EASY ENGLISH LEARNING ANDROID APPLICATION (EEL): AN M-LEARNING MODEL TO LEARN SPEAKING SKILL FOR GRADE XI STUDENTS A THESIS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

EASY ENGLISH LEARNING ANDROID APPLICATION (EEL): AN M-LEARNING MODEL TO LEARN SPEAKING SKILL FOR GRADE XI STUDENTS

A THESIS

Presented as Partial Fulfilment of the Requirements for the Degree of Magister Humaniora (M.Hum.) in English Language Studies

by Belinda Hana Dwiaji 136332032

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2016




I dedicate my thesis for my beloved parents in heaven

Finally, I could finish my thesis, Dad... Special for my late Father, No one has ever been given more love, encouragement, and unconditional support than you have, I miss you, Dad

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ACKNOWLEDGEMENT

First and foremost, praise to My Almighty Lord, Jesus Christ for His blessings, countless love and strength perfectly poured into my life, I could finally finish my thesis. I would like to give deepest, sincere, and great appreciation to my thesis advisor, Dr. B.B. Dwijatmoko, M.A., who is willing to spend his precious time and giving his greatest advice, support, patience, and guidance during the accomplishment of my thesis. My deepest gratitude also goes to F.X. Mukarto, Ph.D., for his precious time guiding us, the SEAMOLEC students. I would also like to thank all lecturers in English Language Studies for sharing invaluable knowledge, lesson, and experiences that I have got throughout my study. My deepest gratitude also goes to Director of SEAMOLEC for the funding and their dedication to introduce how to use technology in education. I would like to express my gratitude to F. Chosa Kastuhandani, S.Pd., M.Hum., Willy Sudiarto Raharjo, S.Kom., M.Cs, and Ronald Adrian, S.T., M.Eng, Ariatmi P.H., S.Pd., and all XI Language Department students of SMA Bopkri 2 Yogyakarta for their willingness to be the research participants during completing my thesis. For my late father and late mother in heaven, thank you for endless love and everything. My one and only sister, Mbak Fani, thank you for unconditional support and caring, my lovely little brother, Jeremia Sasmita Aji, and mother, Kitin Sumaryati, thank you for being there for me. My sincere thanks go to my SEAMOLEC friends, Mbak Marga, Ika, Mbak Desi, Mas David, Mas Vendi, and Mbak Shanti, thank you for sharing knowledge, wonderful moment, and struggling hard together during our study.I would also like to express my truly gratefulness to Mbak Mifta and Mbak Pipit, who always support me to finish my thesis. I also greatly express my deepest thanks to Oki Wicaksono, who being my tutor, thank you for the time and help in developing EEL application. My deepest gratitude also goes to Sandy, Mbak Ajeng, and Alans who helped me and be involved in creating learning audio. I would also like to thank my classmate class C in KBI 2013, thank you for

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sharing the ideas and discussion during my study. Special thanks to Pak Mul, Mbak Marni, and Mbak Eli for sharing information and giving help to me. Last but not least, I would also thank to my friends and people whose names I could not mention, but surely, I cannot complete my thesis without their helps and supports. May God bless you.

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TABLE OF CONTENTS TITLE PAGE.................................................................................................. APPROVAL PAGE........................................................................................ DEFENSE APPROVAL PAGE..................................................................... DEDICATION PAGE.................................................................................... STATEMENT OF ORIGINALITY................................................................ LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI............................... ACKNOWLEDGEMENT.............................................................................. TABLE OF CONTENTS................................................................................ LIST OF TABLES.......................................................................................... LIST OF FIGURES........................................................................................ LIST OF APPENDICES................................................................................. ABSTRACT.................................................................................................... ABSTRAK........................................................................................................ CHAPTER I: INTRODUCTION.................................................................... A. Background............................................................................................... B. Problem Identification.............................................................................. C. Problem Limitation................................................................................... D. Research Questions................................................................................... E. Research Objectives.................................................................................. F. Research Benefits...................................................................................... CHAPTER II: LITERATURE REVIEW....................................................... A. Theoretical Review................................................................................... 1. Learning Speaking Skill...................................................................... a. The Nature of Learning................................................................ b. The Nature of Speaking Skill........................................................ c. Learning Speaking...................................................................... d. Learning Speaking using Technology.......................................... 2. Android Application Model................................................................ a. Mobile Learning (M-Learning)..................................................... b. Mobile Assisted Language Learning (MALL)............................. c. Android......................................................................................... 1) The Nature of Android............................................................ 2) Android Development Program.............................................. 3. High School Context........................................................................... a. Students......................................................................................... b. Curriculum.................................................................................... c. Core and Supplementary Materials.............................................. 4. Instructional Design Model................................................................. B. Review of Related Studies........................................................................ C. Theoretical Framework............................................................................. CHAPTER III: RESEARCH METHODOLOGY.......................................... A. Research Method...................................................................................... B. Research Design........................................................................................ C. Research Setting and Participants............................................................. D. Data Collection Technique....................................................................... E. Data Analysis Technique..........................................................................

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i ii iii iv v vi vii ix xi xii xiii xiv xv 1 1 7 8 9 10 11 12 12 12 12 14 19 23 25 25 29 33 34 37 40 41 42 44 44 49 52 58 58 61 65 66 73


CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS.................. A. Process of Developing the Iconic Model.................................................. 1. Information Collecting (Analysis)...................................................... 2. Planning.............................................................................................. 3. Development....................................................................................... a. Develop preliminary form of product........................................... b. Preliminary Field Testing............................................................. c. Main Product Revision................................................................. 4. Main field Testing............................................................................... 5. Evaluation........................................................................................... B. The Description of the Iconic Model of Android Application................. C. The Description on How EEL Supports the Speaking Skills................... CHAPTER V: CONCLUSIONS AND SUGGESTIONS.............................. A. Conclusions............................................................................................... B. Suggestions............................................................................................... BIBLIOGRAPHY........................................................................................... APPENDICES................................................................................................

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78 78 78 99 104 105 109 128 130 139 140 154 160 160 163 166 172


LIST OF TABLES

Table 2.1. Table 2.2. Table 2.3. Table 3.1. Table 3.2. Table 3.3. Table 3.4. Table 3.5. Table 3.6. Table 4.1. Table 4.2. Table 4.3. Table 4.4. Table 4.5 Table 4.6. Table 4.7. Table 4.8. Table 4.9. Table 4.10. Table 4.11. Table 4.12. Table 4.13. Table 4.14. Table 4.15. Table 4.16.

Micro-skills and macro-skills of Speaking......................... UID Recommendations for M-Learning Adapted from Elias (2011)......................................................................... Standard of Competence and Basic Competence of Senior High School grade XI.......................................................... The Combined Model of Borg & Gall (R & D) and ADDIE Model..................................................................... The Description of the Expert Validators........................... The Steps, Data Needed, Participants, Instrument, and Time..................................................................................... Conversion Table of the Raw Scores into the Converted Scores.................................................................................... The Description of the Questionnaire Result....................... A Scale of Five using a Criterian Reference Evaluation (CRE)/ PAP...................................................................... Standard of Competence and Basic Competence of Senior High School grade XI..................................................... The Topics for Speaking Skills of Senior High School Grade XI for Semester 1 and 2.......................................... The Blueprint of the Need Analysis Questionnaire.............. The Meaning of Point of Agreement.................................. The Conversion Table of the Raw Scores into the Converted Score................................................................ The Mean Criteria (Sukarjo, 2006)..................................... The Need of English and Speaking Skill............................ Students and Technology.................................................. The Topics, Activities, and Learning Indicators.................. The Description of the Contents and parts of EEL.............. The Descriptive Statistics of Materials Experts Opinion..... The Experts Opinions of Media Aspects in the Application.................................................................... The Experts’ Comments and Suggestions about the Product........................................................................... The Users’ Opinion toward the Materials Aspects............... The Users’ Opinion about the Parts of EEL application...... The Result of Users Validation Questionnaire in the Main Field Testing..................................................................

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Page 17 24 42 60 66 67 74 74 75 79 81 82 83 84 84 85 94 100 106 111 114 120 121 125 131


LIST OF FIGURES

Figure 2.1. Figure 2.2. Figure 2.3. Figure 2.4. Figure 2.5.

The Architecture of App Inventor..................................... App Inventor Designer................................................... The Blocks of a screen in App Inventor.............................. The Adapted Rogers’ ADDIE Model (2002).................... The Combined Research Design between R & D and ADDIE model................................................................ Figure 2.6. Figure of Theoretical Framework of the Research............. Figure 3.1. The Combined Research Design between R & D and ADDIE model................................................................ Figure 4.1. The layout before revision.................................................. Figure 4.2. The layout after doing revision........................................ Figure 4.3. The Icon of EEL in handphone screen................................ Figure 4.4. The Home screen of the Final Version of EEL................... Figure 4.5. The Menu Screen of EEL............................................... Figure 4.6. The Section of Lesson Menu Screen of EEL...................... Figure 4.7. The Let’s Start’s Screen Preview of EEL........................... Figure 4.8. The Example of the Activities in Let’s Start Section of EEL............................................................................. Figure 4.9. The Activities in Let’s Practice Section............................. Figure 4.10. The Scoring System in EEL................................................ Figure 4.11. The Activities in Let’s Have Fun Section...........................

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Page 38 39 40 45 47 53 64 129 130 141 142 143 144 145 146 148 150 151


LIST OF APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11

Syllabus............................................................................ Blueprint of Questionnaires............................................ Interview Guideline......................................................... Flowchart.......................................................................... Storyboard..................................................................... Questionnaires................................................................... The Result of Questionnaires........................................... Interview Transcription.................................................... Field Note..................................................................... Photo Documentation....................................................... Letters.................................................................................

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ABSTRACT Dwiaji, Belinda Hana. 2016. Easy English Learning Android Application (EEL): An M-Learning Model to learn Speaking Skill for Grade XI Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. Speaking should be acquired by students since they are supposed to be able to communicate using English both spoken and written. As mobile technology has grown rapidly in educational sector, it creates new opportunities for improving learning experience of students at all levels of education. In addition, the use of mobile technologies has supported the implementation of Mobile Learning (MLearning). Therefore, the researcher felt necessary to utilize the mobile devices as a learning media to support the XI grade students’ speaking skill by developing a learning model using Android application as a media that were appropriate for their learning needs. There were two research questions formulated in this thesis. The first question is what the iconic model of Android application for grade XI students looks like. Then, the second question is how the iconic model of Android application for grade XI students supports their speaking skill. To answer the research questions, the researcher combined an instructional ADDIE model by Roger (2002) and the steps of R & D cycle by Borg and Gall (1983). The application was designed based on some theories of mobile learning (Elias, 2011), characteristics of well-designed software (Egbert &Hanson-Smith, 1999), principles of MALL (Stockwell & Hubbard, 2013), and aspects of speaking skill (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The data were in the forms of quantitative and qualitative data. The quantitative data were gathered from questionnaire. Meanwhile, to obtain the qualitative data, openended questions in the questionnaires, interviews, and observation were conducted. The research was conducted in SMA Bopkri 2 Yogyakarta. The result of this research was the iconic model of an Android Application, namely Easy English Android Application (EEL). EEL consists of three main sections in each lesson, namely Let’s Start, Let’s Practice, and Let’s Have Fun. Let’s start contains the materials to build the students’ knowledge about the topics. Let’s practice contains several activities which support their speaking skills. Let’s have fun contains some fun materials to arouse students’ interests. EEL was appropriate for XI grade students to learn speaking skill since it provided activities related to students’ grammatical sentence production, vocabulary mastery, comprehension, pronunciation ability, and fluency (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The findings showed that EEL was considered as good and useful by the mean score of 1.41 out of (-2) to 2 and useful to help the students in learning speaking. EEL is also flexible and practical, which is in line with the principle of m-learning (Elias, 2011) since the product is easy to operate, simple, and helpful to learn English speaking skill. Keywords: Android, EEL, grade XI students, learning media, m-learning, speaking

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ABSTRAK Dwiaji, Belinda Hana. 2016. Easy English Learning Android Application (EEL): An M-Learning Model to learn Speaking Skill for Grade XI Students. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma. Berbicara (speaking) sebaiknya dicapai oleh siswa karena mereka diharuskan mampu berkomunikasi menggunakan bahasa Inggris baik lisan maupun tertulis. Karena mobile technology telah berkembang secara pesat pada sektor pendidikan, hal itu menciptakan kesempatan baru dalam meningkatkan pengalaman pembelajaran siswa di seluruh tingkat pendidikan. Selain itu, penggunaan teknologi mobile telah mendukung penerapan model pembelajaran Mobile Learning (M-Learning). Oleh karenanya, peneliti perlu memanfaatkan perangkat mobile sebagai media pembelajaran untuk mendukung kemampuan speaking siswa kelas XI dengan mengembangkan model pembelajaran aplikasi Android sebagai media yang sesuai dengan kebutuhan pembelajaran siswa. Terdapat dua permasalahan inti dalam penelitian ini. Yang pertama adalah seperti apakah model ikonik aplikasi Android untuk siswa kelas XI. Sedangkan, yang kedua adalah bagaimana model ikonik aplikasi Android mendukung kemampuan speaking siswa. Untuk menjawab permasalahan tersebut, peneliti menggabungkan ADDIE model instruksional dari Roger (2002) dengan tahap siklus Penelitian dan Pengembangan dari Borg & Gall (1983). Aplikasi ini didesain berdasarkan teori m-learning (Elias, 2011), karakteristik desain software (Egbert &Hanson-Smith, 1999), prinsip MALL (Stockwell & Hubbard, 2013), dan aspek-aspek speaking (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). Ada dua jenis data dalam penelitian ini, yaitu data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari kuesioner. Sedangkan, untuk mendapatkan data kualitatif, dilakukan pertanyaan kuesioner terbuka, wawancara, dan observasi. Penelitian ini dilaksanakan di SMA Bopkri 2 Yogyakarta. Hasil penelitian ini merupakan model ikonik aplikasi Android, bernama Easy English Android Application (EEL). EEL terdiri dari tiga bagian utama pada setiap lesson, yaitu Let’s Start, Let’s Practice, and Let’s Have Fun. Let’s start berisi materi untuk membangun pengetahuan siswa tentang topik yang akan dipelajari. Let’s Practice berisi beberapa kegiatan yang mendukung kemampuan speaking. Let’s Have Fun berisi berbagai materi dan kegiatan yang menyenangkan untuk menarik perhatian siswa. Aplikasi ini sesuai untuk siswa kelas XI dalam belajar speaking karena terdapat kegiatan-kegiatan yang berhubungan dengan penggunaan tata bahasa, penguasaan kosakata, pemahaman, kemampuan percakapan, dan kefasihan (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). Hasil penelitian ini menunjukkan bahwa aplikasi ini dianggap baik dan berguna dengan skor rerata 1.41 dari (-2) sampai 2 dan bermanfaat untuk membantu siswa dalam belajar speaking. EEL juga fleksibel dan praktis, sesuai dengan prinsip m-learning (Elias, 2011) karena produk tersebut mudah dioperasikan, praktis dan berguna untuk belajar speaking. Kata kunci: Android, EEL, media pembelajaran, m-learning, siswa kelas XI, speaking

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CHAPTER 1 INTRODUCTION

This chapter provides the general explanations of the research. There are research background, problem identifications, problem limitations, research questions, research objectives, and research benefits.

A. Background As English becomes the global language in the world, people’s demand for mastering English is gradually increasing. The widespread need for English as a second language or foreign language needs a considerable pressure on the educational resources of many countries. In countries where English is regarded as a foreign language not as a second language, for instance in Indonesia, it may be an important school subject and necessary to pass an examination in English to enter a school or university. According to Richard, Platt, & Weber (1985:93), as a foreign language, English has a role as a subject in school but used as a medium of instruction in education not as a language of communication in government, business, or industry within the country. English becomes a compulsory subject taught by most school in Indonesia, starting from kindergarten, elementary school, junior high school, senior high school until university. English as one of the subject matters in school covers the four basic language skills: listening, speaking, reading, and writing. As the main purpose of learning English is to interact and communicate with other people,

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2

speaking skill take the highest place as the most important skill to master (Bright & McGregor, 1970). Speaking, which is said to be one of the productive skills of a language, is an essential part in learning a language. As stated by Spratt, Mary, et. al. (2005: 34), speaking is a productive skill, like writing which involves using speech to express meanings to other people. Therefore, speaking is a productive skill involves not only an active or productive participation but also receptive participation. Speaking is crucial skill that should be acquired by the learners. It is also as a part of people’s daily life. They have to communicate what they are thinking to create an interaction with others until there will be a meaningful and purposeful interaction. In line with Lazarton (Kurniawati, 2013), speaking is an active interaction between speaker and listener as the process of building and sharing meaning involving the components of pronunciation, grammar, vocabulary, fluency and comprehension. Nowadays people have been living in the globalization era in which the development of technology in most aspect of life grows rapidly. Consequently, they try to find a lot of information through the existence of technology for instance by using internet. People can browse a lot of information and news through internet. The development of English is related to the growth of technology as well. Technology can change the way people work, learn, interact, and spend the leisure time. It also helps to lead the way in improving the teaching and learning process in school. Nowadays, many schools have applied technology


as a learning media as well. It is remarkable when technology is implemented in teaching and learning process. The implementation of English curriculum considers the use of technology. The use of technology is an essential part to support the process of teaching and learning in order to make it more interesting. So far, video, cassette, and power point presentation are used in teaching-learning processes. In addition, it will be one of the teaching and learning instructional that is used either in the class or outside the class. According to National Research Council (1995), technology offers new ways of teaching and learning, and provides new ways for all involved in education to be openly accountable to parents, communities, and students. The use of technology can facilitate the learners’ achievement since it provides interesting media to learn English to become more fun and effective. Technology has an important role in teaching and learning process. Bajcsy (2002) says that technology in teaching and learning as an enabler and suggests that technology can work to help organize and provide structure for material to students; help students, teachers, and parents interact, anytime and anywhere; facilitate and assist in the authentication and prioritization of Internet material; and simulate, visualize, and interact with scientific structures, processes, and models. For instance, the students are able to find the additional materials from the internet. As stated by Dudeney and Hockly (2007) that internet access is becoming increasingly available to learners, younger learners are growing in technology era, and English as an international language is being used in technological context. Therefore, it is significant to employ the technology as the


media to support the teaching and learning materials without the limitation of time. As the use of technology grow rapidly in educational sector, many educational institutions have the opportunity to make use of the internet as a communication medium for the institution. Previously, the use of internet or technology is popularly referred to as CALL (Computer Assisted Language Learning). According to Warschauer (1996) states that CALL is an approach to teaching and learning foreign languages through which the computer and computer-based resources such as the internet are used to present, reinforce, and assess material to be learned. The use of internet has been widely spread everywhere especially for the students. They can easily browse any kind of sources they want by using internet not only students who utilize the technology but also the teachers. Teachers are not merely using textbook to teach their students, but they can adapt and develop the materials from the internet. Nowadays, the use of internet can be more easily accessed through mobile devices. Another term, MALL (Mobile Assisted Language Learning) has come to its existence to provide independent and effective learning. Kukulska-Hulme and Shield (2008) define MALL as an access to wireless device network that can communicate with such networks increase, the use of mobile devices in supporting language learning becomes more common. They also differ MALL from CALL related to its use of personal, portable devices that enable new ways of learning which emphasize access and interaction in different contexts. Furthermore, MALL deals with the use of mobile technology in language learning


(Miangah & Nezarat, 2012). They state that MALL can be considered an ideal solution to language learning barriers in terms of time and place. As mobile technology has entered into the mainstream society, it influences people’s lifestyle in recent years. It changes people’s way of work, study, and daily act. (Calimag, Miguel and Conde, 2014) state that mobile devices can facilitate human interaction and access to information resources anytime and anywhere. People use these smart phones, for instance Android smartphones in the various ages. Since mobile technology develops, it creates new opportunities for improving learning experience of students at all level of education. It facilitates students to access educational resources without need to be present at the working environment. Mobile devices are a useful tool and a way to access last recent events in the classroom (Calimag, Miguel and Conde, 2014). However, related to the English teaching and learning in Senior High School, the students are supposed to be able to communicate using English both spoken and written. The problem that has arisen is that the students have less ability in speaking English. When the teacher triggers a question, the students did not answer the question whereas the topic had been taught before. Moreover, the students were lack of vocabulary mastery. The students were not able to express their ideas in English. They often have difficulties in finding appropriate words to express their ideas. It shows that they have limited language experiences. Another problem is sometimes they made pronunciation mistakes because they have rarely practice how to pronounce words.


Furthermore, since there are various English learning applications which can be downloaded in Google play store, the students should utilize the application since they have Android smart phones in their life style. As we know that there have been so many speaking application found in Google play store, the students should utilize the applications to improve their speaking skill to support their learning environment. They should be able to learn them by themselves. The learners can get more access to use those applications to give new experience in learning environment where they are given more opportunity to learn outside the classroom (Anderson et al., 2008). However, the content of the materials of the applications provided in the play store do not meet with the students’ needs. They are only provide general materials and not specifically intended to certain grades. Besides, the students also rarely use their smartphones effectively. They would rather use it for the social media rather than for supporting the learning activity. Considering the facts, the researcher feels necessary to utilize the mobile devices as a learning media to support the students’ speaking skill by developing a learning tool using Android application that are intended to the eleventh grade students and appropriate for their learning needs. The learning media provides English materials, vocabulary activity, pictures, audio learning, and kinds of tasks, which is appropriate to syllabus of grade XI. By using android as a media, the students will be easier to learn English anywhere since it is effective and efficient, so the students’ can be more frequent to learn English. Therefore, this research attempts to develop an Android application-learning model of speaking skill to support the eleventh grade students.


B. Problem Identification There are many problems occur faced by senior high school students related to speaking in teaching and learning process. The problem arises that the students have less ability in speaking English. The problems will be elaborated in the following. First, the students were lack of vocabulary mastery. The students are not able to express their ideas in English. The students have less ability in speaking English well. When the teacher triggers a question, the students did not answer the question whereas the topic had been taught before. They often have difficulties in finding appropriate words to express their ideas. It shows that they have limited language experiences. Second, the students often make pronunciation mistakes. It is because they have rarely practice how to pronounce words. They were also lack of listening input. Consequently, they are not able to practice speaking with correct pronunciation and intonation. The next is since most of students have mobile devices, such as Android phones in their life style, it has spread and considered as not-an-expensive things for them. They will be familiar with several Android applications such as social media, games, and other application. However, the use of Android smartphones in their life style has not been used effectively to support their learning environment. They would rather use it for the social media rather than for supporting the learning activity. Besides, although there are various applications that facilitate language learning, the content of the materials of the applications provided in the play store do not meet with the students’ need.


In conclusion, there is a great opportunity to use technology as a supporting media to learn English speaking for students. As they are supposed to be able to communicate in English, they need more exposure and speaking practice not only in the classroom where they have English lesson, but they are supposed to be able to get access to English speaking materials anytime and anywhere. In order to help the students to learn speaking skill, the researcher tried to develop a learning media as a supporting tool for learning English speaking which is flexible, portable, and attractive. This is in line with Trifonova & Ronchetti (2003b) cited in Trifonova, et.al (2014) which state that mobile learning is a field that recently has attracted the interest of lots of researchers in the learning domain. Therefore, the researcher would utilize the use of mobile devices such as smart phones and tablets using Android as the Operating System (Android OS). Android is an open source mobile operating system that has been supported by Google Corporation, the world-leading search Engine Company (Cabanban, 2013). By developing such Android application-learning model, the speaking problems that occurred need to be overcome soon.

C. Problem Limitation In reference to the identification of the problem above, problems encountered in the teaching learning process are complex. Therefore, in this research, there are some limitations of the study. In this research, there is no experimental study to discover the effect after they have experienced using the application. It focuses more on the development of an application and its


validation. In addition, it concerns with the speaking skill for the eleventh grade students of Senior High School. As speaking is crucial skill that should be acquired by the students, they are supposed to be able to communicate with others. They need more exposure and speaking practices not only in the classroom when they have English lesson, but also they can learn speaking outside the classroom anywhere and anytime. Besides, the developed application contains supplementary materials that in accordance with the syllabus of the eleventh grade students. The last, the limitation is the reason why this research focused on developing Android application as the learning model. Android is selected due to its flexibility and accessibility that can be downloaded freely by the users. Most gadgets which is accessible by users is Android. Android is an open source mobile operating system supported by Google Corporation (Cabanban, 2013). By using android smartphones or tablets, users can download many applications from Google play store such as social medias, tools, musics, games, books, etc. However, most users only use this kind of gadget for entertainment. Therefore, the researcher intends to utilize this gadgets, especially for students, as a media in learning English especially to support the eleventh grade students speaking skill.

D. Research Questions This research proposes two questions to be answered, they are as follows. 1.

What does the iconic model of Android application for Senior High School grade XI students speaking skill look like?


2.

How does the iconic model of Android application for Senior High School grade XI students support their speaking skill?

E. Research Objectives In line with the presented research questions, therefore there are two objectives of this research. First is to present the final version of iconic model of Android application for Senior High School grade XI students. The researcher combines the steps in R & D model proposed by Borg and Gall (1983) and ADDIE model (Roger, 2002) in developing the application. The model is designed based on the students’ need that consists of several materials and tasks that support students’ speaking ability. Those are pictures, audio-learning materials and tasks, multiple-choice tasks, and matching tasks. The construction of Android-based application learning model will consider the theory and nature of teaching speaking, Android application inventor, and also curriculum used as a guideline in designing the materials. The second objective is to find out how the iconic model of Android application for Senior High School grade XI students supports their speaking skills. By implementing Android-based application learning model, the students will be easier to learn English speaking anywhere since it is effective and efficient, so the students’ can be more frequent to learn speaking.


F.

Research Benefits This research is expected to give some benefits to English speaking

learning. The benefits of the study cover theoretical and practical significance. Theoretically, this study is expected to give contributions as a relevant study to enrich the educational researches that are related to develop English learning materials. Moreover, the mobile learning model in the research will support the implementation of Mobile Assisted Language Learning (MALL). KukulskaHulme and Shield (2008) define MALL as an access to wireless device network that can communicate with such networks increase, the use of mobile devices in supporting language learning becomes more common. This research also used principles in developing and implementing mobile language learning (Stockwell and Hubbard, 2013). Therefore, the findings of the research are expected to give more insight in developing the learning materials using mobile technology for other researchers who carry out same studies in different settings. Practically, this study provides the learning model that contains materials that is significant for Senior High School grade XI students. The application is designed based on students’ need and combined with learning objectives to achieve their competence. It is expected that the students are able to practice their speaking skill easily and enjoyably. Moreover, this research encourages the students to get more English speaking skill practice using technology. By utilizing this learning model, it is expected that the students are able to use and practice this learning model without any boundaries of time. The application will be used as one of supplementary media to learn speaking skill.


CHAPTER II LITERATURE REVIEW

As the main objective of this study is to develop the iconic model of Android application for senior high school grade XI students to support their speaking skill, some related theories are presented in this part. This chapter presents the theoretical review, review of related studies, and theoretical framework related to learning speaking skill, Android application model, high school context, and instructional design model. The followings are the discussions of each item.

A. Theoretical Review This section is divided into four major parts. They are the theory of learning speaking skill, EEL Android Application/ Android Application Model, High School Context, and Instructional Design Model. The further explanation will be presented as follows. 1. Learning Speaking Skill This section deals with some points related to learning speaking skills involving the broad area of interest. They are the nature of speaking, the nature of speaking skill, learning speaking, and learning speaking using technology. They are presented as follows. a. The Nature of Learning Learning means acquiring knowledge by studying or experiencing something. There are various definitions of learning proposed by some experts.

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According to Slavin (2003) cited in Brown (2007), learning defines as a change in an individual caused by experience. Meanwhile, Woofolk (1998:204) says that learning happens when experience causes a relatively permanent change in an individual‟s knowledge or behavior. The similar concept that can be drawn from the definition is “experience” which means that to learn is to experience. Therefore, learning is when people experience something, there will be a change related to their knowledge and behavior. In addition, Brown (2007:8) defines learning as: 1. Learning is acquisition or “getting”. 2. Learning is retention of information or skill. 3. Retention implies storage systems, memory, and cognitive organization. 4. Learning involves active, conscious focus on and acting upon events outside or inside the organism. 5. Learning is relatively permanent but subject for forgetting. 6. Learning involves some form of practice, perhaps reinforced practice. 7. Learning is a change in behavior. From the above concepts of learning, it can be inferred that learning is acquiring the information or skill which involves storage systems, memory, cognitive organization, recall, motivation, conscious and subconscious learning styles and strategies, theory of forgetting, reinforcement, and the role of practices which can change the people‟s behavior. Furthermore, Gagne (1965) cited in Brown (2007) proposes eight types of learning. The first is signal learning.which occurs in the total language process. It means that the learners make a general response of some kind of language (emotional, cognitive, verbal, or non-verbal). The second is stimulus or response learning, which is the acquisition of the sound system of a foreign language. In this case, the learners acquire a response to a stimulus. The next is chaining which


is the acquisition of phonological sequences and syntactic patterns. The fourth type of learning is verbal association which differs between verbal and nonverbal chains. The next is multiple discrimination. In this type, the learners respond to many different stimuli, which means that each word has several meaning based on the context. The sixth type is concept learning which includes the relationship between language and cognition. In this case, the learners should be able to give common response that identifies the entire class of objects or events. The next type is principle learning which is the extension of concept learning to the formation of linguistic system. In this type, the learners try to organize the experience and behavior. The last type is problem solving which is a kind of learning which refers to thinking. In this type, the learners faced some problems which need to be overcome that need creative interaction in solving the problems.

b. The Nature of Speaking Skill Speaking is a communicative event that includes the use of verbal and non-verbal language to convey meaning. In line with Chaney (Jondeya, 2011: 28), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of context. According to this definition, speaking is aiming at exchanging meanings. To achieve the aim, people use their articulators to produce language so that they could express meanings to others. In addition, they also make use of non-linguistic symbols such as facial expressions and body language in order to make the meanings more clear. Speaking is communication between two people or more to deliver messages, opinions, or feelings. People usually communicate their opinions, ideas,


feelings, and beliefs by talking it with other people and it usually involves the speakers‟ physical, physiological, and psychological condition. This is in line with Hybel (Ardiani, 2013: 10), speaking is any process in which people share information, ideas, and feeling, it involves all of body language mannerism and style-anything that adds meaning to a message. Speaking is a productive skill. As stated by Spratt, et.al. (2005) speaking involves the speaker to use speech to express meanings to other people. In the same line, Nunan (2003) says that speaking is a productive oral skill that involves the production of verbal utterance to comprehend meaning. Chastain in Castillo (2007) also declares that speaking is a productive skill that involves many components. It is more than producing the right sounds, choosing the right words or getting construction of grammatically correct. It includes the background knowledge of speakers to create opinions or feelings to be communicated with listeners. Therefore, the listeners often judge others by evaluating and analyzing the messages of their speaking. Furthermore, speaking is a productive skill involves not only an active or productive participation but also receptive participation. Byrne (Jondeya, 2011) also states that speaking is a two-way process between speakers and listeners and it involves the productive skills of language and the receptive skills of understanding. In the same respect, Nunan (2003: 48) supports Byrne‟s statement saying that speaking is the productive skill that consists of producing systematic verbal utterances to express meaning. The product of the activity of speaking is verbal utterances in which people usually have communicative purposes by producing it. They may want to retell stories, to give information, to express


feelings, to give commands, to make jokes, to agree or complain about something. This is also in line with Widdowson (1996: 59) who declares that the skill of speaking involves both receptive and productive participation. Receptive aspect of speaking is the skill which is conventionally referred to as‟ listening‟. While, productive aspect of speaking referred to as „saying‟. It can be concluded that speaking has a productive part when one participant in an interaction assumes the active role of speaker. Speaking is a two-way process between producing language and receipting it. It is in line with Bygate (1997:5) that there are two ways which something we do in oral skill. They are motor-perceptive skills and interactional skills. Motor-perceptive skills involve perceiving, recalling, and articulating in the correct order of sounds and structures of the language. Then, interactional skill is a skill that uses the knowledge and basic perceptive skills to achieve the communication. It involves the making decisions of communication, for example; what to say, how to say, and whether to develop it, in accordance with one‟s intentions, while maintaining the desired relations with others. In line with Bygate, Brown and Yale as quoted by Nunan (1989:26-27) begin their discussion on the nature of spoken language by distinguishing spoken and written language. It is stated that written language is characterized by well-formed sentences which are integrated into highly structured paragraph. Spoken language, on the other hand, consists of short, often fragmentary utterances, in a range of pronunciations. In conclusion, speaking is the two-way process of productive and receptive skill, which include the use verbal and non-verbal language to to deliver messages, opinions, or feelings. When people are having a conversation with


others, they include the process of producing language and receipting messages. Therefore, speaking is one of important elements of communication because it could be used as the medium of social interaction. In mastering speaking, it is necessary to understand some skills that underline it. There are some micro-skills and macro-skills of speaking which need to be considered in learning speaking. The micro-skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal words. The macro-skills imply the speaker‟s focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. The micro-skills and macro-skills of speaking, according to Brown (2004: 142-143), are presented on the following table. Table 2.1. Micro-skills and macro-skills of Speaking Microskills 1) Produce difference among English phonemes and allophonic variants. 2) Produce chunks of language of different lengths. 3) Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours. 4) Produce reduced forms of words and phrases. 5) Use an adequate number of lexical units (words) to accomplish pragmatic purposes. 6) Produce fluent speech at different rates of delivery. 7) Monitor one‟s own oral production and use various strategic devicespauses, fillers, self-corrections, backtracking- to enhance the clarity of the message. 8) Use grammatical word classes (nouns, verbs, etc), systems (e.g. tense, agreement, pluralization), word order, patterns, rules, and elliptical forms. 9) Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups, and sentence constituents. 10) Express a particular meaning in different grammatical forms. 11) Use cohesive devices in spoken discourse. Macroskills 12) Appropriately accomplish communicative functions according to situations, participants and goals. (continued)


(Table 2.1 continued) 13) Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor-keeping and –yielding, interrupting, and other sociolinguistic features in face-to-face conversations. Convey links and connections between events and communicative such as relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification. 14) Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language. 15) 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.

The above table shows that the students need to learn language as well as its function. It is expected that showing the micro-skills and macro-skills of speaking to them could help them convey and negotiate meaning of language. Speaking is a very demanding activity for all ages of learner which is used for oral communication. Speaking skill needs a lot of practice. According to Pinter (2005), speaking practice starts with practicing and drilling set phrases and repeating models. Therefore, the learners need to practice with different activities in classroom in order to encourage them to develop their proficiency in speaking so that they are able to communicate effectively. Brown (2001) classifies that there are five basic types of speaking. The first type is imitative. Imitating is for focusing on some particular element of language form rather than for the purpose of meaningful interaction. Drills offer students an opportunity to listen and orally repeat to certain strings of language that may pose some linguistic problems. It covers the ability to imitate a word of phrase or possibly a sentence. The second one is intensive. Intensive speaking includes any speaking performance that is designed to practice some phonological or grammatical aspects of language. Responsive, this type means that students give short replies to initiate questions or


comments. These replies are usually sufficient and do not extend into dialogue. It includes interaction and comprehension test but at the somewhat limited level of very short conversations, standard greeting and small talk, simple request and comments. The stimulus usually happens in a spoken at the appointed time in order to maintain authenticity. The next is transactional (dialogue) which has the purpose of conveying or exchanging specific information. Then, interpersonal (dialogue) is carried out more for the purpose of maintain and sustaining social relationship than for the transmission and information. The last type is extensive (monologue). This type of speaking covers extensive oral production tasks includes oral reports or presentations, summaries, short speech, and storytelling. In this type, the language style is frequently deliberative and formal. The five types of speaking that previously explained can be implemented in classroom speaking activity.

c. Learning Speaking In learning to speak a foreign language, learners should understand the context on how the native speakers use the language. Richard and Renandya (2002) state that learners must acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact. In English as a foreign language (EFL) context, speaking is a crucial part of English language learning and teaching which needs special attention and instruction. When people communicate with others, their intention to speak is to express their ideas, thought, and feeling. It makes others understand


what they feel and what they think. Nunan (2003) says that in order to communicate well, people should understand with whom they are speaking. In learning speaking, learners should be able to determine the purpose of their speaking so that it might influence the way of their speaking. Richard and Renandya (2002) define that the purpose of speaking can be describing things, complaining people‟s behavior, making polite requests, or entertaining people with jokes or anecdotes. Those different purposes for speaking infers knowledge of rules on how spoken language reflects the situation in which the speech occurs, th participants involved and their relationship, and the activities of the speakers are involved. Therefore, it can be inferred that learners have to be able to understand the purposes of their speaking in order to be able to speak fluently and appropriately. In terms of learning the speaking skills, learning speaking is important to learners‟ language acquisition and academic learning. People are able to communicate with language by two ways, acquisition and learning. Krashen and Terrel (1983) state that language acquisition is knowing the language by subconscious process while learning language is knowing the language by conscious process. In this case, learning and teaching are related to each other. To learn means knowing something while teaching is letting learners know something. Language cannot be separated from language taching. Brown (2000) states that teaching cannot be defined apart from learning, teaching is guiding and facilitating learning. Therefore, in the context of language learning, teachers should be able to guide and facilitate students in using the language in communication. In the same line, Brown (2001) explains that in teaching


speaking, teachers need to show the details of how to convey and negotiate the meaning of language. It means that the teacher should have good techniques to teach the students so that they can learn language easily. The objective of teaching speaking is to help learners communicate in the target language. The reach the goal, teachers should follow certain principles for teaching speaking, which could be useful for developing speaking tasks and materials for them. Nunan (2003: 54-56) sets the principle of teaching speaking. First, the teachers should be aware of the difference between second and foreign language. In learning speaking, the teachers should understand the context of second language and foreign language situation. The second language situation means the target language that is used in communication in the learners‟ society. Meanwhile, the foreign language context means the target of language that is not used in communication in the learners‟ society. Second, the teachers should give students chances to practice with fluency and accuracy. Next, the teachers should provide opportunity for students to talk in group or pairs in which teacher‟s talk is limit. The purpose is to give the opportunity to the students to talk more in order to facilitate them to communicate with others. Fourth, the teachers should plan speaking tasks to involve negotiation of meaning. It involves checking to see the understanding what people said, clarifying the students‟ understanding, and confirming that someone has understood the meaning. Last, the teachers should design classroom activities that involve guidance and practice in both transactional and interactional speaking. According to the principles above, the teachers should facilitate students with tasks and activities which encourage them to negotiate meaning, to try out


what they know, to produce more language, and to take part in group work activities. Moreover, the English teachers need to give motivational feedback when they make mistakes. They should guarantee the students to use the target language both accurately and fluently. They also should give chance for them to experience transactional and interactional language. This may help them to survive in social interaction and professional life. The principles in teaching speaking are important to enhance speaking in the teaching and learning process. In order to keep on the intentional communicative class, the teacher should considers those principles. The principles also help teacher to design the appropriate materials. Brown (2001: 275-276) also suggests some principles for designing speaking techniques. First is using techniques that cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency. This principle concerns with how to make meaningful activities without throwing away the learners‟ needs. It means that the teacher should maintain balance among accuracy, fluency, and meaning. The second is providing intrinsically motivating techniques. It is generally occurred that the students do not understand the objective of doing tasks giving and benefit of achieving linguistic competence. The teacher should give them understanding about them in order the students are interested and motivated to learn better. It means that the teacher should link the students‟ interest and their need for knowledge to achieve the competence. The next is encouraging the use of authentic language in meaningful contexts. Teaching and learning activities will be more interesting if the teacher provides students with authentic context and meaningful interaction. The teacher should


give the students the materials that are relevant to the students‟ knowledge, experience, and interest. It means that the meaningful interaction is important to encourage the students‟ willingness to speak in the target language. The fourth principle is providing appropriate feedback and correction. The teacher should give feedback appropriately now since the most EFL students are totally dependent on the teacher. The next is capitalizing the natural link between speaking and listening. As the teacher focuses on the speaking goals, listening goals may naturally precede. Skills in producing language are often initiated through comprehension. The sixth is giving students opportunities to initiate oral communication. It means that the activities should give a lot of opportunities for the students to initiate the target language. The last principle is encouraging the development of speaking strategies. This means that the students do not have to worry about their low level of proficiency since they will build their personal speaking strategies for accomplishing oral communication purposes. In conclusion, the teaching of speaking should motivate the students to practice both fluency and accuracy activities for meaningful purposes. Thus, the English teachers have to use encouraging and motivating techniques that support the students in learning speaking.

d. Learning Speaking using Technology As the development of technology today has given many advantages for people‟s life style, many experts and educators of institution believe that technology can be employed in educational sectors to support the teaching and


learning activities. Technology has a significant role in teaching and learning process. Bajcsy (2002) says that technology in teaching and learning as an enabler and suggests that technology can work to help organize and provide structure for material to students; help students, teachers, and parents interact, anytime and anywhere; facilitate and assist in the authentication and prioritization of Internet material; and simulate, visualize, and interact with scientific structures, processes, and models. Related to speaking, technology can serve as media for learning speaking skill. By implementing the use of technology in learning speaking in the classroom, students will be motivated to learn more. Technology improves motivation to create authentic task to motivate, and it can be carried out by creating a reason from speaking in target language, and broadening the audience base. Technology can also increase communication which equipped with audios, videos and activities that are boosting the learners‟ ability to speak. In this case, the students have opportunity to record their performance, they can be able to evaluate their performance and practice more. In the same line, Banares (2010) proposes the benefits of recording the students‟ performance for example students have more speaking practices, the students pay more attention to pronounce the words since they will be listened to the rest of the group, motivation is high since the students are digital authors of the course content, shy students are not left behind. In this case, the students are able to recognize their speaking product. By recording their performance, the students will know what they do and what they need to improve their speaking skill.


In regard with advanced development of technology, there is an opportunity to develop mobile learning model to support the teaching and learning process. Therefore, the researcher intended to conduct a study by utilizing a mobile technology to develop learning model to support the students in learning speaking skill.

2. Android Application Model In designing the android application model, there are some theories related to android application model. They are the theory of mobile learning (mlearning), mobile assisted language learning (MALL), and Android. The elaboration of each theory will be explained as follows. a. Mobile Learning (M-Learning) The advance development of technology grows rapidly in many sectors. In recent years, mobile technology has entered into the mainstream society which affecting the people‟s life style. Calimag, et.al. (2014) state that mobile devices can facilitate human interaction and access to information resources anytime and anywhere. Since mobile technology develops, it creates new opportunities for improving learning experience of students at all level of education. As stated by Tayebinik & Puteh (2012) mobile phones are popular in education due to its portability and wide access. In addition, mobile phones with high capabilities, i.e. smart phones have been extensively accessible among the society. Mobile technologies have been used in the teaching and learning process to facilitate the students to access educational resources without need to be present at the working environment. The mobile phones or smartphones have attracted researchers‟


interest in developing learning media. As stated by Trifonova & Ronchetti (2003b) cited in Trifonova, A. et.al. (2004), mobile learning is a field that recently has attracted the interest of lots of researchers in the learning domain. The use of mobile phone as the learning media is familiar with the term mobile learning (mlearning). There are some point of views regarding the definition of m-learning. Cabanban (2013) defines m-learning as a type of e-learning that delivers educational

contents

and

learning

support

materials

through

wireless

communication devices. In the same line, Traxler (cited in Cabanban, 2013) describes mobile learning as the use of handheld computers in classroom which is personalized, connected, and interactive. Mobile learning is the implementation of delivering the educational learning materials through mobile devices. It is also supported by Trifonova, A. et.al. (2004) that basically m-learning is considered as any form of studying, teaching or learning that is delivered through a mobile device or in a mobile environment. Mobile learning includes the use of mobile phones, MP3 players, Personal Digital Assistants (PDAs) such as Palm hand-held computers and devices using Windows Mobile Computing platform such as the iPAQ (Dudeney and Hockly, 2007: 156). This is also in line with O‟Malley, et al. (2003), m-learning defines as learning that occurs through wireless devices such as mobile phones, personal digital assistants (PDAs), or laptop computers. As m-learning becomes a new bridge in doing educational activities, it enables the learners to do the learning activities without boundary of time. Mlearning has some characteristics which give positive benefits toward the learners. Miangah and Nezarat (2012) state some characteristics of m-learning, i.e.


spontaneous, informal, personalized, and ubiquitous. Ubiquitous defines as existing or being everywhere at the same time (Calimag, Miguel and Conde, 2014). Miangah and Nezarat (2012) also define two main characteristics of mobile devices, i.e. portability and connectivity. Portability enables learners to move mobile devices and bring the learning materials. In relation to the connectivity, developing the mobile system must have capability of being connected and communicated with the learning website using the wireless network of the device to access learning material ubiquitously. Besides, Huang et al. (2012) as cited in Viberg and Grounlund (2012) propose that mobile technologies provide many advantages. They have flexibility, low cost, small size and user-friendliness. Therefore the researcher explores on how mobile technology support language learning. There are some principles of mobile learning proposed by Elias (2011). These Universal Instructional Design (UID) principles have been developed to combine the instructional design and operating system of educational materials so that they will be suitable to various students. Elias (2010) cited in Elias (2011) extracted the eight UID principles particularly useful in distance education (DE). The following table shows the comparison between the most relevant recommendations arising from UID principles for online learning and recommendation for m-learning.


Table 2.2. UID Recommendations for M-Learning Adapted from Elias (2011) UID Principles 1. Equitable use

Online DE recommendations Put content online Provide translation

2. Flexible use

Present content and accept assignments in multiple formats Offer choice and additional information

3. Simple and Intuitive

Simplify interface Offer offline and textonly options Add captions, descriptors and transcriptions Allow students to edit posts Issue warnings using sound and text Incorporate assistive technologies Consider issues of physical effort Check browser capabilities Include study groups and tools Easy-to-find links to support services

4. Perceptible information 5. Tolerance for error

6. Low physical and technical effort

7. Community of learners and support

8. Instructional Climate

Make contact and stay involved

M-learning recommendations Deliver content in the simplest possible format Use cloud-computing file storage and sharing sites Package content in small chunks Consider unconventional assignment options Leave it to learners to illustrate and animate course Keep code simple Use open-source software

Scaffold and support situated learning methods

Use available SMS readers and other mobile-specific assistive technologies

Encourage multiple methods of communication Group learners according to technological access and/or preferences Push regular reminder, quizzes and questions to students Pull in learner-generated content

The first principle is equitable use, means that the course content should be accessible to the various learners and different locations. It requires to develop content and assignments which can be accessed in wide variety of devices.


Second, flexible use means that the design should provide a wide range of individual abilities, preferences, schedules, levels of connectivity, and choices in methods of use. It allows the devices to provide songs, videos, or pictures. The next is simple and intuitive, which means that unnecessary complexity should be eliminated and the design should be simple and intuitive. Next, perceptible information means it is recommended to add captions, descriptors, and transcriptions. The fifth principle is tolerance of error. It minimizes hazards and adverse consequences of errors in software operation. The next is low physical and technical effort which means that m-learning should be developed requiring a low and physical effort which related to inputting text into devices. Then, for community of learners and support should be facilitated through the development of groups and support from appropriate tools. The last principle is instructional climate, which focuses on the interaction between the instruction and the learners in various forms.

b. Mobile Assisted Language Learning (MALL) As the use of mobile devices in supporting language learning become more rapidly, many educational institutions develop learning model as a communication media. Previously, the use of internet or technology is popularly referred to as CALL (Computer Assisted Language Learning). According to Warschauer (1996) states that CALL is an approach to teaching and learning foreign languages through which the computer and computer-based resources such as the internet are used to present, reinforce, and assess material to be learned. Nowadays, the use of internet can be more easily accessed through


mobile devices. Another term, MALL (Mobile Assisted Language Learning) has come to its existence to provide independent and effective learning. MALL has so much in common with CALL (Stockwell & Hubbard, 2013). Kukulska-Hulme and Shield (2008) define MALL as an access to wireless device network that can communicate with such networks increase, the use of mobile devices in supporting language learning becomes more common. They also differentiate MALL from CALL related to its use of personal, portable devices that enable new ways of learning that emphasize access and interaction in different contexts. Furthermore, MALL deals with the use of mobile technology in language learning (Miangah & Nezarat, 2012). They state that MALL can be considered an ideal solution to language learning barriers in terms of time and place. In line with the concepts of mobile learning, there are some values related to MALL proposed by Elias (2011). Firstly, MALL delivers content in the simplest possible format (equitable use). Secondly, MALL has flexible use (package content in small chunks). Thirdly, MALL allows tolerance for error. It scaffolds and supports situated learning methods. Lastly, MALL has instructional climate, for instance push regular reminders, quizzes, and questions to students. Furthermore, since most of the developed mobile media contains software, it is necessary to be in accordance with some principle related to welldesigned software in developing mobile language learning. Egbert & HansonSmith (1999) suggest some characteristics of well-designed software. The first characteristic is related to consistency. It means that the elements on the screen remain stable from one display to the next, such as color, layout, capitalization, and fonts which must be consistent. The second is good use of space. It means


that each section of content should fit onto one screen, and the different parts should be distinguished through variations in color, style, or other treatments. The next characteristic is Legibility, which means that the text on the screen must be legible (the letter form must be easy to see) and readable (the lines of text must be easy to scan in normal reading patterns). The fourth is contrast, repetition, alignment, and proximity. It means that different elements should be contrast clearly with each other, whereas logos and navigation buttons should be repeated in order to unify many kinds of screens in the same section. Besides, each element on the screen should be aligned either horizontally or vertically. The next is ease on navigation and recovery, which means that the software should ignore nonsensical commands and provide clear instructions for recovery if users get into trouble. The last is high quality playback, means that the audio and video playback must be high quality sufficiently (p.442-445). By considering those characteristics in designing mobile learning media, it enables users to use the software as well. There are some considerations in developing mobile devices into the language learning. Stockwell and Hubbard (2013) propose ten principles as the guideline for developing and implementing mobile language learning. These principles concern with general lessons learned from implementing technology applications in language learning. The first principle is that mobile activities, tasks, and applications should distinguish both the affordances and limitations of the mobile devices and the affordances and limitations of the environment in which the device will be used. Since the goal is on language learning, the affordances and limitations should be connected to the principles in second


language learning. The second principle is limiting multi-tasking and environmental distractions. Many people are not good at multi-tasking which can cause stress levels, errors, and lower productivity. Therefore, the mobile environments and activities should be conformed in effective ways. The third principle is pushing, but respecting boundaries. The push mechanism can support the learners to do an action, but the learners also have ideas to understand when and how frequently they will receive the reminders. The fourth principle is striving to maintain equity. It is necessary to know whether the learners have mobile devices, what devices they have, the connectivity, and the expense used. All those factors should be considered to maintain the equity of the learning environment. The next principle is acknowledging and planning for accommodating language learner differences. In developing mobile learning, various kinds of students‟ learning style should be taken into account. Mobile learning should provide various learner styles so that all learners can learn comfortably. Next, the sixth principle is being aware of language learners‟ existing uses and cultures of use for their devices. Students generally used their mobile devices for personal use and social media rather than for educational tools. Consequently, the application should be more consistent to provide useful task so that the students can accept and use it well. The next principle is keeping mobile language learning activities and tasks short and brief when possible. The tasks should be designed in smaller and coherent chunks so that learners will get access into the task easily. In addition, the tasks should be dealt with the learning goals and objectives in the syllabus. The eighth principle is letting the language learning task fit the technology and


environment, and vice versa. The tasks should consider the mobility of the learners as well as of the technology, the time allocation, the skills to be concerned with, the technology that are used and also the environment where learners do the tasks (library, classroom, or students‟ homes). Next, the ninth principle is that some or possibly most learners need guidance and training to effectively use mobile devices for language learning. In using mobile language, learning will face some challenges. However, the implementation of the mobile language learning is in the hands of the mobile users. Therefore, the learners need to be informed and trained to use it as efficient as possible. The last principle is recognizing and accommodating multiple stakeholders. In implementing mobile language learning, it is necessary to provide preparation and motivational support for teachers as well as learners by involving other parties including the principal and the parents. Those ten principles can be used as guidance to design and develop a mobile application, which is in line with the learner needs, and the context where the mobile assisted language learning is implemented.

c. Android Nowadays, the use of mobile phone among people all over the world has been popped up rapidly. Phone is no longer used as a means of communication, but also as essential part of people‟s lifestyle. Therefore, the emergence of mobile phone has changed into smartphones. There are so many various kinds of applications which is interesting and fun for people‟s life. Mobile phones such as smart phones and tablets use Android as the Operating System (Android Os).


Recently, Android is familiar operating system used by many people. The detailed information related to Android will be elaborated as follows. 1) The Nature of Android The latest mobile software platform which merely used by people is Android. Android is an operating system which designed for touchscreen mobile devices. Cabanban (2013) states that Android is an open source mobile operating system that has been supported by Google Corporation. It is developed by Android, Inc., in which Google backed financially and later bought in 2005. According to Google‟s Andy Rubin, as cited in Meier (2012) describes Android as: “The ﬁrst truly open and comprehensive platform for mobile devices. It includes an operating system, user-interface and applications — all of the software to run a mobile phone but without the proprietary obstacles that have hindered mobile innovation”.

In addition, Skogberg (2010) defines Android as a software environment and not a hardware platform, which includes an OS, built on Linux kernel-based OS hosting the Dalvik virtual machine. It runs Android application as instances of the virtual machine. Android was unveiled in 2007 along with the founding of the Open

Handset

Alliance:

a

consortium

of hardware,

software,

and

telecommunication companies devoted to advancing open standards for mobile devices. According to Jones (2011), phones which running on Android feature advanced capabilities that encourage third-party applications. In contrast to Apple‟s iOS, Android does not run on a single phone offered by a particular company (Godwin-Jones 2011). Recently, Android has been run many mobile


device manufacturers, including Samsung, Sony Ericsson, LG, Dell, Huawei, Fujitsu Toshiba, Motorola, Panasonic, Acer, Asus, NEC, Kyocera, and others. Android phone is a standard Smartphone. It is called smartphone since it refers to the same as personal computers with separate operating system which installed by the user software, games and other third-party service provider process. Jiaqi, Jianhua, and Long (2012) state that the operating system is the basis of Smartphone platform which provides the process of scheduling, task manager, file systems, network protocols and the phone peripherals such as keyboards, LCD, Bluetooth, Wi-Fi and other tool management. It has a direct relationship between product stability, cost, and development prospects. Since Android smartphones become very popular among people of various ages, especially students, they often use their smartphones for social medias, internet browsing, or chatting. Android system is completely open to anyone who wants to download the free code to develop and design the mobile devices with its own mobile terminal. It is supported by Google which is a recent addition in the mobile application platform. By providing an open development platform, Android offers developers the ability to build extremely rich and innovative applications with a rich set of User Interfaces, support for broad range audio and video file formats. As explained in the previous section, Android is an open source mobile operating system such as smartphones and tablet computers. Android provides a lot of applications which can be accessed by users freely. There are many kinds of applications which can be downloaded and installed through Google Play store. The applications in the play store are divided into several categories, such as


games, books and reference, comics, communication, education, entertainment, finance, health and fitness, libraries and demo, lifestyle, live wallpaper, media and video, medical, music audio, news and magazines, personalization, photography, productivity, shopping, social, sports, tools, transportation, travel and local, weather, and widgets. All users can download them based on their personal needs and they are able to set up their applications as they want. Therefore, android application brings a lot of benefits for everyone who want to utilize. In line with the advanced development of android application, many educational developer utilized technology such as Android smartphones as a media in educational sector. As we know that there are a lot of applications in Google play store categorized as education, for instance AutoMath Photo, Duolingo: Learn Languages free, Animal sounds –App for kids, Learn Korean – KR Translator, Learn English 6000, ABC Preschool, Learn Japanese, Learn Guitar, English Grammar, Prediksi Soal UN SMP, Kids Coloring Fun, and many more. If the students use the educational application well, it can help them to learn many subject using those applications. A study conducted by Chan cited in Cabanban (2013) said that it is important for providers of mobile academic content and information to understand the following characteristics: First, mobile learning addresses the urgency of individual information acquisition and learning needs. Second, the initiative of knowledge acquisition is based on an information seeker‟s request and the information is obtained immediately. Third, a mobile learning setting enables information seeking and learning to occur when and where it best fits individual needs. Fourth, interactivity of the learning process is provided through wireless devices. Learners and information seekers are provided


broader access to experts (e.g., librarians, instructors, etc.) and knowledge than is available through other distance learning technology. Fifth, activities are situated instructional activities in a way that extends learning and information seeking into natural, authentic, and contextual situations of an individual‟s personal life. Finally, instructional content (e.g., information resources, activities, etc.) is integrated into mobile device use wirelessly. Therefore, Android application nowadays can be used as a learning media in teaching and learning process since it is flexible and effective to learn English. Thus, it is a great chance for the developer to create new android applications as a learning media since there is no licensing and development fees. It will be an interesting learning media for students because it is a flexible and effective way to learn in educational environment.

2) Android Development Program In creating Android application, developers need to create a corresponding Android project. There are several ways to create an Android application, such as Programming language (Java), Eclipse Integrated Development Environment (IDE), App Inventor, and others. This research focused on developing Android application mobile learning model by using App Inventor. The reason why the researcher using App Inventor is because it is easy to operate for those who have no knowledge of programming language. App inventor is a web-based software used to create an Android application for nonexpert developers who do not have any knowledge of programming. It is an opensource web application provided by Google and Massachusetts Institute of


Technology (MIT). Bhagi (2012) also defines that AppInventor is a web-based tool developed by MIT and Google that allow users to build Android apps via visual, block-based development environment without any knowledge of programming

language.

App

Inventor

can

be

accessed

by

typing

http://ai2.appinventor.mit.edu on web browser to build an android application. Before the developers build the application using this program, they should understand the architecture in the App Inventor. The architecture of App Inventor consists of App Inventor Server, App Inventor Designer, App Inventor Block Editor, and Android Emulator. The following Figure shows the architecture of App Inventor proposed by Kim and Modell (2012).

Figure 2.1. The Architecture of App Inventor

The App Inventor Server keeps the developers‟ work and help them to keep track of a project. Then, The App Inventor Designer creates interface of the users‟ own application and put them together from its functional components, i.e. Basic, Media, Animation, Social, and Sensor. It is applied as a web application by entering appropriate web address. After the developers work on the design of the applications, the App Inventor Block Editor is used to specify how the components of App Inventor Designer should behave. In this component, it


consists of codes like pieces of puzzles. After finishing all components, the developers package the application and produce stand-alone application to install. Then, the developers can build the application by using Android emulator. It is a software that runs on the computer and behaves like phones. It is used to test the application on a virtual phone. There are two major parts in developing Android application using AppInventor, developers should understand the components in it. As stated by Tyler (2012) cited in Kim and Modell (2012) state that App Inventor is a mobile applications design tool that consists of two major parts; component designer and Block Editor. First, the Component Designer provides the components to design the application. It will be presented in Figure 2.2. below.

Figure 2.2. App Inventor Designer Figure 2.2 above presents the home page of the Component Designer page. It consists of User Interface, Layout, Media, and Social. User Interface, Layout, Media, Drawing and Animation, Sensors, Social, Storage, and Connectivity. Meanwhile, the second part is Block Editor. It is used to give


instructions to the components of the application. The developers put in the program blocks which look like puzzles. The following Figure 2.3. shows the example of the Blocks screen.

Figure 2.3. The Blocks of a screen in App Inventor

3. High School Context Related to high school context, it includes the students itself as the users of android application, the curriculum used in designing the application, and the role of the materials in the application which is as core and supplementary materials. Those theories related to high school context will be elaborated as follows. a. Students As mobile technology has entered into the mainstream society, it influences people‟s lifestyle in recent years, especially teenagers. Teenagers, especially students, use smartphones such as Android smartphones or tablets in


their daily activities. The students nowadays belongs to digital native. This term was introduced by Marc Prensky (2001) which refers to the students today are all „native speakers‟ of the digital language of computers, video games, and Internet. Digital native means that young people born in the last two decades which have always been surrounded by and interated with new technologies. He explains that Digital Natives are used to receiving information really fast because they are able to do multi-tasking. The other term is called Digital Immigrants. Digital Immigrants should adapt and learn to the new environment using emerging technologies rather than seeing them as natural tools as part of their given world. Furthermore, Helsper & Eynon (2009) defines the characteristics in determining people whether they are Digital Native or not, by considering age, experience, and breadth of use. Related to age, the determination refers to the youngest generation who has grown up with technology and does not know any other context. Meanwhile, experience refers to those who have been using internet for the longest period of time, while they might not have grown up with the Internet when they are young. Related to breadth of use, it refers to those who integrate Internet into all aspects of their everyday life. Since the students nowadays are the Digital Native, the research focuses on developing an m-learning model using android application to learn speaking. The users of the application is the eleventh grade students of senior high school. The senior high school students belongs to teenagers who have ages range from 15 – 18 years old. Brown (2001:92) states that teens are an age of transition, confusion, self consiousness, growing and changing bodies and minds. They are


more capable in the higher levels of reasoning and abstract throught than younger students. b. Curriculum Teaching and learning English in senior high school cannot be separated from the curriculum. In Indonesia, every English teaching and learning process has to be held based on the standard competency and basic competence proposed by the national ministry of education. Mulyasa (2008: 109) declares that related to school-based curriculum, National Education Department has prepared standard of competence and basic competency for every subject, that is used as a guide for the teachers in developing the school-based curriculum in every school. The School-Based Curriculum is defined as an operational curriculum which is developed and implemented in each school (Badan Standar Nasional Pendidikan (BSNP). The purpose of the School-Based Curriculum for English lesson in Senior High School (SMA/MA) is to develop communicative competence in spoken and written English through the development of the related skills (BSNP, 2006). The followings are the standard of competence and basic competency of senior high school grade XI. Table 2.3. Standard of competence and basic competence of senior high school grade XI (BNSP, 2006) Standard of competence Basic competence Semester 1 3. Expressing the 3.1.Expressing meaning in formal and informal meaning of formal and transactional (to get things done) and sustained transactional interpersonal (socialization) conversation and interpersonal accurately, fluently, and acceptably using conversation in oral language in everyday life context and everyday life context. involving speech act of expressing opinion, asking opinion, expressing satisfaction and dissatisfaction (continued)


(Table 2.2 continued) 3.2. Expressing meaning in formal and informal transactional (to get things done) and interpersonal (socialization) conversation accurately, fluently, and acceptably using oral language in everyday life context and involving speech act of giving advice, warning, granting request, and expressing relief, pain and pleasure Semester 2 9. Expressing the 9.1.Expressing meaning in formal and informal meaning of formal and transactional (to get things done) and sustained transactional interpersonal (socialization) conversation and interpersonal accurately, fluently, and acceptably using conversation in oral language in everyday life context and everyday life context. involving speech act of expressing attitude, expressing love, and expressing sadness. 9.2.Expressing meaning in formal and informal transactional (to get things done) and interpersonal (socialization) conversation accurately, fluently, and acceptably using oral language in everyday life context and involving speech act of expressing embarrassment, anger, and annoyance.

The level of English accomplishments of SMA students should achieve three levels, namely performative, functional, and informational. The focus of English lesson in SMA is to achieve informational level since students are prepared for continuing their study to a higher education level. Based on BSNP (Badan Standar Nasional Pendidikan), the aims of English lesson in SMA are to develop communicative competence in oral and written forms to reach the level of informational literacy. They have awareness about the nature and importance of English for improving nation competitiveness in the global community, and develop an understanding of students about the relationship between languages with classroom.


c. Core and Supplementary Materials The designed materials in this research refer to supplementary materials. Tomlinson (1998) defines supplementary materials as materials which is designed to be used to the core materials of a course. Another definition, McGrath (2002:80) defines supplementary materials as the materials taken from another source or any other materials which is designed for learning purposes. It means that adding something new to provide additional materials in order to supplement the coursebook or textbook. When teachers find out that there are no suitable or relevant materials that can be found in published textbooks, they might use supplementary materials to be used in teaching and learning process. Supplementary materials are designed to help the learners understand better. McGrath (2002) explains the reasons why teachers use other materials rather than the textbook. First, teachers try to span the gap between textbook and syllabus or students‟ needs. Second, teachers use supplementary materials since the students need to expose the wide range of textual materials or have more practice. Last, teachers need to supplement a coursebook in order to provide various language competence levels or different needs. In addition, Richard (2005) cited in Vinh (2011) explains the significance of supplementary materials by claiming that when a textbook has some limitations, it should be modified or supplemented to help teachers use them effectively.

4. Instructional Design Model Instructional design model is used to design the learning media in this research. The theories of instructional design were needed to help the researcher


to design the materials and media. As stated by Berger and Kam (1996), instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. In this study, the researcher chose an instructional design model proposed by Rogers (2002), namely ADDIE model. He develops model into five stages. They are performing a need analysis (Analysis), identifying instructional goals and analyzing tasks, and writing the assessment (Design), choosing teaching strategies and instructional media (Development), teaching the course (Implementation), doing evaluation and revision (Evaluation). The ADDIE model is chosen because it is a dynamic and flexible guideline to build the effective teaching and learning activities. The five phases of the model is presented as follows.

ANALYSIS (conduct need analysis)

DESIGN (identify goals and course content)

DEVELOPME NT (develop the learning model)

IMPLEMENTA TION (implement the model)

EVALUATION (formative and summative evaluation)

Figure 2.4. The Adapted Rogers’ ADDIE Model (2002) In this study, the researcher also implemented the Research and Development (R & D) method which focused on developing educational product. Borg and Gall (1963) described that R & D is a research method which consists of a cycle in which a version of the product is developed, implemented, field


tested and revised on the basis of the field-test data. There are ten major steps in R & D cycle, those are (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field-testing, (5) main product revision, (6) main field-testing, (7) operational product revision, (8) operational field-testing, (9) final product revision, and (10) dissemination and implementation. Due to some limitation, only the seven stages out the ten major stages will be conducted in this study, namely (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field-testing, (5) main product revision, (6) main field-testing, (7) final product revision. In this research, the researcher combined the stages of ADDIE model with the research method of R & D cycle proposed by Borg & Gall (1983). The objective of combining the two models is to obtain the appropriate model of this research. Therefore, the researcher formulated those models into five main stages, namely: (1) Information Collecting, (2) Planning, (3) Development, (4) Main Field Testing, and (5) Evaluation. The following is a figure showing the combined stages between R & D cycle and ADDIE model.


Figure 2.5. The Combined Research Design between R & D and ADDIE model

The first step was Information Collecting (Analysis). In the analysis stage, the learning problems and learners‟ characteristics are identified. Richard (2007) asserts that different types of students have different language needs and what they are taught should be restricted to what they needs. Analysis considers the audience‟s needs, learning environment, background knowledge, and any other characteristics. The need analysis was conducted by observing the teaching and learning process in the classroom, interviewing English teacher and the


students and also distributing questionnaire to the students. The goal of the observation was to analyse problems and needs of learning, while interview and distributing questionnaires were conducted to gather the useful information about their opinions and expectations toward the English teaching and learning process of speaking. The next step was Planning (Design). It identifies the instructional goals and course content. It deals with the learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and teaching media. The third step was Development. In this stage, it consists of three stages of research design from Borg and Gall cycle, namely develop preliminary form of product, preliminary field-testing, and main product revision. The development stage is the process of developing learning model. The materials are written and produced based on specifications gained during the design phase. The goal is to generate the lesson plans and the materials. During this phase, the product is developed.. The next step was Main Field Testing (Implementation) which is the process of implementing the product to the participants. While the implementation occurred, the result of the designed learning model is evaluated. In this step, the researcher also

distributed the questionnaire to

the participants.

The

implementation should cover the delivery of course overview, learning materials, and exercises. Preparation of the learners included training them on downloading the Android application. After implementing the product, then the researcher distributed questionnaires and conducted interview with some students to investigate the students‟ responses or feedback toward the product.


The last step was Evaluation in which the process evaluating the product to gain the best version of the product. This is in line with the operational product revision proposed by Borg and Gall cycle. In this stage, the researcher revised the product as suggested by main field-testing. The researcher distributed questionnaires and interview the research participants about the response to get some feedback and responses toward the product. Furthermore, the researcher then revised the design to produce the final version of the Android applicationlearning model.

B. Review of Related Studies This section aims at reviewing previous studies related to the current study. There are several studies found that developing android application is effectively useful to be implemented in educational environment. The studies were conducted in different settings in which English is regarded as either second language or foreign language. The studies are described as follows. First, a study conducted by Nakaya & Murota (2013) which developed an Android application that can be used by the learners to talk whenever and wherever they want. The research participants were bachelor and master course students who have already learned all basic grammar, but tend to be reluctant to speak English. The result of the study showed that the “Interactive English Conversation” style worked well in making the learners became more relaxed during conversation and motivated to speak English after seven days of learning with the application. As stated by Cheng, Hwang, Wu, Shadiev, and Xie, 2010 in


Nakaya & Murota (2013), they proposed a mobile and online system that enables learners to practice collaborate activities to improve their speaking. The second research is conducted by Lee., Hsu K., Shih R (2014). The researchers investigated the effects of implementing a ubiquitous multimedia message-transmitting platform (C&U-Message) on college students‟ English learning. The findings of this study revealed that C&U-Message application on mobile English learning, learning content for mobile English learning, practical use of C&U-Message, user satisfaction with learning achievements, use of digital learning materials, and user‟s attitude toward learning language. The C&UMessage system can be effectively utilized for English learning. Another study conducted by Martono & Nurhayati (2014) developed mlearning that can be used as flexible learning media. The result showed that almost 95% of university students enjoyed using the application of mobile learning as a learning media because it was accordance with the learners‟ need. Then, the other study conducted by Hanafi & Samsudin (2012). This study was undertaken to investigate the impact of such an environment enabled by Android platform on the learning process among undergraduate students. Data were collected through a survey involving 56 respondents and analysed using SPSS 12.0. The findings of this study showed that the respondents were very receptive to the interactivity, accessibility, and convenience of the system. The recent studies that have the same topic with this research are carried out by other students of English Languange Studies of Sanata Dharma University, sponsored by SEAMOLEC (Southeast Asian Minister of Education Regional Open Learning Center). First, Martanti (2015) designed an m-learning model


Android application to learn English listening comprehension for grade X students, namely FLAP (Fun Listening Android Application). The findings of the research showed that the Android application was considered acceptable by the mean score of 0.9 out of 2 and beneficial to help students in learning listening since it was in line with the principles proposed by Elias (2011). The other SEAMOLEC students, a study conducted by Rochmawati (2015), which discovering the functionality of an Android application, namely AFORN to enhance students‟ speaking skill. The result presented that the application was appropriate for nursing students to enhance their speaking skill since it provides meaningful activities, such as Vocabulary, Useful Expression, Tasks, and Pronunciation Drill. Another study conducted by SEAMOLEC students was carried out by Aditya (2016). He developed an Android application for the midwifery students as a supplementary material to improve the students‟ speaking competence, namely SPEAK APP. The application provided dialogues and monologues audio, speech sounds, exercises of discourse, and speaking projects to improve speaking competence for students. The previous studies expand the researcher‟s point of view in developing the designed an Android application learning model. It was stated that learning environment using mobile technology could improve the students‟ performance and confidence since the application is fun, interesting, accessibility, flexible and easy to utilize. The use of Android-based application that equipped with interesting activities such audio, recording, video, pictures, and various kinds of tasks will be more effective experience for students‟ learning speaking. By reviewing those studies, the researcher tries to explore more in developing the


learning model. This study is intended to develop a learning model which focused on the practice of students‟ speaking skill using Android application. The users of this learning model will be the Grade XI students‟ of Senior High School. In developing the learning model, the researcher uses ADDIE model proposed by Roger (2002).

C. Theoretical Framework This section links the theories discussed in the previous sub chapters and describes the relationship in supporting this research. This aims at acquiring the major research questions of the research, which was presenting the Android application-learning model to support the grade XI students‟ speaking skill. The following figure is the construct mapping and design model in conducting this research.


Speaking Skill

M-Learning & MALL

Android (APP Inventor)

Theoretical Model

Information Collection (Analysis)

Planning (Design) Experts Validation

Development Revision Main Field Testing (Implementation)

Users Validation

Evaluation Revision Iconic Model Figure 2.6. Figure of Theoretical Framework of the Research Figure 2.6 describes the development framework that speaking skill, MLearning and MALL, and Android App Inventor are the basic of theoretical model that applied with the combined model of Borg and Gall (R & D) and ADDIE Instructional design. The combined model that consists of some stages is used as the guide to create the iconic model. As the main concern of this research focuses on speaking, the theory of speaking will help the researcher to understand the principle supporting in this


study. This also related to the principle of teaching speaking for Senior High School which will be the subject of the study used by the researcher. The theory defines the aim of teaching speaking skills which should be in accordance with standard of competence and basic competency as stated in the standard of graduation competency. By considering the basic competency of speaking, the researcher should be able to know the scope of speaking materials that will be used in designing the learning materials in this study. Since mobile technology has grown rapidly in educational sector, it creates new opportunities in improving learning experience of studenrs at all levels of education. Furthermore, the use of mobile technologies has supported the implementation of Mobile Learning (M-Learning). Therefore, the researcher intends to utilize the mobile device as a learning media to support the students‟ speaking skills by developing a learning tool using Android application that are appropriate for their learning needs. In developing the android application, it should be based on the principles of m-learning proposed by Elias (2011). Those principles are: (1) equitable use, (2) flexible use, (3) simple and intuitive, (4) perceptible information, (5) tolerance of error, (6) low physical and technical effort, (7) community of learners and support, and (8) instructional climate. In addition, the development of the application should consider to the principles of MALL proposed by Stockwell and Hubbard (2013). Those ten principles are (1) mobile activities, tasks, and applications should distinguish both the affordances and limitations of the mobile devices and the affordances and limitations of the environment in which the device will be used; (2) limiting multi-tasking and environmental distractions. Many people are not good at multi-tasking which can


cause stress levels, errors, and lower productivity; (3) pushing, but respecting boundaries; (4) is striving to maintain equity; (5) acknowledging and planning for accommodating language learner differences; (6) being aware of language learners‟ existing uses and cultures of use for their devices; (7) keeping mobile language learning activities and tasks short and brief when possible; (8) letting the language learning task fit the technology and environment, and vice versa; (9) some or possibly most learners need guidance and training to effectively use mobile devices for language learning; (10) recognizing and accommodating multiple stakeholders. Those principles can be used as guidance to design and develop the mobile application which is in line with the learner needs, and the context where the mobile assisted language learning is implemented. After considering those principles, the researcher then developed the Android application by using App Inventor. The consideration why the researcher using App Inventor because it is easy to operate for those who have no knowledge of programming language. App Inventor is a web-based tool developed by MIT and Google that allow users to build Android apps via visual, block-based development environment without any knowledge of programming language (Bhagi, 2012). After the concept of theories of speaking, M-Learning and MALL and Android (APP Inventor) were gathered, the researcher then used the theoretical model in conducting the research. In this case, the Android application is then developed through some stages. This study used the combined model of Borg & Gall (R & D) and ADDIE instructional design model. The objective of combining those two models was to obtain the appropriate model for this research. Therefore,


the researcher formulated those models into five main steps. The first step is Information Collecting (Analysis) that is important to identify the students‟ needs and the detail information of the curriculum. At this step the researcher collects information about teacher‟s and students‟ problem faced in teaching and learning process of speaking, then identify the source of problem and determine significant and possible problems to solve. The next step is Planning which is identifying instructional goals and course content. It deals with the learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and teaching media. The third step is development. It is the process of developing learning model. It consists of three stages of research design from Borg & Gall cycle, namely develop preliminary form of product, preliminary field testing, and main product revision. The materials are written and produced based on specifications gained during the design phase. The goal is to generate the lesson plans and the materials. During this phase, the product is developed. The next step is Main Field Testing that is the process of implementing the product to the participants. While the implementation occurred, the result of the designed learning model is evaluated. In this step, the researcher also distributed the questionnaire to the participants. The last step is Evaluation, in which the process evaluating the product to gain the best version of the product. It is to determine how successful the instructional design package is effective to facilitate the learning process. It is a step in which the researcher evaluated and revised the learning model after getting feedback from the participants and also from the experts. Furthermore, the researcher then revised the design to produce the final version or the iconic model of the Android application learning model.


By implementing Android application to learn speaking, the students will have more opportunities to practice speaking. The mobile learning is also implemented in the classroom by using the Android application. The features in the application facilitate students to learn speaking skills.


CHAPTER III RESEARCH METHODOLOGY

This chapter aims at discussing research methodology to qualify the use of technique and method in response to the kind of research so that the researcher can meet the goal of the study. This chapter presents the research method, research design, research setting and participants, data collection technique, and data analysis technique.

A. Research Method This research concerns with developing a mobile learning model of Android application for Senior High School students grade XI. The method implemented in this study was Research and Development (R & D) which focused on developing educational product. Educational R&D is defined as a process used to develop an educational products such as learning model (Gall, Gall, & Borg, 2003: 569). Moreover, the goal of R & D is to take the research knowledge and incorporate it into a product that can be used in school. Borg and Gall (1963) also described that R & D is a research method which consists of a cycle in which a version of the product is developed, implemented, field tested and revised on the basis of the field-test data. There are ten major steps in R & D cycle, those are (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field-testing, (5) main product revision, (6) main fieldtesting, (7) operational product revision, (8) operational field-testing, (9) final product revision, and (10) dissemination and implementation. Due to some

58


limitation, only the seven stages out the ten major stages will be conducted in this study, namely (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field-testing, (5) main product revision, (6) main field-testing, (7) final product revision. Instructional design was used to guide the researcher to conduct the research. Berger and Kam (1996) define instructional design as the systematic development of instructional theory to ensure the quality of instruction. It is used as the process to analyze the learning needs and goals and the development of a delivery system to meet those needs. In this study, the researcher implemented ADDIE’s instructional design model. ADDIE is an abbreviation that represents the steps of instructional design, namely (1) Analyze, (2) Design, (3) Develop, (4) Implement, and (5) Evaluate. Roger (2002) develops ADDIE model into those five steps. These steps provide dynamic and flexible guidelines which are used for effective and efficient instruction. Therefore, the researcher combined both research method of R & D cycle and ADDIE Model. The research model can be seen in the following table.


Table 3.1. The Combined Model of Borg & Gall (R & D) and ADDIE Model Borg & Gall (1983)

ADDIE Model

The Combined Model Information Collecting: Research and Analysis - Literature study information collecting - Needs analysis Planning: - Determining the topics in the syllabus - Defining the learner indicators Planning Design - Selecting the appropriate materials - Designing the research instruments Develop preliminary Development: form of product - Developing materals - Developing a flowchart and a storyboard - Developing application using App Inventor Preliminary field testing - Building the application inyo Development .apk file format and trying it out through a mobile phone (Preliminary field testing) - Expert Validation - User Validation Main product revision (Main Product Revision) - Revising the product Main Field Testing: Main field testing Implementation - Implementing the product to the users Evaluation: Operational Product Evaluation - Revising the product to be a Revision final version of the product According to the above table, the researcher combined the R & D model proposed by Borg and Gall and ADDIE model. The objective of combining those two models was to obtain the appropriate model for this research. Therefore, the researcher formulated those models into five main steps, namely: (1) Information Collecting, (2) Planning, (3) Development, (4) Main Field Testing, and (5) Evaluation.


B. Research Design This research used the steps in the combined model of the R & D model and the ADDIE model. The first step was Information Collecting (Analyze). In this stage, the researcher conducted literature study and needs analysis to gather the information in relation on the students’ needs. The objective was to specify the product to be made and to collect the information in developing the product. The researcher studied some literatures related to the research field and also some documents related to the research target, including the curriculum and syllabus to get knowledge for the product development. The need analysis was conducted by observing the teaching and learning process in the classroom, interviewing English teacher and the students, and also distributing questionnaire to the students. The goal of the observation was to analyze problems and needs of learning, while interview and distributing questionnaires were conducted to gather the useful information about their opinions and expectations toward the English teaching and learning process of speaking. The next step was Planning (Design). After gaining the data needed from the literature study and needs analysis, the researcher then designed the learning media by determining the topics in the syllabus, defining the learners’ indicators, selecting the appropriate materials, and designing the research instruments (blueprint of questionnaire and interview guideline). The researcher determined the topics as the contents of the application by analyzing the syllabus from the competency standards and basic competences of English learning in Senior High School Grade XI. Borg and Gall (1983) state that the objectives of the lesson is important in the process of learning and it is the best basic to develop the


instructional materials until it met the appropriate demand of the objectives based on the standard competency and basic competence. Then the researcher derived the learning indicators from those topics. They were used as the guidelines in determining the appropriate materials. Since the final result of this research was an educational product, the researcher developed some instruments to collect useful information from the development of the product. The instruments were questionnaires and interviews. Before the researcher developed the instruments, the researcher designed blueprints and interview guidelines to give clear description on how the theories supported the research. The third step was Development. In this stage, it consists of three stages of research design from Borg and Gall cycle, namely develop preliminary form of product, preliminary field-testing, and main product revision. In developing preliminary form of product, the researcher began to develop the application. In develop preliminary form of product, it consists of developing materials, a flowchart and a storyboard, application using App Inventor, building the application into .apk file format, and trying it out through a mobile phone. In preliminary field-testing, it required expert verification to analyze the product, thus this phase was called as expert validation. A stated by Borg (1983), this step provides a qualitative evaluation of the product. The researcher gathered the data from experts and users using the instruments (questionnaires and interviews). The aim was to validate the product and to get useful feedback in the form of opinions, comments, suggestions, or critics on the product as an evaluation for the improvements of the product. As stated by Latif (2007) in the process of validation, qualitative data from experts’ judgment were collected and used as the


basis of revision of the product that being developed. The result of validating the product to the experts and user was used as a guideline to revise and improve the product. It was main product revision. The researcher used the feedback gained from the preliminary field-testing to evaluate the weakness and strength of the learning model. This revision can be implemented more than once, based on the evaluation result. The next step was Main Field Testing. The researcher implemented revised product to the eleventh grade students of SMA Bopkri 2 Yogyakarta. The implementation should cover the delivery of course overview, learning materials, and exercises. Preparation of the learners included training them on downloading the Android application. After implementing the product, then the researcher distributed questionnaires and conducted interview with some students to investigate the students’ responses or feedback toward the product. The last step was Evaluation. This is in line with the operational product revision proposed by Borg and Gall cycle. In this stage, the researcher revised the product as suggested by main field-testing. The researcher distributed questionnaires and interview to the research participants about the response to get some feedback and responses toward the product. Furthermore, the researcher then revised the design to produce the final version of the Android applicationlearning model. As the researcher developed the learning model by combining the steps of R & D and the ADDIE model, the researcher made a figure showing the stages of the research design. The description of the research design can be seen in the figure below.


Figure 3.1. The Combined Research Design between R & D and ADDIE model

By conducting the combined model of the research design, the final product, which is in the form of Android application was expected to meet the teacher and the students’ needs. In addition, it could help the students to support their speaking skills.


C. Research Setting and Participants This research was aimed at developing an m-learning model for eleventh grade students. Since the result of the research is a learning product, the researcher needed to gather the data from the various participants. The descriptions of the setting and the participants are elaborated as follows. 1.

Research Setting As the target users were the eleventh grade students of Senior High

School, the research was conducted in SMA Bopkri 2 Yogyakarta. The school is located in Jalan Jendral Sudirman number 87 Yogyakarta. 2.

Research Participants In developing the learning model, the researcher also gathered data from

various research participants. The participants were the target learners and the experts. The target learners were the eleventh grade students who were Language Department students of SMA Bopkri 2 Yogyakarta. They validated the product by giving feedbacks, opinions, comments, and suggestions related to the material and media aspects of the application when it was implemented in preliminary and main field testing through the questionnaires and interviews. There were four experts involved in this research, two experts of materials and two experts of media with different backgrounds. They were an English lecturer, an English teacher and two IT lecturers. The further description of the experts’ background can be seen in the following table.


Table 3.2. The Description of the Expert Validators

Participants An English lecturer An English teacher IT lecturers

Educational Background S1 S2 S3 1 1 2 -

Teaching Experience (in year) 1-5 6-10 10-15 16-20 1 1 1 1 -

The experts validated the product of the research by giving feedbacks, opinions, and suggestions. The experts of materials were the English lecturer and the English teacher. They gave opinions, feedbacks, comments, and also suggestion related to the materials content in the product. Meanwhile, the experts of media were the IT lecturers. They gave evaluation about the design, layouts, or technical aspects of the product.

D. Data Collection Technique As the objective of this research was to develop a product, that was an mlearning model using Android application for eleventh grade students of Senior High School, the researcher needed the data from the various research participants to be collected and analyzed. The research was conducted in the even semester of the Academic year of 2015/2016 in February – March 2016. However, the needs analysis had been conducted in the odd semester, on November 2015. The data of this research was qualitative and quantitative in nature. The qualitative data were gathered by conducting interviews and class observation. The researcher collects the qualitative data in the form of opinions, suggestions, comments, and expectation related to the evaluation of the learning model while the quantitative data were collected from the questionnaires. The detailed


elaboration of the steps, needed data, participants, instrument, and time were clearly shown on as the following.

Table 3.3. The Steps, Data Needed, Participants, Instrument, and Time Steps Research and information collecting (analysis)

Instrument Observation

Questionnair es

Interviews

Data Needed The students’ real needs The students’ interests in learning English, especially speaking The students’ oral proficiency Students’ communicative competence Students’ difficulties in learning English especially in speaking skill The use of technology in teaching and learning activity The method and technique used by the teacher in conducting English teaching and learning process, especially related to speaking skill Teachers’ opinion about teaching speaking and mobile learning

Participants Time The eleventh November grade students , 2015 of Language Department, SMA Bopkri 2 Yogyakarta

The English teacher of SMA Bopkri 2 Yogyakarta

(continued)


(Table 3.3 continued) Preliminary Questionnair Field es Testing (Developm ent) Interviews

The fulfillment of good mobile learning model requirements

An English Lecturer of English Language Department, Sanata Dharma Feedback from the University participants towards the validity of the An English design learning teacher of SMA Bopkri 2 model Yogyakarta More detailed information on comment and suggestion from the participants towards the validity of the design learning model

February, 2016

An IT lecturer of Duta Wacana Christian University An Engineering lecturer of Gadjah Mada University The eleventh grade students of Language Department, SMA Bopkri 2 Yogyakarta (some students)

Main Field Questionnair Testing e (Implement ation) Interview

Feedback from the participants towards the validity of the design learning model More detailed information on comment and suggestion from the participants towards the validity of the design learning model

The eleventh March, grade students 2016 of Language Department, SMA Bopkri 2 Yogyakarta


Based on the above table, it shows that the data were obtained from the research participants in some stages of the research procedure. The instruments were used to attain valid and reliable data from the research participants. The following is the elaboration about the instruments used in the research. 1.

Questionnaire A questionnaire was used as one of the instruments to gather the

participants’ opinions toward the product. Seliger and Shohamy (1989: 172) state that questionnaire was a printed list for the data collection, which contained questions or statements for the subject to response. Questionnaires can be used to attain quantitative, qualitative, and mixed data. It depends on the objective of the research. According to Ary, et.al. (2002), there are two types of questionnaires; they are structured or close questionnaire and constructed or open questionnaire. In structured or close questionnaires, both questions and answers are provided. The respondents choose response that the best represents their opinions. While in unstructured or open questionnaire, the respondents elaborate their opinions using their own words. This research used both structured and unstructured form questionnaires since it was more effective in gathering the data by using those two methods. The first method was used by providing some statements and the respondents were asked to select their answers from 1 to 5 points of agreements using the Likert scale. Meanwhile, the second method gave opportunity for the participants to freely express their opinion by writing their own sentences. In this study, the researcher used both structured and unstructured questionnaires in conducting need analysis. The need analysis questionnaire was aimed to gather information related to the students’ interests in learning English


especially speaking, the students’ oral proficiency, the students’ communicative competence, the students’ speaking problems, and also the use of technology in teaching and learning activity. The blueprint of need analysis questionnaire can be seen in Appendix 2. In addition, in the preliminary and main field testing stage the researcher also employed both structured and unstructured questionnaires. The expert validation questionnaires were distributed to the participants who are expert in English field and also media. An English teacher and an English lecturer of English Language Studies Program did the materials validation. While the media validation questionnaires were distributed to the both IT lecturers. Furthermore, as the main target users of this study were the eleventh grade students, user validation questionnaires were also distributed to collect the students’ responses, comments, and suggestions toward the product. The blueprint of the expert validation questionnaire of materials and media, and the blueprint of user validation questionnaire can be also seen in Appendix 2. Based on the explanation, it could be concluded that the need analysis questionnaires were used as the way to give contribution for the content and features of the application. While the expert and user validation questionnaires served as the evaluation for the respondents to assess the product in order to get better improvement of the iconic product. 2.

Interview The researcher conducted interviews in order to get the information from

the English teacher and the students about the teaching and learning process of speaking. The interview guideline was used to gain opinions, responses and the


feedbacks from the research members before and after implementation of this research. Burns (2010: 74) states that interviews are a classic way in research to conduct a conversation that explores the focus area. The number of chosen participants to interview depends on the time available as interviews can be more time consuming than observations or surveys. Otherwise, interviews can be very usefully double as a classroom tasks that is getting the students to interview each other, for example, using a set of questions that relates to the topic. McKay (2006: 51) asserts that interview questions can also be designed to find out more about teachers and learners’ reported behavior in which researchers ask. For instance, about where and with whom the students use English or what strategies teachers use to correct students’ errors. Burns (2010: 75) proposes two main types of interviews as the following. a.

Guided, or semi-structured interviews These types of interviews are still structured and organized but also more

open. The researcher should have a set of topics in mind that want to explore and develop some specific questions. The aim of a semi-structured interview is to enable the researcher to make some kind of comparison across the participants’ responses, but also to allow for individual diversity and flexibility. McKay (2006: 52) claims that the advantage of this approach is that the same content is covered with each participant, which makes it easier to compile the data. b.

Open-ended, conversational-type interviews This kind of interview is an open one where there are no pre-planned

questions. These interviews are unstructured and individualized. McKay (2006: 52) adds that the standardized open-ended interview is highly structured because


the exact wording and order of the questions are specified. Although this type of interview provides no flexibility in the format of the interview, it does assure that all the respondents are asked identical questions. Because of this, all of the data gathered are comparable and the data analysis process is easier. In this study, the interview was conducted to various research participants. The researcher interviewed the English teacher and several students to collect their opinion about English teaching and learning process of speaking and also about the designed product. It was taken based on the teacher and the students’ point of view. Meanwhile, the interviews were also conducted to the experts of materials and media. It was aimed to gather the experts’ opinions, feedback, and suggestions towards the products. Firstly, some questions were developed as the guideline of the interviews. The interview guidelines can be seen in Appendix 3.

3.

Observation The observation provides opportunity to record information as it occurs

in a setting, to study actual behavior, to study individuals who have difficulty verbalizing their ideas. Creswell (2012) defines observation as the process of gathering information by observing people and places at a research site. In addition, Seliger and Shohamy (1989:162) describe that observations are most often used to collect data on how learners use language in a variety of settings, to study language learning and teaching and learning processes in the classroom, and also to study teachers’ and students’ behavior. In this research, the observation was conducted to draw on the direct evidences of the students’ speaking skill and


the interaction during the teaching and learning process. While undertaking the observation, field notes and videos were taken so that empirical data were gained.

E. Data Analysis Technique There were two types of data in this study i.e. quantitative and qualitative data. The quantitative data were the results of the questionnaire from needs analysis and the expert validation, while the qualitative data were the result of interviews in the form of comments or opinions from the English teacher, students, and the experts related to their evaluation of the needs and designed learning model. In analyzing the questionnaires, the data were gathered in the form of scores. The questionnaire was designed using Likert Scale. As stated by Bell (1999), Likert scale asks the respondents to indicate the strength of their agreement and disagreement with a given statement on a point range of five. The responses for every statement are measured with a scope 1 up to 5. The statement of Strongly Agree (SA) has five points, the statement of Agree (A) has four points, the statement of Undecided (U) has three points, the statement of Disagree (D) has two points, and the statement of Strongly Disagree (SD) has one point. The data analysis process was calculated using descriptive statistics. It is a set of procedures conducted to describe different aspects of data. The results would be classified into some classifications based on converted score. The converted scores will describe the result in order to show the clearer data. The converted score is presented as follows.


Table 3.4. Conversion Table of the Raw Scores into the Converted Scores Raw Scores 5 4 3 2 1

Meaning of Scores Strongly Agree with the statement Agree with the statement Not sure with the statement Disagree with the statement Strongly Disagree with the statement

Converted Scores 2 1 0 -1 -2

The results of the questionnaire were put into the table. It contains the questions or statements, the answers of the participants, the mean scores, and the converted scores. The description of the questionnaire result is showed in the following table. Table 3.5. The Description of the Questionnaire Result No.

Statements

Converted Score (x)

Mean (M)

Category

Total Score Mean In analyzing the data, the researcher conducted three steps, as proposed by Martanti (2015): (1) collecting the raw data, (2) scoring the data for quantitative analysis, (3) the gathered scores were then converted into a scale of five. The gathered scores were classified using a reference conversion on PAP (Penilaian Acuan Patokan) proposed by Sukarjo (2006) or Criterian Reference Evaluation (CRE). The detailed information on how to get the range scores is elaborated in the table below.


Table 3.6. A Scale of Five using a Criterian Reference Evaluation (CRE)/ PAP (Sukarjo, 2006) Category Very high/ Very good High/ Good Fair Low/ Poor Very low/ poor

Score Interval Xi + 1,80SBi < X Xi + 0,60SBi < x ≤ Xi + 1,80SBi Xi - 0,60SBi < x ≤ Xi + 0,60SBi Xi - 1,80SBi < x ≤ Xi - 0,60SBi X ≤ Xi - 1,80SBi

Notes: x = actual score Xi (ideal mean score) = (maximum ideal score + minimum ideal score) SD (Standard deviation) ) = (maximum ideal score - minimum ideal score)

The maximum score means the highest converted score i.e. 2, while the minimum score refers to the lowest converted score, i.e. (-2). In addition, the final mean score was interpreted to obtain the meaning about the overall quality of the product. The data then were analyzed by finding the average score or mean. The researcher used Mean to describe responses of all participants to items on an instrument. The following is the calculation of the Mean.

Xi =

ΣX 𝑁

Notes: Xi = average score (mean) ∑X = Total score N = number of participants


According to Table 3.6., the average score (mean) was used to interpret the need analysis and experts and user validation questionnaire. First, in need analysis interpretation, the mean score were used to interpret of every indicator in order to know the categories of students’ interests, oral pronunciation, communicative competence, speaking problems, and the use of technology. If the score is classified as very high, it means that the students’ indicators received the most categories done by the students. Then, if the score is considered good, it means that the students did as well as the indicators. When the score is categorized as fair, it means that the students sometimes did as the indicators. Next, the score low shows that the students did not do as the indicators. The last, the very low score specifies that the students did not strongly do the indicators of each category. Second, in expert and user validation interpretation, the mean score were used to interpret the evaluation of the product. If the score is classifies as very good, it means that the product does not need any revision. Then, if the score is considered good, it means that the revision is optional. When the score is categorized as fair, it is necessary to conduct more exploration on the existing part of the design. Next, if the score is considered poor, it is recommended to modify or revise some parts of the application. The last, the very poor score pointed out that the revision is highly required. Furthermore, the qualitative data from open-ended questionnaire were selected as necessary to support the result of the quantitative data from the questionnaire. The interpretation based on the theory of Principles of Mobile Assisted Language Learning (Stockwell & Hubbard, 2013), and Principle of


Mobile learning (Elias, 2011). Meanwhile, the data gained from the interviews were analyzed in the form of written paragraphs. The qualitative data gathered from the interviews were also selected as necessary to support the quantitative data from the questionnaire result.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

This chapter discusses the findings that answer the two research questions in this study as the result of this study. This chapter is divided into three parts. The first part presents the process of developing the iconic model. The second part presents the iconic model of Android Application. While the third part presents the description on how the iconic model support the students’ speaking skill. The first and second parts answer the first research question. Meanwhile, the third part answers the second research problem.

A. Process of Developing the Iconic Model The researcher adapted the steps of Research and Development cycles that were combined in the ADDIE model and Research and Development cycle (Borg and Gall, 1983). In this part, the researcher elaborated the two instructional design steps. The steps are: (1) information collecting, (2) planning (3) development, (4) main field-testing, and (5) evaluation. 1.

Information Collecting (Analysis) In this stage, the researcher conducted literature study and needs analysis.

The objective was to specify the product to be made and to collect the information in developing the product. To gather the information, the researcher investigated and analyzed the syllabus, conducted class observation, distributed questionnaires, and did interviews with the teacher and the students. First, the researcher analyzed

78


the syllabus of English lesson for grade XI. The school applied School-Based curriculum which known as Kurikulum Tingkat Satuan Pendidikan (KTSP). According to the Badan Standar Nasional Pendidikan (BSNP, 2006), the aim of the school-based curriculum for English lesson in Senior High School (SMA/MA) is to develop communicative competence in spoken and written English through the development of the related skills. It was assumed that the aspect language that was emphasized is speaking. In addition, the description was elaborated in the standard of competence and basic competence of the course will be presented as follows.

Table 4.1. Standard of competence and basic competence of senior high school grade XI (BNSP, 2006) Standard of competence Basic competence Semester 1 3. Expressing the 3.1.Expressing meaning in formal and informal meaning of formal and transactional (to get things done) and sustained transactional interpersonal (socialization) conversation and interpersonal accurately, fluently, and acceptably using conversation in oral language in everyday life context and everyday life context. involving speech act of expressing opinion, asking opinion, expressing satisfaction and dissatisfaction 3.2.Expressing meaning in formal and informal transactional (to get things done) and interpersonal (socialization) conversation accurately, fluently, and acceptably using oral language in everyday life context and involving speech act of giving advice, warning, granting request, and expressing relief, pain and pleasure (continued)


(Table 4.1 continued) Semester 2 9. Expressing the 9.1.Expressing meaning in formal and informal meaning of formal and transactional (to get things done) and sustained transactional interpersonal (socialization) conversation and interpersonal accurately, fluently, and acceptably using conversation in oral language in everyday life context and everyday life context. involving speech act of expressing attitude, expressing love, and expressing sadness. 9.2.Expressing meaning in formal and informal transactional (to get things done) and interpersonal (socialization) conversation accurately, fluently, and acceptably using oral language in everyday life context and involving speech act of expressing embarrassment, anger, and annoyance.

Based on the above description, the aims of English lesson in Senior High School are developing communicative competence in oral and written forms to reach the level of informational literacy, having awareness about the nature and importance of English for improving nation competitiveness in the global community, and developing an understanding of students about the relationship between languages with classroom. The Standard of Competence and Basic Competency were then analyzed. After analyzing the syllabus, the researcher found out the language functions of the materials for Grade XI that focus on speaking skills for Semester 1 and 2. The language functions of the materials will be presented as follows.


Table 4.2. The Language Functions for Speaking Skills of Senior High School Grade XI for Semester 1 and 2 Semester Semester 1

Semester 2

-

Language Functions Asking and giving opinion Expressing satisfaction and dissatisfaction Expressing advice and warning Expressing relief, pain, and pleasure Expressing requests Expressing love and sadness Expressing embarrassment Expressing annoyance and anger Expressing attitude: opinion, agreement

Based on the above language functions, there are various language expressions in the form of dialogues. The selection of the materials, including conversation, audios, expressions, or exercises was organized to those language functions. The researcher also conducted the need analysis to the eleventh grade students in SMA Bopkri 2 Yogyakarta to know their difficulties and attitudes toward the speaking skill and the teaching and learning process of speaking. In collecting the data, the need analysis was done by conducting class observation, distributing questionnaires to the students, and interview to the students and also English teacher. The class observation was conducted on November 5th, 2015 at 12 pm – 13.30 pm in XI Language class of SMA Bopkri 2 Yogyakarta. It was to find out the students’ performance on their speaking skills in the classroom. The questionnaires were distributed to 17 students in XI Language class to attain the information on the students’ need based on their points of view. Then the interview was conducted after the class was over to several students and English teacher. It was aimed to their interests and difficulties in learning English


especially speaking. The questionnaire presented the students’ opinion based on their point of view about learning English especially in speaking skills by stating their agreement, disagreement, and doubt by choosing one of five points of agreement. Table 4.3. shows the working concepts of the needs analysis questionnaire. Besides, an interview was also conducted to the English teacher in SMA Bopkri 2 Yogyakarta. It was aimed to obtain the necessary information related to the teaching and learning process, especially which focused on speaking skills. The concepts of need analysis questionnaire are based on the role of English at school (Richards, et.al., 1985), speaking skills which proposed by Brown (2004), Nunan (2003) and Richard & Renandya (2002), and the last one is about mobile learning (Ali, 2003). Table 4.3. presents the blueprint of need analysis questionnaire. Table 4.3. The Blueprint of the Need Analysis Questionnaire NO. CONCEPT 1. Role of English at school (Richards, et. al. 1985) 2. Speaking skill (Brown, 2004 ; Nunan, 2003; Richard & Renandya, 2002)

CONSTRUCT English as one of the subject matters in school

Students’ oral proficiency

INDICATORS The students’ interests in learning English Students’ grammatical sentence production Students’ vocabulary mastery Students’ comprehension Students’ pronunciation ability Students’ understanding through task Students’ speaking fluently The students’ interests in learning speaking (continued)


(Table 4.3 continued)

Students’ communicative competence

Students’ speaking problems 3.

Mobile Learning (Ali, 2003)

Learning style

Mobile Phone Learning Content

Students are able to differentiate between formal and informal language in communicating with other Students are able to use appropriate language in communicating with other The problems in learning speaking The students’ motivation in learning speaking The students have already used technology as a media in learning English Students’ interest in using technology in learning English Students’ activity in using mobile phones The students use several application in supporting speaking activity

The questionnaires presented the students’ opinion based on their point of view about learning English especially in speaking skills and the use of technology in their learning style. The students stated their agreement, disagreement, and doubt by choosing one of five points of agreement. The Likert Scale was used for scoring analysis by applying the points of agreement of 1 to 5 for strongly disagree to strongly agree. The point of agreement on students’ opinion about learning speaking is presented in Table 4.4. Table 4.4. The Meaning of Point of Agreement Point of Agreement 1 2 3 4 5

Meaning Strongly disagree Disagree Doubt Agree Strongly agree


Meanwhile, the points of agreement were then converted according to the conversion table below. Table 4.5. The Conversion Table of the Raw Scores into the Converted Score Point of Agreement 1 2 3 4 5

Meaning -2 -1 0 1 2

After the data were converted, the researcher adjusted Sukarjo (2006) mean criteria formulation into the mean criteria to this research. Thus, the mean criteria can be seen in Table 4.6. Table 4.6. A Scale of Five using a Criterian Reference Evaluation (CRE)/ PAP (Sukarjo, 2006) Category Very high/ Very good High/ Good Fair Low/ Poor Very low/ poor

Score Interval Xi + 1,80SBi < X Xi + 0,60SBi < x ≤ Xi + 1,80SBi Xi - 0,60SBi < x ≤ Xi + 0,60SBi Xi - 1,80SBi < x ≤ Xi - 0,60SBi X ≤ Xi - 1,80SBi

Notes: x = actual score Xi (ideal mean score) = (maximum ideal score + minimum ideal score) SD (Standard deviation) ) = (maximum ideal score - minimum ideal score)

According to the result of the questionnaires, most of the students were interested in learning English since they were the language department class. However, some of them still were not really interested in learning English


especially speaking. They also found several difficulties to communicate using English because they could not express their idea to communicate well. The condition of the teaching speaking in the classroom can be seen as follows.

Table 4.7. The Need of English and Speaking skill No 1.

Categories Interests

Statements English lesson is interesting Learning English is practicing how to communicate using English

2.

Oral Proficiency

With my English proficiency, I am able to make grammatically correct sentences With my English proficiency, I am able to express an idea with correct vocabulary With my English proficiency, I am able to understand the situation of a conversation With my English proficiency, I am able to speak in correct pronunciation With my English proficiency, I am able to understand and practice speaking strategy With my English proficiency, I am able to speak fluently I enjoy learning English especially speaking I enjoy to be able to speak English

3.

Communicative competence

I am able to differentiate between formal and informal language of English utterances I am able to communicate using English expression correctly

Total Score 17 18

Mean & Criteria 1 (high) 1.06 (high)

5

0.29 (fair)

9

0.53 (high)

14

0.82 (high)

13

0.76 (high)

13

0.76 (high)

11 4 20 10 8

0.65 (high) 0.24 (fair) 1.18 (very high) 0.59 (high) 0.47 (high) (continued)


(Table 4.7 continued) 4. Speaking problems

I did not have difficulties in speaking English I did not have difficulties in using English expressions correctly while speaking I have limited vocabulary mastery

-4

-0.2 (low)

-3

-0.2 (low)

-2

I make an effort to improve my speaking skills

20

I make an effort to practice speaking

14

-0.1 (low) 1.2 (very high) 0.82 (high)

The result of the questionnaire showed that the students’ interest in learning English lesson was high (1.12) and they liked to practice how to communicate using English (1.35). It is also proved by the interview result. R S14 R S14

: : : :

Do you like English lesson? Yes, I do Why do you like English lesson? I like English because I can learn to speak English, and also English lesson is fun. (Appendix8/IT02/Q1)

The first student stated that she was keen on English lesson because she was able to speak English. She thought that learning English is interesting. Another interview result supported the statement is presented below. R : Do you like English lesson? S13 : Yes, I like English lesson very much because when I was child I want to be able to speak English well. (Appendix8/IT03/Q1)

The second student also said that she was interested in learning English because she wanted to be able to speak English, so that is why she liked English lesson. Based on the supported statement about the students’ interests in learning


English, it can be said that the way of teacher taught them was interesting for the students. The teacher gave fun activities in teaching and learning process in the classroom. This is proved by the teacher’s statement in interview result. The teacher said that she wanted to make the students interested in English, so she tried to applied several activities which also make the students improve their English skill, that are speaking, listening, writing, and reading. The following is the interview transcript. R : What is your opinion about teaching speaking? ET : In teaching speaking, I have several things that I should do. When I teach speaking, I also teach listening, writing and reading to students. (Appendix8/IT01/Q1)

The reason why the students were interested in learning English was the way of the teacher’s teaching was interesting. The teacher used competitive method in teaching the students. As the students are the Language Department students, they were asked to present their materials in front of the class by themselves. After doing presentation, the other students asked a question to the presenter. The Interview Transcript supports this by the English teacher. R

: Can you give the example of the teaching learning activities in the class? ET : For example, I gave the students how to learn speaking which made them to do the best with their own way. I made a competition in my learning style, but the competition is in positive way. The students were able to choose their own topic based on the theme of the lesson. For example now is about Analytical Exposition, so they chose the interesting topic to be presented in front of the class, and they had to discuss it to me. After that, they had to find the references and create a text by writing so that they could produce a project. After that, they presented their project and one of their friends would ask them and every students should give score. I did not always give score in exam, but it can be daily


score. So, for the students who have low ability can be more motivated to learn well. And the students should inserted videos to make it more interesting. (Appendix8/IT02/Q2)

Based on the interview transcript, the students were forced to be brave to perform in front of the class by themselves. The method used by the teacher was good and made the students more motivated in learning English. In addition, in mastering speaking skills the students should be able to understand several speaking proficiency, such as students grammatical sentence production,

vocabulary

mastery,

comprehension,

pronunciation

ability,

understanding through task, speaking fluency, interest in learning speaking. From the questionnaire result, the students’ speaking proficiency was good. It was proved by the score of their vocabulary mastery was 0.53 (high). It means that most of them were able to express their ideas in English with correct vocabulary. Most of them had good vocabulary mastery. Then, their comprehension was 0.82 (high). Some students were able to understand the conversation well. They had good comprehension in understanding the situation of the conversation. The next speaking proficiency was pronunciation ability. Their pronunciation ability was 0.76 (high). Several students were able to pronounce the English expression correctly when they were speaking in English. Moreover, their understanding through task was also 0.76 (high). It means that they were able to comprehend and practice speaking well. About the speaking fluency, the mean score was 0.65 (high). Most of the students were able to speak English fluently. As mentioned earlier, they are language department students and they have high motivation in


learning English. It was proved by the statement that they enjoyed to be able to speak English (1.18), which means that it is very high. Most of the students are motivated and interested to learn English especially speaking because their teacher always arouse them to be able to speak English since they are language department students. However, not all students mastered the speaking proficiency well. Not all students enjoyed learning English especially speaking. The mean score of 0.24 (fair) proved it. It means that the students still doubt whether learning English was important or not. It made the students have low awareness of the importance of speaking so some of them did not gave their best effort to improve their speaking skills. They were still confused what they were going to speak. The following Interview Transcript supported it. R S1 R S1

: How was your English ability especially in speaking skill? : Speaking, sometimes when I was going to speak, I was confused and I had to think first what I should talk about. : So, what are your difficulties in learning speaking? : I found many difficulties in stating the correct words in English (Appendix8/IT02/Q4)

Based on the result, the students had difficulties in determining correct utterances related to the topic what they were going to speak. They also had difficulties related to grammar so that they were hesitating and lack of confidence to speak English. In relation to the speaking proficiency, the students sometimes made grammatical mistakes when they practiced speaking. It was proved by the statement of they were still doubt in producing sentences or utterances with


correct grammar. The mean score was 0.29 (fair). When the students did presentation in front of the class, they mostly spoke with grammatical mistakes. The following Field Note proved the statement. “..... The formalyn is most used by on the body who..in the people who die because the bacteria inside the body was defeated by formalyn. Many formalyn used something for violate the roles like a fresh..e seller of fresh fish or fresh meat. Because the formalyn is can make cancer if we eat them repeatedly. So, it would be nice if the food producer or food seller didnt use formalyn in their.. em.. this is our..my presentation. Is there any question?” (Appendix9/FN01) From the above Field Note, the student was unaware to speak most used and is can that it was incorrect grammar. The other student who presented their materials in front of the class also spoke with grammatical error. The following is also the evidence when the student did grammatical mistakes in their presentation. “Ok, I will give presentation about headset. Is using headset one of our life style? Headset is handphone with a microphone. Headset is easy to use. Many people use headset in their computers. Firstly, overuse or too pushy use will cause damage to hearing loss or decrease in hearing or deaf. Secondly, not expensive, is a tool that is convenient for carrying to many people. Can with any level of volume or listening to the sound of anytime and anything. You may only use the headset arbitrary, but remember the negative things on the headset. Message, hear yourself keep your ears.” (Appendix9/FN01)

In the previous Field Note, the student did grammatical mistakes several times when she spoke. Moreover, the following is also the other evidence when the students did grammatical mistakes in their presentation. “thesis, piercing the contemporary trends are gaining popularity among young people worldwide. Various types of piercing already available in price variations, but in addition to making its usefulness grow cool and handsome, piercings have side effects that need attention.....”


(Appendix9/FN01)

In line with the above statement, some students still had difficulties related to pronunciation. Although the result of the questionnaire was high, but there were still some students who often made pronunciation mistakes. It is because they had rarely practice how to pronounce words well. They also had lack of listening input. Consequently, they were not able to practice speaking with correct pronunciation and intonation. It was proved by the following Interview Transcript. R S2 R S2

: How was your speaking ability? : I think that my pronunciation was not correct, and I had to improve my vocabulary. : Do you have any difficulties in learning English? : I told before that was about pronunciation, and also my grammar was still low. (Appendix8/IT03/Q3)

From the result, the students stated that she had low ability in pronouncing the correct words or phrase. She also stated that her vocabulary mastery and grammar was still low. It was also supported by the Interview Transcript below. R S3

: Do you find any difficulties in learning English? : Yes, of course. Related to speaking skill, I had low vocabulary mastery, and also I was lack of grammar mastery and also the pronunciation. (Appendix8/IT04/Q3)

In class observation, the students did presentation one by one in front of the class and delivered their materials based on the topics given. The researcher found many pronunciation mistakes when the students did presentation. It was proved by the following Field Note.


You may only use....”. ET interrupted Ss by correcting the pronunciation,”Use”. Then Ss repeated, “You may only use the headset arbitrary, but remember the negative things on the headset. Message, hear yourself keep your ears.” ET corrected her pronunciation”Ears”. Then Ss repeated again. (Appendix9/FN01) Based on the Field Note, the teacher corrected the student’s pronunciation several times. It is because they had rarely practiced how to pronounce words. They were also lack of listening input. Consequently, they were not able to practice speaking with correct pronunciation and intonation. It means that their pronunciation was still low and needed to be improved. In relation to the students’ communicative competence, the result of the questionnaire was good. The students were able to differentiate between formal and informal of English utterance. It was proved by the mean score of 0.59 (high). Moreover, the students were also able to communicate using English expression correctly. It was showed by the mean score of 0.47 (high). Thus, it can be said that the students had comprehension in differentiating the formal and informal language so they could be able to communicate using English expression in a correct way. In addition, the students of SMA Bopkri 2 had high motivation in learning English. They made such efforts to improve their speaking skills. It was supported by the mean score of 1.2 (very high). Moreover, the students also made efforts to practice speaking. It was showed with the mean score of 0.82 (high). Since they were Language Department students, they certainly were motivated in learning English especially speaking skill. However, the students still had several speaking


problems to be solved. The statement of “I did not have difficulties in speaking”, the result of the mean score was low (-0.1). From the statement, it can be concluded that the students had difficulties in speaking. It might derived from several aspects whether their speaking proficiency, their interest, or their communicative competence. The next statement was “I did not have difficulties in using English expressions correctly while speaking”, the mean score was also low (-0.1). This means that the students still had difficulties to express their idea while speaking. Based on class observation, the teacher reprimanded the student when she was doing presentation. It is proved by the following Field Note. ET interrupted the student’s presentation and said,“You may have make it on your own sentences, don’t just read, right? Next”. Then Ss continued, ”Reiteration, based on the arguments, we can conclude that piercing is an ornament in the form of metal that inserted in the parts of the human body that are popular among teens and has become a trend today that only satisfaction of each consumer.” Then ET interrupted again and said, “Okay, just a minute, you...em.. make your own reiteration based on your own sentences. Don’t read the slides. Don’t move, come on.” Then Ss spoke, “piercing is trend and can make be structure.”

The above evidence showed that the student only read the statements stated in the presentation slide while doing presentation. It means that he could not express their ideas in English correctly. The other student also did the same mistakes. It is supported in the Field Note as follows. The way Ss of doing presentation was by looking at the slide behind and reading it. Therefore, ET commented,”Excuse me, would you like to have your own words and don’t see the slides please? Come on, just have your own sentences.. go back. You make your own arguments.”


In accordance with the Field Note, the student did not do the presentation well. She did not speak with her own words, she only read the statements stated in the presentation slide. The teacher reprimanded that student several time not to read on the slide. In this case, some students still had difficulties in expressing their ideas to speak English well. It might cause by their lack of speaking proficiency in some aspects. Based on the class observation and interviews which had been elaborated before, it was proved that the students still had problems in their speaking performance. From the result, it could be inferred that most of the students still had difficulties in learning speaking although mostly they had great interest in learning English. In this study, the researcher intended to design the learning media that supported the students’ speaking skill. The learning media that was designed by the researcher dealt with technology. Therefore, in order to know the students’ interest with technology, the researcher provided several statements related to the students and technology. The table below shows the result of students’ engagement with technology. Table 4.8. Students and Technology No 1.

Categories Learning style

Statements I made an effort to improve my English skills using technology (computer/ laptop with internet) I made an effort to improve my English skills by learning using web to learn English I like learning English using technology

Total Score

Mean & Criteria

16

0.94 (high)

8

0.5 (high)

13

0.76 (high) (continued)


(Table 4.8 continued) 2.

3.

Mobile Phone

Learning Content

I have smartphone

23

I use my smartphone to help me in learning English

17

I use my smartphone to help me in learning speaking

5

I download English learning application from the Play store in my smartphone to develop my speaking skills I use my smartphone to practice speaking, such as to practice speaking by using application downloaded from my smartphone

1.35 (very high) 1 (high) 0.3 (fair)

-2

-0.1 (low

-4

-0.2 (low)

The data showed that the students had good efforts to improve speaking using technology such as computer or laptop as learning media which provided by internet to improve their English skills (0.94) which considered as high. They also often used web internet to improve their English skills (0.5) which also considered as high. In this globalization era, it is not surprised that the students had high interest related to technology. The students also had high interest to learn English using technology (0.76). Therefore, it can be inferred that the students used technology in learning English. The teacher also allowed the students to use technology as well as supporting learning media to learn English. It is proved by the following Interview Transcript with the English teacher. ....we have to be solid with IT. As we know that this is the information era, so we cannot be out of date. Teachers do not have to be like students, at least we have to be able to adapt with the technology development. We are also as facilitators; we are not the only source. So, so we have to be able to follow the globalization era. (Appendix8/IT01/Q11)


From the above statement, the teacher agreed to use technology as the learning media to be implemented in teaching and learning in the classroom. It is because that there are various media or device which can be used by students to improve their speaking skills, such as laptops, tablets/Ipads and smartphone. In addition, the teacher often used such kinds of media as the various activities in teaching and learning English in the classroom. Related to the students’ interests using technology, it is believed that most every student had their own Android phone. It was also stated by the mean score of 1.35 which categorized as very high. It shows that almost every student has their own smartphone which mostly used in their daily life. Based on the result, the students used their smartphone to support their learning English. It is proven by the mean score was 1 which categorized as high. However, their mobile phones were rarely used to learn speaking skill. It was showed by the mean score of 0.3 which considered as fair. It means that most of the students did not optimize their mobile devices to learn English speaking skills. It also showed that they did not have application which was downloaded in Play Store to improve their speaking, with the mean score of -0.1 (low). Then, based on the statement that the students had never used smartphone to support English speaking skill. The mean score was -0.2 which categorized as low. Based on the result, it showed that technology especially smartphone was rarely used by the students and they thought that it cannot improve their speaking skill.


The result of the questionnaire was also supported by the result of the interview. The teacher said that the she allowed the students to use their smartphone to support learning to find the resource from the internet and look at the online dictionary. Below is English Teacher’s statement which supported this. R

: So, do the students often use their hand phone in learning in the class? ET : Yes, of course. For example, they want to find the references from the internet using their hand phone, or they want to make a movie maker, and etc. Sometimes we also used computer laboratory to support learning. (Appendix8/IT01/Q6)

Based on the fact, the students used the hand phone in the teaching and learning process in the classroom, but the function was not to support the learning process of speaking. Furthermore, the available applications only provide general materials. They do not provide specific materials especially for certain grades and skills. Most of the applications were e-dictionary. Therefore, the researcher intended to conduct the research by implementing the android application which support their speaking skill. Therefore, it generally showed that most students had their own mobile devices, smartphones or tablets, which could facilitate them in learning English. This condition supports the implementation of mobile phones as learning media or Mobile Learning (m-learning). Based on the result of the observation, interview, and questionnaire, it can be inferred that both results are matched to each other. The findings of the need analysis will be explained further in this section. First, related to the speaking proficiency, not all students mastered the speaking proficiency well. Some students sometimes made grammatical mistakes when they practice


speaking. It was proved in the questionnaire result with the mean score of 0.29 which was considered as fair. When the students did presentation in front of the class, they mostly spoke in grammatical mistakes. Second, some students still had difficulties related to pronunciation. Based on the interview result, it was stated that the students had rarely practice how to pronounce words well. They also had lack of listening input. Therefore, they were not able to practice speaking with correct pronunciation. Third, the students’ vocabulary mastery was still low. It is also stated in the interview result. From the findings related to the students speaking proficiency, it could be inferred that most of the students still had difficulties in learning speaking although they had great interest in learning English since they were Language Department students. Furthermore, related to the technology, all students had their own hand phone in their life style, especially Android phones. However, the function of the hand phone was not to support the learning process. Moreover, the available applications in their Android phones only provide general materials. They do not provide specific materials especially for certain grades and skills. Based on the previous condition, it can be concluded that there was a great opportunity to explore mobile phones more as learning media which supports the students’ need. By using mobile phones as learning media to support the learning speaking is likely to be implemented because they were flexible, simple, practical and interesting to use. Easy English Learning Android Application (EEL), therefore, will facilitate the students’ speaking skill.


2.

Planning (Design) After identifying and finding the solution to the problems in analyzing

stage, the researcher then designed the proposed solution which was the mobile phones as learning media to learn speaking. In this stage, the researcher designed the learning media by selecting the topics in the syllabus, defining the learner indicators, selecting the appropriate materials, and designing the research instruments (blueprint of questionnaire and interview guideline). The researcher determined the topics as the contents of the application by analyzing the syllabus. The researcher adapted School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) in developing the learning media. The standard competence of the materials design was the goal of the designed materials. The basic competences were the general objectives of the designed material. In addition, the researcher listed language functions that were used in the designed materials and then specified the indicators of each language function. The competence standard and basic competence describe the indicators which the students are expected to be able to do after learning English in certain of time. Therefore, the learning media would be designed in order to help the students in mastering these competences. The language function covered the materials for Semester 1 and 2. The consideration for determining the language function was to provide examples of materials and exercises to support the learning activities for both semesters so that later on the application can be used anytime during oneyear period. The language functions for semester 1 were: (1) asking and giving opinion, (2) expressing satisfaction and dissatisfaction, (3) expressing advice and


warning, (4) expressing relief, pain, and pleasure, and (5) expressing requests. While the language functions for semester 2 were: (6) expressing love and sadness, (7) expressing embarrassment, (8) expressing annoyance and anger, and (9) expressing attitude: opinion, agreement. The contents of materials and exercises and the audios were adjusted with those selected language functions. After considering the language functions, then the researcher defined the learning indicators. The learning indicator is intended to measure the competence of the students and become the guides to specify the goals of the materials in the application. The following is the detailed elaboration of the topics, language functions, learning indicators, and the activities of the learning materials. It will be presented in the Table 4.9 below. Table 4.9. The Topics, Language Functions, Indicators, and Activities No. Topics

1.

Language Functions

What do Asking you think? giving opinion

Indicators

First Semester and Students are able to identify the expression of asking and giving opinion The students are able to respond the expression of asking and giving opinion

Activities

Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Rearrange the dialogues exercise Role play exercise (continued)



Am I Expressing satisfied? satisfaction and dissatisfaction

Students are able to identify the expression of satisfaction and dissatisfaction Students are able to respond the expression of satisfaction and dissatisfaction

Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Role play exercise

3.

Watch out!

Students are to identify expression advice warning Students are to respond expression advice warning

able the of and

Students are to identify expression relief, pain, pleasure Students are to respond expression relief, pain, pleasure

able the of and

Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Multiple choice exercise Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Filling Blanks with the answers in the box exercise Multiple choice exercise Interviewing friends exercise (continued)

4.

Expressing advice and warning

Do you Expressing mind? relief, pain, and pleasure

able the of and

able the of and


(Table 4.9 continued) 5. That’s Expressing Wonderful requests

6.

7.

Students are to identify expression requests Students are to respond expression requests

able the of able the of

Second Semester Do you Expressing Students are able know my love and to identify the feeling? sadness expression of love and sadness Students are able to respond the expression of love and sadness

What shame!

a Expressing embarrassme nt

Students are able to identify the expression of embarrassment Students are able to respond the expression of embarrassment

Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Role play exercise Multiple choice exercise while listening to the audios Listening to audio conversation Multiple choice exercise Pronunciation practice Filling Blanks exercise while listening to audios Making a valentine card Listen to the song and filling the missing lyrics Vocabulary practice (multiple choice exercise) Filling in the blank (multiple choice exercise) Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Interviewing friends exercise (continued)



It’s very Expressing irritating me! annoyance and anger

Students are able to identify the expression of annoyance and anger Students are able to respond the expression of annoyance and anger

9.

Sorry, I have Expressing to say “No”. attitude: opinion, agreement

Students are able to identify the expression of attitude: opinion, agreement Students are able to respond the expression of attitude: opinion, agreement

Listening to audio conversation Responding to the conversation Pronunciation practice Rearrange the dialogues exercise while listening to audio Multiple choice exercise Role play exercise Listen to the song and filling the missing lyrics Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Filling Blanks exercise Role play exercise Interviewing friends exercise Listen to the song and filling the missing lyrics

After selecting the appropriate materials and activities, the researcher then developed the blueprints for the questionnaires and guidelines for the interviews. The researcher designed the blueprints based on the concepts and


indicators for need analysis, experts, and users validation. The blueprints can be seen in Appendix 2.

3.

Development In the Development step, the researcher used the combination the two-

research design, the ADDIE and R&D model. The step consists of three stages of research design, namely develop preliminary form of product, preliminary field testing, and main product revision. In developing preliminary form of product, the researcher began to develop the application. It consists of developing materials, a flowchart, and a storyboard, application using App Inventor, building the application into .apk file format, and trying it out through a mobile phone. Meanwhile, in the preliminary field-testing step, the researcher gained the data through distributing questionnaires and conducting interview to some experts. Then the data were gained in the form of opinion, comments, and suggestions for revision of the final product. In main product revision step, the revision of the product was based on the result of the preliminary field-testing. The revision could be implemented more than once according to the evaluation result. The processes of the development phase will be discussed as follows.

a.

Develop preliminary form of product In this step, the researcher developed the materials (content, exercise, and

audios), flowchart, and storyboard, application using App Inventor, building the application into .apk file format, and trying it out through a mobile phone. The


first is developing the materials. In this phase, the researcher developed the materials which included in the application. The researcher designed the content of the materials from several guidebooks for senior high school grade XI. Then, the researcher also recorded several audio for listening section from the dialogues taken from several books. After determining the necessary materials, the researcher developed the exercises. The exercises were in the forms of filling blanks, multiple-choice, pronunciation practice, rearranging dialogues, role-play, and missing lyrics tasks. The second is developing a Flowchart and a Storyboard. The theoretical model of the Android application was developed by designing a flowchart and a storyboard. They could help the researcher to have clear concepts of the application content and draw the connection among each component in the application. The flowchart was general construct of the application. It showed the main parts of the application content. The users could access the application in their mobile phones by installing EEL.apk into their devices. The more detailed presentation about storyboard and the flowchart can be seen in Appendix 3. The parts and the description of contents for each part are presented in the following table.


Table 4.10. The Description of the Contents and parts of EEL Screen Home

About Resource Contact & info Menu Lesson

Let’s Start

Let’s Practice

Let’s Have Fun

Description The screen contains the title of the application, welcome note, the goal of the application, start button, help button, exit button The start button will lead to the menu screen The help button will lead to about button (description of the application), resource button (resource materials used in the application), and contact & info button (the contact information of the developer) The screen presents the description of the application This screen presents resource materials used in the application This screen is about the contact information of the developer The main menu contains 9 lessons This screen presents a list of lesson 1-9 taken from the syllabus for Senior High School Grade XI This screen in each lessons consists of three main parts of the application, i.e. Let’s Start, Let’s Practice, Let’s Have Fun This screen contains the materials to build the users’ knowledge in pre activity It provides audio listening, dialogues, and pronunciation practice task In listening section, the transcription of the conversation is also provided. This screen contains the several exercises in the form of filling blanks task while listening to audios and multiple choice tasks After completing the exercises, the score will be given The goal of the tasks is to check the students’ understanding about particular topics This screen contains role play activities, and/or interview tasks, and/or missing lyrics tasks.

In this application, there are four primary buttons which appear on most screens, namely Next button, Back button, Home button, and Exit button. The Next button will lead the users to go to the next screen. The Back button will lead the users to go back to the screen before. Then, the Home button enables the users


to go back to the home screen and menu screen, while the Exit button will enable the users to exit the application anytime. The next phase is developing the application using App Inventor. After considering the materials in the application, the researcher then developed it into application by using App Inventor. Taylor (2001) states App Inventor is a webbased application that allows everyone from ordinary phone owners to experienced developers to create applications for Android. It is an android development program which is designed for people who have little experiences of programming. The use of App Inventor is very useful and suitable for the researcher who belonged to a beginner developer. App Inventor can be accessed from ai2.appinventor.mit.edu. There is also the online tutorial to develop android application at mit2.companion.com. In creating an Android application using App Inventor, the researcher needs to work with two components, namely Designer components and the Blocks components. The Designer components consist of some elements that will be inserted in the application, such as button, label, picture, textbox, video, sound, etc. While the Blocks components consists of some behaviors to those elements. The last phase is building the application into .apk file format. After the designed application and the blocks components were completed, and all materials had been put into the App Inventor, they were packaged into an .apk file format to enable it to be tested through a mobile phone. To build the project into .apk file, the developers only need to click the build part and wait for the building process. The built file will be automatically downloaded into the computer. Then, the


developers just need to copy the downloaded .apk file from their computer to their mobile phone to test the application. After the .apk file was copied into a mobile device, the developers need to install it. There is another way to try out the application without building the application into .apk file format. It was by using Android application named MIT AI2 Companion. It can be downloaded from the play store. It is easier to try out a project by using MIT Companion than using .apk file. After the developers build the project in App Inventor, there will be a barcode and the developers just need to scan it. However, in the process of barcode scanning, error sometimes happens. In developing the product, the researcher built the project by using building the .apk file. The consideration of the choice was the building .apk file was less error than using barcode scanning. By building the .apk file, the file was automatically saved in computer. However, it took longer time than using barcode and needed stable internet connection. To get the expected result, the researcher did revisions and tryouts many times. The revisions were due to problems on design and blocks. The layout in the designer component might look well, but the result on the phone was sometimes quite different. Therefore, the researcher took longer time to revise the layout. The other problems, sometimes there was an error in navigation or the score did not turn up well. It might be caused by the blocks did not work well. Then the researcher needed to recheck the blocks and found out the mistakes and revised it. The hardest part was to build the block structures for each activities and


navigation. Overall, all the revisions were done many times until the product dealt with the expectation and then it was given to the experts to be validated.

b.

Preliminary Field Testing As stated by Borg (1983), this step provides a qualitative evaluation of

the product. It requires expert verification to analyze the product, thus this phase is called as expert validation. The researcher gained the data through distributing questionnaires and conducting interview to some experts. Then the data were gained in the form of opinion, comments, and suggestions for revision of the final product. This step involved the processes of validating the product by experts (materials and media) and users (students). The explanation will be discussed as follows. 1)

Expert Validation There were two kinds of experts in this research, namely materials

experts and media experts. The materials validators gave feedback, comments, and suggestion about the materials aspects, including; the appropriateness with the syllabus, the content appropriateness, and how the content support speaking skills. meanwhile, the media experts gave feedback, comments, and suggestions to the design, layout, as well as the navigation of the application. After the product developed, the product was validated to the experts of materials and media for improvements. The respondents for the materials validation were an English lecturer of Sanata Dharma University and an English teacher of SMA Bopkri 2 Yogyakarta. While the respondents for the media


validation were the IT lecturer of Duta Wacana Christian University and IT lecturer of Sekolah Vokasi UGM. The validation was conducted by distributing questionnaires and conducting interviews to the experts. The questionnaire for the English lecturer was distributed on Tuesday, February 9th, 2016, while for the English teacher was done on Saturday, February 11th, 2016. The questionnaire for the first IT lecturer was distributed on Saturday, February 6th, 2016, while for the second IT lecturer was on Wednesday, February 17th, 2016. The questionnaires were analyzed using the conversion scores as presented in the previous chapter. The mean scores were then interpreted to obtain the meaning about the quality of the product. The result was converted by using the mean criteria (Sukarjo, 2006). The technique of analysis was also the same as the need analysis which showed in the previous Table 4.6. However, the interpretation of the mean criteria was different from the need analysis. In accordance with the mean criteria, if the scores range from 1.2 – 2, it considered as very high which means that it is good and does not need any revision. Then, the scores are classified as good and useful when they range from 0.4 – 1.1 (high), it means that the revision is optional. When the scores range from (-0.4) – 0.3, it considered as fair. It means that it is necessary to conduct more exploration on the existing part of the design. When the score range from (-1.2) – (-0.3), it is considered as poor. Therefore, it is recommended to revise some parts of the application. Furthermore, if the category was very low with the range score from (-2) – (-1.1), it is highly required the revision.


The questionnaire results were presented by using descriptive statistics. The mean scores were used to define the parts which still needed several revision. The following are the descriptive statistics of Materials Experts’ Opinion.

Table 4.11. The Descriptive Statistics of Materials Experts Opinion No.

Statement

1.

EEL can help students to produce words or phrases as well as their speaking ability EEL can help students to speak English fluently EEL helps students in learning grammar EEL can help students in practicing pronunciation in easy way EEL can be used to enrich the students’ vocabulary mastery Listening practice helps the students to understand the meaning from a conversation EEL can help the students to get opportunity to listen and to orally repeat some words, phrases or sentences EEL can facilitate the students in responding the dialog in certain situations The materials used in the application is appropriate to the syllabus of the semester for the XI students The materials in the EEL are suitable to the syllabus The exercises in the EEL can help the students to learn speaking The division of the activities in the application (Let’s start, let’s practice, and let’s have fun) facilitates the students to learn speaking easily

2. 3. 4. 5. 6.

7.

8.

9.

10. 11. 12.

V1

V2

Mean Score

Category

1

1

1

High

1

1

1

High

1

0

0.5

High

1

1

1

High

1

1

1

High

2

2

2

Very high

1

2

1.5

Very high

1

2

1.5

Very high

2

0

1

High

1

0

0.5

High

1

1

1

High

2

1

1.5

Very high (continued)



By using EEL, the students are able to learn speaking by themselves (didactic learning)

Let’s start section can build the students’ knowledge to learn speaking (in each topics) 15. Let’s Practice section is interesting because it contains the activities which can help students to understand about the language and practice speaking 16. Let’s have fun can help students to practice speaking orally based on the certain situations 17. EEL can be used as a supplementary media for students in learning speaking 18. The teacher should be as a facilitator to guide the students in implementing the EEL 19. EEL is simple because it can be installed by using mobile device (hand pone or tablet) 20. EEL can be used as a media to learn speaking either in or out the classroom 21. The instructions of the application are clear Total score Mean

2

2

2

Very high

1

1

1

High

1

1

1

High

1

2

1.5

Very high

2

1

1.5

Very high

2

2

2

Very high

2

1

1.5

Very high

2

1

1.5

Very high

1

1

1

High

26.5 1.26

Very high

14.

The above result showed that the general opinions of the materials in the product were good. The total mean score was 1.26. It indicated that the materials in the product were good and useful for the eleventh grade students of Senior High Schools. From the questionnaire results, the validators agreed that the materials in the application were interesting, easy to understand and useful to help the students to practice their speaking skills. They also considered that this application could help students to practice speaking because the materials of the


application consisted activities that arouse the students speaking skills, i.e. pronunciation drills, vocabulary practice, listening to conversations and role-plays that contain language function/ expressions. So far, the experts considered that EEL was practical because it can be easily accessed by using mobile devices, such as smartphones and tablets. This is in line with the principles of m-learning proposed by Stockwell & Hubbard (2013) and (Elias, 2011). Therefore, it could be concluded that the materials in EEL are good and suitable to support the learning speaking for the eleventh grade students’ speaking skills. Furthermore, the materials validators said that EEL could help students to learn speaking because the students could install the application by themselves. It was proven by the material validator’s statement in the open-ended questions. It can help the students to master speaking by themselves because the students can install the application and they can learn fun English. (Appendix7/OEQ1/Q1)

By implementing EEL, it is expected that the students can learn speaking as well as they can speak in English with good speaking proficiency. Since the application is simple, and it can encourage the students to learn by using their mobile phones, they will consider their phones as one of the learning tools. Based on the result of the open-ended questions in the questionnaire (see Appendix 7), both material validators agreed that EEL was interesting and easy to use for the students to learn speaking by optimizing the use of technology so that the students can get benefits from the application. The materials experts also stated the good things of EEL. First, it is very interesting and sophisticated mobile


learning model. Next, it can facilitate the students to learn English more. Then, the design is consistent and easy to use. Next, the application does not need much space to install so it can be used for most android devices. The last one is the application will support the main material as well. Therefore, EEL can be used as supplementary materials to learn speaking. The second part was media experts. The researcher continued to gather validation from the media validator. The technique of analysis was also the same as the materials validation. The results of the questionnaires of the media validation are as follows. Table 4.12. The Experts Opinions of Media Aspects in the Application No. Statement 1. EEL is really practical because it can be accessed by using mobile devices such as hand phones and tablets 2. EEL can be used as a media to learn speaking either in the classroom or outside the classroom 3. The instructions in the application are clear 4. EEL can be used as the supporting media for students to learn speaking 5. The activities in EEL were designed in attractive format (modern, not conventional, using multimedia feature) 6. EEL has consistent color, navigations, icons, symbols, and buttons 7. The layout design in this application is attractive

V3

V4

Mean

Category

2

2

2

Very high

1

1

1

High

2

1

1.5

Very high

1

-1

0

Fair

2

0

1

High

2

1

1.5

Very high

1

1

1

High (continued)


(Table 4.12 continued) 8. All contents can be presented in one screen 9. The font size and color in this application is appropriate 10. Texts are clearly legible 11. The layout in this application can be seen and legible 12. The presence in each screens is appropriate to the principle of contrast, repeat (navigation buttons), aligned parallel, and contiguous 13. The navigation in this application is easy to understand 14. The audio quality in this application is good Total score Mean

1

0

0.5

High

2

0

1

High

2

1

1.5

Very high

2

1

1.5

Very high

2

1

1.5

Very high

2

1

1.5

Very high

2

2

2

Very high

17.5 1.16

High

The above table showed the experts opinions about the aspects of media in the application. From the statistical results, the mean score of 1.16 indicated that the results were high. It means that overall of the media validation showed that the product was good enough as the media. Both experts agreed that the product is practical and easy to be accessed in mobile devices. It was showed that the mean score was 2, which means that the application was very good, simple and easy to be accessed in mobile device. The navigation in the application is also easy to understand. It was showed by the mean score of 1.5 (high). This is in line with the principles of m-learning (Elias, 2011), number (1) equitable use and (3) simple and intuitive. The result showed that EEL had a high tolerance of error (principle number 5). Because the instruction was clear, EEL was easy to operate and helpful to learn English.


However, there were some aspects which needed some improvements, such as navigation, icon, error function, layout/ background, and audio. According to the open-ended question in the questionnaire (see also Appendix 7), there were some parts that needed to be improved in the application. They gave some feedbacks in the application. The validator said that there was no exit button in the application. It was presented in the statement below. There is no exit button, so that the memory of smartphone will always run although the application is not being used. (Appendix7/OEQ2/Q3)

From the above statement, the researcher needed to revise the application and developed the application to create the exit button. The following Interview Transcript also supported it. And also the exit button which needed to be revised. If there is no exit button, we have to go back, back, and back. After I checked in the ram memory, it was not exit, but it was only minimized. So, it will make the mobile device be heavy because it runs its RAM. As the consequence, the mobile devices will be easily to get low battery. So, it is better to create exit button to quit the application. (Appendix8/IT06/Q4)

From the above result, the researcher realized that the application needed some improvements soon in order to get better learning media. Furthermore, the validator also added that the navigation button need to be revised in order to get its consistency. The navigation button need to be revised its size in order to get its consistency. (Appendix7/OEQ2/Q3)


In addition, the validator suggested that it was necessary to add icon button since it would be the characteristic of the application. It was stated in the following statement. .... The icon of the application need to be created in order to show the characteristic of this application. (Appendix7/OEQ2/Q5)

Based on the above statement, the researcher should create the icon as the feature of the application when it is installed in the mobile device. Moreover, the application sometimes had error function. The media validator stated that the application sometimes crashed and stopped by itself. When the hand phone was running the application, sometime it occurred crashed and the application would stop by itself. Sometimes, the application crashed and stopped by itself while it was running. (Appendix7/OEQ2/Q3)

The above statement showed that when the validator ran the application, it sometimes got error and stopped by itself. It would disrupt the users in using the application. The following statement from open-ended question in the questionnaire also supported it. Some functions did not work properly. (Appendix7/OEQ1/Q3)

It pointed out that some functions in the application sometimes did not work properly because the error occurrence. It was also supported by the following Interview Transcript.


When I tried to run this application, it sometimes occurred crashed, suddenly it stopped by itself, and the restarted again. (Appendix8/IT08/Q1)

Because of the error, it will make the users not comfortable in running the application. Thus, the researcher would soon revise and repair the error occurence. In addition, the material validator also gave feedback about the layout. He stated that the layout was only in one color. Consequently, it would reduce the students’ motivation to learn, so it would be better to improve the layout design. The following Interview Transcript proved the statement. ......however, the layout is only in one color, it was all blue and the text was also blue. And I think it will reduce the students’ motivation to learn, it is less interesting. Thus, it will be better to add some pictures or make color variation, not only in blue color I mean, it might be interesting. Because it consists of 9 lesson, each lesson has 4 buttons, and the color is all blue, it will make confusion on its navigation. That should be concerned. (Appendix8/IT07/Q1)

Due to the same color of the layout/ background, it will make the users not to be interested to use the application as the learning media. The statement of the expert below also supported it. The choice of color for the text (dark blue) might cause difficulties in reading. For long period of use, the choice of color might create boredom (needs variation of color or images) (Appendix7/OEQ1/Q3)

The above statement pointed out that the layout and text color had the similar color. They were supposed to be contrast in color. The buttons’ navigation was also in the same color. For long period of use, the choice of color might


create boredom, so it needs variation of color or images. Therefore, it will reduce the students’ intention and motivation to use the application as the learning media to learn speaking. In order to get better application, the researcher needed some improvements to the revised application. The last aspect is about the audio. Overall, the audio is audible and clear enough to be listened as stated in the questionnaire result. However, the IT expert stated that the volume of the audio was not consistent. It means that when he played the audio with the same volume setting in the mobile device, the output of the volume was different. It was supported by the following Interview Transcript. ....and then about the volume of the audio. By using the same volume condition, the output of the audio volume in one lesson is not same as the audio of other lessons. So, it is not balanced. (Appendix8/IT08/Q1)

Furthermore, the other expert also gave comment about the audio. He said that some of audio files was noisy. It was stated in the following Interview Transcript. ...then the audios are clear, but some of them had noise. For example you may use audacity to filter the noise. (Appendix8/IT07/Q9) In accordance with the above statement, the validator said that several audios had noise so it might bother the users when they ran the application. Thus, he suggested the researcher to use the audacity application to filter the noise. It would help the application be better. In conclusion, the results of questionnaires and interviews of both material experts and media experts pointed out that EEL is good and useful to


support the eleventh grade students of speaking skills. They also agreed that EEL could give the students more exposures and opportunities to practice their speaking skills since this application is useful as supplementary materials that can be used anytime and anywhere. However, there were some aspects of the application that needed to be improved and revised. The following table is the experts’ comments and suggestions about the product. Table 4.13. The Experts’ Comments and Suggestions about the Product No. Aspects 1. Navigation

2.

Icon

3.

Error function

4.

Layout/ Background

5.

Audio

Comments There is no exit and back button The navigation button color should be different with the layout color The size of the navigation button need to be There is no icon as the feature of the application Some functions did not work properly When the application is running, sometimes it stopped or crashed by itself The layout color, navigation button color and the text are similar The choice of color of the text (dark blue) might cause difficulties in reading The volume of the audio is different Some audio files need some editing (clarity and noise)

Suggestions Add back and exit button

Add icon of application Revise the error

the

Use contrast color

It is optional to revise the volume of the audio Use audacity application to filter the noise

According to the above table, it would be very useful for the researcher as the feedback to make some improvements on the product. The revision and the


improvement on the product would be based on the comments, feedback, and suggestion from the both material and media validators.

2)

Users Validation The researcher conducted the users’ validation in Preliminary Field

Testing on Thursday, February 11th, 2016. There were nine students selected as the participants in this step. The researcher asked the selected students to install and use the product. After learning the product with some explanation from the researcher, the students then filled in the questionnaires. The questionnaire results then were analyzed using the interpretation scores like those in the need analysis and experts’ questionnaire analysis. The following are the result of the users’ opinion toward the application. Table 4.14. The Users’ Opinion toward the Materials Aspects No 1.

Categories

Indicators

Micro and The students are able to produce Macro-skills of words and phrases speaking The students are able to speak fluently

Total Score 9 8

The students have more understanding about grammar

8

The students are able to pronounce the words correctly

8

The students’ vocabulary mastery is better

13

The students are able to understand the English function of each activities

10

Mean & Criteria 1 (high) 0.89 (high) 0.89 (high) 0.89 (high) 1.44 (very high) 1.11 (high) (continued)



3.

Types speaking activity

of The students are able to imitate words, phrases or sentences

Material Appropriateness

The students are able to give short replies to initiate questions or comments The content of the materials are appropriate to the syllabus of the semester

10

1.11 (high)

12

1.33 (very high)

8

0.89 (high)

In relation to the above result, it could be seen that the application was good and useful to be implemented to the eleventh grade students to improve their speaking skill. It was in line with the result of the open-ended question stated by the student. In my opinion, this application can support and improve the speaking skill on how to communicate directly. (Appendix7/OEQ3/Q1) One of the students stated that the application was useful to help the students practice speaking. It was stated from the aspect of micro and macro skills, after learning the application, the students were able to produce words and phrases. It was proved by the mean score of 1, which considered as high. The students would be able to produce chunks of language that would lead them to be able to speak English fluently (0.89) which also considered as high. The students also had more understanding about grammar (0.89). By using the application, the students will be more careful in speaking by using correct grammar. Since the application provided pronunciation drill, the students were able to pronounce the words correctly (0.89). It was supported by the result of Interview Transcript below that the student could learn pronunciation well using this product.


R : What are the good things of this application? S8 : It can be used to improve speaking and to learn pronunciation (Appendix8/IT09/Q5)

Since the application provides pronunciation practice, the students were able to pronounce the difficulty words as well. It was proven by the following Interview Transcript. ... There are some dialogues, and actually, I do not know how to pronounce it well. After I listen to the dialogue and practice the pronunciation, so I know how to pronounce it. (Appendix8/IT13/Q3)

In line with the statements, those students were able to pronounce the words correctly since the researcher developed the application which provided some audio conversation and also pronunciation practice. Therefore, the students agreed that the product was useful to support the students’ speaking skills. Then, after learning the application, the students’ vocabulary mastery would be better with the mean score of 1.44 (high). After the students understood the aspects of speaking skills, they would also be able to understand the English function of each activity with the mean score of 1.11 (high). The next aspect is the types of speaking activity, proposed by Brown (2001). He suggests that there are two types of speaking activity, i.e. imitative and responsive. Imitative is focusing on some particular element of language form rather than for the purpose of meaningful interaction. While responsive is focusing on the students’ short replies to initiate questions or comment. In this aspect, the students are able to imitate words, phrases, or sentence. It was showed


by the mean score of 1.11, which is classified as high. Students would get opportunity to listen and repeat orally to the certain language expressions. Then, the students are able to give short replies to initiate questions or comment (1.33) which are considered as high. In this aspect, the students will respond based on the situation given. Overall, the aspects of the speaking skills were suitable to the students. Related to the material appropriateness, the researcher designed the materials in the product based on the school-based curriculum. As mentioned earlier in the development stage, the researcher analyzed the syllabus and then determined the topics to create the content of the application. In this section, the students’ opinion about the content of the materials are appropriate to the syllabus was high, with the mean score of 0.89. Therefore, it can be said that the materials of the application were supported to improve the students’ speaking skill, especially for the eleventh grade students since the content of the materials was appropriate to the syllabus and the aspects of speaking skills. The researcher also gathered information about the parts of EEL as a learning media which assist students in learning speaking. The parts of the application were the division of the menu and lessons, the exercises and activities. The following are the students’ opinion toward the parts of EEL.


Table 4.15. The Users’ Opinion about the Parts of EEL application No

Category

Indicators

1.

The relation between the mobile activities with the language learning The activities to lower distraction and drive the learners’ attention The activities to accomodate learners’ learning styles Keep mobile language learning activities and tasks short and summarize when possible

The exercises in the Easy English application can help the students to learn speaking

2.

3.

4.

7.

8.

9.

The language learning task fit the technology and environment The role of the teacher as a facilitator and guidance Equitable use

10. Flexible use

The division of the activities in the application (Let’s start, let’s practice, and let’s have fun) facilitates the students to learn speaking easily By using Easy English, the students are able to learn speaking by themselves (didactic learning) Let’s start section can build the students’ knowledge to learn speaking (in each topics) Let’s Practice section is interesting because it contains the activities which can help students to understand about the language Let’s have fun can help students to practice speaking orally based on the certain situations Easy English can be used as a supplementary media for students in learning speaking The teacher should be as a facilitator to guide the students in implementing the Easy English application Easy English is simple because it can be installed by using mobile devices, such as hand phones and tablets Easy English can be used as a media to learn speaking either in or out the classroom

Total Score

Mean &Criteria

9

1 (high)

9

1 (high)

10

1.11 (high)

10

1.11 (high)

12

1.33 (very high)

12

1.33 (very high)

11

1.22 (very high)

9

1 (high)

11

1.22 (very high

13

1.44 (very high) (continued)


(Table 4.15 continued) 11. Simple & Intuitive 12. Instructional climate

13. Good use of space 14. Legibility 15. High quality playback Total mean score Mean

The instructions of the application are clear The activities in EEL were designed in attractive format (modern, not conventional, using multimedia feature) The layout design in this application is attractive Texts are clearly legible The audio quality application is good

in

this

10

1.11 (high)

10

1.11 (high)

3 10 4

0.33 (fair) 1.11 (high) 0.44 (high) 25.44 1.06

Based on the above result, the students agreed that the exercises in the Easy English application could help the students to learn speaking. It was showed by the mean score of 1 which is considered as high. In line with the result, mobile activities, tasks, and applications connected with the principle of second language learning. The students agreed that the product could be utilized to learn and improve their speaking skills. The product was also easy to operate, simple and helpful to learn English especially speaking skill. Furthermore, the students also agreed that the division of the activities in the application (Let’s start, Let’s practice, and Let’s have fun) could facilitate the students to learn speaking easily. It was supported by the mean score of 1, which was classified as high. They also agreed that Let’s start section could build the students’ knowledge to learn speaking, let’s practice section was interesting because it contained the activities which could help students to understand about the language. And also, let’s have fun section could help them to practice speaking orally based on the certain situation given. Since the product could be applied by using mobile devices, i.e.


hand phones or tablets, the students also agreed that the application could be used as their didactic learning. It was proved by the mean score of 1.11, which was considered as high. By using the application, the students were able to learn speaking by themselves. The activities in the application accommodated the students’ learning styles. The product was in accordance with the principles of mobile learning. The students stated that EEL was useful to help them practice speaking. They also mentioned about some strength of the application. It is very simple, easy to operate, practical, and also interesting. It is also in line with the result of openended questionnaires. It is interesting and creative because it employs gadget as learning media, especially smartphone. (Appendix7/OEQ3/Q1)

The researcher developed the learning media by employing the current technology i.e. mobile devices, such as hand phones or tablets. As the students recently had their own mobile phones, the purpose of utilizing those mobile devices was in order to support the students in learning speaking in the form of application in the mobile devices. In addition, because the application could be accessed by using mobile phone, the students stated that the product was simple, easy, and practical. The following statement supported it. It is simple, portable, interesting, and not boring. (Appendix7/OEQ3/Q2)

However, there were some weaknesses of this application. Some of the quality of the audio was not really good. It was shown by the mean of 0.33 which


was categorized as fair. Furthermore, most students stated that the design and layout were not attractive. The following statement supported it. It is necessary to develop more on the design layout. The audio should be improved in order to be more clear. (Appendix7/OEQ3/Q4)

In addition, the application sometimes crashed and force closed and also not responding. It might interrupt the students while using the application. The statement below proved it. It sometimes force closed and not responding, and also the audio is not clear. The design also is not attractive. (Appendix7/OEQ3/Q3) The above statement represents the weaknesses of EEL. Based on the result from the questionnaire in the preliminary field-testing, the researcher used the results to make the revision toward the application. The researcher made some consideration to some possible suggestion which could be done to revise the application.

c.

Main Product Revision The statistic result of the evaluation on the experts’ material validation

showed that the mean was 1.26 out of 2 total converted score, and it means that the application did not any revision. The statistic result of the evaluation on the experts’ media validation revealed that the mean score was 1.16 out of 2 which means that the revision is optional. Moreover, based on the statistic result of the evaluation on the users validation presented that the mean score was 1.06 which means that the revision is also optional. Nevertheless, based on the experts and


users’ input in the open question of the questionnaires, and also based on the result of interview, the researcher made some revision for the betterment of the application. After analyzing and gathering the opinions, comments, feedback, and suggestions from the validators and also the users in the preliminary field testing, the researcher made revision and improvement on the product. The aspects which needed to be revised were the navigation, icon, error function, layout/ background, and also audio. The following figure shows the layout before doing revision.

Figure 4.1. The layout before revision Based on the result of experts and users validation, most of them said that layout needed some improvements since it was not attractive. Therefore, the researcher tried to create the layout by using Corel Draw. The following figure presents the layout after revision.


Figure 4.2. The layout after doing revision After all aspects had been revised, i.e. the navigation, icon, error function, layout/ background, and also audio, it was then the application was ready to be implemented in the main field-testing.

4.

Main field testing After conducting some revisions based on the feedback and suggestions

from the respondents of expert and user validation, the application was then implemented to the targeted users. The targeted users were the grade XI language department students of SMA Bopkri 2 Yogyakarta. The implementation was conducted on Tuesday, March 22nd, 2016. Initially, the researcher explained in general about the contents of the application. The researcher asked the students to try one lesson to do the activities and exercises in that lesson. After that, the researcher instructed the students to continue and try it at home. The application, EEL, therefore, supports self-learning method for the students.


At the end of the implementation, the user validation was conducted to the targeted users. After trying some activities and practices in the learning media, the students were asked to fill the questionnaires to gather their general opinion and feedback about the application. The results are presented in the Table 4.16 below.

Table 4.16. The Result of Users Validation Questionnaire in the Main Field Testing No

Statements

Micro and Macro-skills of speaking 1. Easy English can help students to produce words or phrases as well as their speaking ability The students’ speaking skill is better after learning using EEL, The students’ grammar proficiency is better after learning using EEL The students’ pronunciation proficiency is better because in the application there are activities which support how to pronounce words correctly The students’ vocabulary mastery has better improvement after learning vocabulary practice and listening practice in EEL Listening practice helps the students to understand the meaning from a conversation Types of speaking activity 2. Easy English can help the students to get opportunity to listen and to orally repeat some words, phrases or sentences Easy English can facilitate the students in responding the dialog in certain situations (continued)

N

Total Score

Mean

Criteria

19

22

1.16

high

19

17

0.89

high

19

20

1.05

high

19

22

1.16

high

19

21

1.11

high

19

19

1

high

19

23

1.21

very high

19

17

0.89

high


(Table 4.16 continued) Material Appropriateness 3. The materials used in the application is appropriate to the syllabus of the 19 semester for the XI students Principles of mobile assisted language learning 4. The exercises in the Easy English application can help the students to 19 learn speaking The division of the activities in the application (Let’s start, let’s practice, 19 and let’s have fun) facilitates the students to learn speaking easily By using Easy English, the students are able to learn speaking by themselves 19 (didactic learning) Let’s start section can build the students’ knowledge to learn speaking 19 (in each topics) Let’s Practice section is interesting because it contains the activities which 19 can help students to understand about the language Let’s have fun can help students to practice speaking orally based on the 19 certain situations Easy English can be used as a supplementary media for students in 19 learning speaking The teacher should be as a facilitator to guide the students in implementing the 19 Easy English application Principles of mobile learning 5. Easy English is simple because it can be installed by using mobile devices, such 19 as hand phones and tablets Easy English can be used as a media to learn speaking either in or out the 19 classroom The instructions of the application are 19 clear The activities in EEL were designed in attractive format (modern, not 19 conventional, using multimedia feature)

20

1.05

high

22

1.16

high

20

1.05

high

21

1.11

high

20

1.05

high

18

0.95

high

21

1.11

high

24

1.26

very high

18

0.95

high

24

1.26

very high

26

1.37

very high

18

0.95

high

23

1.21

very high (continued)


(Table 4.16 continued) Characteristics of well-designed software 6. The layout design in this application is attractive The navigation in this application is easy to understand Texts are clearly legible The audio quality in this application is good Total mean score Mean score

19

24

1.26

very high

19

18

0.95

high

19

21

1.11

high

19

10

0.53

high

26.79 1.41

very good

The statistic result presented in the above table showed that the students agreed with all the statements. It means that generally EEL application is good and useful to be used as one of supporting media to learn speaking for eleventh grade students by the final mean score of 1.41. Most students state that EEL is practical and useful to learn speaking. It is in line with the principle of Mlearning, namely simple and intuitive (Elias, 2011). In order to support the findings and analysis, the data from the open questionnaire and interview are used in the discussion. The first part of the questionnaire asked about the macro and micro skills of speaking whether those speaking skills had been mastered by students after implementing the application or not. Most of the statements of this part are in high criteria. It means that most students agreed that after utilizing the application, their grammar, pronunciation, vocabulary mastery, fluency, and comprehension could be improved well. It can be inferred that EEL application could help them to learn speaking ability as well. The students’ statements supported it. ...maybe by learning using this application, I can learn speaking on how to pronounce the words correctly, for example for some words in the dialog, and I don’t know how to pronounce them, but


now I understand how to pronounce them. (Appendix8/IT015/Q4)

From the above statement, the application was useful as a learning media to learn speaking since the activities in the application contain several activities which support the students’ speaking skill. EEL provides pronunciation practice and listening exercises that can help the students how to pronounce the words in the dialog correctly. It is also supported by the result of open-ended questionnaire below. EEL can help us to improve our speaking skill, vocabulary, and pronunciation. (Appendix7/OEQ4/Q1)

The result shows that EEL does not only help students to learn pronunciation but also to learn vocabulary and to improve speaking skill. Moreover, this application also could help the students to enrich their vocabulary mastery. It was also proved by the following Interview Transcript. My vocabulary mastery can be improved because it provides exercises to practice our skill. (Appendix8/IT015/Q5)

The result above shows that EEL provides several activities to enrich the students’ vocabulary mastery. It is also supported by the result of open-ended questionnaire below. It can help us to learn speaking, enrich our vocabulary...... Appendix7/OEQ4/Q1


The other student also stated that this application could enrich the vocabulary mastery. It was proved by the following result of open-ended questionnaire. This application can help us to learn speaking, listening, grammar, and vocabulary. Appendix7/OEQ4/Q1 The previous statements showed that this application was useful to help the students to learn speaking skill for example in improving their pronunciation and vocabulary mastery. It was in line with the macro and micro skills of speaking skill. The second part is about the types of speaking activity proposed by Brown (2001). He suggests that there are two types of speaking activity, i.e. imitative and responsive. Imitative is focusing on some particular element of language form rather than for the purpose of meaningful interaction. While responsive is focusing on the students’ short replies to initiate questions or comment. The result of the questionnaire showed in high criteria. The students are able to imitate words, phrases, or sentence. Students would get opportunity to listen and repeat orally to the certain language expressions. Then, the students are able to give short replies to initiate questions or comment. In this aspect, the students will respond based on the situation given. Generally, the aspects of the speaking skills were suitable to the students. The next part is about the material appropriateness. As stated previously, the researcher designed the materials in the application according to the schoolbased curriculum. The researcher analyzed the syllabus and then determined the


topics to create the content of the application. The students agreed that the materials used in the application are appropriate to the syllabus of the semester for the XI students. It was stated by the mean score of 1.05, which was considered as high. Thus, it can be inferred that the content of the materials in the application were supported to help the students in learning speaking. Related to the parts of EEL application, the application was in line with the principles of assisted mobile language learning, proposed by Stockwell & Hubbard (2013). Generally, all of the statements in this part are in high criteria. It means that most students agreed that the exercises in the Easy English application could help the students to learn speaking. In line with the result, mobile activities, tasks, and applications connected with the principle of second language learning. They agreed that the application could be used to learn and improve their speaking skills. The product was also easy to operate, simple and helpful to learn English especially speaking skill. Furthermore, the students also agreed that the division of the activities in the application (Let’s start, Let’s practice, and Let’s have fun) could facilitate the students to learn speaking easily. The following Interview Transcript also supports it. R

S7

: The application is divided into three section, i.e. let’s start, let’s practice and let’s have fun. What do you think about it? : I think three of them have helped the students to learn speaking. In the beginning, the students can be guided what topics should be learnt. The second part is about activities and exercises, which supported the students’ speaking skill. And the last part is just for having fun, I think it’s interesting. (Appendix8/IT014/Q3)


Since the product could be applied by using mobile devices, i.e. hand phones or tablets, the students also agreed that the application could be used as their didactic learning. By using the application, the students were able to learn speaking by themselves. The activities in the application accommodated the students’ learning styles. The product was in accordance with the principles of mobile learning. The students stated that EEL was useful to help them practice speaking. It shows that the result of the questionnaire was in high-very high criteria. It means that EEL is good and useful to be used as one of supporting media to learn speaking for the eleventh grade students. Most students state that EEL is simple, practical, and interesting to help students to learn speaking. They also mentioned about some strength of the application. It is very simple, easy to operate, practical, and also interesting. It is also in line with the result of open-ended questionnaires and interview. It is practical and portable... (Appendix7/OEQ4/Q1) The open-ended questionnaire result above shows that the student agreed that the application is practical and portable. It was in accordance with the principle of m-learning, i.e. equitable use and simple and intuitive (Elias, 2011). Since it was portable, the application can be used as a supporting media to learn speaking either in the classroom or outside the class. It means that they can learn speaking by themselves. The following statement also supports it. It can help us to learn speaking not only in the classroom but also outside the class. (Appendix7/OEQ4/Q1)


Based on the above statement, one strength of EEL is its flexibility because it can be accessed through mobile devices, such as smartphones and tablets. Thus, the students can learn by using EEL anywhere and anytime. The following statement also supports it. It can be accessed easily and portable. It is interesting. (Appendix7/OEQ4/Q2) By its flexibility, the students had to manage their own learning pace as well as the opportunity to learn by using EEL by themselves. Moreover, the students agreed that the layout design of the application was more attractive now. The researcher had made some revision towards the layout design in order to attract the students’ attention to be more motivated to learn speaking by using EEL. The following Interview Transcript supports it. I previously said that the layout design was not attractive. But now the layout is good and colorful. (Appendix8/IT015/Q2)

After revising the layout design, it found out that the students were really interested with the application. Besides its flexibility, the layout is the main feature of the application. The students said that the layout was now interesting and colorful. It is also supported by the result of open-ended questionnaire. The layout design is attractive, easy, practical, and fast. (Appendix7/OEQ4/Q2)


Nevertheless, there was also unsatisfying result about the application. The students pointed out that some audios were not clear enough. It was stated by the following Interview Transcript. ...but in some lessons, there are some audios, which is not clear enough. (Appendix8/IT017/Q5)

From the above statement, the researcher should do some revision to the audios, which are not clear. It might bother the users when they ran the application. Therefore, the researcher would revise the problems in order to make the application be better.

5.

Evaluation After gathering data and knowing the strength and weaknesses of the

application, the researcher was able to evaluate the product. In evaluating the designed application, the researcher did some revisions toward EEL to meet the criteria from the users. Feedback from the users serves as the suggestion for Operational Product Revision. The only revision was revising the audio. The researcher tried to filter the noise by using audacity as suggested by the expert validator. However not all audios could be changed due to some limitation of App Inventor. In order to get the better quality of the audios, the original file should be in MP3 format with a big file size. If the size of the audios were large, the application would not be able to be built through App Inventor. That is why the quality of the audio in the initial lesson was rather good than the latest ones. It is


necessary to select possible revisions toward the product since App Inventor has some limitations. Then, the final product was the last revised version of EEL.

B. The Description of the Iconic Model of Android Application This part would elaborate the description of the iconic model in order to answer the first research question that was to present the designed Android application-learning model for Senior High School grade XI students. The Android application-learning model was called Easy English Learning Android Application (EEL). The final product was EEL that had been previously validated by the experts and users. EEL was an android application, which can be installed by using mobile devices with Android Operating System (Android Os). The size of the file is 10.6 MB. After installing the EEL, there will be an icon of EEL in the home screen of the mobile phones. The icon can be seen in the following figure.


Figure 4.3. The Icon of EEL in hand phone screen

The icon presents that EEL has been successfully installed in the mobile phone. Then the user just simply clicks the icon to access EEL. The first screen after opening EEL is the home screen. The home screen contains the title of the application, welcome note, and the goal of the application, start button, help button, and exit button. The following figure is the home screen of the application.


Figure 4.4. The Home screen of the Final Version of EEL

The home screen of EEL contains two images, one label, and three buttons. There are three buttons in the screen, i.e. Start button, Help button, and Exit button. The Start button will lead to the menu screen (lesson screen), while the Help button will lead to About button (description of the application), Resource button (resource materials used in the application), and Contact & Info button (contact and information of the developer). The Exit button appears in all screens so that user can exit anytime and anywhere. The use of buttons is consistent from one screen to another. This is in line with the first characteristic of well-designed software, consistency. It means that the elements on the screen remains stable from one display to the next, such as color, layout, capitalization, and fonts which must be consistent (Egbert &Hanson-Smith, 1999). The function of the buttons is to help the users to get easy navigation in operating the application. When the users click the start button, then it will lead to the menu screen as presented in the following figure.


Figure 4.5. The Menu Screen of EEL

The menu screen contains the list of the lessons. There are nine lessons in this menu, which were in accordance with the Competency Standards and Basic Competences of English Speaking for Grade XI. Lesson one through lesson five contain a lists of topics for the first semester, whereas lesson six through lesson nine are for the second semester. The title of the topics for the first semester are: (1) What do you think?, (2) Am I satisfied?, (3) Watch out!, (4) Do you mind?, (5) That’s wonderful!. While the title of the topics for the second semester are: (6) Do you know my feeling?, (7) What a shame!, (8) It’s very irritating me!, and (9) Sorry, I have to say “No”. Each lesson consists of three sections, i.e. Let’s start, Let’s practice, and Let’s Have Fun. Let’s start contains the materials to build the students’ knowledge about the topics. Let’s practice contains several activities which supporting their speaking skills. Let’s have fun contains some fun materials like role play, speaking activities or songs. The researcher used the name “Let’s” in each sections because it means a polite way in giving instruction. “Let’s” also


means as an encouragement and a motivation in join something. Below is the screenshot of the sections of the lessons.

Figure 4.6. The Section of Lesson Menu Screen of EEL The three sections (Let’s Start, Let’s Practice, and Let’s Have Fun) in the main menu of each lesson are the main features in the product. The further explanation will be discussed as follows. 1.

Let’s Start Let’s Start button in the lesson menu screen contains several activities

that build the students’ knowledge about the topics in each lesson. The content of the materials are in accordance with the Syllabus of Senior High School Grade XI. After the Let’s Start button is clicked, it will lead to the Let’s Start’s screen preview. It shows the introduction of the topic in every lesson. It will make the students understand what they are going to do in each topic. Figure 4.7. below is the screen preview of Let’s Start section.


Figure 4.7. The Let’s Start’s Screen Preview of EEL Let’s Start contains the activities related to building the students’ knowledge to lead them understand the content of the topic. This section can be called as pre-speaking activities. This section helps the students getting ready to learn. It consists of listening section, question section, and pronunciation section. This section provides information about the aim of each lesson (see Figure 4.7). By providing such information as description of the content, the application is in line with the principle of M-learning, namely perceptible information (Elias, 2011). The presentation of the activities in Let’s Start section can be seen in the figure below.


Figure 4.8. The Example of the Activities in Let’s Start Section of EEL After the Next button in the Let’s Start’s screen preview is clicked, it will lead to the screen containing an audio and its transcription. The transcription will help the students to understand the audios become guidance to practice speaking afterwards. As stated by (Elias, 2011), the provision of transcription employs the principle of e-learning, such as perceptible information. After the students learn in the listening section, they will answer the questions related to the conversation orally. It needs the teacher as guidance in the classroom. If they learn outside the classroom, they will answer each question by themselves or with their friends. Then in the third section is pronunciation practice. The students might do not know how to pronounce the words in the conversation before, so that they can learn how to pronounce the words in this section. Those activities are in accordance with the micro skills and macro-skills of speaking (Brown, 2004) that the students are supposed to be able to pronounce the words or phrases correctly. Pronunciation practice will help them to understand one of the speaking skills that lead them to fulfill the micro skills of the speaking skill.


In this section, the researcher used a feature provided in App Inventor, namely Text to Speech. Kukulska-Hulme and Traxler (2005) define the Text to Speech as a feature using a synthetic voice to read out documents, diary entries, or simple notes. This feature enables the users to listen to the correct models of pronunciation. It is necessary to use this feature because it can save the file size, as the phones will produce the sound. In addition, it is easier because there is no need to upload the audios that make the file size bigger. This feature is available in the App Inventor. In this application, the researcher also used this feature in Pronunciation activities. In conclusion, Let’s Start section provides activities which give the students opportunity to do warming up before going to the main section.

2.

Let’s Practice Let’s Practice contains several activities that support their speaking

skills. This section can be called as main activity and provide the students’ opportunities to have interpretative activities. Interpretative activities mean that the students obtained many exercises related to the topic. The students also have opportunities to have oral production activities since this section provides roleplay activity. In this section, the students begin to practice the completely guided activities in the application. The activities consist of filling in the blanks while listening to dialogue, multiple choices, rearranging the jumbled words into good sentences, rearranging the dialogue into correct order while listening to the audio,


and role-play based on the certain situations provided. The following figure shows the activities in the Let’s Practice section.

Figure 4.9. The Activities in Let’s Practice Section

The first and the second screen in Figure 4.9 above describe the activity about filling in the blanks while listening to dialogue. It provides the transcription of the dialogues with cloze test (missing words). In this activity, the students are supposed to answer the missing words or phrases while listening to the audio. There are three buttons in the audio, namely Play button, Pause button, and Stop


button. Those will facilitate the students to do the exercises easily. Then, the students can type the answers in the box provided. Then, they can check their score by clicking the Check button. This kind of activity is provided in other lessons. The third screen is jumbled-words activity. The students are asked to rearrange the jumble words into good sentences. It will help the students to be able to understand the grammatical sentence production. In order to be able to speak fluently, the students are supposed to have more understanding about grammar. The students can type their answers in the provided box in each question. This activity also provide audio, so the students listen to the audio while answer the question. The next figure is arranging the dialog. The students are asked to arrange the dialogue into correct order while listening to the audio. This activity is multiple-choice task. They can click the left button to choose the correct order of each conversation in the dialog. The last screen is about filling-in-the-blank activity. The students will read the instruction and answer the questions by typing their answer in the provided box. In addition, in other lessons sometimes it provided role-play practice. The students are supposed to practice role-play with their friends based on the given situation. By providing various types of activities, it is expected to enrich the students’ knowledge and experiences. Those activities are in line with the microskills and macro-skills of speaking (Brown, 2004). The students are supposed to


be able to produce words and phrases, speak fluently, have more understanding about grammar, enrich the students’ vocabulary mastery, and understand the English function. The role-play activity is also in accordance with the type of speaking activity proposed by Brown (2000), i.e. imitative and responsive. The students are supposed to be able to imitate the words, phrases or sentence orally, and respond the dialog in certain situations. Role-play also give chance for the students to speak in the target language before they really do it in the real life. In role-play activity, the students are given roles and situation to be acted based on the roles (Nunan, 2003). This section also provides scoring section. It is intended to evaluate the students while doing the exercises. The scoring section is available at Let’s Practice section. After the students finished completing the exercises, the score will appear. It can be seen in the following figure.

Figure 4.10. The Scoring System in EEL


3.

Let’s Have Fun According to the result of the questionnaires and interviews, most

students stated that they were interested in the Let’s Have Fun section. Let’s Have Fun section contains some fun materials like role play activities, interview tasks, multiple choice while listening to monologues/ dialogues, creating a card, and filling in the missing lyrics on songs. The presentation of the activities in Let’s Have Fun section is showed below.

Figure 4.11. The Activities in Let’s Have Fun Section


The first screen shows the role-play activity. This activity is almost same as role-play in the previous section. The difference is this activity provides Recorder button to facilitate the students to record their performance during doing role-play with their friends. In this section, the students make a role play in pairs based on the situation given, and they are supposed to speak and respond directly. It is better for the teacher to guide them and give feedback based on their performance, unless they can learn by themselves or with their friends outside the classroom. The students can record their performance by clicking the record button, and then they can listen to and evaluate their performance. This activity is in line with the responsive type of speaking activity (Brown, 2000) that the students are able to give short replies to initiate questions or comments. Role-play also give chance for the students to speak in the target language before they really do it in the real life. In role-play activity, the students are given roles and situation to be acted based on the roles (Nunan, 2003). This application can facilitate the students in responding the dialog in certain situation in role-play activity. The second and third screens are interview activities. In the second screen, the activity contains guided-questions during interview. In the classroom setting, the students are asked to interview their friends randomly. Their friends should directly respond to the questions, and vice versa. The third screen contains interview activity based on instruction given and the students should develop their ideas to create questions and to respond if their friends are asking. The students are asked to ask some friends in the classroom and produce sentences and respond to their friends based on the expressions of the topic. In this case, the students will


learn how to communicate well using the language function and how to give short replies. This activity support the students’ speaking skill as well. This is related to the theory of types of classroom speaking performance, i.e. responsive (Brown, 2001). It means that the students should be able to give short replies to initiate questions or comments. It includes interaction and comprehension test but at the somewhat limited level of very short conversations, standard greeting and small talk, simple request and comment. The next screen is about listening activity. The students listen to a monologue and answer the questions based on the audio. This activity is in the form of multiple-choice questions, so the students just click the choose answer button and choose the best answers. This activity could help them to improve their listening input. It is necessary for them as second language learners to understand what other people say. Listening comprehension, which is a receptive skill, will lead the students to have productive skill that is speaking skill. This is in line with Byrne (Jondeya, 2011) that speaking is a two-way process between speaker and listeners and it involves the productive skills of language and the receptive skills of understanding. The fifth screen is listening and response activity. This activity contains some monologues and the students are asked to respond to those each monologue by choose the best answer. This type of activity is multiple-choice. It is also supported by the listening practice. By practicing this kind of activity, the students will be able to directly respond the real situation in their daily life.


The next screen is card activity. In this section, the students are asked to create a card to their friend based on the topic. This is supported with the students’ grammatical sentence production. They will understand in using correct grammar well. The last screen is Song activity. The Songs section is designed in the form of missing lyrics. In this section, the students are asked to guess what the lyrics were by carefully listening to the songs. They are supposed to complete the missing parts. The keywords in the lyrics are words or phrases that are related to the topic of the lesson, so that it will enable students to guess the missing parts easily. The other activities in this section are multiple-choice activity and creating a card. These activities also give the students enriching their vocabulary mastery. All activities in the Let’s Have Fun section are designed to arouse the students’ interests after learning all sections. Those activities are aimed to give vocabulary inputs for the students and to increase the students listening and speaking skills. The role-play activity in this section is quite different from in the Let’s Practice section. The activities are also in accordance with the theory of speaking. This means that this activity is suitable to be used as supplementary materials to learn speaking skill.

C. The Description on How EEL Supports the Speaking Skills EEL application provides materials that concern with speaking skills. The consideration of designing the materials was based on the Syllabus for XI grade Senior High School students. After investigating the syllabus, the researcher


then determined the topics and learning indicators. The topics and learning indicators then were elaborated to create appropriate materials. The materials are also in line with the aspects of speaking skill (Brown, 2001; Nunan, 2003; Richard & Renandya, 2002). The aspects are the students’ oral proficiency communicative competence, and types of speaking activities. The consideration of designing materials and activities are in accordance with the micro and macro skills of speaking (Brown, 2004), types of speaking activities, i.e. imitative and responsive (Brown, 2000), and also the material appropriateness which according to School-based curriculum (BSNP, 2006). Therefore, EEL contains activities and exercises which are related to those speaking aspects. It is aimed to help the students to learn English speaking skill either in the classroom or outside the classroom. Those speaking aspects were integrated to be used as the guideline in developing the materials and activities in the application. In this part, the researcher would elaborate several aspects related to speaking skills. They are pronunciation, vocabulary, and grammar. Those aspects are also related to each other and also in line with fluency, comprehension, and other speaking aspects. Related to pronunciation aspect, EEL can help students in practicing pronunciation in easy way. As mentioned earlier in the interview result, the students are able to pronounce the difficult words as well since the researcher developed the application, which provided some audio conversation and pronunciation practice. The pronunciation task is available in the Let’s Start section in each lesson. This section provides the correct pronunciation that can be heard by the students since it consists of the feature of App Inventor, namely Text


to Speech. This feature enables the students to listen to the correct pronunciation. In other activities that related to pronunciation is listening practice. The activities are listening to the dialogues or monologues and songs. As the application provides audio listening about the conversation, the students are also able to check the pronunciation by listening to the audio provided. This is in accordance with Harmer (2002) that the successful pronunciation activity is not merely getting students to produce correct sounds or intonation tunes, but rather than to have them listen and notice how English is spoken. Besides, the students also learn listening comprehension practice. The listening practice is available at all sections of each lesson in the application. It is necessary for them as second language learners to understand what other people say. Listening comprehension, which is a receptive skill, will lead the students to have productive skill that is speaking skill. This is in line with Byrne (Jondeya, 2011) that speaking is a two-way process between speaker and listeners and it involves the productive skills of language and the receptive skills of understanding. Therefore, it can be said that as EEL provides pronunciation and listening practice, the students are able to pronounce the words well while they perform their speaking. The next aspect is Vocabulary. Vocabulary is important to support speaking skill because in a conversation, there must be words, phrases, or sentences. EEL provides activity, which can enrich the students’ vocabulary mastery by filling in the blanks with the provided words’ choice or by listening to an audio conversation. The activities related to Vocabulary are varied, such as


sometimes it completed with pronunciation, listening activity, or jumbled sentences or words. This activity encourages the students to be able to determine which words that is suitable to the context of the conversation. By learning the vocabulary, it will be useful to understand the words and expressions in the spoken language. As stated by Richard & Renandya (2002), in order to convey meaning, the students should have the knowledge of words and sentences. It will influence the students’ fluency while communicating with others. Next, the grammatical aspect deals with how to arrange correct sentences in conversation. Richard & Renandya (2002) stated that grammatical competence enables the students to understand and use the English-language structures accurately, which is in line with the fluency. ELL also provides activities that support grammar, i.e. rearrange the jumbled words into good sentences, and arrange the dialogue into correct order. By learning those activities, it is expected that the students are able to use correct grammar while speaking. The grammar aspect is in line with the micro-skills proposed by Brown (2004) that is use grammatical word classes (nouns, verbs, etc.), systems (e.g. tense, agreement, pluralization), word order, patterns, rules, and elliptical forms. By learning grammatical activity, the students have more understanding about grammar. By providing the speaking activities, those will encourage the students with as many opportunities to practice the language orally as well as possible. Thus, the students are able to communicate by using correct grammar, using correct vocabulary in the conversation, pronouncing the words correctly, understanding the meaning of the conversation, and responding to dialogs in


certain situation. Those aspects are in line with the related theories as stated previously as well as the learning objectives. In conclusion, it can be inferred that EEL is considered good and useful to support the XI grade students to learn speaking skill. It is supported by the result of the quantitative data with the mean score of 1.41 out of 2, which classified as very high or very good. The application is also flexible and practical, which is in line with the principle of m-learning, (Elias, 2011) since the product is easy to operate, simple and helpful to learn English speaking skills. Furthermore, all the activities and exercises in EEL facilitate the students to have opportunity to practice their speaking skill as well. It is in line with the principle of MALL (Stockwell & Hubbard, 2013) that the activities in the application (learning media) should accommodate the students’ learning. There are three main sections in the application, i.e. Let’s start, Let’s practice, and Let’s Have Fun. Those sections provide several activities for the students to learn speaking. It is also in line with the principle of MALL (Stockwell & Hubbard, 2013) that is limiting multi-tasking and environmental distraction. Many students are not good at multitasking that can cause stress levels, errors, and lower productivity. Therefore, the activities should lower distraction and drive the students’ attention. In the application, the division of the activities (Let’s start, Let’s practice, and Let’s Have Fun) facilitates the students to learn speaking easily. Besides, the activities in each section in the application contains integrated speaking aspect to support the students speaking skills. The aspects are the students’ oral proficiency communicative competence, and types of speaking activities (Brown, 2001;


Nunan, 2003; Richard & Renandya, 2002). The consideration of designing materials and activities are in accordance with the micro and macro skills of speaking (Brown, 2004), types of speaking activities, i.e. imitative and responsive (Brown, 2000), and also the material appropriateness which according to Schoolbased curriculum (BSNP, 2006).


CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions of this research. In the first part, the researcher concludes the result of the study based on the previous chapters. Meanwhile, the second part presents the suggestions for the learning media and further research which is very useful to improve future research and the product.

A. Conclusions In this part, the researcher would like to draw some conclusions based on the result of the study which has been discussed in the previous chapter. An Android application, Easy English Learning Android Application (EEL) was developed as a supplementary media to help the XI grade students to learn speaking skill. The first question is about the iconic model of Android application for eleventh grade students of Senior High School. The application was developed using the combined model of ADDIE model (Roger, 2002) and Research and Development cycle (Borg & Gall, 1983). The application consists of 9 lessons which covered the materials for Semester 1 and 2 based on the Syllabus for grade XI. In each unit consists of some activities and exercises which support the students’ speaking skill. The application was designed based on the theory of principles of mobile learning (Elias, 2011), characteristics of well-designed

160


software (Egbert &Hanson-Smith, 1999), principles of MALL (Stockwell & Hubbard, 2013), aspects of speaking skill (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The last version of the application was considered as good and useful to be used as one of supporting media to learn speaking for eleventh grade students by the mean score 1.41 out of (-2) to 2, the maximum score. The application consists of three main sections in each lessons, namely Let’s Start, Let’s Practice, and Let’s Have Fun. The Let’s Start section contains activities related to building the students’ knowledge to lead them understand the content of the topic. It consists of listening section, question section, and pronunciation section. The Let’s Practice section contains several activities which are supporting their speaking skills. The activities consist of filling in the blanks while listening to dialogue, multiple choice, rearranging the jumbled words into good sentences, rearranging the dialogue into correct order while listening to the audio, and role play based on the certain situations provided. The last section is Let’s Have Fun which designed to arouse the students’ interests after learning all sections. It contains some fun materials like role play activities, interview tasks, multiple choice while listening to monologues/ dialogues, creating a card, and fill in the missing lyrics on songs. The second question is on how the iconic model supports the students’ speaking skill. EEL is considered as good and useful to support the XI grade students to learn speaking skill. It is supported by the result of the quantitative data with the mean score of 1.41 out of (-2) to 2, which is classified as very high or very good. The application is also flexible and practical, which is in line with


the principle of m-learning, (Elias, 2011) since the product is easy to operate, simple and helpful to learn English speaking skills. Furthermore, all the activities and exercises in EEL facilitate the students to have opportunity to practice their speaking skill as well. It is in line with the principle of MALL (Stockwell & Hubbard, 2013) that the activities in the application (learning media) should accommodate the students’ learning. The application provides materials and activities related to students’ oral proficiency such as pronunciation, vocabulary, fluency, grammar, and comprehension. It was supported by the mean score of 1.16 which is considered as high related to pronunciation. The students pronunciation proficiency is better since there were activities in the application which support how to pronounce words correctly. Next, the students vocabulary mastery was good after learning vocabulary practice and listening practice in EEL. It was supported by the mean score of 1.11 which is classified as high. Moreover, the students were able to speak fluently by learning speaking using EEL. It was also proved by the mean score of 0.89 which is considered as high. The students also had more understanding about grammar. They were able to speak English using correct grammar and minimum grammatical mistakes. It was also supported by the mean score of 1.05, which was considered as high. In addition, the students were able to understand the English function of each activities in EEL. It is also proved by the mean score of 1 (high). By learning speaking using listening practice in EEL, the students were able to understand the meaning from a conversation. Those speaking activities are in accordance with aspects of speaking skill. The aspects are the students’ oral proficiency


communicative competence, and types of speaking activities (Brown, 2001; Nunan, 2003; Richard & Renandya, 2002). The consideration of designing materials and activities are in accordance with the micro and macro skills of speaking (Brown, 2004), types of speaking activities, i.e. imitative and responsive (Brown, 2000), and also the material appropriateness which according to Schoolbased curriculum (BSNP, 2006). Those speaking activities in the application encourage the students with as many opportunities to practice the language orally as well as possible. Therefore, the students are able to communicate by using correct grammar, using correct vocabulary in the conversation, pronouncing the words correctly, understanding the meaning of the conversation, and responding to dialogs in certain situation.

B. Suggestions In this part, the researcher provides suggestions for English teachers, for students, and future researchers who are intended to conduct research in similar studies. The first suggestion is assigned to the English teachers, especially in Senior High Schools. English teachers should be aware of the advance development of technology. Since mobile technology develops, it creates new opportunities for improving learning experience of students at all level of education. It facilitates students to access educational resources without need to be present at the working environment. As a consequence, teachers are better to implement the use of mobile devices as learning media. Before implementing technology in the classroom, teachers should have sufficient knowledge and


ability how to use the technology. Furthermore, it is necessary for them to develop their creativity in designing the various activities/ tasks and assessment for students. Besides, they should monitor and control the students in using the learning media in the classroom. The second suggestion goes for the students. Since the application provides materials that is significant to the syllabus of XI grade students of Senior High Schools, students can use the application as one of supplementary media to learn speaking either in the classroom or outside the classroom. This also provides opportunities for students to be autonomous learners. Nevertheless, students should realize that using mobile phones for learning has some distractions. Therefore, they should be able to manage their time well in order to avoid some distractions occurred when they learn through their mobile phones. Students should be able to monitor they own progress and difficulties in learning so that the learning media will be effective and efficient. The last suggestion is intended for the future researchers who want to conduct similar studies. As this research developed an Android application using App Inventor, it has some limitations, such as related to size and multimedia. Since the application has only limited capacity (not more than 10 MB), the contents should be packaged as brief as possible. If the size exceeds the limit, the application will not work well and hard to be built from the App Inventor to the computer. The other limitation is about the multimedia. Considering to the data storage, the images, audios, or videos which will be inserted in the application should not be in bigger size of file. Due to some limitations on App Inventor, it is


better to the future researchers to develop Android application using other programs.


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APPENDIX 1 SYLLABUS OF SENIOR HIGH SCHOOL GRADE XI


SILABUS PEMBELAJARAN Nama Sekolah : SMA Bopkri 2 Yogyakarta Mata Pelajaran : Bahasa Inggris Kelas/ Semester : XI/1 Standar Kompetensi Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.

Kompetensi Dasar 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas dan tidak puas 3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi

Materi Pembelaharan

Kegiatan Pembelajaran

- Mengungkapkan pendapat A: I think this is great. B: I think so.

- Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secaara berkelompok - Bermain peran secara berkelompok

- Meminta pendapat A: What do you think about it? B: I think it’s a good idea. - Menyatakan puas A: How’s your vacation? B: I’m very satisfied with my vacation - Menyatakan tidak puas A: You seem to be unhappy with your vacation. B: Yes, I’m quite displeased about it,

Indikator - Menggunakan tindak tutur menyampaikan pendapat - Merespon tindak tutur menyampaikan pendapat - Menggunakan tindak tutur meminta pendapat - Merespon tindak tutur meminta pendapat - Menggunakan tindak tutur menyatakan puas - Merespon tindak tutur menyatakan puas

- Menggunakan tindak tutur menasehati - Merespon tindak tutur menasehati - Menggunakan tindak tutur memperingatkan

Penilaian Tugas

Alokasi Waktu 6 x 45

Performans

Sumber/ Bahan/ Alat www.engli shdaily626 .com www.Esllab Kaset CD

4 x 45

4 x 45

172


dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

- Menasehati A: You’d better do it now. B: OK, I will. - Memperingatkan A: Don’t forget to bring the food. B: I won’t. - Meluluskan permintaan A: You may go. B: You’re the best, Dad.

- Merespon tindak tutur memperingatkan - Menggunakan tindak tutur meluluskan permintaan - Merespon tindak tutur meluluskan permintaan - Menggunakan tindak tutur menyatakan perasaan - Merespon tindak tutur menyatakan perasaan

- Menyatakan perasaan:  Relief A: I feel so relieved. B: I can see that.  Pain A: Ouch! It hurts so much. B:  Pleasure A: I’m so pleased. B: I’m glad you like it.

173


SILABUS PEMBELAJARAN Nama Sekolah : SMA Bopkri 2 Yogyakarta Mata Pelajaran : Bahasa Inggris Kelas/ Semester : XI/2 Standar Kompetensi Berbicara 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Kompetensi Dasar 9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih 9.2 Mengungkapkan makna percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi

Materi Pembelaharan

Kegiatan Pembelajaran

- Menyatakan sikap A: I’m against the idea. B: I can’t agree more.

Berrmain peran secara berkelompok

- Menyatakan perasaan  Love A: I love you B: I love you, too.  Sadness A: This is the lowest time in my life. B: Take it easy  Embarassment A: I was so embarrassed. B: I don’t think it’s a big deal.  Anger A: There’s nothing

Indikator

Penilaian

- Menggunakan tindak tutur menyatakan sikap terhadap sesuatu - Merespon tindak tutur menyatakan sikap terhadap sesuatu - Menggunakan tindak tutur menyatakan perasaan cinta - Merespon tindak tutur menyatakan perasaan cinta - Menggunakan tindak tutur menyatakan perasaan sedih - Merespon tindak tutur menyatakan perasaan sedih

Performans

- Menggunakan tindak tutur menyatakan perasaan malu - Merespon tindak tutur menyatakan perasaan malu

Bermain peran secara berkelompok

Alokasi Waktu 6 x 45

Sumber/ Bahan/ Alat www.engli shdaily626 .com www.Esllab Kaset CD

4 x 45

174


dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel

to talk about. Get out of here! B: If you say so.  annoyance A: I can’t take this anymore. B: Sorry about that.

- Menggunakan tindak tutur menyatakan perasaan marah - Merespon tindak tutur menyatakan perasaan marah - Menggunakan tindak tutur menyatakan perasaan jengkel - Merespon tindak tutur menyatakan perasaan jengkel

175


APPENDIX 2 BLUEPRINT OF QUESTIONNAIRES


THE BLUEPRINT OF THE NEED ANALYSIS QUESTIONNAIRE Concept Role of English at school (Richards, et. al. 1985)

Speaking skill (Brown, 2004 ; Nunan, 2003; Richard & Renandya, 2002)

Construct Indicators English as one of the The students’ interests in subject matters in learning English school Students’ grammatical sentence production Students’ vocabulary mastery Students’ comprehension Students’ pronunciation Students’ oral ability proficiency Students’ understanding through task Students’ speaking fluently The students’ interests in learning speaking Students are able to differenciate between formal and informal langugae in communicating with Students’ other communicative Students are able to use competence appropriate language in communicating with other

Items 1,2

The problems in learning speaking The students’ motivation in learning speaking The students have already used technology as a media in learning English Students’ interest in using technology in learning English Students’ activity in using mobile phones The students use several application in supporting speaking activity

13, 14, 15 16, 17

Students’ speaking problems

Learning style Mobile Learning Mobile Phone Learning Content

3 4 5 6 7 8 9, 10 11

12

18, 19

20

21, 22, 23 24 25


BLUEPRINT OF PRELIMINARY FIELD TESTING QUESTIONNAIRE 1.

The Blueprint of Materials Validation (for English Lecturer and English Teacher) Concept

Micro and Macro-skills of speaking (Brown, 2004)

Construct Produce chunks of language Produce fluent speech Use correct grammar

Pronounce well

Vocabulary Understanding

Type of Imitative speaking activity (Brown, 2000) Responsive

School-based curriculum (BSNP, 2006)

Principles of Mobile Assisted Language Learning (Stockwell & Hubbard, 2013)

Material appropriateness Mobile activities, tasks, and apps should distinguish both the affordances and limitations of the mobile device and the affordances and limitations of the environment which the device will be used in light of the learning target Limit multi-tasking and environmental distractions Acknowledge and plan for accomodating

Indicators Item The students are able to 1 produce words and phrases The students are able to 2 speak fluently The students have more 3 understanding about grammar The students are able to 4 pronounce the words correctly The students’ vocabulary 5 mastery is better The students are able to 6 understand the English function of each activities The students are able to 7 imitate words, phrases or sentences The students are able to give 8 short replies to initiate questions or comments The content of the materials 9 are appropriate to the syllabus of the semester Mobile activities and 10, materials should be 11 connected with the principles of second language learning

The activities should lower distraction and drive the learner’s attention The activities should accomodate the learners’ learning

12

13


language learner differences Keep mobile language learning activities and tasks short and succinct when possible Let the language learning task fit the technology and environment Some, possibly not, learners will need guidance and training to effectively use mobile devices for language learning Equitable use Flexible use Principles of mobile learning (Elias, 2011)

Simple and Intuitive Tolerance for error

2.

The tasks or activities should be developed into smaller, coherent chunks

14, 15, 16

The activities should be suitable to the learners’ mobile devices and vice versa The role of the teacher as a facilitor and guidance is neccessary

17

Deliver content in the simplest possible format Accomodate individual abilities, preferences, levels of connectivity, and methods of use Eliminate unnecessary complexity Minimize errors in software operation

19

18

20

21

The Blueprint of Media Validation (for IT expert) Concept

Construct Equitable use

Indicators Item Deliver content in the 1 simplest possible format Principles of Flexible use Accomodate individual 2 mobile abilities, preferences, levels learning (Elias, of connectivity, and 2011) methods of use Instructional climate Provide quizzes and 4 questions to students Principles of Let the language The activities should be 5 Mobile learning task fit the suitable to the learners’ Assisted technology and mobile devices and vice Language environment versa Learning (Stockwell & Hubbard, 2013)


Consistency Good use of space

Characteristics of welldesigned software (Egbert & Hanson-smith, 1999)

3.

Legibility

The icon, symbol and button are consistent The content of each section fits into one screen

The colour and type of the font are appropriate and legible The text on the screen are readable Contrast, repetition, The layout is well-designed alignment, proximity Easy navigation and The navigation is easy to recovery use High quality playback The audio is comprehensible

6 7,8

9

10 11,1 2 13,1 4 15

The Blueprint of user validation Concept

Construct Indicators Item Produce chunks of The students are able to 1 language produce words and phrases Produce fluent speech The students are able to speak 2 fluently Use correct grammar The students have more 3 understanding about grammar Micro and Macro-skills of Pronounce well The students are able to 4 speaking pronounce the words (Brown, 2004) correctly Vocabulary The students’ vocabulary 5 mastery is better Understanding The students are able to 6 understand the English function of each activities Types of Imitative The students are able to 7 speaking imitate words, phrases or activity (Brown, sentences 2001) Responsive The students are able to give 8 short replies to initiate questions or comments School-based Material The content of the materials 9 curriculum appropriateness are appropriate to the syllabus (BSNP, 2006) of the semester Principles of Mobile activities, Mobile activities and 10


Mobile Assisted Language Learning (Stockwell & Hubbard, 2013)

tasks, and apps should distinguish both the affordances and limitations of the mobile device and the affordances and limitations of the environment which the device will be used in light of the learning target Limit multi-tasking and environmental distractions Acknowledge and plan for accomodating language learner differences Keep mobile language learning activities and tasks short and succinct when possible Let the language learning task fit the technology and environment Some, possibly not, learners will need guidance and training to effectively use mobile devices for language learning Equitable use Flexible use

Principles of mobile learning (Elias, 2011)

Simple and Intuitive Tolerance for error Instructional climate

Characteristics of welldesigned

Good use of space Legibility

materials should be connected with the principles of second language learning

The activities should lower distraction and drive the learner’s attention The activities should accomodate the learners’ learning style

11

The tasks or activities should be developed into smaller, coherent chunks

13,1 4,15

The activities should be suitable to the learners’ mobile devices and vice versa

16

The role of the teacher as a facilitor and guidance is neccessary

17

Deliver content in the simplest possible format Accomodate individual abilities, preferences, levels of connectivity, and methods of use Eliminate unnecessary complexity Minimize errors in software operation Provide quizzes and questions to students The content of each section fits into one screen The text on the screen are

18

12

19

20

21 22 23


software (Egbert & Hanson-smith, 1999)

High quality playback

readable The audio is comprehensible

24

THE BLUEPRINT OF USER VALIDATION (MAIN FIELD TESTING) Concept Construct Micro and Produce chunks of language Macro-skills of speaking Produce fluent speech (Brown, 2004) Use correct grammar

Pronounce well

Vocabulary Understanding

Types of Imitative speaking activity (Brown, 2001) Responsive

School-based curriculum (BSNP, 2006)

Material appropriateness

Indicators Item The students are able to 1 produce words and phrases The students are able to 2 speak fluently The students have more 3 understanding about grammar The students are able to 4 pronounce the words correctly The students’ vocabulary 5 mastery is better The students are able to 6 understand the English function of each activities The students are able to 7 imitate words, phrases or sentences The students are able to 8 give short replies to initiate questions or comments The content of the 9 materials are appropriate to the syllabus of the semester Mobile activities and 10 materials should be connected with the principles of second language learning

Principles of Mobile activities, tasks, and Mobile apps should distinguish both Assisted the affordances and Language limitations of the mobile Learning device and the affordances (Stockwell & and limitations of the Hubbard, environment which the 2013) device will be used in light of the learning target Limit multi-tasking and The activities should lower environmental distractions distraction and drive the learner’s attention Acknowledge and plan for The activities should

11

12


accomodating language learner differences Keep mobile language learning activities and tasks short and succinct when possible Let the language learning task fit the technology and environment

accomodate the learners’ learning style The tasks or activities should be developed into smaller, coherent chunks

The activities should be suitable to the learners’ mobile devices and vice versa Some, possibly not, learners The role of the teacher as a will need guidance and facilitor and guidance is training to effectively use neccessary mobile devices for language learning Principles of Equitable use Deliver content in the mobile simplest possible format learning Flexible use Accomodate individual (Elias, 2011) abilities, preferences, levels of connectivity, and methods of use Simple and Intuitive Eliminate unnecessary complexity Tolerance for error Minimize errors in software operation Instructional climate Provide quizzes and questions to students Characteristics Good use of space The content of each of wellsection fits into one screen designed Easy navigation and The navigation is easy to software recovery use (Egbert & Legibility The text on the screen are Hanson-smith, readable 1999) High quality playback The audio is comprehensible

13, 14, 15 16

17

18 19

20

21 22 23 24 25


APPENDIX 3 INTERVIEW GUIDELINE


INTERVIEW GUIDELINE  Need Analysis For students: 1. Apakah kamu suka pelajaran bahasa Inggris? 2. Bagaimanakah kemampuan bahasa Inggrismu terutama speaking? 3. Adakah kesulitan ketika belajar speaking? Jika ada, sebutkan apa saja kesulitannya. 4. Bagaimanakan kegiatan speaking yang biasanya kamu lakukan? 5. Apa saja kegiatan speaking nya? 6. Apakah kamu sering menggunakan media ketika belajar speaking? 7. Sebutkan media yang sering digunakan ketika belajar speaking. 8. Pembelajaran speaking seperti apakah yang diinginkan? For teacher: 1. 2. 3. 4. 5. 6. 7. 8.

Bagaimana pendapat anda tentang pembelajaran speaking selama ini? Kegiatan pembelajaran apa saja yang fokus ke speaking yang biasa dilakukan? Untuk pembelajaran speaking, media apa saja yang biasa digunakan? Menurut anda, apakah media untuk pembelajaran speaking selama ini sudah cukup memadai? Menurut anda, bagaimana jika handphone dijadikan sebagai media pembelajaran speaking? Menurut anda, kendalanya apa saja jika handphone digunakan sebagai media pembelajaran speaking? Bagaimana pendapat anda jika dilihat dari segi materi tentang media pembelajaran speaking? Apakah ada masukan lagi seandainya handphone digunakan sebagai media belajar speaking?  Media Validator

1. Bagaimana pendapat anda mengenai Easy English Learning (EEL) secara umum? 2. Apa saja kelebihan dari EEL? 3. Apa saja kekurangan dari EEL? 4. Adakah masukan mengenai EEL?  Materials validator 1. Bagaimana pendapat anda mengenai Easy English Learning (EEL) secara umum? 2. Bagaimana keterkaitan EEL dengan pembelajaran speaking untuk siswa? 3. Apakah aplikasi ini dapat membantu siswa dalam belajar speaking? Apakah sudah sesuai? 4. Apa saja kelebihan dari EEL?


5. Apa saja kekurangan dari EEL? 6. Adakah masukan mengenai EEL?  User Validation 1. 2. 3. 4. 5.

Bagaimana pendapatmu mengenai aplikasi EEL? Bagaimana pendapatmu tentang aplikasi EEL dari segi materi? Apa saja kelebihan dari EEL? Apa saja kekurangan dari EEL? Adakah masukan mengenai EEL?


APPENDIX 4 FLOWCHART OF EEL


FLOWCHART EASY ENGLISH LEARNING ANDROID APPLICATION (EEL)


LET’S START FLOWCHART


LET’S PRACTICE FLOWCHART


LET’S HAVE FUN FLOWCHART

Notes: : connecting components in one screen : connecting components from different screens


APPENDIX 5 STORYBOARD OF EEL


STORYBOARD EASY ENGLISH LEARNING ANDROID APPLICATION (EEL)

Screen Name Homescreen

Description

Information Button Images Label

Menu Screen

Button

(Lesson menu screen)

Images


Section

of

Menu

Screen

Button Images Label

Let’s

Start

Preview

Screen

Button Images Label

Let’s Start

Buttons

Activity 1

Labels Images Player


Let’s Start

Button

Activity 2

Label

Let’s Start

Label

Activity 3

Button Listview

Let’s Practice

Label

Activity 1

Button ListPicker Player


Let’s Practice

Label

Activity 2

Button ListPicker

Let’s Practice

Label

Activity 3

Button Spinner Player

Let’s Practice

Label

Activity 4

Button TextBox


Let’s Have Fun

Buttons

Activity 1

Images Label Sound Recorder Player

Let’s Have Fun

Buttons

Activity 2

Images Label Sound Recorder Player

Let’s Have Fun

Buttons

Activity 3

Images Labels Player


Let’s Have Fun

Buttons

Activity 4

Labels Player ListPicker

Let’s Have Fun

Buttons

Activity 5

Images Label

Let’s Have Fun

Button

Activity 6

Labels Images Player ListPicker


Let’s Have Fun

Buttons

Activity 7

Labels TextBox Sound Recorder Player

Help Screen

Buttons Label


APPENDIX 6 QUESTIONNAIRES


ANGKET ANALISIS KEBUTUHAN SISWA KELAS XI DALAM PEMBELAJARAN BAHASA INGGRIS DI SMA BOPKRI 2 YOGYAKARTA Nama : Kelas : Umur :

Jenis kelamin: Laki-laki Perempuan

Petunjuk: Pilihlah jawaban yang sesuai dengan keadaan yang sebenarnya dengan memberikan tanda cek (√) pada setiap pernyataan. Isilah pernyataan sesuai dengan penilaian di bawah ini. 1. Sangat tidak setuju 2. Tidak setuju 3. Biasa saja NO 1. 2. 3. 4.

5. 6.

7. 8. 9. 10. 11. 12. 13.

4. Setuju 5. Sangat setuju

PERNYATAAN Pelajaran bahasa Inggris menurut saya menyenangkan Belajar bahasa Inggris adalah berlatih berkomunikasi menggunakan bahasa Inggris Penguasaan bahasa Inggris saya memungkinkan saya untuk membuat kalimat dengan tata bahasa yang benar Penguasaan kosa kata saya memungkinkan saya untuk mengungkapkan gagasan dalam bahasa Inggris dengan kosa kata yang benar Penguasaan bahasa Inggris saya memungkinkan saya untuk memahami situasi dalam sebuah percakapan Penguasaan bahasa Inggris saya memungkinkan saya untuk berbicara bahasa Inggris dengan pengucapan yang benar Penguasaan bahasa Inggris saya memungkinkan saya mengetahui dan berlatih strategi speaking Penguasaan bahasa Inggris saya memungkinkan saya untuk berbicara bahasa Inggris dengan lancar Saya senang belajar bahasa Inggris terutama speaking Saya senang dapat berbicara bahasa Inggris Saya dapat membedakan ungkapan bahasa Inggris formal dan infomal Saya dapat menggunakan ungkapan bahasa Inggris yang tepat dalam berkomunikasi Saya TIDAK mengalami kesulitan dalam berbicara dalam bahasa Inggris

1

2

3

4

5


14.

15. 16. 17. 18.

19.

20. 21. 22. 23. 24.

25.

Saya TIDAK mengalami kesulitan menggunakan ungkapan yang tepat dalam berbicara dalam bahasa Inggris Pengetahuan kosakata saya terbatas Saya berusaha meningkatkan kemampuan speaking Saya berusaha untuk berlatih speaking Saya berusaha belajar meningkatkan kemampuan bahasa Inggris menggunakan media teknologi (komputer/laptop dengan internet) Saya berusaha meningkatkan kemampuan bahasa Inggris dengan menggunakan web untuk belajar bahasa Inggris Saya senang belajar bahasa Inggris menggunakan media teknologi Saya memiliki HP berjenis smartphone Saya menggunakan smartphone untuk membantu dalam belajar bahasa Inggris Saya dapat menggunakan smartphone untuk membantu dalam belajar speaking Saya mendownload aplikasi pembelajaran bahasa Inggris dari Play Store di smartphone untuk mengembangkan keterampilan berbicara (speaking) Saya menggunakan smartphone untuk berlatih speaking (berbicara), misalnya berlatih menggunakan aplikasi yang telah didownload dari smartphone.

**Terimakasih**


Expert Validation Questionnare

Attachments: 1. Questionnaire sheets 2. Easy English Learning (application)

Dear respondent, To complete the research entitled “Easy English Learning Android Application (EELP): M-Learning Model of English Speaking Skill for XI Grade Students”, I would really appreciate your cooperation to evaluate the learning model I have developed and answer the questions provided in the questionnaire. The focus of the evaluation is the appropriateness of the learning model for the XI grade students. There are two parts of the questionnaire. First, please state your overall judgment on the learning model. Second, please give comments and suggestions for the betterment of the learning model. Your evaluation and feedback will be used as the inputs for improving and revising the learning model. Finally, I would like to express my gratitude for your time and willingness to participate in this study.

Regards, Belinda Hana Dwiaji


QUESTIONNAIRE Easy English Learning Android Application (EEL) A. Respondent 1. Name : ___________________________________________ 2. Profession : Teacher / Lecturer 3. Sex : ( ) Male / ( ) Female 4. Age : __________ years old. 5. Education : ( ) D3 ( ) S1 ( ) S2 6. Teaching experience : ________ year (s)

( ) S3

B. Closed Questions Please put a tick (√) that reflects your evaluation of each statement in the degree of agreement column. 1 2 3 4 5 NO 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

strongly disagree/ very poor disagree/ poor doubt/ average agree/ good strongly agree/ very good

Statements EEL can help students to produce words or phrases as well as their speaking ability EEL can help students to speak English fluently EEL helps students in learning grammar EEL can help students in practicing pronunciation in easy way EEL can be used to enrich the students’ vocabulary mastery Listening practice helps the students to understand the meaning from a conversation EEL can help the students to get opportunity to listen and to orally repeat some words, phrases or sentences EEL can facilitate the students in responding the dialog in certain situations The materials used in the application is appropriate to the syllabus of the semester for the XI students The materials in the EEL are suitable to the syllabus The exercises in the EEL can help the students to learn speaking

1

2

3

4

5


12.

13. 14. 15.

16. 17. 18. 19. 20. 21.

The division of the activities in the application (Let’s start, let’s practice, and let’s have fun) facilitates the students to learn speaking easily By using EEL, the students are able to learn speaking by themselves (didactic learning) Let’s start section can build the students’ knowledge to learn speaking (in each topics) Let’s Practice section is interesting because it contains the activities which can help students to understand about the language and practice speaking Let’s have fun can help students to practice speaking orally based on the certain situations EEL can be used as a supplementary media for students in learning speaking The teacher should be as a facilitator to guide the students in implementing the EEL EEL is simple because it can be installed by using mobile device (handpone or tablet) EEL can be used as a media to learn speaking either in or out the classroom The instructions of the application are clear

C. Open Questions Please elaborate your answer. 1.

What is your opinion about Easy English Learning Android Application (EEL) as English speaking learning model? ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

2.

What are the good things in EEL as a supplementary learning model? ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


3.

Please mention the things that have to be improved in the EEL ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

4.

What is your opinion whether the Mobile Learning model (m-learning) is implemented in the classroom? Please give your suggestion as input for the researcher in elaborating this application. ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


Expert Validation Questionnare

Attachments: 3. Questionnaire sheets 4. Easy English Learning (application)

Dear respondent, To complete the research entitled “Easy English Learning Android Application (EELP): M-Learning Model of English Speaking Skill for XI Grade Students”, I would really appreciate your cooperation to evaluate the learning model I have developed and answer the questions provided in the questionnaire. The focus of the evaluation is the appropriateness of the learning model for the XI grade students. There are two parts of the questionnaire. First, please state your overall judgment on the learning model. Second, please give comments and suggestions for the betterment of the learning model. Your evaluation and feedback will be used as the inputs for improving and revising the learning model. Finally, I would like to express my gratitude for your time and willingness to participate in this study.

Regards, Belinda Hana Dwiaji


KUESIONER Easy English Learning Android Application (EEL) A. Data Responden 1. Nama : 2. Jenis Kelamini : ( ) Pria / ( ) Wanita 3. Umur : ________ tahun. 4. Pendidikan : ( ) D3 ( ) S1 ( ) S2 5. Pengalaman mengajar : ________ year (s)

( ) S3

B. Evaluasi Media Berikan pendapat dan jawaban anda mengenai produk media pendukung pembelajaran Bahasa Inggris untuk siswa kelas XI, Easy English Learning Application (EEL) dengan cara memberi tanda (√) pada kolom skor yang tersedia. Keterangan: 1: sangat tidak setuju 2: tidak setuju 3: ragu-ragu 4: setuju 5: sangat setuju NO 1. 2. 3. 4. 5.

6. 7. 8. 9. 10. 11. 12.

Statements EEL praktis karena dapat di akses menggunakan perangkat mobile seperti handphone dan tablet EEL dapat digunakan sebagai media untuk belajar speaking baik di dalam maupun di luar kelas Instruksi dalam aplikasi ini jelas EEL dapat digunakan sebagai media pendukung siswa dalam belajar speaking Aktivitas pada EEL dikemas dalam format menarik (canggih, tidak konvensional, menggunakan fitur multimedia) EEL memiliki konsistensi warna, navigasi, penggunaan ikon, simbol dan tombol Design layout dalam aplikasi ini menarik Setiap bagian dari isi termuat dalam satu screen Ukuran huruf dan warna yang digunakan dalam aplikasi ini sesuai Teks dapat terbaca dengan jelas Layout dalam aplikasi ini dapat terlihat dan terbaca dengan jelas Tampilan dalam setiap layar sesuai dengan prinsip kontras, pengulangan (tombol navigasi),

1

2

3

4

5


13. 14. 15.

kesejajaran, dan kedekatan Navigasi dalam aplikasi mudah dipahami Instruksi yang digunakan jelas Kualitas audio yang digunakan dalam aplikasi ini baik

C. Pertanyaan (terbuka) 1. Bagaimana pendapat anda mengenai EEL (Easy English Learning Android Application) secara umum? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

2. Menurut anda, apa saja keunggulan dari EEL? Jelaskan. ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

3. Menurut anda, apa saja kekurangan dari aplikasi ini? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

4. Bagian/ aspek mana saja kah yang perlu diberbaiki pada EEL? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

5. Tuliskan saran Anda untuk aplikasi ini. ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


USER EVALUATION QUESTIONNAIRE (PRELIMINARY FIELD TESTING) Easy English Learning Android Application A. Data Responden Jenis kelamin: Laki-laki Perempuan

Nama : Kelas : Umur :

B. Evaluasi Jawablah pertanyaan berikut ini sesuai dengan keadaan yang sebenarnya dengan memberikan tanda cek (√) pada kolom skor yang tersedia. Keterangan: 1 2 3 4 5 NO 1.

2. 3. 4.

5. 6. 7.

8. 9. 10.

sangat tidak setuju tidak setuju ragu-ragu setuju sangat setuju Statements

Materi dalam EEL membantu saya untuk dapat menghasilkan suatu kata atau frase dalam meningkatkan kemampuan berbicara Materi dalam EEL membantu saya untuk belajar berbicara bahasa Inggris dengan lancar Materi dalam EEL membantu saya belajar grammar Materi dalam EEL dapat membantu saya untuk lebih bisa belajar pronunciation/ mengucapkan kata bahasa Inggris dengan tepat Materi dalam EEL membantu saya dalam memperkaya kosakata bahasa Inggris Listening Practice membantu saya untuk lebih memahami makna dari sebuah percakapan EEL dapat membantu saya mendapatkan kesempatan untuk mendengarkan, dan menirukan kata, frase, atau kalimat secara lisan EEL dapat memudahkan saya untuk merespon suatu dialog pada situasi tertentu Materi yang digunakan dalam EEL sesuai dengan silabus kelas XI Latihan dan aktivitas dalam EEL dapat membantu saya untuk belajar speaking

1

2

3

4

5


11.

12. 13. 14. 15. 16. 17. 18.

19. 20. 21.

22. 23. 24.

Pembagian aktivitas pada EEL (Let’s start, let’s practice, and let’s have fun) memudahkan saya dalam belajar speaking Dengan menggunakan EEL, saya dapat belajar speaking sendiri (didactic learning) Bagian Let’s start membantu saya dalam memperluas pengetahuan dalam belajar speaking Bagian Let’s Practice sangat menarik karena membantu saya untuk memudahkan belajar speaking Bagian Let’s have fun membantu saya dalam berlatih speaking secara lisan berdasarkan situasi tertentu EEL dapat digunakan sebagai media pendukung dalam pembelajaran speaking Bimbingan dan panduan dari guru diperlukan dalam EEL EEL praktis digunakan karena dapat diakses melalui perangkat mobile phone, seperti handphone dan tablet EEL dapat digunakan sebagai media belajar speaking baik di dalam maupun di luar kelas Instruksi dalam EEL jelas Aktivitas pada Easy English dikemas dalam format menarik (canggih, tidak konvensional, menggunakan fitur multimedia) Design layout menarik Teks dapat terbaca dengan jelas Kualitas audio yang digunakan dalam aplikasi ini baik

C. Jawablah pertanyaan berikut sesuai dengan pendapatmu. 1.

Bagaimana pendapatmu mengenai EEL secara umum? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

2.

Menurutmu, apa saja keunggulan dari aplikasi ini? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


3.

Menurutmu, apa saja kelemahan dari aplikasi ini? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

4.

Jika model pembelajaran (m-learning) ini diterapkan, hal-hal apa saja yang perlu diperhatikan atau diperbaiki? Berikan saran atau masukan untuk pengembangan aplikasi ini. ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


USER EVALUATION QUESTIONNAIRE (MAIN FIELD TESTING) Easy English Learning Android Application (EEL) A. Data Responden Jenis kelamin: Laki-laki Perempuan

Nama : Kelas : Umur :

B. Evaluasi Jawablah pertanyaan berikut ini sesuai dengan keadaan yang sebenarnya dengan memberikan tanda cek (√) pada kolom skor yang tersedia. Keterangan: 1 sangat tidak setuju 2 tidak setuju 3 ragu-ragu 4 setuju 5 sangat setuju NO 1.

2. 3.

4.

5.

6. 7.

8. 9.

Statements Materi dalam EEL membantu saya untuk dapat menghasilkan suatu kata atau frase dalam meningkatkan kemampuan speaking Kemampuan speaking saya menjadi lebih baik setelah belajar menggunakan EEL Pengetahuan tentang tata bahasa (grammar) Inggris yang benar menjadi lebih baik setelah belajar menggunakan EEL Kemampuan pronunciation saya menjadi lebih baik karena di dalam materi EEL terdapat kegiatan yang melatih cara pengucaan yang benar Penguasaan kosakata (vocabulary) saya menjadi semakin bertambah setelah belajar kosakata disertai listening practice pada EEL Listening Practice membantu saya untuk lebih memahami makna dari sebuah percakapan EEL dapat membantu saya mendapatkan kesempatan untuk mendengarkan, dan menirukan kata, frase, atau kalimat secara lisan dengan baik EEL dapat memudahkan saya untuk merespon dengan baik suatu dialog pada situasi tertentu Materi yang digunakan dalam EEL sesuai dengan

1

2

3

4

5


10. 11.

12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

22. 23. 24. 25.

silabus kelas XI Latihan dan aktivitas dalam EEL dapat membantu saya untuk belajar speaking dengan lancar Pembagian aktivitas pada EEL (Let’s start, let’s practice, and let’s have fun) memudahkan saya dalam belajar speaking Dengan menggunakan EEL, saya dapat belajar speaking sendiri (didactic learning) Bagian Let’s start membantu saya dalam memperluas pengetahuan dalam belajar speaking Bagian Let’s Practice sangat menarik karena membantu saya untuk memudahkan belajar speaking Bagian Let’s have fun membantu saya dalam berlatih speaking secara lisan berdasarkan situasi tertentu EEL dapat digunakan sebagai media pendukung dalam pembelajaran speaking Bimbingan dan panduan dari guru diperlukan dalam EEL EEL praktis digunakan karena dapat diakses melalui perangkat mobile phone, seperti handphone dan tablet EEL dapat digunakan sebagai media belajar speaking baik di dalam maupun di luar kelas Instruksi dalam EEL jelas dan mudah dipahami Aktivitas pada Easy English dikemas dalam format menarik (canggih, tidak konvensional, menggunakan fitur multimedia) Design layout menarik Navigasi dalam EEL mudah dipahami Teks dapat terbaca dengan jelas Kualitas audio yang digunakan dalam aplikasi ini baik

C. Jawablah pertanyaan berikut sesuai dengan pendapatmu. 1.

Bagaimana pendapatmu mengenai EEL (Easy English Learning Android Application) sebagai sarana pendukung belajar? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

2.

Menurutmu, apa saja keunggulan dari aplikasi ini? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


3.

Kesulitan apa saja yang dihadpi ketika menggunakan EEL? ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

4.

Jelaskan hal-hal yang perlu diperbaiki atau ditingkatkan pada EEL sebagai sarana pendukung belajar dalam meningkatkan kemampuan berbicara (speaking). ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................


APPENDIX 7 RESULT OF QUESTIONNAIRES


RESULT OF THE NEED ANALYSIS QUESTIONNAIRE STATEMENTS

STUDENT

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

1

1

2

1

1

1

2

2

2

1

2

1

2

1

1

-1

1

1

2

1

0

0

1

1

1

1

2

1

1

-1

0

0

0

0

0

0

0

0

0

0

-1

0

1

1

1

0

0

0

0

-1

0

0

3

1

2

-1

0

1

1

0

0

0

1

1

1

0

0

0

0

0

0

0

0

2

0

0

1

1

4

0

1

0

1

0

0

1

0

-1

2

2

0

0

0

-1

2

2

1

1

0

1

0

1

-1

-1

5

1

1

1

1

0

0

0

0

0

1

-1

-1

-1

-1

0

1

0

1

-1

1

1

1

-1

1

1

6

1

1

-1

0

1

0

0

0

0

1

1

1

-1

1

-1

1

0

0

1

0

2

1

0

0

0

7

1

1

0

0

1

1

1

1

0

2

1

1

0

0

0

1

1

1

0

1

2

1

1

-1

-1

8

1

1

0

1

1

1

1

1

1

1

1

1

-2

-2

1

2

2

1

1

1

0

0

-1

-1

-1

9

2

1

0

1

2

2

2

2

2

2

2

2

1

1

0

2

2

2

2

2

2

2

1

0

0

10

1

1

1

1

1

1

1

1

0

0

1

0

0

0

0

1

1

1

0

1

1

2

1

0

0

11

1

0

-1

-1

0

0

0

-1

0

0

-1

0

-1

-1

0

1

0

1

-1

0

1

1

1

1

0

12

1

1

1

0

1

1

1

1

0

2

0

0

1

0

0

0

0

1

1

1

2

1

-1

-1

-1

13

2

2

1

0

1

1

1

1

2

2

0

0

0

0

0

2

1

1

1

1

2

2

2

1

0

14

2

0

1

1

1

1

1

1

0

1

0

1

0

0

-1

2

1

2

1

2

2

2

0

1

0

15

1

1

1

1

1

1

1

1

1

2

1

0

0

0

1

2

0

1

1

1

2

1

1

-1

-1

16

1

1

1

1

1

1

1

0

0

1

1

0

0

0

-1

2

2

1

1

1

2

2

1

-1

-1

17

-1

1

1

1

1

0

0

1

-2

0

0

0

-2

-1

1

-1

0

-1

-1

1

1

0

-1

-2

-1

17

18

5

9

14

13

13

11

4

20

10

8

-4

-3

-2

20

14

16

8

13

23

17

5

-2

-4

1

1.06

0.29

0.53

0.82

0.76

0.76

0.65

0.24

1.18

0.59

0.47

-0.2

-0.2

-0.1

1.2

0.82

0.94

0.5

0.76

1.35

1

0.3

-0.1

-0.2

Total Mean

211


THE RESULT OF PRELIMINARY FIELD TESTING 1. EXPERT VALIDATION a. Material Validation 1) Questionnaire V1: Fidelis Chosa Kastuhandani, M.Hum (Lecturer) V2: Ariatmi PH, S.Pd (English Teacher) Statement V1 1 1 2 1 3 1 4 1 5 1 6 2 7 1 8 1 9 2 10 1 11 1 12 2 13 2 14 1 15 1 16 1 17 2 18 2 19 2 20 2 21 1 Total score Mean 2)

V2 1 1 0 1 1 2 2 2 0 0 1 1 2 1 1 2 1 2 1 1 1

Mean 1 1 0.5 1 1 2 1.5 1.5 1 0.5 1 1.5 2 1 1 1.5 1.5 2 1.5 1.5 1 26.5 1.2619

Open-ended Questionnaire

M-Learning Principles (Ellias, 2011) Principle 1 : Equitable Use Principle 2 : Flexible Use Principle 3 : Simple and Intuitive Principle 4 : Tolerance of Error Principle 5 : Instructional Climate


Code

Q1V1

Q1V2

Code Q2V1

Q2V2 Code Q3V1

Q3V2

Code

Q4V1

Q4V2

Q1: What is your opinion about Easy English Learning Android Application (EEL) as English speaking learning model? The application is good already and will attract the students to have more exposure in learning English. Although, some improvements are needed so that the students can get benefit more from the application. It can help the students to learn speaking by themselves because the students can install the application and they can learn fun English. Q2: What are the good things in EEL as a supplementary learning model? The design is consistent and easy to use and since this application does not need much space to install, it can be used for most android devices. The application will support the main material as well. It is vert interesting, sophisticated mobile learning model to facilitate the students to learn English more Q3: Please mention the things that have to be improved in the EEL - Some functions did not work properly. - The choice of color for the text (dark blue) might cause difficulties in reading. - Some grammatical mistakes in the instructions - Some audio files need some editing (clarity and noise) - For long period of use, the choice of color might create boredom (needs variation of color or images) It is a good application but not every students have Android phone so we should have the manual books so every students can learn it. Q4: What is your opinion whether the Mobile Learning model (m-learning) is implemented in the classroom? Please give your suggestion as input for the researcher in elaborating this application. This app could be used in class. Yet, it is much better if there is direct feedback from the app and example of pronunciation so that the students can directly check. Actually, it is the good mobile learning model but it is not suitable for those who do not hava the mobile phone. So, we can have it in the computer program.

Principle

1,4

1,2,3

Principle 1,3

1,2 Principle 3,4

3,4

Principle

1,2,3,4,5

1,4


b. Media Validation 1) Questionnaire V3: Willy Sudiarto Raharjo, S.Kom., M.Cs V4: Ronald Adrian, S.T., M.Eng. Statement 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total score Mean

2)

V3 2 1 2 1 2 2 1 1 2 2 2 2 2 2 2

V4 2 1 1 -1 0 1 1 0 0 1 1 1 1 1 2

Mean 2 1 1.5 0 1 1.5 1 0.5 1 1.5 1.5 1.5 1.5 1.5 2 19 1.266667

Open-ended Questionnaire

M-Learning Principles (Ellias, 2011) Principle 1 : Equitable Use Principle 2 : Flexible Use Principle 3 : Tolerance of Error Principle 4 : Instructional Climate

Characteristics of well-designed software (Egbert & Hanson-smith, 1999) Principle 5 : Consistency Principle 6 : Good use of space Principle 7 : Legibility Principle 8 : Contrast, repetition, alignment, proximity Principle 9: Easy navigation and recovery Principle 10: High quality playback


Code Q1V3 Q1V4 Code Q2V3 Q2V4 Code Q3V3 Q3V4

Code Q4V3

Q4V4 Code Q5V3

Q5V4

Q1: Bagaimana pendapat anda mengenai EEL (Easy English Learning Android Application) secara umum? Menarik untuk digunakan dan banyak membantu untuk proses pembelajaran. Aplikasi cukup menarik, mudah penggunaannya dan dapat membantu dalam belajar bahasa Inggris. Q2: Menurut anda, apa saja keunggulan dari EEL? Jelaskan. Tampilan yang konsisten, instruksi yang jelas mudah untuk digunakan. Audio listeningnya bagus dan bisa untuk belajar karena memiliki teks audionya. Q3: Menurut anda, apa saja kekurangan dari aplikasi ini? Masih sering mengalami crash ketika menjalankan task ketika HP idle dan layar time out, aplikasi juga ikut berhenti. Tidak ada tombol exit sehingga memory smartphone akan tetap terpakai pada saat aplikasi tidak digunakan. Tombol navigasi beberapa perlu penyesuaian ukuran agar konsisten. Q4: Bagian/ aspek mana sajakah yang perlu diperbaiki pada EEL? Stabilitas aplikasi, volume suara untuk bagian listening perlu dibuat lebih konsisten karena dengan volume yang sama, volume setiap bagian listening bisa berbeda-beda. Perlu ditambahkan tombol exit dan perlu integrasi dengan google mic untuk fitur speakingnya. Q5: Tuliskan saran Anda untuk aplikasi ini. Task pada bagian listening sebaiknya menggunakan pilihan yang sederhana. Karena ada kemungkinan preferensi orang bisa berbeda, misalnya “that is” dengan “that’s” (lesson 1 let’s practice, soal no 4). Aplikasi yang dibuat sudah cukup bagus tinggal penyempurnaan sedikit lagi, terutama di bagian fitur dan navigasi. Icon apps juga perlu diganti agar mencirikan jenis aplikasi ini.

Principle 1,2 1,2, 6 Principle 5 10 Principle 3 3,5,9

Principle 10

4,5, Principle 3

5,9


RESULT OF USER VALIDATION (PRELIMINARY FIELD TESTING) STATEMENTS

STUDENT

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

2

1

1

1

1

1

1

1

2

2

1

1

1

1

2

1

1

2

1

2

2

1

1

1

1

3

2

1

1

1

2

1

1

2

2

1

1

1

1

1

1

2

1

2

1

2

1

-1

1

2

4

1

1

0

1

1

0

1

1

0

1

1

1

1

1

1

1

1

1

1

0

1

1

1

-1

5

1

1

1

1

2

2

2

2

0

1

1

2

2

2

2

2

0

1

2

0

2

1

2

-1

6

1

1

1

1

1

1

0

1

0

1

1

1

1

1

1

1

1

2

1

1

0

-1

1

-1

7

1

1

1

1

2

2

2

2

1

1

2

1

1

2

2

1

2

2

2

2

2

1

2

1

8

1

1

2

1

2

2

1

1

1

1

1

1

1

1

2

1

0

1

2

1

1

-1

0

1

9

0

0

0

0

1

0

1

0

1

1

0

1

1

1

1

1

1

0

1

1

1

1

1

1

Total

9

8

8

8

13

10

10

12

8

9

9

10

10

12

12

11

9

11

13

10

10

3

10

4

Mean

1

0.89

0.89

0.89

1.44

1.11

1.11

1.33

0.89

1

1

1.11

1.11

1.33

1.33

1.22

1

1.22

1.44

1.11

1.11

0.33

1.11

0.44

216


RESULT OF PRELIMINARY FIELD TESTING QUESTIONNAIRE (OPEN-ENDED QUESTIONS) M-Learning Principles (Ellias, 2011) Principle 1 : Equitable Use Principle 2 : Flexible Use Principle 3 : Simple and Intuitive Principle 4 : Tolerance of Error Principle 5 : Instructional Climate Code Q1S1 Q1S3 Q1S4 Q1S5 Q1S7 Q1S10

Q1S11 Q1S14 Q1S17

Code Q1S1 Q2S3 Q2S4 Q2S5

Q2S7 Q2S10 Q2S11

Q2S14 Q2S17

Q1: Bagaimana pendapatmu mengenai EEL secara Principle umum? Memudahkan untuk belajar dan mengisi waktu luang 2, 5 Cukup menarik dan kreatif karena memanfaatkan gadget 3 sebagai media pembelajaran terutama smartphone Bagus kalau bisa lebih diperbaiki 4 Menarik, namun masih meragukan dan kurang meyakinkan 4 Aplikasi yang bagus untuk memudahkan siswa belajar 1 bahasa Inggris dengan fitur cukup Menurut saya, aplikasi ini bisa mendukung kemampuan 1, 2 speaking dan meningkatkan kemampuan dalam berkomunikasi secara langsung Dapat digunakan sebagai pembelajaran di sekolah maupun 2, 3 di rumah Baik, karena dapat membantu dalam belajar English 1, Sangat praktis, dan memudahkan kita untuk belajar bahasa 1 Inggris Q2: Menurutmu, apa saja keunggulan dari aplikasi ini? Bisa digunakan dimanapun Ukuran file yang kecil, komplex dan cukup lengkap Tidak memakan banyak ruang aplikasi Kita dapat belajar dengan simpel karena tidak perlu membawa beban. Di sisi itu Android semakin bermanfaat buat saya Dapat memudahkan pembelajaran bahasa Inggris Aplikasi ini sangat menggunakan fitur yang memarik dan bervariasi - Design layout cukup menarik - Aplikasi EEL edukatif - Praktis dapat dibawa kemana-mana Dapat membantu berbicara English, lebih menguasai kosakata-kosakata dapat diakses melalui mobile phone Simple, mudah dibawa, dan menarik materinya dan aplikasinya tidak membosankan

Principle 2 1, 2, 3 2, 3 1, 2

1, 5 1, 3 1, 2, 3

1, 5 1, 2, 3


Code Q3S1 Q3S3

Q3S4 Q3S5

Q3S7 Q3S10 Q3S11

Q3S14 Q3S17

Code

Q4S1 Q4S3

Q4S4 Q4S5 Q4S7 Q4S10

Q4S11 Q4S14 Q4S17

Q3: Menurutmu, apa saja kelemahan dari aplikasi ini? (tidak ada) Kurang menarik tampilannya dan menjadi mengurangi daya tarik untuk belajarnya. Ditambah ilustrasi gambar berformat gif akan lebih baik Mudah terhenti/ keluar aplikasi Masih kurang sempurna karena saat di gunakan terkadang keluar sendiri dan masih lambat dan jawaban yang benar atau salah masih kurang jelas bagi saya Sering force closed dan not responding dan suara kurang jelas. Desain juga kurang menarik Kosakata yang dapat diisi oleh pengguna terbatas - Audio nya masih pecah - Ada beberapa kalimat yang kurang - Jawaban pilihan saat ditekan tidak muncul Layout tidak menarik, error, kadang audio tidak jelas Warna setiap lesson alangkah lebih baik berbeda-beda agar terlihat lebih berwarna dan hidup

Principle

Q4: Jika model pembelajaran (m-learning) ini diterapkan, hal-hal apa saja yang perlu diperhatikan atau diperbaiki? Berikan saran atau masukan untuk pengembangan aplikasi ini. Diperbanyak soalnya Disediakan fitur online, gambar bervariasi, banyakin lagu, pilihan jawaban kurang sulit, disediakan TOEFL, font type dibuat menarik, recording percakapan kualitas suara masih kurang baik, gapapa lama tapi sempurna! Diperbaiki kesalahan-kesalahan yang sering terjadi seperti aplikasi terhenti Design dari aplikasi ini dikembangkan lagi menjadi lebih bagus. Audio ditingkatkan lagi agar menjadi lebih jelas - Menerima voice dari user - Tersedia kosakata yang lebih beragam - Bisa menerima jawaban yang beragam namun intinya tepat Audionya diperjelas Pengucapan kalimat lebih diperjelas dan audio lebih keras Backgroundnya kurang menarik, cara berbicara kurang jelas

Principle

3

4 4

4 4, 5 4, 5

3, 4, 5 3, 4

5 5

4 3, 4 3, 4, 5

5 5 3, 4


RESULT OF USER VALIDATION (MAIN FIELD TESTING) STATEMENTS

STUDENT

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

1

2

1

1

1

2

1

1

1

2

1

2

1

1

1

2

1

1

2

2

1

2

1

2

1

1

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

3

0

0

1

1

0

1

0

0

1

1

0

0

0

0

0

0

1

1

1

0

1

0

1

0

0

4

0

1

1

1

0

0

1

0

0

0

0

1

0

1

1

0

0

1

1

0

1

1

1

1

0

5

1

1

0

1

1

0

1

1

0

1

1

1

1

-1

-1

1

-1

-1

-1

1

-1

1

1

1

1

6

2

2

2

2

2

2

2

2

1

2

2

2

2

2

2

2

1

2

2

1

2

2

1

2

1

7

1

0

1

1

1

1

1

0

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

8

2

1

1

1

1

1

2

1

1

1

1

1

1

1

1

2

1

2

2

0

2

2

1

2

1

9

1

0

0

0

0

0

0

0

1

0

1

0

0

1

1

1

2

1

1

2

1

1

0

1

-1

10

1

1

1

1

1

2

2

1

1

1

1

2

1

1

1

2

1

1

2

0

1

1

0

0

0

11

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

2

1

1

1

12

2

1

1

2

2

1

1

1

1

2

2

2

2

2

2

2

1

2

2

2

2

2

2

2

1

13

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

0

0

-1

14

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

15

1

0

1

1

1

1

2

0

1

1

1

1

2

1

2

1

0

2

2

1

1

1

1

1

1

16

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

2

1

1

1

1

1

2

1

1

1

17

0

1

1

1

1

1

2

1

2

2

0

0

1

0

0

1

1

1

2

1

2

1

0

1

0

18

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

1

19

2

1

2

2

2

1

1

2

1

2

1

2

1

1

2

2

2

2

2

2

2

2

1

2

1

22

17

20

22

21

19

23

17

20

22

20

21

20

18

21

24

18

24

26

18

23

24

18

21

10

1.16

0.89

1.05

1.16

1.11

1

1.21

0.89

1.05

1.16

1.05

1.11

1.05

0.95

1.11

1.26

0.95

1.26

1.37

0.95

1.21

1.26

0.95

1.11

0.53

Total Mean

219


RESULT OF MAIN FIELD TESTING QUESTIONNAIRE (OPEN-ENDED QUESTIONS) M-Learning Principles (Ellias, 2011) Principle 1 : Equitable Use Principle 2 : Flexible Use Principle 3 : Simple and Intuitive Principle 4 : Tolerance of Error Principle 5 : Instructional Climate Code

Q1S1 Q1S2 Q1S3 Q1S4 Q1S5 Q1S6 Q1S7 Q1S8 Q1S9 Q1S10 Q1S11

Q1S12 Q1S13 Q1S14 Q1S15

Q1S16 Q1S17 Q1S18 Q1S19

Code Q2S1

Q1: Bagaimana pendapatmu mengenai EEL (Easy Principle English Learnig Android Application) sebagai sarana pendukung belajar? Aplikasi ini sangat cukup membantu dalam pembelajaran 5 speaking, listening, grammar, vocabulary Baik, dapat memudahkan belajar 1, 2 Baik, dapat memudahkan belajar 1, 2 Praktis, dapat digunakan dimana-mana 2, 3 Berguna karena dapat membantu kita untuk pembelajaran 5 bahasa Inggris Bagus, dapat membantu belajar speaking 5 Cukup memadai untuk belajar dimana saja 2 Dapat membantu dalam belajar Bahasa Inggris bukan hanya 1, 2, 5 di dalam kelas namun di luar kelas juga bisa EEL lumayan membantu menambah kemampuan listening, 5 dalam menjawab soal yang tersedia Lumayan mendukung 1 Aplikasi ini sangat mendukung dalam belajar bahasa 2, 3 Inggris. Bisa membantu kita dalam belajar bahasa Inggris dan lebih menyenangkan Sangat mendukung pembelajaran speaking baik di kelas 2, 3 maupun di luar kelas Sangat membantu 2 Sangat membantu dalam proses pembelajaran 2 Membantu dalam belajar speaking, menambah kosakata 1, 2, 5 baru dan dapat menjadi media belajar bahasa Inggris yang praktis/ efisien Sangat setuju, karena dapat membantu pelajaran bahasa 1, 5 Inggris, khususnya speaking Sangat mendukung para siswa untuk belajar 1 Dapat digunakan dimana saja, sudah bagus 2 EEL dapat membantu menambah kemampuan speaking, 1, 5 vocabulary, dan pronunciation Q2: Menurutmu, apa saja keunggulan dari aplikasi ini? Principle Aplikasi gratis tanpa berbayar, fitur dan design layout lebih 1, 2, 3 menarik, dapat dikirim langsung dari ponsel ke ponsel


Q2S2 Q2S3 Q2S4 Q2S5 Q2S6 Q2S7 Q2S8 Q2S9 Q2S10 Q2S11 Q2S12 Q2S13 Q2S14 Q2S15 Q2S16 Q2S17 Q2S18 Q2S19 Code Q3S1 Q3S2 Q3S3 Q3S4 Q3S5 Q3S6 Q3S7 Q3S8 Q3S9 Q3S10 Q3S11 Q3S12 Q3S13 Q3S14 Q3S15 Q3S16 Q3S17 Q3S18 Q3S19

melalui bluetooth Bisa digunakan dimana saja Bisa digunakan dimana saja Dapat mempelajari English di luar jam pelajaran sekolah dan praktis Gambar menarik, tulisan dapat dibaca Praktis, simple, menarik, mudah diakses dari handphone Sudah baik, lebih baik dari sebelumnya EEL sangat praktis digunakan dan juga design layoutnya sangat menarik Mudah diakses, kosakata yang menarik, fitur-fitur menarik Dapat dibawa kemana saja Memudahkan kita dalam belajar bahasa Inggris terutama dalam hal speaking Design menarik, simple, praktis Dapat diakses melalui mobile phone Menarik, tidak membosankan Ringkas/ simple, menarik, mudah digunakan Design layout menarik, mudah, praktis, cepat Bagus, backgroundnya indah juga Mudah diakses, dapat dibawa kemana saja, menarik Praktis, dapat membantu belajar speaking, menarik, simple Q3: Kesulitan apa saja yang dihadapi ketika menggunakan EEL? Ukuran font diperjelas, audio harus diperjelas dan di setting kembali Ada soal yang sangat susah Ada soal yang agak susah Audio kurang jernih, design sudah bagus tapi di lebih baikkan lagi Tidak ada sama sekali Audio yang kurang jelas Tidak ada Mendengarkannya susah karena audionya kurang jelas Hanya jaringan Tidak ada Tidak ada Tidak ada -

3 3 2, 3 1, 2 1, 2 1 1, 2, 3 1, 2 2, 3 3, 5 2, 3 2 3 1, 2, 3 1, 2, 3 3 2, 3 2, 3, 5 Principle 4 5 5 3, 4 4 4 4 -


Code

Q4S1 Q4S2 Q4S3 Q4S4 Q4S5 Q4S6 Q4S7 Q4S8 Q4S9 Q4S10 Q4S11 Q4S12 Q4S13 Q4S14 Q4S15 Q4S16 Q4S17 Q4S18 Q4S19

Q4: Jelaskan hal-hal yang perlu diperbaiki atau Principle ditingkatkan pada EEL sebagai sarana pendukung belajar dalam meningkatkan kemampuan berbicara (speaking). Kualitas audio, tekstur layout, design grafis, ukuran app disable, disconnection. Audio perlu ditingkatkan karena suaranya kurang bersih dan keliatan Audionya diperjernih sedikit sudah baik Sepertinya soal audio kurang baik Tidak ada yang perlu diperbaiki hanya saja harus meningkatkan menjadi lebih baik! Beberapa audio dalam listening di beberapa lesson masih kurang (kualitasnya) Design layout dibuat lebih menarik, diberi game Lebih diperbanyak soal-soal yang berhubungan dengan speaking Lebih diperbanyak soal latihannya Audionya diperbaiki agar lebih jelas Tidak ada Mungkin audio nya sedikit kurang jelas, namun selebihnya sudah baik Sejauh ini sudah baik Lebih diperbaharui saja Sudah baik Ditingkatkan lagi lebih baik, tapi sudah bagus


APPENDIX 8 INTERVIEW TRANSCRIPTION


INTERVIEW TRANSCRIPTS  Need Analysis No Hari, tanggal Jam Tempat Responden

R ET

R ET

R ET

R ET

: Interview. 01 : Kamis, 5 November 2015 : 11. 50 a.m. : Ruang perpustakaan : R = Researcher ET = English Teacher

: Bagaimana pendapat Anda tentang pembelajaran speaking? : Kalau speaking, kalau saya ada beberapa hal, tapi yang jelas ketika saya mengajarkan speaking saya sekaligus mengajarkan listening dan writing serta reading. : Kegiatan pembelajaran apa saja contohnya bu? : Contohnya anak-anak belajar speaking yang biasanya membuat anak terpacu untuk melakukan yang terbaik untuk bahasanya sendiri. Jadi tiap kali dalam pembelajaran, saya buat kompetitif, tapi yang positif. Dimana anak-anak boleh memilih topik misalkan sekarang materinya Analytical exposition, anak-anak membuat satu pilihan topik harus menarik dan unik tentu saja dikonsultasikan ke saya dulu. Setelah itu mereka mencari sumber dan create reading, nanti mereka menyusun (belajar writing) walaupun bukan tulisan tangan dia menghasilkan suatu proyek atau karya. Kemudian mereka mempresentasikan karyanya. Setelah itu akan menjawab satu pertanyaan dari temannya dan teman-teman yang mau jawab tapi karena terbatasnya waktu, tetap dapat skor. Jadi sifatnya kompetitif. Saya tidak memberi nilai pada saat ulangan, tapi juga harian. Jadi untuk anak-anak yang kemampuannya biasa, akan termotivasi karena mendapat kemampuan yang sama. Iya, ini topiknya beda-beda, dan disertai video karena yang namanya audio visual akan membuat anak lebih fokus dan tertarik. : Wah seru ya Bu kegiatannya. Kalau kegiatan pembelajarannya beragam, anak biasanya lebih senang dan tertarik dalam pembelajaran. : Dalam pelajaran saya, saya banyak menggunakan IT. Pertama, kita tidak bisa bilang ke anak-anak, “kamu tidak boleh membuka handphone”. Handphone silakan dibuka sesuai kebutuhan. Sebab kalau kita tidak memanfaatkan kepandaian anak, malah tidak bisa maksimal. Yang kedua, membuat film. Dan film itu otomatis ada anger, surprise, pleasure, like dislike, nanti saya tunjukkan salah satu contoh. Saya juga belajar IT, anak belajar menyusun karakter, scene 1 dan 2. : Oh, jadi di dalam pembelajaran speaking di kelas ibu banyak ya kegiatannya, ada presentasi, membuat film, dan apa lagi bu yang lainnya? : Iya membuat film, anak-anak tanya jawab. Misalnya listening juga dengan lagu, diskusi, trus mereka maju. Tapi kalau role play seperti biasanya, kadang-kadang anak-anak hanya based on the text, jadi menurut


R

:

ET R ET

: : :

R

:

ET R

: :

ET

:

R

:

ET

:

R ET

: :

R

:

ET

:

R ET

: :

saya kurang menarik. Yang paling menarik itu adalah anak-anak how to practice Kalau media yang sering digunakan dalam pembelajaran berati sering menggunakan laptop ya bu? Iya, internet, dan handphone juga. Oh, jadi sering memakai handphone ya bu? Iya, misalnya kalau mereka mencari sumber dari internet bisa melalui handphone. Atau bisa membuat movie maker, dan lain sebagainya, banyak kan handphone jaman sekarang. Kadang juga memakai lab komputer juga. Kira-kira kalau pembelajaran di kelas menggunakan handphone itu ada kelebihan dan kekurangannya ya bu? Of course Oh ya bu, menurut pendapat ibu, kelebihannya apa dan kekurangannya apa saja Bu? Ya tentunya anak-anak bisa mendapat wawasan tidak hanya dari buku, koran atau dari guru, tapi mereka bisa berpikir luas lah. Oh ya, jadi mereka menggunakan handphone untuk mencari sumber atau referensi belajar ya bu? Kekurangannya adalah kalau nggak ada wiFi. Atau ketika tidak semua anak punya fasilitas handphone maupun untuk source internet atau kuotanya habis. Tapi saya selalu pakai ruangan ini. Disini ruangannya khusus biasanya kita dengarkan musik, dan suasananya rileks. Oh ya, bu. Kalau tentang materinya bagaimana bu? Saya sendiri kalau materi ambil sumbernya dari berbagai tempat. Saya sudah melakukannya sejak tahun 2011. Kira-kira ada masukan bu seandainya Handphone digunakan sebagai media pembelajaran speaking di kelas? Masukannya adalah artinya hari ini kita harus bersahabat dengan IT. Ini kan era informasi, jadi kita jangan gaptek. Guru memang tidak harus seperti siswa. Tapi kita jangan antipati dengan informasi, at least kita adaptasi dengan kemajuan itu. Kita kan hanya sebagai fasilitator. We are not the only source. Jadi ya kita harus bisa mengikuti perkembangan jaman. Oh ya, terimakasih bu atas pendapat dan masukannya. Oh ya sama-sama mbak


No Hari, tanggal Jam Tempat Responden

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Halo, namanya siapa dek? Karista. Suka pelajaran bahasa Inggris ga dek? Suka. Sukanya kenapa? Sukanya karena bisa ngomong bahasa Inggris, trus habis itu bahasa Inggris itu menyenangkan. Bagaimana kemampuan bahasa Inggrismu terutama speaking? Speaking, kadang kalau speaking itu bingung harus mikir dulu aku harus ngomong apa ya. Jadi kesulitannya speaking apa aja? Kesulitannya ya dalam menentukan kalimat kata-kata yang bener dalam bahasa Inggris Contoh kegiatan yang biasa dilakukan di kelas? Ya biasanya presentasi. Sering pakai media ya? Sering, internet, hp gitu Pembelajaran seperti apa yang kamu harapkan? Kalau bahasa inggris lebih suka kayak presentasi kayak gini, trus ada acara khusus speaking satu sama lain. Kadang kan pada malu-malu gitu. Kadang kalo pengen belajar bahasa inggris ya dibanyakin speaking nya. Oh ya, makasi waktunya ya dek.


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: Interview. 02 : Kamis, 5 November 2015 : 1.30 p.m. : Ruang perpustakaan : R = Researcher S14 = Student 14


Halo, namanya siapa? Namanya Grace. Suka pelajaran bahasa Inggris ga? Suka banget. Soalnya dari kecil emang udah suka sama bahasa Inggris Kemampuanmu tentang speaking? Paling ya tentang pronunciation masih banyak yg belum bener, masih harus ngembangin. masih nambah-nambah wawasan tentang kosakata juga.


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Ada kesulitan ga dalam belajar bahasa Inggris? Ya itu tentang pronunciation, pola-pola kalimatnya gitu Media yang sering digunakan? Kebanyakan pakai smartphone Kegiatannya seperti apa? Ya biasanya smartphone untuk buka kamus, pronunciationnya. R : Pembelajaran seperti apa yang kamu harapkan? S13 : Jadi kita tuh dibuat aktif buat ngomong aja. No Hari, tanggal Jam Tempat Responden

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dengerin


Halo, namanya siapa? Lilian Suka pelajaran bahasa Inggris ga? Lumayan. Soalnya bahasa Inggris itu keren. Kta juga tahu kan bahasa Inggris itu bahasa Internasional. Ya keren aja gitu. Ada kesulitan ga dalam belajar bahasa Inggris? Ya ada. Ya speaking nya itu, kosakata nya masih kurang, trus ada rumusrumus pola kalimatnya, sama pronunciationnya kurang. Media yang sering digunakan? Ya kayak gini presentasi gitu hampir setiap pertemuan. Kadang pakai handphone. Kegiatannya seperti apa? Ya misalnya temen presentasi kita suruh bikin pertanyaan atau nyiapin apa gitu. Pembelajaran seperti apa yang kamu harapkan? Pelajaran yang menyenangkan. Ya kan ga semua guru bisa membuat pelajaran itu menyenangkan. Ya suka presentasi, atau jalan-jalan kayak English club gitu.


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: Halo, namanya siapa? : Olive


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: Suka pelajaran bahasa Inggris ga? : Saya sangat senang dengan pelajaran bahasa Inggris. Karena cita-cita saya dari kecil sudah ingin bisa berbicara bahasa Inggris. : Ada kesulitan ga dalam belajar bahasa Inggris? : Kadang nggak tau artinya, trus cara pengucapannya juga. : Media yang sering digunakan? : Biasanya handphone. : Kegiatannya seperti apa? : Ya belum terlalu, paling untuk download videonya. : Pembelajaran seperti apa yang kamu harapkan? : Pokonya yang bisa pelajaran speaking gitu, biar bisa menguasai bahasa Inggris

 Preliminary No Hari, tanggal Jam Tempat Responden

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: Interview. 06 : Sabtu, 13 Februari 2016 : 11 a.m. : Lobby D3 UGM : R = Researcher V4 = Validator 4 (Ronald Adrian, S.T., M.Eng)

: Selamat siang pak, saya mau minta pendapat mengenai aplikasi android yang saya buat. Menurut Bapak secara umum bagaimana? : Untuk aplikasinya udah cukup bagus, mungkin ada beberapa yang agak kurang, yaitu yang pertama diicon nya belum ada, untuk icon aplikasinya. Terus tombol tombol navigasi untuk exit nya juga belum ada. Terus kemudian waktu pas pembuka itu kok tidak ada speakingnya padahal di kuesionernya itu ada tulisan untuk speakingnya. Mungkin nanti bisa diintegrasikan antara pas speaking yang ada di aplikasi dengan yang ada di google. Jadinya nanti akan lebih valid, kalau saya ngomong apa nanti akan bisa divalidasi lebih valid lagi. Contohnya kalau di android itu ada yang pakai microphone terus nanti kita tahan kita mau ngomong apa nanti akan langsung nyari di google. : Kalau untuk kelebihan dari aplikasi ini? : Kalau kelebihan dari aplikasinya itu sudah cukup jernih untuk audio listening nya, kemudian cukup membantu, sama sudah dikasihkan teks nya, kalau misalkan orang masih awam, mau belajar bahasa Inggris itu tahu pronunciationnya seperti apa. Jadinya untuk belajar lebih enak, mungkin untuk tambahan materinya aja diperbanyak. : Untuk kekurangannya? Yang sudah dijelaskan tadi ya pak? : Ya, yang sudah saya jelaskan tadi. Sama tombol iconnya belum ada, : Oh begitu. Ya, kira-kira ada masukan lagi kah pak untuk perbaikan aplikasi ini? : Sama tombol exit nya itu, kalau tidak ada tombol exit kita harus back


back back terus. Setelah tak cek ternyata dia nggak keluar, dia Cuma meminimize saja, dan itu masih ada di memori hpnya, RAM nya kan termakan juga, jadinya nanti akan lebih boros baterai, seperti itu. Lebih baik ada tombol exit nya untuk keluar dari aplikasi. No Hari, tanggal Jam Tempat Responden

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: Interview. 07 : Rabu, 17 Februari 2016 : 09.14 : Kantor Dosen K29 : R = Researcher V1 = Validator 1(Fidelis Chosa Kastuhandani, M.Hum)

: Kalau menurut pendapat bapak, bagaimana aplikasi kemarin secara umum? : Secara umum aplikasinya sudah bagus jadi menurut saya sudah bisa membantu listening siswa dan hanya tampilannya itu kan hanya satu warna, biru semua dan teks nya juga biru, menurut saya menurunkan motivasi belajar siswa, kurang menarik perhatian. Jadi malah ada kemungkinan seumpamanya diberi ada gambar atau warnanya dipakai, kombinasi warnanya itu bukan semuanya biru, mungkin bisa menjadi menarik. Karena itu ada 9 lesson, masing-masing lesson ada 4, semuanya biru, navigasinya susah. Kalau misalnya lesson 1 dominan biru oke, misal yang kedua jadi warna pink. Jadi, oh ya biru aku udah, ini yang pink aku belum. Soalnya kan kalau aplikasi warnanya sama, navigasinya jadi susah, itu yang kemarin jadi pertimbangan. : Oh ya, sebenarnya aplikasi ini dimaksudkan untuk meningkatkan kemampuan speaking siswa? Apakah sudah sesuai? : Kalau speaking nya bisa, itu kan lebih disarankan supaya guru juga membantu, juga mendorong siswa untuk belajar. Ini untuk mandiri apa guided? : Bisa mandiri bisa guided, bisa sebagai supplementary materials. : Ya, jadi seperti saran saya kemarin, ada pronunciation practice nya itu. Kalau hanya ada contohnya, jadi sebenarnya kalau untuk latihan sendiri, pronounce it, terus ada check. Nah, check itu pronunciationnya apakah sudah benar atau enggak. Kalau seumpamanya belum, nanti bisa mengulang lagi. : Oh, berarti ada tombol untuk merekam pronunciation siswa? : Oh, ndak usah merekam. Seperti itu saja, jadi check itu ya audio yang pronounce the words. : Oh, ya. Di pronunciation practice nya sudah ada audionya pak, kalau dipencet langsung bunyi. : Oh, nggak tahu saya. Jadi nggak saya pencet. Jadi kemarin kan waktu di kuesionernya kan ada untuk memeriksa itu kan, jadi saya nggak tau ada itune : Oh mungkin apa karena nggak ada instruksinya ya pak : Nah, itu mungkin bisa ditambah instruksinya, listen apa please check.


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Terus habis practice terus ngapain. Ya itu tadi instruksinya aja yang diperbaiki. Jadi, kalau menurut bapak, apakah aplikasi ini bisa membantu siswa? Bisa. Kalau saya rasa bisa. Tapi memang kelemahannya kan tergantung siswanya juga to bahwa apakah mereka mau atau nggak itu kan lain soal, tapi aplikasinya saya rasa bisa. Oh ya berarti itu tadi kekurangan dari aplikasi ini ya pak? Bukan kekurangan, tapi bisa diperbaiki, jadi dalam artian misalnya designnya, warnanya gitu. Ada masukan lagi tidak pak? Saya kira sudah, grammarnya itu, ada beberapa yang salah. Masak ngajarin bahasa Inggris tapi kok grammarnya salah. Terus, waktu aplikasinya waktu saya buka, itu stopped sendiri, dan kembali ke awal. Itu entah controlnya atau bagaimana, atau perintahnya. Ya itu, saya klik, stopped responding, terus kembali ke awal. Tapi sebenernya bukan masalah yang besar. Terus audio nya jelas, tapi ada beberapa yang noise nya terlalu besar. Itu merekamnya di luar ya? Pakai laptop atau pakai hp? Pakai HP pak. Oh, pakai HP. Nah, noise yang dari HP itu yang terlalu besar. Kalau saya kalau hanya ada conversation biasanya pakai laptop dan 2 microphone, jadi suaranya bisa bener-bener bening. Itu kan kalau umpamanya ke toko listrik ada percabangan colokan 1 audio yang ada 2 colokkan ,dicolokkin microphonenya. Oh, ya. Kalau misalnya untuk filter suara ada aplikasinya ya pak? Untuk aplikasinya saya biasanya pakai audasity. Audasity bisa untuk ngedit atau untuk menghilangkan noise. Gitu. Selain itu nggak ada mbak. Sudah cukup. Oh ya terimakasih Pak.


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: Interview. 08 : Rabu, 17 Februari 2016 : 09.14 : Kantor Dosen UKDW : R = Researcher V3 = Validator 3 (Willy Sudiarto Raharjo, S.Kom., M.Cs)

: Bagaimana pendapat anda secara umum tentang aplikasi EEL ini? : Secara garis besar sudah bagus, Overall, secara instruksi sudah jelas, layout juga konsisten, jadi kalau menurut saya hasilnya sih bagus. Kemarin waktu saya coba, aplikasinya masih sering crash, tiba-tiba stop sendiri, lalu restart lagi begitu. Lalu sama volume suaranya, jadi dengan kondisi volume kita sama, itu ada yang tidak sama, misalnya saya coba yang lesson 1 suaranya cukup jelas, ternyata di latihan yang lain suaranya jadi turun, jadi nggak seimbang. Jadi di HP saya, saya setting monitor setelah 5 detik mati, nah waktu program nya jalan misal sedang jalan listeningnya, ketika monitor HP


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mati, aplikasinya otomatis langsung ikut mati. Ya itu tadi kekurangan tapi dalam bidang teknisnya, tapi tidak masalah yang penting proses pembelajarannya nanti, artinya bukan sebagai sesuatu yang fatal. Oh iya pak. Lalu. ada masukan lain? Ini kemarin saya menemukan, jadi waktu diminta mengisi jawaban pada pertanyaan, kalau tidak salah nomor 4 ini, ada audio listeningnya sambil mengisi jawaban. “I think that’s a good idea”. Nah ini “that’s” nya yang jadi masalah, apakah boleh pakai tanda petik atau tidak, jadi mempengaruhi jawabannya, saya jawabnya sudah that’s tapi disitu keterangannya salah. Karena disini tidak ada fasilitas untuk mengecek jawaban yang betul itu apa, adanya benar atau salah. Sehingga ketika saya mencoba cek, kok salah ya, itu kenapa ya, saya coba-coba lagi masih tetap salah. Nah mungkin dari jawabannya. Jangan pakai singkatan. Kekurangan lain? Nah ini back nya, misalnya saya buka lesson 1 dan lesson 2. Nah ketika di back itu dia langsung stop. Nah dia kembali ke alurnya. Nah ini back nya itu apakah mau kembali ke menu utama, atau yang mana. Nah ini navigasinya perlu diperbaiki lagi. Ini malah aplikasinya mengingatnya seperti membuka halaman web, satu satu satu dan back back back. Lalu mungkin ada bagusnya ada score. Lalu mungkin ga misal untuk gurunya untuk mengupdate soal. Saya berfikirnya malah ada satu sistem lagi di luar isinya kumpulan data set, data soal. Nanti dari aplikasi ini dia bisa download dari internet. Jadi nanti yang diajarkan ke anak ini sudah bisa disesuaikan, jadi ketika guru mau membuat soal, dia sudah menyesuaikan dengan kira-kira lesson 1 itu apa aja. Nah ketika ambil disini sistemnya dia bisa ngacak sendiri. Mungkin itu lebih menarik karena bisa dipakai juga untuk tidak cuma 1x tapi bisa berkali-kali. Soalnya kita cukup bisa update soal di internet, nanti aplikasinya akan ambil sendiri dari situ lalu dia bisa ngacak sendiri. Kalau ini kan akan sama terus soalnya. Nah kalau pembelajaran kan alangkah lebih baiknya kalau itu memang bisa dinamis ya. Nah bagi guru juga tidak kerepotan. Nanti cukup install 1x, soal tinggal download dari internet semua, nanti bisa diperbaharui sendiri. Ya paling itu saja sih dari saya. Oh kira-kira seperti itu ya pak. Oh ya terimakasih atas waktunya pak.



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Hai, namanya siapa? Olive Gimana menurutmu gambaran aplikasi kemarin? Yang let’s have fun jadi menurutku lirik lagunya dibanyakin lagi. Kalau hubungan aplikasi bisa meningkatkan speakingnya kah? Ya bisa banget, untuk meningkatkan speaking, bagian percakapannya, jadi kata-kata yang tidak tahu, jadi tahu dengan mendengarkan pronunciationnya. Kekurangan Ya itu tadi lagunya aja ditambahin lagi Kelebihannya Bisa untuk meningkatkan speaking dan belajar pronunciation Oke makasih Olive.


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: Interview. 09 : Sabtu, 13 Februari 2016 : 12.30 p.m : Depan kelas : R = Researcher S8 = Student 8


Hai, namanya siapa? Nama saya Nehemia Nosa, kelas XI bahasa, SMA Bopkri 2 Oke, kalau secara umum gambaran aplikasi kemarin gimana menurutmu Secara umum kalau untuk belajar itu sangat simple, mudah, dan bisa di akses dimana-mana. Oke, kalau kira-kira dari aplikasi ini kekurangannya apa saja? Kalau dari pandanganku, anak bahasa sendiri, itu kalau bisa soal-soalnya perlu divariasi, vocab nya lebih dibanyakin. Soalnya kita kan anak bahasa, jadi perlu yang lebih banyak seperti itu. Terus kalo misalnya ada listening, atau kemarin yang ada diisi lagu, jadi lagunya yang masa kini, tapi tidak terlalu popular. Jadi untuk lagu cari yang kekinian tapi yang tidak popular. Kalau kelebihannya? Ya itu tadi, aplikasinya simple bisa untuk belajar dengan mudah. Ada masukan lagi? Masukan, kalau aku dari segi design aplikasinya, dipertahankan sesimple itu, tapi kalau bisa animasinya di banyakin dikit aja, kurang lebih


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dimenarikin lagi, jadi kayak background nya dikasih gambar apa, : Oke, Nosa, makasih yaa..


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Halo, namanya siapa? Damario Kalau menurutmu gambaran aplikasi kemarin secara umum seperti apa? Menarik, tapi lebih menarik untuk kita mempersimple mempelajari bahasa inggris Kalau kelebihannya apa? Membuat simple belajar bahasa Inggris dengan cepat kalau menurutmu, aplikasi ini bisa untuk meningkatkan kemampuan speakingmu ga? Bisa. Ya bisa belajar dari aplikasi itu mempermudah. Oke, jadi ada kekurangannya dari aplikasi ini? Apa saja? Kekurangannya seperti saat menjawab dipencet tidak keluar jawabannya, di klik terus ada yang error Ada masukan lagi? Biar aplikasinya jadi lebih baik lagi? Cover nya atu background nya aja dibuat lebih menarik Oke Damar, makasih ya..


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Halo, namanya siapa? Grace Gimana kalo menurut pandanganmu tentang aplikasi Bagus si, membantu banget soalnya. Kan kalo aku kurang bagus di pronunciation, itu tuh membantu banget gimana pengucapannya. Jadi aku ndengerin itu dulu. Oh gitu, kalau menurutmu kelebihan aplikasi ini apa? Materinya membantu banget sama kelas XI.. kan sama materinya. Bisa buat meningkatkan speakingnya juga. Dari segi apanya? Kan kita ndengerin trus kita ngikutin dan ngucapin.


R : Oke.. jadi dari aplikasi ini ada kekurangannya juga kah? Apa saja? S13 : Layoutnya kurang menarik. Membosankan. R : Ya.. nanti akan diperbaiki. Kira-kira ada masukan lain? Untuk membuat aplikasi ini lebih baik lagi? S13 : Emm.. apa ya.. mungkin itu sih ada games nya juga. R : Oke.. makasih yaaa. No Hari, tanggal Jam Tempat Responden


R : Halo, namanya siapa? S16 : Sephana R : Nah, kemarin kan sudah dikasih aplikasinya. Nah menurutmu, gambaran umum aplikasinya itu bagaimana? S16 : Aplikasinya bagus, soalnya kan pakai HP juga jadi bisa diakses dimana saja, terus gampang, trus itunya enak pake listening pakai lagu-lagu gitu nyenengin. R : Kalau dari segi materi, bisa untuk meningkatkan speakingmu nggak? S16 : Bisa. Kalau speaking tuh kan ada percakapan itu, jadi tahu pengucapan katanya bagaimana, terus ada contohnya gitu jadi lebih gampang ada listeningnya juga. R : Kalau kekurangannya? S16 : Oh ya, aku kan sukanya yang warna warni gitu. Jadi mungkin warna nya kurang hidup gitu. Misalnya bisa ditambah warna warni gitu, jadi kan enak di mata hehehe.. R : Oh gitu. Hehe. Kalau kelebihannya? S16 : Kelebihannya praktis, gampang, dan enak. R : Oke sip. Terus ada masukan lagi kah? S16 : Masukannya itunya aja, warnanya aja di layoutnya itu ditambah aja warnanya biar lebih nyenengin, hehe R : Oke, siap. Makasih yaa..


 Main field testing No Hari, tanggal Jam Tempat Responden

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: Interview. 14 : Selasa, 22 Maret 2016 : 11.40 : Ruang Kelas XI Bahasa : R = Researcher S7 = Student 7

Halo ini Nosa ya.. Iya Miss Kalau menurutmu apakah materinya sudah sesuai dengan kelas XI? Sebenernya materinya mengajarkan hal-hal untuk materi ke depan, untuk saat ini belum diajarkan, tapi nanti bisa membantu untuk materi selanjutnya. Nah dalam aplikasi ini kan ada pembagiannya di tiap lesson, let’s start, let’s practice dan let’s have fun. Menurutmu bagaimana? Sudah ketiga-tiganya sudah dapat membantu siswa dalam belajar speaking. Di awal siswa bisa dipandu dahulu belajar tentang apa ini, nah yang kedua berisi latihan-latihan yang bisa meningkatkan siswa dalam speaking, yang bagian ketiga untuk having fun, tambahan activities nya cukup menarik. Oh begitu, berarti sudah bisa membantu ya? Kalau waktu menjalankan aplikasi ini ada kesulitan apa ga? Nggak sama sekali. Kalau menurutmu tentang activities di aplikasi ini bagaimana? Nah itu activitiesnya sudah bisa membantu siswa untuk belajar speaking dan bener-bener berfokus dalam materinya kelas XI. Oh begitu, oke kalau disini ada kekurangannya? Audionya sedikit kurang bagus, bisa pakai microphone atau rekaman itu bisa lebih bagus.



R : Namanya siapa? S16 : Hana. R : Oke, hana, nah kemarin kan udah belajar aplikasinya, sekarang sudah direvisi, kalau menurutmu bagaimana? S16 : Sekarang tambah bagus sih mbak, soalnya kayak latihan-latihannya sudah bagus, Cuma kemarin aku bilang desainnya kurang bagus, nah


sekarang bagus, sudah warna warni, R : Oh gitu haha iya backgroudnya uda ga 1 warna ya S16 : Haha.. iya jadinya udah bagus, udah enak. Trus belajarnya bisa jadi praktis, bisa dimana aja. R : Berarti setelah belajar menggunakan aplikasi ini, kemampuan speaking nya bisa meningkat tidak? S16 : Iya, mungkin kalau belajar ini aku jadi tahu pengucapannya yang benar ya mbak, misalnya untuk satu kata ini yang ada di dialog, kan aku nggak tau cara ngucapinnya, jadi tahu sekarang R : Oh begitu, ya apalagi? S16 : Kosakata bisa menambah, terus ada soal-soalnya jadi bisa melatih kemampuan kita. R : Oh ya, brarti bisa membantu ya. Terus waktu memakai aplikasi ini ada kesulitan ga? S16 : Emm.. engga ada kesulitan soalnya emang gampang, dan praktis. Dan juga menarik, udah warna-warni. R : Oh gitu..makasih No Hari, tanggal Jam Tempat Responden

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Namanya siapa nih? Yosua Kemarin sudah belajar aplikasinya, gimana menurutmu? Nah kalau menurut saya aplikasi ini sudah mengalami banyak perubahan ya, mulai dari design nya, kualitas audio mulai banyak diperbaiki, dan diperjelas lagi. Nah pembuatan aplikasi ini kan memang saya ambil dari materi yang ada di silabus. Kalau menurutmu sudah sesuai apa belum? Ya memang sudah sesuai dengan buku kelas XI. Kalau speaking nya? Bisa membantu kah? Kalau dari segi speakingnya, cukup membantu. Banyak kosakata yang saya dapat, speaking dan listening juga tambah lagi. Kalau pronunciationnya? Ya pronunciation juga, karena ada latihannya juga. Ada kesulitannya kah? Dulu pertamanya tombolnya dimana saya harus pencet apa, tapi sekarang sudah tau, sudah jelas. Hehehe Oh gitu, oke yosua makasih ya atas opininya.



R S9 R

S9

R S9 R

S9 R S9 R S9 R S9 R


: Halo namanya siapa? : Nama saya elvian. : Nah, miss mau nanya tentang aplikasi yang sudah diberikan, sudah dipelajari ya? Nah di aplikasinya kan ada pembagiannya jadi 3 divisi. Let’s start, let’s practice sama let’s have fun. Menurut pendapatmu gimana? : Bagian let’s start tu kayak tutorial ngapain, kalau let’s practice kita langsung ngerjain latihan-latihan soal. Kalau let’s have fun untuk ya kayak tambahan latihan aja. : Nah kalau menurutmu dengan pembagian itu nyaman ga? : Nah, kalau let’s start tuh kita bisa tau apa yang dimaksud dari lesson pertama, kedua dan seterusnya. : Oh gitu, oke, nah di dalam aplikasi ini kan banyak dialog untuk belajar speaking. Nah apakah dengan belajar dengan aplikasi ini kamu bisa lebih memahami makna dari percakapan tersebut? : Ya bisa lebih memahami, karena ada listening practice nya juga bisa didengarkan. : Oh ya kalau masalah audio nya bisa didengar ya? : Ya bisa mbak, tapi ada lesson yang audio nya itu agak kurang jelas. : Ketika mengaplikasikan ini, ada kesulitan kah? : Enggak sih, : Kalau kekurangannya? : Ya Cuma dari audionya aja. : Okay, terimakasih pendapatnya ya..



R S15 R S15 R

: : : : :

S15 : R : S15 :

R : S15 :

R

:

S15 : R :


Halo dek, boleh minta pendapatnya ya? Boleh Miss Bagaimana menurutmu tentang aplikasi yang sekarang ini? Sudah bagus Miss, sudah ada peningkatan. Kalau aplikasi ini digunakan sebagai sarana pendukung belajar speaking gimana? Bisa Miss, karena di aplikasinya ada latihan-latihan yang mendukung kemampuan speakingnya. Oh ya? Contohnya apa saja? Ya ada listening practice juga bisa latihan pengucapannya ada latihannya juga, terus banyak kata-kata yang belum tahu jadi ngerti soalnya kan ada vocab nya juga, terus ya simple juga sih Miss, jadi enak bisa dibawa kemana saja. Oh begitu. Oke kalau kekurangan dari aplikasi ini apa saja? Oh ini, sebenernya audio di lesson nya sudah bagus kok, Cuma di lesson akhir ada beberapa audio yang kurang jelas. Mungkin bisa diperjelas lagi Miss. Oh begitu ya, iya nanti bisa jadi catatan ya. Terus waktu menginstall aplikasi ini ada kesulitannya tidak? Tidak Miss, saya rasa tidak ada. Okay, terimakasih atas waktunya ya.


APPENDIX 9 FIELD NOTE


FIELD NOTE No Hari/ Tanggal Jam Kegiatan Tempat Responden

: : : : : :

FN. 01 Kamis, 5 November 2015 12.00 – 13.30 Observasi Ruang Media, Perpustakaan R = Peneliti (Researcher) Ss = Siswa (Students) ET = Guru (English Teacher)

R tiba di sekolah pukul 11.30 WIB dan langsung menuju Ruang TU untuk laporan mau bertemu ET. Kemudian salah satu pegawai TU memanggilkan ET. Kemudian R bertemu ET dan akan melakukan wawancara dan ET mengajak R ke kelas sekalian untuk observasi.R akan melakukan observasi di kelas XI Bahasa pada jam ke 7 dan 8. Setelah bel berbunyi, R diajak oleh ET untuk berjalan menuju ke perpustakaan karena ET akan memakai ruang media untuk mengajar disana. ET memasuki kelas diikuti Ss kelas XI Bahasa dan R mengikuti dari belakang. Suasana ruang media sangat nyaman untuk belajar. Ruangan berisi beberapa larik meja kecil dan ada karpet yang nyaman untuk anak-anak duduk disana secara lesehan. ET mempersilakan R untuk duduk di bangku kosong yang paling belakang. Setelah itu beliau membuka kelas dengan menyapa siswa “Good morning,”. Lalu ET menyuruh siswa untuk siap-siap mempresentasikan hasil karya nya secara bergiliran. ET bertanya kepada Ss,”Who will be number one? Number two? You? okay good. Number three? You will be number three”. Siswa langsung merespon angkat tangan untuk menuju ke gilirannya. Kemudian ET berbicara lagi, “I think the time is enough. Oke the students now let‟s give him big applause.” Kemudian ET mempersilakan Ss dengan urutan pertama untuk mempresentasikan hasil karya nya. Ss pertama membuka,“Morning my friends, and morning my teacher.” Kemudian Ss yang lain merespon “Morning”. Kemudian Ss yang presentasi mengatakan, “Today I will show you about presentation about formaldehyde or formaline. Okay we want.. em.. I want to show you about the movie.” Kemudian Ss tersebut memperlihatkan video tentang penggunaan formalin pada bunga sepatu dan contoh test makanan yang mengandung formalin. Setelah kira-kira 2 menit, ET berbicara, “Is there anybody who can help him?” kemudian salah satu Ss maju untuk membantu sebagai operator. Kemudian Ss yang presentasi memulai presentasinya: “The title is “Is formalin important for food?” Formalyn is one of the chemical compounds that em can force us. Formalyn is formed by the action of methanol on catalyc oxidation. Firstly, formalyn is e corrosive e...it‟s a corrosive but..the formalyn cannot demands the materials who have..the materials who have the high content of mass. The formalyn is most used by on the body who..in the people who die because the bacteria inside the body was defeated by formalyn. Many formalyn used something for violate the roles like a fresh..e seller of fresh fish or fresh meat. Because the formalyn is can make cancer if we eat them repeatedly. So, it would be nice if the food producer or food seller


didnt use formalyn in their.. em.. this is our..my presentation. Is there any question?”. Setelah Ss tersebut selesai presentasi, ET menjawab,” Yes. Come on. One you choose, you write later. You choose it.” Kemudian Ss yang presentasi menunjuk salah satu Ss yang mengangkat tangan. Ss yang bertanya berbicara dengan sangat pelan suaranya, kemudian ET mengomentari,”Louder please.” Kemudian Ss yang bertanya berkata,”What is the benefit of formalyn?” dengan suara yang cukup keras. Kemudian Ss yang presentasi berkata,”Thank you for your question. Benefit of formalyn..the formalyn is can be protect the materials like bactery or viruss in the materials. Is that enough? The student number?Okay, that‟s about my presentation. Thank you for your attention”. Untuk presenter pertama, lumayan bagus karena dia bisa menyampaikan apa yang dipresentasi dengan lancar dan dengan bahasanya sendiri, walaupun kadang-kadang ada pengucapan yang kurang tepat maupun grammarnya juga. Kemudian ET mempersilakan Ss berikutnya untuk mempresentasikan hasil karyanya di depan: “Ok, I will give presentation about headset. Is using headset one of our life style? Headset is handphone with a microphone. Headset is easy to use. Many people use headset in their computers. Firstly, overuse or too pushy use will cause damage to hearing loss or decrease in hearing or deaf. Secondly, not expensive, is a tool that is convenient for carrying to many people. Can with any level of volume or listening to the sound of anytime and anything. You may only use....”. ET memotong pembicaraan Ss tersebut dengan mengkoreksi pronunciationnya,”Use”. Kemudian Ss tersebut mengulangi lagi, “You may only use the headset arbitrary, but remember the negative things on the headset. Message, hear yourself keep your ears.” ET mengkoreksi pronunciationnya lagi,”Ears”. Lalu siswa tersebut mengulang lagi. “Ears. Any questions?”. Setelah itu ada beberapa Ss yang mengangkat tangan, kemudian Ss tersebut memilih salah satu Ss, dan Ss itu bertanya. “What is the negative effect of using headset?” kemudian Ss yang ditanya menjawab pertanyaan dengan singkat. Untuk presenter yang kedua, grammar nya masih sangat kurang karena banyak yang keliru. Dan juga dalam hal pengucapan, banyak hal yang harus diperbaiki dan dilatih. Presenter selanjutnya maju ke depan,”The topic is „is piercing the part of our life style?” Kemudian presenter menunjukkan video. Karena video nya terlalu ekstrim, ET menyuruh presenter untuk menghentikan video tersebut. “thesis, piercing the contemporaty trends are gaining popularity among young people worldwide. Various types of piercing already available in price variatons, but in addition to making its usefulness grow cool and handsome, piercings have side effects that need attention. Firstly, body piercing is an ornament on the body (human) in the form of observations of objects (mainly of metal, but can also be bones, teeth, or horn) a particular form of semi-permanent or permanent basis in a manner forwarded to the skin. Secondly, part of the body piercing embeddable most widely known is the bottom of the earlobe. This piercing is specifically named earrings. This practice is commonly applied by many cultures and women who wear it is generally accepted by the public, but for men there is a lot of reservation, because earrings are often assosiated with femininity. Next, thirdly, the reason is also varied one of which was curious, for the sake of art, traditions of the anchestors, the demands of community and environmental factors as well.


ET memotong presentasi Ss tersebut dan mengatakan,“You may have make it on your own sentences, don‟t just read, right? Next”. Lalu Ss meneruskan, ”Reiteration, based on the arguments, we can conclude that piercing is an ornament in the form of metal that inserted in the parts of the human body that are popular among teens and has become a trend today that only satisfaction of each consumer.” Kemudian ET memotong lagi dan berkata, “Okay, just a minute, you...em.. make your own reiteration based on your own sentences. Don‟t read the slides. Don‟t move, come on.” Lalu Ss tersebut berbicara, “piercing is trend and can make be structure.” Lalu ET mengomentari,“Is it okay? next message.” Lalu Ss tersebut menjelaskan, “We can use the piercing for as long as we are ready to it.” ET mengomentari lagi, “Good”. Ss tersebut menutup,”That‟s all my presentation. Any question?” ET kembali berbicara, “Choose one, come on”. Kemudian Ss tersebut melihat banyak Ss yang lain mengangkat tangan, hendak bertanya. Ss tersebut akhirnya memilih salah satu temannya untuk bertanya, yaitu, “What will happen if we have many piercing in our body?” Kemudian Ss yang presentasi menjawab secara singkat dan jelas,”It will be exposed to infection.” Lalu ET menyuruh seluruh Ss untuk bertepuk tangan. Ss ketiga ini lumayan lancar dalam menyampaikan presentasi. Namun Ss ini terlalu melihat ke slide dan hanya membaca kata-kata yang ada di slide. Pronunciation dan grammar nya juga masih kurang. Karena masih ada sedikit sisa waktu, ET mempersilakan Ss dengan giliran selanjutnya. Ss yang presentasi kali ini yaitu Ss putri, tampak malu-malu dan kurang yakin dengan penampilannya kali ini. Dia membuka percakapan,“Analytical exposition text, skin whitening. Many woman choose to make look beautiful and currently. Can make your bodies quickly white but the body‟s metabolism can be afraid and use your body be shock. Secondly syringes are insert of vitamin C to make pigment present in th skin to be changed”. Cara Ss tersebut presentasinya melihat ke belakang, melihat slide dan membacanya. Oleh sebab itu, ET mengomentari, “Excuse me, would you like to have your own words and don‟t see the slides please? Come on, just have your own sentences.. go back. You make your own arguments”. Ss putri tersebut malu-malu dan berbicara tidak yakin dengan penampilannya, tidak siap. ET mengomentari Ss yang presentasinya hanya melihat slide, ketika diminta membuat kata-kata sendiri, Ss tersebut tidak bisa. Diulang berkali-kali Ss tersebut belum siap dan tidak bisa presentasi dengan benar. Pronunciationnya juga banyak yang salah, presentasi dalam slide nya juga grammarnya masih banyak yang kurang tepat. Akhirnya, ET menyuruh Ss tersebut untuk langsung ke bagian reiteration dan message, tetap saja Ss tersebut tidak bisa jika tidak melihat slide. Bel pulang sekolah akhirnya berbunyi, ET menyuruh Ss untuk bersiap-siap pulang. ET menyuruh salah satu siswa untuk memimpin doa di depan. Setelah itu ET menutup kelas, dan menyuruh anak-anak menyalami ET dan R di pintu keluar.


APPENDIX 10 PHOTO DOCUMENTATION


PHOTO DOCUMENTATION

The students filled the questionnaire

The researcher helps the students how to use EEL

The students are using EEL


APPENDIX 11 PERMISSION LETTERS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PEMERINTAHAN KOTAYOGYAKARTA

DINASPERIZINAN Jl. KenariNo.56 Yogyakarta 55165Tetepon514448,515865,515865,515866,562682 Fax(0274)555241 I E-MAIL: [email protected] HOTLINE SMS: 081227625000 HOTL|NEEMATL:[email protected] WEBSITE: www.perizinan. ioqiakota.oo. id

SURATIZIN N OMOR:

070/0956

1 7 t t/ 5 4 Membaca Surat

: Dari KetuaPPs USDYogyakarta Nomor : 57lK11.8.3.941KM12016

Mengingat

1.

2. 3. 4. 5.

I Tanggal : 17 Februari 2016

Peraturan GubernurDaerahistimewaYogyakarta Nomor: 18 Tahun2O0gtentang Pedoman PelayananPerizinan,RekomendasiPelaksanaanSurvei, penelitian, Pendataan, Pengembangan, Pengkajian dan Studi Lapangandi Daerahlstimewa Yogyakarta. PeraturanDaerahKotaYogyakarta Nomor10 Tahun2008 tentangpembentukan, Susunan, Kedudukan danTugasPokokDinasDaerahl PeraturanWalikotaYogyakartaNomor 29 Tahun 2007 tentangpemberianlzin Penelitian,PraktekKerja Lapangandan Kuliah Kerja Nyata di Wilayah Kota Yogyakarta; Peraturan Walikota Yogyakarta Nomor85 Tahun2008tentangFungsi,RincianTugas DinasPerizinan KotaYogyakarta; PeraturanWalikotaYogyakartaNomor20 tahun 2014 tentangPenyelenggaraan padaPemerintah Perizinan KotaYogyakarta;

Diijinkan Kepada

Nama : BELINDA HANADWIAJI No.Mhs/NIM : 136332032 Pekerjaan : Mahasiswa PPsUSDYogyakarta Alamat : Jl.Affandi, TromolPos29 Yogyakarta Penanggungjawab : Dr.B.B.Dwijatmoko, M.A. Keperluan : Melakukan Penelitian denganjudulProposal : EASYENGLISH LEARNING ANDROID (EELP) APPLICATION : M-LEARNtNG MODEL OF ENGLISH SPEAKING SKILLFORGRADEXI STUDENTS

Lokasj/Responden Waktu Lampiran DenganKetentuan

KotaYogyakarta t 10Maret2016s/d10Juni2016 Proposaldan DaftarPertanyaan 1. WajibMemberikan LaporanhasilPenelitian berupaCD kepadaWalikota Yogyakarta (Cq.DinasPerizinan KotaYogyakarta) 2. WajibMenjaga yangberlakusetempat Tatatertibdanmenaatiketentuan-ketentuan 3. lzininitidakdisalahgunakan untuktujuantertentuyangdapatmengganggu pemerintahan kesetabilan danhanyadiperlukan untukkeperluan ilmiah 4. Suratizininisewaktu-waktu dapatdibatalkan apabilatidakdipenuhinya ketentuan-ketentuan tersebut diatas Kemudian diharapparaPejabatPemerintahan setempat dapatmemberikan bantuan sepenunya

TandaTangan Pemegang lzin

Tembusan Kepada: Yth l.Walikota (sebagailaporan) Yogyakarta 2.Ka.DinasPendidikan KotaYogyakarta 3.Kepala SMABopkri.2 Yogyakarta 4.KetuaPPsUSDYogyakarta 5.Ybs.

Dikeluarkan di : Yogyakarta : 11-=12]15 Dinas Perizinan


YAYASANB O P KRI

YOGYAKARTA

SMA BOPKRI 2 YOGYAKARTA TERAKRX,DITASI "A"

Jalan JenderalSudirman 87 Yogakarta 55223,8 (0271)513433,540789,Fm(0274)552335

Website:www smabopki2yk.sch. id ; e-mail: [email protected]

SURAT KETERANGAN Nomor:597lI.13.1/SMA.2BP|I120 16 Yang bertandatangandi bawalrini saya: Nama

: SRI SULASTRI,M.Pd

MY

:014690173,

PangkaVGol

: Penata,IIyc

Jabatan

: KepalaSekolah,,

Unit Ke{a

: SMA BOPKRI 2 Yogyakarta

Denganini menerangkan: Nama

: BELINDAHANADWIAJI

NIM

:136332032

Prodi

: KajianBahasaInggris

Universitas

: UniversitasSanataDharmaYogyakarta

Bahwa Saudaratersebutdiatastelah melakukanpenelitiandi SMA BOPKRI 2 Yogyakarla pada Bulan Februari s.d Maret 2016 denganjudul penelitian : Easy English leaming Aldroid Application(EELP)M-LeamingModel of EnglishSpeakingSkill for GradeXI Students. Demikian suratketernaganini kami buat agardapatdipergunakansebagaimana mestinya. 23Maret2016 Sekolah,

EASY ENGLISH LEARNING ANDROID APPLICATION (EEL): AN M-LEARNING MODEL TO LEARN SPEAKING SKILL FOR GRADE XI STUDENTS A THESIS

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