.5

Very High

1

2

1.5

Very High

1

2

1.5

Very High

0

1

0.5

High

1 1

2 2

1.5 1.5

Very High Very High

1

1

1

High

0

2

1

High

0

2

1

High

2 2

2 2

2 2

Very High Very High

1

2

1.5

Very High

1

1

1

High

1

2

1.5

Very High 203


No. 19. 20. 21. 22.

Statements E-talk uses materials needed by the students E-talk provides useful explanations and feedback for the students E-talk can be used independently by the students E-talk uses understandable instructions Total Score Mean

V1

V2

Mean

Category

1

1

1

High

1

2

1.5

Very High

1

1

1

High

1

2

1.5

Very High

30 1.4

Very Good

204


THE RESULTS OF MEDIA EVALUATION QUESTIONNAIRE

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

14.

15. 16. 17. 18. 19. 20.

Statements E-talk‟s layout is simple E-talk‟s layout is interesting E-talk‟s layout is appropriate with the students‟ need The font used in the application (etalk) is clear The font used in the application (etalk) is readable The font color used in the application (e-talk) is clear The paragraph in the application (etalk) is neat The text allignment in the application (e-talk) is clear Each feature is separated clearly The symbols and colors used consistanly especially those that show the same purposes The instructions provided are clear The navigations used are clear The instructions and the contents are designed with different colors to help the students differentiate them easily The symbols in the application (etalk) are used to make the instruction clearer The pictures used in the application are used to give more information about the content The same design shows the same content The quality of the audio is good The material of the audio is clear E-talk can be accessed easily in both handphone or tablet with Android operating system E-talk is a simple application

V3 2 2

V4 -1 -1

Mean 0.5 0.5

Category High High

2

1

1.5

Very High

-1

2

0.5

High

-1

2

0.5

High

1

2

1.5

Very High

1

1

1

High

1

1

1

High

2

1

1.5

Very High

2

1

1.5

Very High

2 1

1 -1

1.5 0

Very High

1

1

1

High

1

1

1

High

2

1

1.5

Very High

2

1

1.5

Very High

1 1

2 2

1.5 1.5

Very High Very High

2

2

2

Very High

2

2

2

Very High 205


No.

Statements E-talk can be installed easily in both 21. handphone or tablet with Android operating system 22. E-talk can be used easily Total Score Mean

V3

V4

Mean

Category

2

1

1.5

Very High

2

2

2 27 1.23

Very High Very Good

206


THE RESULTS OF EXPERTS EVALUATION QUESTIONNAIRE (OPEN-ENDED QUESTIONS)

1. Materials Validation Code Q1V1 Q1V2 Code Q2V1 Q2V2 Code Q3V1 Q3V2 Code Q4V1

Q4V2 Code Q5V1 Q5V2 Code Q6V1 Q6V2 Code Q7V1 Q7V2

Q1: Berikan pendapat Anda mengenai aplikasi e-talk! Aplikasi sudah bagus dan sudah mampu menyediakan lingkungan bagi siswa untuk berlatih mengucapkan kata dengan benar. Aplikasi e-talk sangat membantu belajar siswa terutama speaking (pronunciation yang benar) Q2: Sebutkan kelebihan yang ada pada aplikasi tersebut! Sound recognition menjadi hal yang menonjol untuk aplikasi ini. Bisa belajar mandiri, dimana saja, mengetahui kesalahan dan feedbacknya. Q3: Sebutkan kekurangan dari aplikasi tersebut! Ada beberapa bagian aplikasi yang membingungkan karena masalah layout. Tidak semua siswa mempunyai HP Android dan kadang terkendala oleh sinyal. Q4: Menurut Anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa? Masih. Masih bisa ditambahkan fitur perekam video supaya siswa dapat langsung merekam percakapan mereka dan mengunggahnya ke YouTube. Ya. Karena belum semua materi tercakup. Q5: Sebutkan hal-hal yang masih perlu ditingkatkan pada aplikasi ni! Beberapa bagian penjelasan perlu ditata ulang untuk layoutnya. Kosakata yang berhubungan dengan text type. Q6: Apakah Anda menyukai aplikasi ini? Mengapa? Ya. Aplikasi ini sudah dapat membantu siswa untuk berlatih menggunakan Bahasa Inggris terutama masalah pelafalan. Ya. Bisa membantu siswa dalam belajar Bahasa Inggris terutama speaking. Q7: Sebutkan hal-hal yang harus dilakukan untuk pengembangan aplikasi ini! Menambahkan fitur perekam video supaya lebih bermakna bagi siswa. Menambah fitur yang berhubungan dengan text type.

207


2. Media Validation Code Q1V3

Q1V4 Code Q2V3

Q2V4 Code Q3V3

Q3V4 Code Q4V3 Q4V4

Code Q5V3

Q5V4

Q1: Berikan pendapat Anda mengenai aplikasi e-talk! Secara umum, aplikasi ini sudah baik dan menarik untuk digunakan, terutama bagi pengguna yang ingin belajar diluar (mobile). Variasi yang tersedia sudah cukup banyak, tinggal menambah konten saja agar bisa diperbanyak untuk setiap jenisnya. Menarik untuk belajar/latihan berbicara Bahasa Inggris. Q2: Sebutkan kelebihan yang ada pada aplikasi tersebut! Desain konsisten, sederhana dan mudah dipelajari baik oleh pengguna yang belum pernah menggunakan sekalipun. Kualitas suara jelas dan instruksi yang tersedia sudah membantu penguna dalam menggunakan aplikasinya. Adanya audio dan instruksi yang jelas. Q3: Sebutkan kekurangan dari aplikasi tersebut! Pada sebagian layar, ukuran font terlalu kecil dan pemilihan warna kurang kontras antara foreground dan background sehingga teks menjadi kurang terlihat. Navigasi masih seringkali mengalami masalah ketika menggunakan tombol back justru malah kembali ke halaman utama. Tombol exit yang ambigu dan beberapa layout yang kurang optimal. Q4: Menurut Anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa? Sangat perlu untuk ditingkatkan karena bisa membantu banyak penguna untuk bisa belajar berbahasa Inggris. Tentu saja. Kenyamanan pengguna penting agar mereka tidak berhenti menggunakan aplikasi ini, terutama mereka yang membutuhkan. Q5: Sebutkan hal-hal yang masih perlu ditingkatkan pada aplikasi ini! Masalah navigasi, konsistensi ukuran font dan penggunaan warna font yang kontras sehingga bisa dibedakan dengan warna layar belakang. Font sudah jelas, tetapi penataannya kurang menarik. Pada aktivitas conversation, setelah mencoba ‘record your answer’, tidak muncul feedback benar/salah. Ternyata ada di bawah list tombol. Saran saya, munculkanlah feedback tersebut sebagai pop-up atau dialog box. Lebih enak dibuat seperti pada ‘Expression Quiz’, Cuma kali ini berkelanjutan dan pilihan A/Bnya dari list jawaban yang mungkin dari keseluruhan percakapan. Pada expression, tombol ‘speak up’ sebaiknya diganti jadi ‘Quiz’ karena tidak jelas maksudnya dan ketika dibuka ternyata judulnya ‘Expression Quiz’ 208


Code

Q6V3 Q6V4 Code Q7V3 Q7V4

Q6: Apakah aplikasi ini sudah memenuhi syarat-syarat pengembangan aplikasi yang dikembangkan untuk pembelajaran Bahasa Inggris? Sudah. Saya rasa dari segi fungsi sudah cukup. Q7: Berikanlah saran-saran untuk aplikasi ini! Jenis tugas bisa diperbanyak atau ada fasilitas untuk impor soal baru. Lebih prefer penggunaan layout standar dari Android: material design. Tombol exit sebelah home ambigu dan tidak perlu ada di setiap halaman karena saya sempat mengira itu maksudnya keluar dari aktivitas tersebut (seperti ‘back’) tetapi ternyata menutup aplikasi.

209


APPENDIX 10

THE RESULTS OF USER VALIDATION QUESTIONNAIRE Converted Scores: 1 (Strongly Disagree) = -2 2 (Disagree) 3 (Not Sure) 4 (Agree) 5 (Srongly Agree)

= -1 =0 =1 =2

Stu dent 1

1 2 3 4 5 2 1 0 2 1

6 7 8 0 1 0

9 1

10 1

11 1

12 0

13 0

14 1

15 1

Statement 16 17 18 0 0 1

2

2 2 2 1 0

0 1 0

1

-1

1

1

0

1

0

0

1

1

1

1

0

3

2 2 2 2 1

2 2 1

1

1

1

1

1

1

0

0

1

1

2

1

4

2 2 1 2 1

2 1 1

1

1

1

1

1

1

0

1

0

1

1

5

2 2 2 2 2

2 2 2

2

1

2

2

1

1

2

2

1

2

6

2 1 1 2 1

2 2 0

1

1

1

0

1

1

0

0

0

7

2 0 2 2 2

2 2 2

0

2

2

2

2

2

1

1

8

1 2 2 1 2

1 1 2

1

1

1

1

1

2

1

9

2 2 2 2 1

2 2 1

1

1

1

1

1

1

10

2 2 2 2 1

1 1 1

1

1

1

1

1

1

19 1

20 21 22 1 1 1

23 1

24 1

25 1

26 1

27 1

28 1

29 1

30 0

1

1

1

1

1

0

1

1

1

1

2

1

2

2

2

2

1

1

1

1

2

1

2

2

1

1

2

1

1

2

2

2

1

2

1

2

2

2

1

1

2

1

1

1

1

1

1

1

1

1

1

0

0

1

1

2

2

2

1

2

2

2

2

2

2

1

2

1

2

1

2

1

1

1

1

2

1

2

2

2

2

2

2

1

0

0

1

1

2

1

1

2

1

1

1

1

1

1

1

2

1

1

1

0

1

0

1

0

1

1

1

1

1

1

0

2

210


Stu dent 11

1 2 3 4 5 2 2 2 1 1

6 7 8 2 2 1

9 1

10 2

11 2

12 2

13 2

14 2

15 2

12

1 2 2 1 1

2 2 2

2

1

1

1

2

2

2

2

1

1

1

2

1

13

2 2 2 1 2

2 2 2

2

1

1

1

1

2

1

1

1

1

1

1

Total

2 2 2 2 1 4 2 2 1 6

2 2 1 0 1 5

1 5

13

16

14

14

18

11

11

13

13

16

14

1 . 8 4 6 2

1 . 5 3 8 5

1 . 1 5 3 8

1. 00 00

1. 23 08

1. 07 69

1. 07 69

1. 38 46

0. 84 62

0. 84 62

1. 1. 00 00 00 00

1. 23 08

Mean

1 . 6 9 2 3

1 . 6 9 2 3

1 . 6 1 5 4

1 . 2 3 0 8

1 . 6 1 5 4

1 . 1 5 3 8

Statement 16 17 18 2 2 0

19 0

20 21 22 1 0 0

23 1

24 2

25 2

26 2

27 2

28 2

29 0

30 2

1

1

2

2

2

1

2

1

2

1

2

1

2

2

2

2

1

2

2

13

17

15

21

20

20

16

16

14

19

1. 1. 07 00 69 00

1. 30 77

1. 15 38

1. 61 54

1. 53 85

1. 53 85

1. 23 08

1. 23 08

1. 07 69

1. 46 15

211


THE RESULTS OF USERS EVALUATION QUESTIONNAIRE (OPEN-ENDED QUESTIONS) Code Q1N1 Q1N2 Q1N3 Q1N4

Q1N5 Q1N6 Q1N7 Q1N8 Q1N9 Q1N10 Q1N11

Q1N12 Q1N13

Code Q2N1 Q2N2 Q2N3

Q2N4

Q2N5 Q2N6

Q1: Berikan pendapat Anda mengenai aplikasi e-talk! Bagus. Bisa lebih paham tentang Bahasa Inggris. Aplikasi e-talk berguna bagi saya untuk mempermudah dalam mempelajari Bahasa Inggris. E-talk sangat membantu dalam pembelajaran Bahasa Inggris. E-talk merupakan aplikasi untuk belajar Bahasa Inggris yang mudah digunakan dan sangat membantu belajar speaking, listening maupun writing. Sudah baik. E-talk membantu siswa dalam belajar Bahasa Inggris. E-talk membantu meningkatkan kelancaran berbicara Bahasa Inggris. E-talk merupakan aplikasi yang dapat membantu siswa untuk meningkatkan pembelajaran Bahasa Inggris. E-talk membantu saya dalam pembelajaran Bahasa Inggris terutama dalam pengucapan Bahasa Inggris. Aplikasi ini mudah digunakan dan membantu dalam proses pembuatan kalimat kompleks. Sudah bagus. Hanya saja terdapat kesalahan pada bagian audio. Bagian audio sering error, tidak bekerja. Tetapi selain di bagian audio sudah bagus. E-talk adalah aplikasi yang membantu kita untuk melatih pronounciation kita ataupun grammar kita. E-talk merupakan aplikasi yang bagus dan dapat meningkatkan kemampuan Bahasa Inggris. Q2: Sebutkan kelebihan yang ada pada aplikasi tersebut! Meningkatkan kelancaran berbicara. Terdapat kosakata yang mempermudah dalam menyusun kalimat dalam Bahasa Inggris. Dapat meningkatkan dan melancarkan pembelajaran speaking dan kelancaran berbahasa dan dapat digunakan pada saat offline juga bisa. Mudah dipasang di Android, apikasinya berukuran kecil, memermudah belajar speaking, listening, maupun writing, disertai gambar dan suara yang menarik. Dapat melatih pembelajaran speaking dan listening. Menambah pengetahuan tentang ucapan yang salah/benar dan membantu siswa dalam penambahan kosakata. 212


Q2N7 Q2N8 Q2N9 Q2N10 Q2N11 Q2N12 Q2N13

Code Q3N1 Q3N2 Q3N3 Q3N4 Q3N5 Q3N6 Q3N7 Q3N8 Q3N9 Q3N10 Q3N11 Q3N12 Q3N13 Code Q4N1 Q4N2 Q4N3 Q4N4 Q4N5 Q4N6 Q4N7 Q4N8

Mudah dipasang di perangkat Android, aplikasinya berukuran kecil. Mudah dipasang di Android, mempermudah belajar speaking, listening dan writing. Aplikasi offline dan tersedia banyak fitur. Terdapat fitur speaking dan aplikasi ini offline dan online. Dapat melatih dan mempermudah pembelajaran speaking dan listening. Merupakan aplikasi offline. Kita dapat berinteraksi dengan cara bercakapan dengan menggunakan Google voice. Layoutnya simpel, kualitas audio bagus, dapat meningkatkan kemampuan Bahasa Inggris saya. Q3: Sebutkan kekurangan dari aplikasi tersebut! Speakingnya kadang menjadi tidak jelas. Ucapannya terkadang tidak bisa diterima oleh aplikasi jadi harus mengulang berkali-kali. Saat offline aplikasi menjadi lemot. Kosa katanya kurang banyak Bagian audio error. Dalam penggunaan ucapan kadang tidak jelas dengan yang diucapkan/kalimat yang keluar berbeda. Tidak bisa digunakan di perangkat Ios Kosa katanya kurang, bagian audio sering error. Tidak bisa digunakan pada saat sinyal lemah dan terkadang loadingnya terlalu lama. Saat mencari jawaban dari suara, harus online. Bagian audio sering error. Layoutnya kurang menarik. Ada fitur yang tidak bisa dibuka. Q4: Fitur apakah yang paling kamu sukai? Mengapa? Grammar. Karena dapat pengetahuan. Vocabulary. Karena membantu kita dalam menguasai kosa kata yang belum kita paham/ketahui. Vocabulary. Karena saya dapat memperbanyak kosa kata dari fitur tersebut. Fitur quiz. Karena melatih kemampuan writing (spelling). Saat quiz. Karena melatih spelling. Vocabulary. Karena terdapat beberapa quiz yang menarik. Fitur quiz. Karena melatih kemampuan writing (spelling). Fitur quiz. Karena melatih kemampuan writing (spelling). 213


Q4N9 Q4N10

Q4N11

Q4N12 Q4N13 Code Q5N1 Q5N2 Q5N3 Q5N4 Q5N5 Q5N6 Q5N7 Q5N8 Q5N9 Q5N10 Q5N11 Q5N12 Q5N13

Code Q6N1 Q6N2 Q6N3 Q6N4

Vocabulary. Karena disitu disitu saya dilatih mengucapkan kosa kata dengan benar. Fitur expression quiz, grammar dan conversation. Karena dapat membantu spelling, memperbaiki grammar dan dapat membuat dialog dengan benar. Grammar, expression dan conversation. Karena menambah pengetahuan grammar dengan cara yang simpel dan dapat membantu pelajaran speaking. Quiz. Karena kita dapat mengetahui kemampuan kita dalam Bahasa Inggris. Fitur quiz. Karena melatih kemampuan writing. Q5: Fitur apakah yang tidak kamu sukai? Mengapa? Saat menggunakan Google voice kadang tidak jelas jika digunakan. Harus menggunakan Google voice yang memerlukan situs online. Conversation. Karena terlalu banyak yang harus dihafal. Saat menggunakan Google voice. Karena terkadang tidak sesuai dengan apa yang saya ucapkan. Saat menggunakan Google voice. Karena yang saya ucapkan beda dengan hasilnya. Menggunakan Google voice. Karena harus tergantung sinyal. Menggunakan Google voice. Karena terkadang tidak sesuai dengan apa yang saya ucapkan. Saat menggunakan Google voice. Karena kadang tidak sesuai dengan yang saya ucapkan. Conversation. Karena kosa kata terlalu banyak. Fitur saat google voice. Karena kata yang ditampilkan tidak sesuai dengan yang diucapkan. Saat menggunakan Google voice. Karena sering tidak bisa digunakan. Saat menggunakan „voice’. Karena sering terjadi misunderstanding. Saat menggunakan Google voice. Karena tidak sesuai dengan apa yang saya ucapkan. Q6: Apakah aplikasi ini cocok untuk mempraktikkan speaking? Bisa. Karena jika salah bisa dibenarkan. Ya. Karena dapat membantu kita dalam meningkatkan berbicara dalam Bahasa Inggris. Cocok. Karena dapat membantu melancarkan membenarkan pengucapan. Cocok. Karena kita dapat mendengarkan dengan jelas. 214


Q6N5 Q6N6 Q6N7 Q6N8 Q6N9 Q6N10 Q6N11 Q6N12 Q6N13 Code Q7N1 Q7N2 Q7N3 Q7N4 Q7N5 Q7N6 Q7N7 Q7N8 Q7N9 Q7N10 Q7N11 Q7N12 Q7N13

Cocok. Karena kita dapat mendengarkan pengejaan yang benar. Cocok. Karena dapat meningkatkan kemampuan bicara. Cocok. Karena bisa didengar dengan jelas. Cocok. Karena jika kita salah dapat dibenarkan. Cocok. Saya menjadi lebih lancar mengucapkan kosa kata Bahasa Inggris. Melancarkan dan membenarkan. Sangat cocok. Karena dapat membantu proses speaking. Ya cocok. Karena selain ada fitur speaking juga ada fitur listening. Cocok. Karena bisa mendengarkan pengucapan dengan benar. Cocok. Karena dapat mendengarkan dengan jelas. Q7: Berikanlah saran-saran untuk aplikasi ini! Saat menggunakan Google voice bisa jelas jika digunakan. Materi perlu ditambah agar kita bisa mengetahui lebih luas lagi tentang Bahasa Inggris. Materi perlu lebih banyak, ditambah dengan desain yang lebih menarik. Materinya perlu ditambah, kosakatanya juga ditambah. Kosakata perlu ditambah. Materi perlu ditambah dan Google voice lebih jelas. Materinya perlu ditambah, kosakatanya juga ditambah. Materi dan kosakata perlu ditambah. Fiturnya lebih diperbanyak lagi. Fitur Google voice lebih ditingkatkan dan diperbaiki. Vocabulary diperbanyak. Sudah baik. Ditingkatkan lagi fitur voicenya, kosakata ditambah lagi. Berikanlah tampilan yang lebih menarik. Materi dan kosakata perlu ditambah.

215


APPENDIX 11

INTERVIEW TRANSCRIPTION 1. Need Analysis a. English Teacher R: Researcher T: Teacher R T

R T

R T

R T

Apakah bahasa pengantar anda pada saat mengajar? Bahasa pengantar di kelas adalah bilingual. Pada awal pelajaran biasanya menggunakan Bahasa Inggris namun jika siswa belum paham diterjemahkan. Misalnya pada saat tema introducing, mindset siswa jika ingin menanyakan kabar adalah selalu menggunakan ekspresi “How are you”. Lalu saya jelaskan bahwa ada beberapa ekspresi lain yang digunakan untuk menanyakan kabar, seperti; “How are you doing”, “How is life” dan sebagainya. Seberapa sering anda mengajar speaking di kelas? Pengajaran Bahasa Inggris di kelas saya petakan berdasarkan skillnya secara urut. Dalam satu minggu terdapat 2x pertemuan masing-masing 2 jam pelajaran. Setiap pertemuan membahas satu skill, sehingga skill speaking diajarkan 2 minggu sekali. Pada pembelajaran speaking ini biasanya saya memberikan model terlebih dahulu dengan menggunakan video atau praktik oleh siswa. Setelah itu dilanjutkan dengan kegiatan tanya jawab, penjelasan dan praktik. Biasanya ketika praktik saya hanya meminta beberapa siswa saja karena keterbatasan waktu. Kegiatan praktik biasanya dilakukan dengan berpasangan karena jika dalam satu kelompok lebih dari dua siswa, sebagian siswa hanya pasif. Kegiatan praktiknya sendiri berupa membuat dialog, menghafalkan dan mempraktikkannya di depan kelas. Pada kegiatan praktik terkadang saya meminta siswa untuk maju, namun terkadang tidak karena keterbatasan waktu. Apakah fokus pembelajaran speaking di kelas? Fokus pembelajaran speaking di kelas adalah fluency. Biasanya saya memberikan feedback grammar siswa di akhir karena jika saya memberikan feedback pada saat siswa berbicara siswa akan menjadi minder. Sehingga biasanya saya membiarkan siswa untuk keliru dulu tidak apa-apa karena feedback bisa diberikan sambil jalan. Apakah tujuan pembelajaran speaking di kelas? Tujuannya adalah agar siswa dapat menggunakan Bahasa Inggris secara lisan, dapat berkomunikasi dengan Bahasa Inggris sekalipun hanya 216


R T R T R T R T R T R T R

T R T

sederhana. Kesulitan apa yang biasanya dihadapi siswa dalam belajar speaking? Vocabulary, rasa percaya diri dan grammar. Namun saya memberikan toleransi kesalahan kepada siswa agar siswa tidak takut untuk praktik. Apakah yang anda lakukan untuk mengatasi kesulitan siswa pada saat belajar speaking? Membiarkan siswa untuk berbicara walaupun masih salah, membiarkan siswa untuk mencari kosakata di kamus pada saat membuat dialog. Apakah yang anda lakukan untuk meningkatkan kemampuan speaking siswa? Apakah cara tersebut efektif? Mengajar speaking dengan role play, permainan, mencari kosakata di kamus elektronik di HP siswa. Cukup efektif. Apakah anda memfasilitasi siswa untuk mengembangkan kemampuan speakingnya di luar kelas? Sebutkan caranya! Iya. Dengan cara memberikan tugas, misalnya membuat dialog. Media apakah yang anda gunakan untuk mengajar speaking? Kamus elektronik dari aplikasi, Koran, Majalah. Apakah anda pernah menggunakan smartphone untuk mengajar speaking? Belum pernah. Apakah pendapat anda jika smartphone dilengkapi aplikasi yang dapat memfasilitasi siswa untuk dapat mempraktikkan kemampuan speaking anda di luar kelas? Senang sekali jika aplikasi tersebut dapat ditularkan kepada siswa. Jika bermanfaat, saya akan melanjutkan penggunaannya. Fitur apa yang anda harapkan pada aplikasi pendukung pembelajaran speaking? Fitur yang dapat membuat kosakata bertambah, membuat siswa lebih percaya diri untuk berdialog dan mempraktikkan Bahasa Inggris karena jika menggunakan aplikasi siswa mempunyai waktu lebih panjang untuk mempersiapkannya daripada di kelas sehingga speaking mereka menjadi lebih lancar. Hal ini juga diharapkan dapat membantu dan mendukung pemahaman teks bacaan dan menulis.

217


b. S1 S2 S3 S4 S5

R: S1: S2:

S3: S4: S5:

R: S1: S2: S3: S4:

S5: R: S1:

Students : Alvian Hanif Permana : Feri Kurnia D. A. : Riznadia Fitria Mellani : Shinta Sukowati : M. Daryell L.

Apakah mengembangkan kemampuan speaking itu penting? Mengapa? Penting. Karena untuk mencari kerja di masa depan. Penting. Karena untuk masa depan, jika menguasai Bahasa Inggris mencari kerja lebih mudah. Selain itu untuk mempermudah berinteraksi dengan orang luar negeri, misalnya ketika jalan-jalan ke luar negeri. Penting karena speaking merupakan bagian dari kehidupan sehari-hari kita dan kita tidak pernah terlepas dari masalah speaking.. Penting. Karena sudah memasuki pasar bebas sehingga dapat bersaing dengan negara lain dan untuk menambah wawasan. Penting Karena pada zaman sekarang semua sudah serba canggih. Apalagi pada tahun 2015 ini persaingan pekerjaan semakin ketat, otomatis kita harus bersaing dengan orang luar negeri. Salah satunya adalah kita harus dapat menguasai bahasa mereka untuk dapat bersosialisasi dengan mereka. Bagaimana cara Anda mengembangkan kemampuan speaking Anda di luar kelas? Dengan cara belajar, mendengarkan sesuatu yang berbahasa Inggris lalu mencari artinya di kamus. Dengan cara les, latihan berinteraksi dengan orang lain, belajar dari aplikasi-aplikasi di HP. Menonton drama luar dan mendengarkan lagu. Sering-sering menggunakan Bahasa Inggris. Bagi saya berbicara Bahasa Inggris sudah menjadi kebiasaan karena keluarga saya mempunyai usaha dan sering didatangi oleh turis asing yang membuat saya berinteraksi dengan mereka, namun saya masih takut salah. Dengan cara mengikuti kursus atau belajar sendiri dengan menulis vocabulary dengan target tertentu untuk menguasai vocabulary tersebut. Bagaimana cara Anda mengatasi kesulitan yang Anda hadapi pada saat belajar speaking? Saya mengatasi kesulitan dengan cara mempelajari kembali apa yang sudah dipelajari serta mencari tahu yang belum saya ketahui. Saya juga membiasakan menggunakan Bahasa Inggris dengan mengulang-ulang serta sharing dengan teman. 218


S2: S3: S4: S5:

R:

S1: S2: S3: S4: S5: R: S1: S2: S3: S4: S5:

Untuk kata-kata yang susah diucapkan, menanyakan cara pengucapannya yang benar lalu diulangi terus menerus sampai bisa. Semakin mempelajari masalah speaking, semakin banyak belajar dan membiasakan diri. Belum menemukan cara mengatasinya karena kadang ada kata-kata yang hampir mirip pengucapannya. Bertanya dengan guru, menginstal aplikasi kamus untuk mengetahui pronunciation yang benar serta artinya karena sering lupa cara penyebutannya. Apakah Anda mempunyai alat bantu belajar speaking yang dapat meningkatkan motivasi Anda untuk mengembangkan kemampuan speaking? Ya. Saya menggunakan aplikasi kamusku. Game sismsimi, yaitu aplikasi untuk chatting menggunakan Bahasa Inggris. Tidak. Belum ada. Saya biasanya langsung praktik. Apalagi sewaktu SMP saya sering berkomunikasi dengan Bahasa Inggris. Belum punya. Alat bantu belajar apakah yang Anda harapkan? Ada fitur vocabulary dan pronunciation untuk membantu belajar Bahasa Inggris. Mudah dipelajari dan mengasyikkan sehingga membuat lupa waktu. Yang dapat berguna untuk meningkatkan kemampuan Bahasa Inggris. Kamus yang lengkap seperti Oxford. Dapat memberi cara pronunciation dan dapat digunakan sebagai kamus. Intinya dapat membantu mengembangkan kemampuan speaking.

219


2. Material Validators R : Researcher V1 : Fidelis Chosa Kastuhandani, M. Hum. V2 : Sri Rahmawati, S. Pd. R V1

V2

R V1

V2

R V1

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Menurut pendapat Anda, bagaimana aplikasi e-talk ini? Aplikasinya sudah bagus dalam artian variasinya sudah cukup bisa membantu untuk speaking practice siswa selain itu juga gampang dan tidak terlalu berat juga itu yang paling utama. Ya kalau menurut saya sih itu bagus ya untuk pembelajaran paling tidak kan sekarang eranya sudah era lewat ini ya lewat mobile phone gitu bisa atau aplikasi-aplikasi yang ada di mobile phone itu bisa diterapkan tidak hanya untuk apa ya tidak hanya untuk saling ngobrol chatting atau bagaimana tapi untuk pembelajaran saya kira itu ya bagus untuk diterapkan. Menurut Anda, apakah aplikasi tersebut sudah layak untuk memfasilitasi pembelajaran speaking siswa kelas X? Layaknya sudah dalam artian sesuai bisa dimasukkan dalam SK KD nya jadi bisa membantu anak-anak SMA juga dalam artian mereka bisa berlatih untuk berbicaranya. Ya kalau layak sih ya layak mbak karena itu sudah sesuai dengan materi dengan materi yang akan kita capai ya sudah sesuai dengan silabus, hanya saja mungkin ada kendala anak yang tidak mempunyai HP Android, namun di SMA 3 hampir semua siswa mempunyai HP Android, hanya satu anak saja yang memakai iphone. Apakah materi yang disajikan pada aplikasi tersebut sudah sesuai dengan siswa kelas X? Sudah cukup, tidak terlalu susah dan tidak terlalu gampang yang paling menantang itu adalah bagian di pronunciation itu karena voice recognitionnya itu jadi sering kalau umpamanya si anak tidak jelas ngomongya jadi tidak bisa recognized. Kalau materinya saya sudah sesuai dengan silabus akan tetapi mungkin karena apa ya tu belum semua KD teraplikasi disini mungkin hanya ditambahkan saja tapi pada prinsipnya sudah sesuai. Apakah aplikasi tersebut dapat memotivasi siswa untuk mempraktikkan speaking skill? Jelas kalau itu karena fitur yang paling menonjol yang saya highlight itu adalah fitur perekam video nah nek kemarin itu kan usul saya ini kalau umpamanya ini diupload bisa diupload ke YouTube itu akan menjadi lebih menyenangkan jadi anak-anak akan menjadi lebih tertantang untuk melakukan sesuatu yang terbaik kalau umpamanya hanya dikumpulkan ya mungkin hanya seadanya saja itu menurut saya. 220


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Saya pikir juga bisa lebih memotivasi karena siswa disana bisa mempraktikkan atau menirukan ucapan yang betul yang sudah diprogramkan dalam aplikasi itu ya jadi tidak harus mencari apa ya atau memutar video atau melihat kamus ya untuk kosakata yang sudah dicantumkan disana sekaligus sudah bisa menirukan pronunciation yang betul saya kira ini bisa memotivasi anak untuk semangat belajar. Fitur apa yang menurut Anda dapat membantu siswa mempraktikkan speaking skill? Mengapa? Speakingnya itu yang pertama itu adalah yang pronunciation itu yang pertama yang kedua video recording itu kalau itu bisa diintegrasikan lagi ke YouTube atau langsung upload kemana it will be very very nice. Kalau yang conversation, itu juga bisa jadi itu lebih ke drilling nya jadi lebih ke latihan response nya tapi untuk praktik bener-bener yang speakingnya itu lebih ke recording kalau menurut saya itu Fitur yang menyediakan pronunciation yang benar. Jika memungkinkan, kosakatanya ditambah sehingga nanti lebih banyak kosakata yang mereka ketahui cara pengucapannya sehingga siswa mempunyai tabungan kosakata beserta cara pengucapannya yang betul. Fitur apa yang perlu ditambahkan pada aplikasi ini? Mengapa? Untuk variasi sudah cukup cuma jumlahnya saja itu yang perlu ditambahkan karena kan kalau yang kemarin itu kan hanya variasi yang ini satu exercise variasi itu satu exercise kalau bisa dua atau tiga exercises lebih powerful. Bercerita tentang sebuah legenda atau sebuah cerita apa ya selain legenda tu, fabel mungkin begitu jadi nanti mungkin nanti fiturnya itu juga berkaitan dengan kosakata yang tentang cerita atau legenda itu ditambah itu kemudian ada lagi misal deskriptif disana text type yang bentuknya deskriptif itu juga ada disana KD yang menyebutkan mereka harus mengungkapkan dengan cara lisan dan tertulis nah itu nanti mungkin Mbak Santi mencermati lagi yang deskriptif itu ada deskriptif fabel ada clip ada animal begitu nanti Mbak Santi mencermati lagi mungkin fiturnya ditambah itu kemudian mungkin text type yang announcement, anouncement blom ya atau sudah? Mungkin ditambahi itu juga nanti yang berkaitan dengan kosakata dengan announcement misalkan announcement di stasiun kereta api apa saja yang dibutuhkan disana kosakatanya kemudian mungkin announcement di bandara kemudian di rumah sakit itu mungkin ada announcement seperti itu kemudian kalau text type selain deskriptif recount nanti procedure itu juga ada nanti mereka harus ke depan begitu speaking tentang procedure begitu membuat resep masakan atau bagaimana mengoperasikan komputer lha itu nanti Mbak Santi bisa pilih kemudian news item itu juga mereka harus juga itu mengungkapkan secara lisan 221


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tapi itu nanti Mbak Santi bisa menyempurnakan dengan memilih milih kosakata yang berkaitan dengan itu gitu tapi pada prinsipnya sudah bagus semua ekspresi disanakan sudah mewakili ya kosakatanya juga sudah berkaitan gitu lo sudah match gitu ya. Apakah saran-saran Anda untuk aplikasi ini? Kemarin itu kalau tidak salah masalah background itu ya nah itu kalau umpamanya bisa itu akan menjadi lebih enak karena kan kalau umpamanya backgroundnya bisa ikut scrolling itu tidak distracting atau kalau umpamanya tidak bisa diubah ya udah polosan aja tidak usah pakai yang header itu kan sebenernya kan ada semacam headernya itu to kalau umpamanya headernya bisa scrolling naik it would be nice tapi kalau ga polosan aja polos aja katakanlah ada corak dikit ga masalah tapi jangan sampai distracting.Sama yang YouTube kalau umpamanya bisa upload kalau umpamanya tidak ya itu tidak bisa langsung ke YouTube offline tapi terus instruksinya dibuat please upload it to YouTube, kalau tidak umpamanya memungkinkan ya sudah instruksi saja supaya kan anak-anak juga melihat oh disuruh upload ke YouTube, itu menurut saya. Untuk saran ya Mbak Santi harus anu lagi membuka silabus kemudian menambahkan tadi yang saya sebut tadi kemudian disesuaikan dengan semesternya juga semester satu itu text apa saja kemudian text ya kalau announcement segala itu kayaknya invitation announcement itu semester satu dan dua njengenan lihat kembali kemudian disesuaikan dengan semesternya begitu.

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Menurut Anda, bagaimana aplikasi e-talk ini? Ya itu semua sudah saya masukkan ke form nya itu sih sebetulnya kalau secara umum sudah bagus cuman ya itu tadi kesalahan kesalahan kecil itu mungkin karena form nya saking banyaknya jadi ada yang mungkin kelewatan satu gitu mungkin ini ya kalau saya ga tau ini kalau saya ngeliatnya ibu pakai model web gitu ya, jadi modelnya html 5 gitu ya bukan native bawaan Android gitu karena saya liat navigasinya sepertinya itu bukan aplikasi Android kalau aplikasi Android biasanya kan pakai menu sebelah kiri itu kalau apa namane panduan desainnya bikin aplikasi di Android itu kan biasanya ada yang kalau kita liat di Google play itu kan bagian kiri atas itu kayak ada menu nanti dari situ kita bisa liat samping menu bawahnya itu lo (sambil menunjukkan) nah ini menunya kan yang ini, ini kan yang bawaannya kan Google kan pasti semua seperti ini, nah kalau tipikal seperti ini brarti dia native aplikasi Android tapi kalau misalkan yang seperti ini brarti itu dari halaman web tapi dijadikan aplikasi gitu ya bisa sebetulnya bisa tapi kalau yang native biasanya seperti ini. Tugas mata kuliah juga waktu awal awal juga kami mintanya pakainya ini dulu tapi ini cuma sebatas desain sih kalau disini cuma sebatas desain karena memang mereka kan belum dapat yang pemrograman untuk Android jadi cuman suruh bikin desain dulu pakai App Inventor aja yang penting bisa bikin modelnya dulu alurnya jelas dulu nah nanti baru mata kuliah berikutnya ketika mereka ambil yang pemrograman mobile memang baru dibikin aplikasi native nya. Kelemahannya kalau menggunakan App Inventor itu navigasinya seringkali ketika itu sudah masuk terlalu dalam mau kembali itu jadi kacau karena kan sudah terlalu panjang nah itu. Harusnya exit nya itu bingung juga karena waktu saya klik exit itu tidak langsung keluar dari aplikasi ada yang malah back gitu jadi fungsi exit nya itu masih rancu antara dia back dengan dia exit dari program. Tapi harusnya exit keluar dari aplikasi ya? tapi untuk home nya sudah bener selalu kembali ke menu utama sih. Oke, eee yang saya sih yang pertama kali lihat itu kayaknya menarik ya karena itu saya pernah nyobain aplikasi yang serupa yang untuk bahasa tapi dia cukup universal bahasanya lha ini kan khusus ya trus bentuknya itu tidak berbentuk seperti conversation kalau di tempatnya mbak kan lebih kayak conversation ada apa trus kita ngomong apa gitu, 223


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highlightnya menurut saya itu tapi yang lain itu kayak navigasi terutama yang tidak mengikuti standarnya kan Google punya material design ya di Android nah itu menjadi base template practice untuk user. Jadi kalo misalnya exit gitu ada lokasi yang tertentu misalnya kalau kita nyediain side bar kemudian log out atau exit misalnya gitu jadi hal – hal yang semacam itu lah jadi kayak kagok aja gitu kok aku merasa ini tu maksudnya back tapi kok malah nutup gitu. Bagaimana dengan desain dan isi aplikasinya? Kalau isi nya sudah bagus cuman ini tadi kurang banyak tapi kan ini prototype ya, kalau dari sisi variasi sih sudah bagus sih, variasinya itu jadi modelnya itu ada yang cuma isian singkat, ada yang dikasih clue ada yang bahas simple past tense, simple present dan segala macem itu sudah ada bagus lalu ada juga yang model ngrekam nah cuman saya ga tau kalau ngrekam itu nanti ngecek bener nggaknya gimana ya. Pakai Google voice yang ada feedbacknya ya. OOO tapi kadang tidak terbaca dengan baik ya? Desainnya secara nyamannya tu kalau kita mbaca teksnya sih gitu bisa dibaca, tapi kalau kayak layoutnya gimana ya kayak somehow masih kurang rapi gitu lo, kalo secara fungsionalistasnya jalan, tapi kemudian estetikanya itu yang belum dapet sih. Jadi kayak mungkin kalau targetnya masih diantaranya, kalau mau rapi kan brarti kan untuk teenagers ke atas gitu ya tapi kalau mau lebih fun gitu yang diluar standar itu mungkin untuk anak-anak itu lebih cocok. Bagaimana desainnya untuk anak SMA kelas X? Kalau anak sekarang sih mudah bisa ya, nggak masalah sih kalo anak sekarang, cukup simple artinya untuk dipelajari bisa sebetulnya artinya tidak butuh waktu terlalu lama untuk menggunakan. Kalau untuk anak SMA mendingan out of the box sekalian aja gitu. Bagaimana jika aplikasi tersebut digunakan sebagai media untuk membantu mempraktikkan Bahasa Inggris? Cuma kendala tadi sih, variasi soal, gitu aja sih, kalau variasi itu suatu saat bisa katakan bisa ditambahkan begitu ya mungkin bisa sangat membantu sih, karena kemarin saya mencoba ngetes pake rekam itu meskipun ya katanya sederhana begitu dia juga mampu mendeteksi sih artinya kemampuan dari Android sendiri itu sudah cukup untuk menerima inputan selama inputannya cukup jelas begitu dia sudah bisa nangkep dan aplikasi ini kan sebetulnya sudah bisa langsung memproses feedback dari inputan user tadi artinya dia bisa langsung mendeteksi oooo ini jawabannya betul atau jawabannya salah gitu artinya kan nggak perlu harus online kan nah itu aku rasa juga sudah cukup jelas juga untuk kualitas suara untuk pengucapan juga oke. Core nya sih udah cocok dari IT nya sudah bagus. Secara vocabulary 224


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sudah cukup lah pas lah untuk anak SMA. Tambahin lagi vocabulary yang lebih kontekstual untuk anak SMA gitu. Dan kalau untuk belajar bahasa Inggris mendingan konten diambil dari server sehingga bisa update konten terus. Apa saja kekurangan aplikasi tersebut? Kalau kekurangan cuman untuk masalah warna sama navigasi sih kalau lainnya mungkin, oh ini! Ini memang selalu selisih satu spasi gitu ya? terlalu mudah ya! Lebih divariasi lagi kalau seperti ini kan jadi mudah ditebak. Perlu mempertimbangkan yang aspek long term. Apa saja kelebihan aplikasi tersebut? Desain konsisten, sederhana dan mudah dipelajari baik oleh pengguna yang belum pernah menggunakan sekalipun. Kualitas suara jelas dan instruksi yang tersedia sudah membantu penguna dalam menggunakan aplikasinya. Kelebihannya itu ya tadi itu yang untuk conversation. Kalau yang saya lihat itu kebanyakan memang seperti, saya pernah nyoba itu, saya lupa judulnya, tapi dia seperti buku belajar bahasa gitu ya, dia memperkenalkan vocabulary trus memperkenalkan kata-kata, kalimatkalimat yang umum dipakai misal berkunjung ke negara ini kata-kata apa yang sering dipakai, tapi keungulannya dia adalah daily challenge gitu, itu tu tiap hari dia ngasih tau hari ini yok kerja lagi gitu, trus dia tracking progress misalnya kita lupa kosa kata tertentu nanti dia nurunin sendiri levelnya jadi dia kurangin lagi kata-kata itu mengulang-ngulang terus gitu lo, pengulangannya yang bagus sih, tapi tidak berbentuk conversation nah itu kekurangannya menurut saya, jadi kalau ini kan dia ada yang berbentuk conversation sehingga ya kita bisa expect kalau kita berkunjung kesana beneran itu bisa njawabnya gitu lo instead of just menghafalkan kata-kata. Apa saja saran Anda untuk aplikasi tersebut? Cuman saya suka warnanya sih simple gitu, lucu, cuman ya tadi ada satu yang miss item itu item sama backgroudnya juga ijo jadi ga kontras tapi lainnya udah oke kok pemilihan font nya udah cukup jelas cuman ada satu yang tadi mungkin ada beberapa yang kelewatan yang terlalu kecil tadi itu, itu sih paling. Bisa mengambil beberapa aplikasi yang sudah ada. Mengambil yang bagus-bagus, jadi kita sesuai dengan visinya trus dikembangkan lebih jauh sih.

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Bagaimana pendapat Anda mengenai aplikasi e-talk? Bagus sebenernya, enak digunakan, itu juga simpel, kata-katanya juga banyak yang biasa kita pakai buat kita pelajaran, itu bisa buat ngecek buat kita speaking nya udah bener apa belum nah itu. Kalau menurut saya e-talk tu lebih praktis aja soalnya ya ga ribet trus barangnya juga enak dibawa kemana-mana gitu lo kan anak muda jaman sekarang juga sukanya yang simpel gitu sih. Kalau menurut saya e-talk itu aplikasinya sangat membantu bagi pelajar yang ingin belajar Bahasa Inggris dengan praktis dan tanpa ribet. Kalau e-talk itu bagus bisa membuat untuk belajar speaking secara mandiri dan simpel juga. Bagaimana dengan desain e-talk? Kalau desainnya tu ya sudah bagus cuman kurang penataan kata-katanya aja itu lo kalau pas di grammar nya nah itu kan masih untuk tulisan deret ke bawah nah itu ditata biar misalnya ada jarak dari satu sama satunya lagi biar kita tu tau ini tu sebenernya yang bagian yang mana yang harus yang sama sama kata-katanya nah itu. Ya desainnya udah OK sih trus kalo bisa warnanya mungkin lebih bisa di apa ya kaya dijrengin lagi biar bisa lebih mudah buat nginget gitu. Kalau untuk aplikasi ini desainnya udah bagus tapi kalau bisa ya lebih ditingkatin lagi. Kalau aku bagus kalo bisa ya definisinya diringkas lagi biar lebih gampang. Apa kelebihan aplikasi e-talk? Kelebihannya itu biasanya kan kalau di aplikasi yang lain itu kurang ada buat ngecek speaking nya kita udah bener apa belum. Kalau di e-talk tu udah ada kita bisa ngecek speakingnya bener apa nggak jadi kita udah tau gimana caranya. Ya lebih praktis sama simpel gitu sih. Aplikasinya termasuk aplikasi offline terus ya praktis. Kelebihannya praktis juga tidak memerlukan kuota Apa kekurangan aplikasi e-talk? Itu kalau misalnya kita nemuin kata-kata baru yang tidak ada di mini dictionary, jadi kalau bisa dionline in jadinya kita bisa nyari kata-kata yang lain yang belum diketahui. Kalo menurut aku sih ya hampir sama kaya alfian, dan buat aktivitas 226


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speakingnya tergantung sinyal. Agak terdapat gangguan pada Google voice, tergantung sinyal. Voice nya kadang terganggu. Fitur apa yang Anda sukai? Bisa liat simple past tense nya jadi bisa tau itu lo runtutannya gimana, trus kita juga bisa ngecek speakingnya juga. Itu sih vocabulary sama grammar karena bisa nambah vocab. Saya lebih menyukai fitur grammar sama expression, karena kalau yang expression itu ada fitur speak up dan itu sangat membantu. Grammar sama vocabulary karena pas mempelajarinya bisa enak aja gitu. Fitur apa yang tidak Anda sukai? Apa ya, itu kan misalnya kalau ada itu lo apa mini dictionarynya ha itu diperbanyak aja gitu lo, jadi bisa lebih tau kata-kata yang lain lagi kalo ga tambahin apanya kata turunannya dari itu apa. Conversation soalnya harus lihat pilihannya yang di atas. Vocab, soalnya ada yang ga tercantum disitu, gitu udah. Waktu jawab kadang, ga ada yang benerin, jadi ga tau yang bener apa. Apakah menurut Anda aplikasi ini cocok untuk praktik speaking? Ya cocok, soalnya kan bisa tau kalau udah bener apa belum susunan katanya yang kita tau, nah jadi nanti misalnya kalau mau sama temen juga udah tau gini caranya yang bener gimana speakingnya. Cocok lah trus soalnya kan bisa tau yang salah dimana. Cocok soalnya tu yang di expression tu ada fitur untuk speak up juga jadi itu sangat membantu untuk proses praktik speaking. Cocok karena simpel juga sama komplit karena ada fitur lain gitu. Fitur apa yang bermanfaat untuk belajar speaking? Anu pas kita conversation, jadi bisa tau kita gimana kalau ngadepin sama seseorang udah tau gimana cara balesnya yang bener gimana. Conversation soalnya ada tanya jawabnya juga trus ada timbal baliknya, ya lebih interaktif lah. Kalau saya conversation, soalnya ya ada dua pihak, jadi pihak penanya dan penjawab trus sama yang expression yang bagian speak up. Conversation karena juga ada tanya jawabnya juga. Apakah e-talk memotivasi Anda belajar speaking? Iya, soalnya kan itu ada banyak vocabulary jadi yang mau belajar tu tinggal lihat disitu kalau yang belum tau tinggal dicari-cari lagi buat grammarnya juga kan ada tambahan apa susunannya tu yang bener gimana jadi bisa tau sama speakingnya juga kita bisa ngecek jadi ya bisa tertarik lah kalau mau apa nambah gimana caranya belajar Bahasa Inggris yang baik. 227


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Ya memotivasi soalnya banyak fitur yang bisa apa bermanfaat buat belajar kaya speaking – trus ya kaya grammar, susunan kata pokoknya lebih praktis sih. Bisa soalnya juga terdapat banyak fitur yang disediakan nggak hanya buat speaking tapi listening juga yang di conversation. Tertarik karena ada definisi susunannya yang benar dan simpel bisa dibawa kemana-mana. Apakah saran-saran untuk aplikasi ini? E-talk tu ya dibuat lebih menarik lah habis itu vocabularynya tu dikasih kata turunannya jadi tu bisa kalau misalnya simple past tense nya nanti apa abis tu nanti grammarnya dari kata itu apa jadi bisa lebih tahu banyak. Itu yang di fitur vocabulary tu dibikin online biar bisa lebih tahu katakata yang ingin dicari. Saran dari saya itu dari segi desain lebih ditingkatkan lagi trus yang di vocab juga lebih dikomplitin lagi kata-katanya biar ga bingung tentang kata-kata yang biasanya sulit dimengerti. Sarannya ya pokonya dibuat lebih dikomplitin lagi sama yang voice biar tidak terganggu lagi.

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APPENDIX 12 PHOTO DOCUMENTATION

The students are using the features provided in the application (e-talk) in their classroom.

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APPENDIX 13 PERMISSION LETTER

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ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL STUDENTS SPEAKING SKILL

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