PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

FUN LISTENING ANDROID APPLICATION (FLAP): M-LEARNING MODEL OF ENGLISH LISTENING COMPREHENSION FOR GRADE X STUDENTS

A THESIS

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

by Ika Fathin Resti Martanti 136332031

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2015


FUN LISTENING ANDROID APPLICATION (FLAP): M-LEARNING MODEL OF ENGLISH LISTENING COMPREHENSION FOR GRADE X STUDENTS

A THESIS

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

by Ika Fathin Resti Martanti 136332031

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

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DEDICATION PAGE

Life is a Struggle! (myself)

Faith: It’s all about believing. You don’t know how it will happen, but you know it will. (anonymous)

This thesis is dedicated to:  My beloved parents, Bapak Sadjijo and Ibuk Suparni  My brothers, Farhan Labib Nugroho and Gilang Bangkit Saputra  My beloved man, Rhoma Dian Graha  All of my friends

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ACKNOWLEDGEMENT

First of all, I would like to express my highest gratitude to Allah SWT for every blessing and guidance so that I can have strength to struggle and overcome many obstacles in completing my thesis and finishing my study. My sincerest gratitude goes to my thesis advisor, Dr. B.B. Dwijatmoko, M.A., for his guidance, encouragement, and help in the process of finishing my thesis. I would also thank F.X. Mukarto, Ph.D., Dr. J. Bismoko, Dra. Novita Dewi, M.S., M.A. (Hons), Ph.D., Widya Kiswara, S.Pd., M.Hum., and Josephine Sri Murwani Pudji Lestari, M.Hum., for sharing invaluable knowledge to me. My gratitude also goes to Dr. Ir. Gatot Hari Priowirjanto and SEAMOLEC for the funding and their dedication to promote technology in education. Besides, I am really grateful to Jaslin Ikhsan, Ph.D. for the useful feedback so that I can improve my thesis.

I would like to express my immeasurable gratitude to my beloved parents, Bapak Sadjijo and Ibuk Suparni, and my brothers, Farhan and Gilang, who have joined me in my struggle. Thanks for your prayer, support, care, and life lessons everyday. Those make me who I am now. Many sincere thanks go to my SEAMOLEC friends, Mbak Desi, Belinda, Mbak Marga, Mbak Santi, Mas David, and Mas Vendi, who have been struggling hard together with me. I wish to thank my classmates in KBI 2013, Bundo Wulan, Mbak Anna, Mbak Tanti, Mbak Ratri, Mbak Hening, Mbak Pipit, Mbak Maya, Mbak Mimi, Pak Tangguh, Levyn, Mbak Yunita, Joan, Nita, and many others, for sharing every joy and hardship during my study in this

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university. Many thanks also go to Mbak Lelyana and Pak Mulyadi for their help and friendliness during my study. My heartfelt thanks also go to my beloved ‘Anchakers’: Vinindita, Astri, Endah, Novita, Ayu, Fajri, and Ndaru, my ‘Semuters family’: Rachma, Eka, Ardy, and Mas Nano, and my ‘Cutebrays’: Pipit, Dewi, Bowo, Adit, and Ujang, for their motivation, care, quality time, and all the adventures together. My gratitude also goes to my bestie, Erie, for our lasting friendship. You are all my families. I am trully indebted to Drs. H. Maskur, the principal of SMAN 1 Depok, for giving me the opportunity to conduct my research there. My great appreciation also goes to Priyanta Ari Nugraha, S.Pd., Parjanto, S.Pd.T., Dr. Dwijoko Purbohadi, S.T., M.T., and Fidelis Chosa Kastuhandani, M.Hum. who have become my validators and helped me finish my thesis. Besides, my gratitude also goes to the students of SMAN 1 Depok Sleman, for helping me completing my research. I also want to send my gratefulness to Oki Wicaksono, S.T. who has tutored me on how to make an Android application. My special gratitude goes to my sweetheart, Rhoma Dian Graha, for teaching me about patience and struggle. Thanks for your love, support, and faithfulness to wait for me finishing my thesis. I am much obliged to everyone who have helped me during my study and thesis journey. May God bless you all.

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TABLE OF CONTENTS

TITLE PAGE ............................................................................................. APPROVAL PAGE ................................................................................... DEFENSE APPROVAL PAGE ............................................................... DEDICATION PAGE ............................................................................... STATEMENT OF ORIGINALITY .......................................................... LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .......................... ACKNOWLEDGEMENTS ....................................................................... TABLE OF CONTENTS .......................................................................... LIST OF TABLES .................................................................................... LIST OF FIGURES ................................................................................... LIST OF APPENDICES ........................................................................... ABSTRACT .............................................................................................. ABSTRAK ................................................................................................ CHAPTER I: INTRODUCTION .............................................................. A. Background of The Research ........................................................ B. Problem Identification ................................................................... C. Problem Limitation ....................................................................... D. Research Question ........................................................................ E. Research Objective ........................................................................ F. Research Benefit ........................................................................... CHAPTER II: LITERATURE REVIEW .................................................. A. Theoretical Review ........................................................................ 1. Teaching English in Senior High Schools ............................... a. The Nature of Teaching ..................................................... b. Characteristics of Senior High School Students ................ c. Teaching English for Senior High School Students .......... 2. Listening Comprehension ........................................................ a. The Nature of Listening ..................................................... b. The Nature of Listening Comprehension .......................... c. Micro-skills of Listening .................................................. d. Types of Listening Strategies ............................................ e. Listening Comprehension for Senior High School Grade X ......................................................................................... 3. Mobile Learning (m-learning) ................................................. a. The Nature of Learning ..................................................... b. The Nature of Mobile Learning ......................................... c. Mobile Assisted Language Learning (MALL) .................. 4. Android .................................................................................... a. The Nature of Android ...................................................... b. Android Development Program ......................................... 5. Instructional Design Model ..................................................... a. The Nature of Instructional Design ................................... b. Types of Instructional Designs .......................................... c. Characteristics of Well-designed Software ........................ ix

i ii iii iv v vi vii ix xii xiii xiv xv xvi 1 1 5 6 7 8 8 10 10 10 11 12 13 13 14 17 18 19 21 22 23 25 30 34 35 36 40 42 43 51


B. Review of Related Studies ............................................................. C. Theoretical Framework .................................................................. CHAPTER III: RESEARCH METHODOLOGY ..................................... A. Research Method ........................................................................... B. Research Design ............................................................................ C. Research Setting and Participants .................................................. 1. Research Setting ...................................................................... 2. Research Participants ............................................................. D. Data Collection Technique ............................................................ 1. Questionnaire .......................................................................... 2. Interview ................................................................................. E. Data Analysis Technique ............................................................... CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............... A. Process of Developing the Iconic Model ....................................... 1. Information Collecting ........................................................... 2. Planning .................................................................................. 3. Development .......................................................................... a. Developing the Materials ................................................... b. Developing a Storyboard and a Flowchart ........................ c. Developing the Application Using App Inventor ............. d. Building the Application into .apk File ............................. 4. Evaluation and Revision ......................................................... a. Experts Validation ............................................................. b. Users Validation ................................................................ B. Presentation of the Iconic Model of the Android Application ....... 1. Focus Section ........................................................................... 2. Fun Section .............................................................................. 3. Final Section ............................................................................ 4. Forum Section .......................................................................... C. The Support of the Android Application to M-Learning ............... CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................... A. Conclusions .................................................................................. B. Suggestions ................................................................................... BIBLIOGRAPHY ..................................................................................... APPENDICES ..........................................................................................

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LIST OF TABLES

Table 2.1. Table 2.2. Table 2.3. Table 2.4. Table 3.1. Table 3.2. Table 3.3. Table 3.4. Table 3.5. Table 3.6. Table 3.7. 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.

Micro-skills of Listening Comprehension ....................... Two Kinds of Listening Strategies ................................... The Stages in ADDIE Model ........................................... The ASSURE Model ....................................................... The Combined Model of Borg & Gall (R & D Model) and Dick and Carey Model (Systems Approach Model) The Description of the Expert Validators ......................... Instruments, Participants, Time, Data, and Aims ............. The Description of Needs Analysis Questionnaire Result The Description of the Validation Questionnaire Result The Conversion Table of the Raw Scores into the Converted Scores ............................................................. A Five Scale Using Criterian Reference Evaluation (CRE) .............................................................................. Competency Standards and Basic Competences of Listening Skill for Grade X .............................................. The Topics for Listening Skills of Senior High School Grade X for Semester 1 and 2 ......................................... The Working Concept of the Needs Analysis Questionnaire .................................................................. The Teaching of Listening in the Classroom .................. The Students’ Listening Strategies .................................. The Media Used by the Students to Practice Listening ... The Topics, Activities, and Learning Indicators ............. FLAP and Its Content Description .................................. The Categorization of the Scores .................................... The Descriptive Statistics of Materials Experts’ Opinion The Descriptive Statistics of Media Experts’ Opinion ... The Comments and Suggestions from the Experts .......... The Users’ Opinions toward the Materials Aspects ........ The Users’ Opinions about the Parts of FLAP ................ The Result of Users Validation Questionnaire in the Main Field Testing ..........................................................

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LIST OF FIGURES

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

Figure 2.5 Figure 2.6. Figure 2.7. Figure 2.8. Figure 2.9. Figure 2.10. Figure 3.1. Figure 4.1 Figure 4.2. Figure 4.3. Figure 4.4. Figure 4.5. Figure 4.6. Figure 4.7. Figure 4.8. Figure 4.9 Figure 4.10. Figure 4.11. Figure 4.12. Figure 4.13. Figure 4.14. Figure 4.15. Figure 4.16. Figure 4.17. Figure 4.18. Figure 4.19. Figure 4.20.

Types of Oral Language .......................................................... Distance Learning and Its Subsets .......................................... Three Pillars for M-learning ................................................... The Relationship of Computer Assisted Language Learning (CALL), Mobile Learning (ML), and Mobile Assisted Language Learning (MALL) .................................................. The Elements that are Required for Making an Android Application Using App Inventor ............................................. The ADDIE model of Instructional Design ............................ The Systems Approach Model for Designing Instructions .................................................................................................. The Nine Steps of the ID4T Model ......................................... System ID Model by Zook ...................................................... Model Development Framework ............................................. The Flowchart of the Combined Model Adapted from Borg and Gall (1983) and Dick and Carey (2003) ........................... The Warning of the Failed Building Project............................ The Error Internet Connection Causes the Program to Stop ... The Warning of Exceeding Number of Screens ...................... The Icon of FLAP in the Display Menu ................................... The Homescreen of the Final Version of FLAP ....................... The Menu Screen of the Final Version of FLAP .................... The Unit Screen of the Final Version of FLAP ........................ The Unit Preview Screen of the Final Version of FLAP ......... The Screen of Each Unit in the Final Version of FLAP .......... The Listen Screens in the Final Version of FLAP .................. Three Types of Listening Exercises in FLAP ......................... The Scoring System in FLAP .................................................. The Review Screen and the Screen Containing Text to Speech and Speech Recognizer ........................................................... The Fun Screen in the Final Version of FLAP ....................... The Song Screen and Its Scoring in the Final Version of FLAP The Story Screen and Its Scoring in the Final Version of FLAP ....................................................................................... The Poem Screen and Its Scoring in the Final Version of FLAP ....................................................................................... The Login and Final Screen in the Final Version of FLAP .... The Final Screen Part 1-4 in the Final Version of FLAP ....... The Forum Section in the Final Version of FLAP ..................

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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 Appendix 12 Appendix 13

Syllabus of Senior High School Grade X ......................... Blueprint of Questionnaires .............................................. Flowchart and Storyboard of FLAP .................................. Needs Analysis Questionnaire .......................................... Experts Validation Questionnaire ..................................... Users Validation Questionnaire ........................................ Interview Guideline .......................................................... Result of Needs Analysis Questionnaire ........................... Result of Experts Validation Questionnaire ...................... Result of Users Validation Questionnaire ......................... Interview Transcription .................................................... Photo Documentation ....................................................... Permission Letter ..............................................................

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ABSTRACT Martanti, Ika Fathin Resti. 2015. Fun Listening Android Application (FLAP): M-Learning Model of English Listening Comprehension for Grade X Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. Listening is the most fundamental skill in language learning, moreover, it provides language inputs for learners to develop other skills. Listening comprehension is very significant for students, especially Senior High Schools, as it has been integrated in the National Examination. In fact, it lacks attention in the classroom activities. With the existence of many mobile devices around students, it is more likely to make use of them as one of learning media inside or outside the classroom. Futhermore, the use of such technologies has promoted the implementation of Mobile Learning (m-learning) which can be defined either by the mobility of the learners or by the use of mobile devices as learning tools. Thus, the researcher was interested in developing a mobile application for tenth grade students to facilitate them in practicing listening. There were two research questions formulated in this thesis. The first question is what the Android application for English listening comprehension looks like. Then, the second question is how the application supports m-learning. To answer the research questions, an instructional model by Dick and Carey (2009) was combined with the R & D cycle by Borg and Gall (1983). The data were in the forms of quantitative and qualitative data. The quantitative data were gathered from the questionnaires, while the qualitative data were from the open-ended questions in the questionnaires and interviews. The research was done in SMAN 1 Depok Sleman. The result of this study is the iconic model of an Android application named Fun Listening Android Application (FLAP). This application consists of four main menu, namely Focus, Fun, Final, and Forum. Focus contains some lesson units from which the topics were taken from the syllabus of Grade X. This section consists of three parts, namely Listen, Practice, and Review. They provide some audios, transcriptions, exercises, and vocabulary/expression reviews. Fun consists of some fun listening materials, such as songs, stories, and poems, in the forms of filling blank exercises. Final is a listening test packaged like in the National Examination. The questions were taken from the previous National Examinations. The last is Forum which can facilitate students to communicate with their friends or teachers via social media. The result shows 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. According to the results of the questionnaires and interviews, this application employs some principles of m-learning proposed by Elias (2011), namely (1) equitable use, (2) flexible use, (3) simple and intuitive, (4) perceptible information, (5) tolerance of error, (6) low physical and technical effort, and (7) community of learners and support. Keywords: FLAP, m-learning, Android, grade X students xiv


ABSTRAK Martanti, Ika Fathin Resti. 2015. Fun Listening Android Application (FLAP): M-Learning Model of English Listening Comprehension for Grade X Students. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma. Mendengar (listening) adalah kompetensi paling mendasar dalam pembelajaran bahasa dan dengan keterampilan ini siswa dapat memperoleh input untuk mengembangkan kompetensi yang lain. Penguasaan listening sangat penting bagi siswa, khususnya SMA, karena listening menjadi salah satu bagian yang diujikan dalam Ujian Nasional (UN). Akan tetapi, aktivitas pembelajaran di kelas masih belum banyak yang terfokus pada kompetensi ini. Keberadaan perangkat mobile di sekitar siswa sangat memungkinkan untuk dimanfaatkan sebagai salah satu media pembelajaran baik di dalam maupun di luar kelas. Selain itu, penggunaan teknologi mobile juga dapat mendukung penerapan model pembelajaran Mobile Learning (M-Learning) yang bisa didefinisikan baik dari sisi mobilitas siswa maupun penggunaan perangkat mobile sebagai media pembelajaran. Oleh karena itu, peneliti tertarik untuk mengembangkan sebuah aplikasi mobile untuk siswa kelas X yang dapat membantu mereka dalam berlatih listening. Ada dua permasalahan inti dalam penelitian ini. Pokok permasalahan pertama adalah seperti apakah aplikasi Android untuk pembelajaran listening siswa kelas X. Permasalahan yang kedua adalah bagaimana aplikasi ini dapat mendukung penerapan model pembelajaran m-learning. Untuk menjawab permasalahan tersebut, model instruksional dari Dick dan Carey (2009) dikombinasikan dengan siklus Penelitian dan Pengembangan milik Borg dan Gall (1983). Terdapat dua jenis data dalam penelitian ini yaitu data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari hasil kuesioner, sedangkan data kualitatif didapat dari hasil pertanyaan terbuka dari kuesioner dan wawancara. Penelitian ini dilaksanakan di SMAN 1 Depok Sleman. Hasil penelitian ini adalah model ikonik dari aplikasi Android yang bernama Fun Listening Android Application (FLAP). Aplikasi ini terdiri dari empat menu utama, yaitu Focus, Fun, Final, dan Forum. Focus berisi materi yang topiknya diambil dari silabus kelas X. Bagian ini terdiri dari tiga bagian, yaitu Listen, Practice, dan Review. Masing-masing bagian berisi audio, transkrip, soal latihan, dan latihan kosakata/ekspresi kebahasaan. Fun terdiri dari materi listening yang menyenangkan, seperti lagu, cerita, dan puisi, dalam bentuk isian. Final adalah tes yang dikemas seperti dalam UN. Pertanyaannya diadaptasi dari soal-soal UN tahuntahun sebelumnya. Bagian terakhir yaitu Forum memfasilitasi siswa untuk dapat berkomunikasi dengan teman atau gurunya melalui sosial media. Hasil penelitian menunjukkan bahwa aplikasi Android ini dapat diterima dengan skor rerata 0.9 dari skor maksimal 2 dan bermanfaat untuk membantu siswa berlatih listening. Berdasarkan hasil kuesioner dan wawancara, aplikasi ini menerapkan prinsip-prinsip m-learning dari Elias (2011), seperti (1) penggunaan yang sesuai, (2) penggunaan yang fleksibel, (3) sederhana dan intuitif, (4) informasi yang jelas, (5) toleransi error, (6) pengoperasian yang mudah, dan (7) komunitas siswa dan dukungan. xv


CHAPTER I INTRODUCTION

This chapter presents the background information related to the reasons of the research problems. There are six major sections in this chapter namely: background of the research, problem identification, problem limitation, research questions, research objectives, and research benefits. A. Background of the Research The dynamics of education system in Indonesia give impacts to the general teaching and learning process at schools. One of the causes is the change of curriculum. The curriculum has changed many times. In 2013, it has changed from Curriculum 2006 into Curriculum 2013. According to Curriculum 2013, English in Senior High School is categorized into the compulsory subject and the elective subject. However, recently the curriculum has changed back into Curriculum 2006. This curriculum puts English as the compulsory subject. Furthermore, it gives influences to the teaching and learning practices at schools. Both teachers and students should adapt with such condition. According to Curriculum 2013, English teaching and learning process aims to develop students’ knowledge, skills, social and spiritual attitudes (The Ministry of Education and Culture, 2013). The focus is on developing students’ attitudes. The objectives of English learning are stated in the core competences which are explained in details in the basic competences. Meanwhile, Curriculum 2006 emphasizes the comprehension of the four language skills, namely: listening, speaking, reading, and writing. The learning goals are stated in the competency

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 2 standard and basic competences. Therefore, the assessment focuses on the students’ language skills, not their attitudes in particular. The problem is that the teaching-learning activities focus more on reading, writing, and speaking, whereas listening is rarely taken into account. Listening is a major component in language learning which influences learners in producing language. Brown (2001: 247) states that through reception, learners internalize linguistic information without which they cannot produce the language. However, many students have low awareness of the importance of listening. Such problem occurs because of some conditions. First, students get little opportunities to practice listening. Listening is mostly done when they listen to the teacher’s explanation or when the teacher plays audios or videos as a part of learning activities. They often get some problems when joining listening tests, moreover in the National Examination. There is no listening test conducted in daily tests, mid-term tests, and final semester tests, whereas students must face it in the National Examination. Hence, students may find difficulties in listening because they have not got adequate preparation for it. Another reason why students lack listening practice is the lack of learning media in the classroom. The available textbooks only provide simple listening materials and sometimes the teacher becomes the only language input for students to practice their listening skills. The language input that the students get is not sufficient enough to prepare for the National Examination. On the other hand, they must deal with various types of language functions in the listening test. They will listen to various monologues and dialogues in the listening test which are spoken by native speakers of English. Besides, they should understand the responses.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 3 Therefore, students need additional learning media which can facilitate them in practicing listening. With the advance of technology, many educational institutions have opportunities to make use of technology for facilitating students in learning. Technology has been integrated with the teaching and learning activities through the use of various learning media in the classroom. In the former years, technology is depicted by the use of computers, videotapes, and LCD in the classroom (Brown, 2001). Nowadays, the use of technology for enhancing learning is more common with the existence of the internet and the availability of various electronic devices which provide access to it. The internet which formerly could only be accessed from personal computers, recently can be easily accessed from mobile devices, such as smartphones, tablets, and other gadgets. Mobile technology has become the mainstream in Indonesian society. It has merged as people’s lifestyle. The advancement of technology, with its increasing affordability and various capability, has transformed the function of mobile devices from a means of communication into tools for socialization, entertainment, and learning (Cabanban, 2013). With the existence of the internet and various mobile devices, the learning process has developed rapidly. The internet has a prominent role in language learning. First, the internet becomes a potential source to browse the learning materials. Many websites provide learning resources which can be easily downloaded. Second, the internet has been used as a means of learning. Electronic learning (e-learning), also known as virtual learning or distance learning, is very popular these days. Furthermore, regarding with its portability, the internet has risen what is so called Mobile Learning (m-learning). Cabanban (2013)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 4 defines m-learning as “a type of learning that delivers educational contents and learning support materials through wireless communication devices”. It can be possibly conducted since today students can have the internet access at schools, homes, the internet cafes, or through their mobile devices. The expansion of the internet accessibility gives impacts to language learning. Previously, computer-based learning, often referred to as CALL (Computer Assisted Language Learning) has moved beyond the use of computer programs to incorporate the internet and web-based tools (Dudeney and Hockly, 2007). Nowadays, as the internet can be more easily accessed through mobile devices, many researchers begin to focus on MALL (Mobile Assisted Language Learning). Chinnery (2006) states that MALL has some benefits, such as its availability, portability, and lower cost compared with CALL. Yang (2013) also conducts a review on MALL applications. Based on the review, MALL indeed has not fully utilized in educational contexts, but it is on the continuum towards the new stage of CALL and it can be promising for the future. The increasing demands of the mobile devices also influence the development of mobile applications. Many developers have tried to create various applications which enable users to do a wide range of activities. There are many applications which can support language learning, such as dictionaries, e-books, or other applications focusing on improving language skills, including grammar, vocabulary, listening, speaking, reading, and writing. Although there are many applications which facilitate language learning, there is still limited number of applications which focus on developing students’ specific skills in particular levels. The materials in most mobile applications are still too general. Meanwhile, each

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 5 particular education level, for example Senior High School, demands specific materials which are appropriate for their learning needs. Therefore this research is aimed at developing an Android application for facilitating the tenth grade students in improving their listening comprehension. B. Problem Identification All reasons mentioned above have encouraged the researcher to build up an effort to solve the problems related to listening skill in Senior High School with the help of Android application. An Android application for listening comprehension is developed through this research. Listening comprehension, which usually becomes a part of National Examination, needs to be prepared earlier. Therefore, students should be given more listening practices. Actually the portion of listening that is done by students is greater than speaking. During the teaching learning activities, they do more listening than speaking. It takes place while the teacher is explaining or during the discussions. However, the goals of the lesson are on the productive skills i.e. writing and speaking, or on the literacy skills i.e. reading and writing. As a result, students still find difficulties on listening skills. It is necessary to provide students with adequate language exposures through listening. Harmer (2001) proposes two main reasons why it is important to make students get used to listen to spoken English. First, it aims to let them hear different varieties and accents, rather than just the voice from their teacher with its own idiosyncrasies. Provided various listening materials, especially the authentic ones, the students will be exposed not only to variety of English, but also to different language expressions. The second reason for teaching listening is to help students acquire language subconsciously. Through listening, they can get a lot of

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 6 information, not only vocabulary and grammar, but also pronunciation, stress, rhythm, and pitch. In fact, the listening activities are not yet effective. The sources of listening are mostly from the teacher’s explanation which is taken from the coursebooks. Sometimes audios are played through the teacher’s laptop and speakers. Nevertheless, they are not comprehensible enough for the whole class. Students cannot concentrate and learn the language intensively through such activities. There is a great opportunity to use technology for improving the students’ listening skills. However, both teachers and students are not aware to it. Many teachers prefer depending on textbooks to developing materials or media by themselves. There should be a variation of teaching materials, methods, or media. In the same way, the students also lack efforts to improve their language skills, especially listening. Students have few resources of listening materials. When they face listening tests, they often find difficulties. Students have a good access to the internet, but they use it rarely to practice listening or to browse listening materials. There are a lot of media that can be used by students to facilitate them in developing their listening skills, for example Personal Computers (PCs), laptops, tablets, mobile phones, and other Personal Digital Assistants (PDAs). However, they do not utilize those facilities to practice listening frequently. With the support from the teacher, students can be encouraged to use those mobile devices to improve their listening skills. C. Problem Limitation As discussed in the previous sections, there are many problems related to the teaching and learning process. However, there are some limitations of the study.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 7 First, it focuses on the research and development of an application for facilitating learning. Therefore, no experimental study is conducted to measure students’ listening competence after they have experienced using the application. It focuses more on the development of an application and its validation. Second, the focus is on listening comprehension for students of Senior High School grade X. Listening comprehension can influence student’s language competence as it provides language inputs which affect the productive skills, especially speaking. Besides, listening comprehension is regarded important because students will face it later in the National Examination. Therefore, they need more preparation for it. If they are prepared since in the tenth grade, they will simultaneously get more inputs for better results of the listening test. Third, the limitation is on selecting Android platform for the application. The reason is particularly because it is associated with the terms specified by SEAMOLEC as the sponsor, which requires the SEAMOLEC students to conduct a study on developing Android applications. Android is chosen because of its assessibility and complete features. The Android application can be used as the implementation of m-learning at senior high schools. D. Research Questions The problems can be formulated as follows. 1. What does the Android application for listening comprehension of Senior High School Grade X look like? 2. How does the Android application for Senior High School Grade X support mlearning?

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 8 E. Research Objectives There are two main objectives in this research. The first objective is the final version of the iconic model of an Android application which consists of some useful features for facilitating the students in improving their listening comprehension. The researcher combines the steps in R & D model proposed by Borg and Gall (1983) and Dick and Carey model (Gall et al., 2003) in developing the application. The second objective of this research is the findings about how the Android application supports the Mobile Learning (m-learning) in Senior High School grade X according to the principles of m-learning by Elias (2011). The researcher distributes questionnaires and conducting interviews to gather information about the participants’ opinion after using the application. F. Research Benefits This research is expected to give some benefits not only theoretically but also practically. Theoretically, this research describes some useful features in the Android application which can support the students in improving their listening comprehension. Besides, the m-learning model in the research will support the implementation of Mobile Assisted Language Learning (MALL) in

English

teaching and learning process at senior high schools. Kukulska-Hulme and Shield (2008) state that MALL is related to the use of technologies, such as mobile phones, MP3/MP4 players, PDAs and palmtop computers. They differentiate MALL with CALL (Computer Assisted Language Learning) in the use of personal and portable devices which promotes a new way of learning and emphasizes continuity and spontaneity of access and interaction in different contexts. It is also in line with the definition of m-learning proposed by Dudeney and Hockly (2007). M-learning will

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 9 work well in the environments where the access of such technologies is more normal and becomes people’s lifestyles. Practically, the final product of this research i.e. an Android application, can be a means of learning used as an integrated part of the learning process. The application will be used as one of supplementary media for developing listening skills. Since the emphasis of MALL is on its flexibility, the application will enable students to learn English anywhere and anytime.


CHAPTER II LITERATURE REVIEW

This chapter presents the theoretical description which serves as the basis for the whole research. There are three sections in this chapter, namely theoretical review, review of related studies, and theoretical framework. In the theoretical review, the relevant theories are discussed. Then in the review of related studies, some previous studies discussing the similar topics are presented. Meanwhile, in the theoretical framework, the relationship among the variables is elaborated. A. Theoretical Review There are five major concepts in this research, namely teaching English in Senior High Schools, listening comprehension, mobile learning, Android, and instructional design. The further explanation is presented in the following. 1. Teaching English in Senior High Schools English exists as a foreign language in Indonesian education contexts. Brown (2001) states that foreign language contexts are those in which students do not have ready-made contexts for communication beyond their classroom. English can be acquired through language clubs, particular media, or books, but it requires some efforts to get such opportunities. It also happens at secondary levels in which the students seem to have had enough exposures of English since they have got English from the elementary level. In fact, they still find some constraints in communicating with English or understanding meaning in English. As many students still lack English competences, the teaching of English in the classroom takes a crucial part in students’ language development. Therefore, it is necessary to discuss about the

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 11 nature of teaching, the characteristics of senior high school students, and the teaching of English in Senior High School. a. The Nature of Teaching Teaching is literally viewed as an organized process happened at formal institutions. Actually there are different views of teaching which parallel to learning. Shambaugh and Magliaro (2006: 11) present three different perspectives of teaching which regard teacher as behavioral manager, decision maker, and reflective practitioner. Teaching as behavioral managing views a teacher as a skilled manager of student behaviour and a master of technique. A professional teacher possesses a set of skills or competencies, usually evaluated by standardized achievement measures. Meanwhile, as a decision making, teaching is viewed as a trio of thoughts: a teacher’s theories and beliefs, the planning done before teaching, and the thinking during the actual implementation (Shambaugh & Magliaro, 2006: 11). There is a resiprocal effect from the teacher’s thinking and actions on student behavior and achievement, and that behavior and achievement has some impacts on teacher thinking and actions. Then, teachers as reflective practioner are continually engaged in their own learning as well as their students’ learning. Teaching occurs in various contexts of influences, activities, interactions, and changes, and it also involves many parties, like parents, schools, and state and national government (Borko & Shavelson, 1990, in Shambaugh & Magliaro, 2006: 12). With this complexity and challenges, teachers are supposed to experiment, reframe, and reflect during and after teaching. From the definitions of teaching which are presented above, it can be concluded that teaching is a process of managing learner behaviour, making

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 12 decisions of thinking and actions, and reflecting them to change learner achievement and behaviour. b. Characteristics of Senior High School Students Students of Senior High Schools are teenagers whose ages ranges more or less 17-19 years old. Brown (2000: 92) states that teenagers in those ages are in the age of transition, confusion, self-consciousness, growing, and changing bodies and minds. Teenagers are in the transition period between childhood and adulthood, therefore teachers should have some consideration in teaching them. Harmer (2002) also states that teenagers are in the search for individual identity, thus it has to be shaped among classmates or friends. Peer approval may be considered more important for the students than the teacher’s attention, which is more crucial for young learners. There are some characteristics of teenagers that teachers need to take into account (Brown, 2000). First, their intellectual capacity had added abstract operational thought, particularly in the beginning of the teenage period. They can solve complex problems with logical thinking as their intelligence develops. Second, their attention spans are lengthening as a result of intellectual maturation. However, many diversions in teenagers’ life can shorten their attention spans. Third, varieties of sensory input are important. Yet, increasing abstraction causes their appeals to five senses lessen. Fourth, there are some influential factors in teenagers, such as ego, self-image, and self-esteem. Teenagers are really sensitive to how others perceive their changing physical and emotional states. Students of senior high schools have become adultlike in their ability to make diversions between “here and now” in communicative contexts, thus they are able to deal with

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 13 grammar and vocabulary items. Brown (2000) also provides some suggestions for teachers to keep the students’ self-esteem high. Teachers should avoid embarassment of students at all costs. Besides, students’ mistakes and errors should be accepted. Teachers should also affirm each person’s talents and strengths by deemphasizing competition between classmates and encouraging small-group work. c. Teaching English for Senior High School Students English becomes one of compulsory subjects in Senior High School level. The teaching of English in Senior High School follows the policy in the curriculum. As the curriculum changes, the objectives of English learning are also different. Previously, when Curriculum 2013 was applied, the teachers were required to integrate the spiritual and social attitudes in the learning activities. Those aspects were also incorporated with the assessment criteria. Meanwhile, in School-Based Curriculum, the English learning focuses more on the development of four language competences, namely listening, speaking, reading, and writing. These skills are integrated in the classroom activities. The learning objectives also depend on particular skills which are taught. Considering the characteristics of senior high school students, it is essential for teachers to design the learning activities appropriate with their level. The teachers’ treatment to the students should consider students’ cognitive and emotional conditions. 2. Listening Comprehension There are different perspectives in classifying listening process. Richards (2008) classifies listening into two different perspectives i.e. listening as comprehension and listening as acquisition. Listening as comprehension is the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 14 traditional way about defining listening. Listening is viewed based on its main function in second language learning, i.e. to facilitate understanding of spoken discourse. Meanwhile, listening as acquisition is related to the role of consciousness in language learning, and in particular to the role of noticing in learning. Schmidt (1990) in Richards (2008) states that consciousness of features of input can trigger the process of incorporating new linguistic features into one’s language competence. According to this view, there is a difference between input (what the learner hears) and intake (part of input that the learner notices), and only intake can serve as the basis for language development. A specific issue that is discussed in this research is listening comprehension. For further understanding about listening comprehension, it is necessary to provide more explanation about the nature of listening, listening comprehension, microskills of listening, listening strategies, and listening comprehension for tenth grade students. a. The Nature of Listening Listening is one of language competences which is very essential in communication. Listening takes a great part in learner’s second language acquisition. According to Rost (1990) in Carter and Nunan (2001), “listening is not only a skill area in language performance, but is also a critical means of acquiring a second language (L2)”. Listening becomes a bridge for the listener to obtain language inputs in the form of spoken language, e.g. sound, stress, and intonation. In the real time communication, the listener deals with some uniqueness of spoken language which employs pacing, encoding, and pausing. Those factors influence the listener in deriving the meaning from the utterances they hear.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 15 Listening formerly appears as a passive skill and speaking is an active one. However, it is not really true because listening involves the decoding of a message which requires an active participation in the communication between participants (Broughton et al., 2003). In addition, Rost (1990) in Carter and Nunan (2001) states that listening refers to a complex process to understand spoken language. Spoken language, also called oral language, consists of some types. As presented by Nunan (1991b: 20-21) in Brown (2001), oral language is categorized into two types i.e. monologue and dialogue. The classification is presented in the following chart.

Figure 2.1. Types of oral language In monologues, a speaker uses spoken language for any length of time, for example in speeches, lectures, readings, and news broadcasts. Here, the listener must process the language input without any interruption. Planned monologues such as speeches and other prewritten materials usually contain little redundancy so they may be more difficult to understand. Unplanned monologues, for instance impromptu lectures and long stories in conversations, exhibit more redundancy, and it makes the listener easier to comprehend, but the presence of performance variables and other hesitations either help or make the listener difficult to comprehend.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 16 Meanwhile, dialogues involve two or more speakers which can be classified according to the purposes whether for interpersonal (to maintain social relationships) or transactional (to exchange factual information). For speakers who are familar to each other, the conversations will employ more assumptions and implications. While for the unfamiliar ones, the references and meanings should be told explicitly to avoid misunderstandings or misinterpretations. Listening becomes not only the basis of language performance, but also serves as the basic skill for second language (L2) acquisition. There are two broad types of listening models, namely bottom-up and top-down models. According to Morley (1991: 87) in Brown (2001), bottom-up processing allows the listeners to proceed from sounds to words to grammatical relationship to lexical meaning. This process focuses on sounds, words, intonation, grammatical structures, and the other small units in spoken language. Meanwhile, in top-down processing the listeners utilize schemata or background knowledge to create meaning. According to Brown (2006), schemata are abstract, generalized mental representations of our experience which are available to help understand new experiences. This process concerns with the application of schemata with the global understanding to interpret the meaning in the spoken language. Both processes are important for the learners depending on the contexts (where or when the listening process occurs) and the purpose of listening itself. In brief, listening can be defined as a complex and active process to understand the meaning of the utterances. It is a process to gain language inputs useful for communication. It involves both prior knowledge or experiences and grammatical knowledge of the listeners.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 17 b. The Nature of Listening Comprehension Listening comprehension is a process which involves many other sub-skills that should be done by listeners to interpret meaning of the utterances they hear. Newmark (1981: 39) in Nation and Newton (2009: 38) states that “a comprehension approach can work as long as the material presented for comprehension in fact consists of (1) sufficient (2) language instances (3) whose meaning can be inferred by students (4) who are paying attention”. Gary and Gary (1981) in Nation and Newton (2009) propose some benefits of delaying speaking and concentrating on listening. First, the learner will not be overloaded by having to focus on two or more skills at the same time (a cognitive benefit). Second, receptive knowledge grows faster than productive knowledge (speed of coverage). Third, it is easy to move very quickly to realistic communicative listening activities (increasing learner motivation). Fourth, learners will not feel shy or worried about their language classes. Furthermore, it can lessen the stress in language learning (a psychological benefit). Fifth, listening activities are suitable to independent learning by listening through recordings. However, many critics argue that it is not sufficient to focus only on the receptive skills. Therefore, productive skills, especially speaking, should also be considered as the important factors for supporting language learning. Listening comprehension is not regarded as a passive activity. Vandergrift (1999: 168) in McDonough and Shaw (2003) defines listening comprehension as a complex, active process which the listener must discriminate between sounds, understand vocabulary and structures, interpret stress and intonation, retain what was gathered in all of above, and interpret it within the immediate as well as the larger sociocultural context of the utterance. Co-ordinating all this involves a great deal of mental activity on the part of the learner.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 18 Listening is very important for language learners because it provides inputs for developing both language competence and performance. The teaching of listening in the classroom has a significant influence to the learners. Teachers need to consider some factors related to teaching listening. Rost (1990) in Carter and Nunan (2001: 11) states that the teaching of listening involves the selection of input sources (live or recorded and audio or video), the chunking of inputs into segments for presentation, and an activity cycle for learners to engage in. The selection of audio input and the design of activities can determine the learning outcomes. Rost defines effective teaching of listening as the teaching which involves careful selection of input sources (appropriately authentic, interesting, varied, and challenging), creative design of tasks (well-structured, with opportunities for learners to activate their own knowledge and experience and to monitor what they are doing), assistance to help learners enact effective listening strategies (metacognitive, cognitive, and social), and integration of listening with other learning purposes (with appropriate links to speaking, reading, and writing). Krashen (1981) as cited in Nation and Newton (2009) states the importance of Comprehensible Input (CI) in listening. The comprehensible input can be transformed into some conditions that are required for language development through listening. The conditions are abbreviated into “MINUS”. It stands for Meaningful, Interesting, New items, Understanding, and Stress-free. c. Micro-skills of Listening To develop the listening skills, it is necessary to understand about microskills of listening comprehension. Richards (1983) in Brown (2001) has presented seventeen micro-skills of listening comprehension.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 19 Table 2.1. Micro-skills of Listening Comprehension 1. Retain chunks of language of different lengths in short-term memory. 2. Discriminate among the distinctive sounds of English. 3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signalling information. 4. Recognize reduced forms of words. 5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance. 6. Process speech at different rates of delivery. 7. Process speech containing pauses, errors, corrections, and other performance variables. 8. Recognize grammatical word classes (nouns, verbs, etc), systems (tense, agreement, pluralization), patterns, rules, and elliptical forms. 9. Detect sentence constituents and distinguish between major and minor constituents. 10. Recognize that a particular meaning may be expressed in different grammatical forms. 11. Recognize cohesive devices in spoken discourse. 12. Recognize the communicative functions of utterances according to situations, participants, and goals. 13. Infer situations, participants, goals using real-world language. 14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. 15. Distinguish between literal and implied meanings. 16. Use facial, kinesic, body language, and other nonverbal clues, to decipher meanings. 17. Develop and use a battery of listening strategies such as detecting keywords, guessing the meaning of words from context, appeal for help, and signaling comprehension of lack thereof. The aspects above can be a guidance for teachers to determine the objectives of the listening activities. Besides, the lists can be testing criteria on the evaluation of the activities. Teachers can select specific micro-skills of which the learners should focus on. d. Types of Listening Strategies Successful listeners are influenced by the strategies they use when listening. These strategies refer to the ways in which a learner approaches and manages a task.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 20 Buck (2001: 104) in Richards (2008) identifies two kinds of listening strategies, namely cognitive strategies and metacognitive stategies. Cognitive strategies refer to mental activities related to comprehending and storing input in working memory for later retrieval. Metacognitive strategies refer to conscious or unconscious mental activities to manage the cognitive strategies. The classification of the strategies can be seen in the following table. Table 2.2. Two Kinds of Listening Strategies Cognitive Strategies 





Comprehension processes: the processing of linguistic and nonlinguistic input Storing and memory processes: the storing of linguistic and nonlinguistic input in working memory or long-term memory Using and retrieval processes: accessing memory to be readied for output

Metacognitive Strategies 

  

Assessing the situation: analyzing the conditions surrounding a language task by assessing one’s own knowledge, internal and external resources, and the constraints of the situation before engaging in a task Monitoring: determining the effectiveness of one’s own or another’s performance while engaged in a task Self-evaluating: determining the effectiveness of one’s own or another’s performance after engaging in a task Self-testing: testing oneself to determine the effectiveness of one’s own language use or the lack thereof

Furthermore, Rost (2002: 155) as cited in Nunan (2003) mentions some strategies that are used by successful listeners, namely: predicting, inferring, monitoring, clarifying, responding, and evaluating. Effective listeners predict by thinking about what they will hear. Meanwhile, inferring means “listening between the lines”. Monitoring is done by noticing what listeners do and do not understand. Then, listeners clarify the message they hear by asking questions, such as “What does ____ mean?” and giving feedback, like “Sorry, I don’t understand yet” to the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 21 speaker. Responding is done by reacting to what listeners have heard. The last strategy i.e. evaluating is to check how well they have understood the message. Teachers can help learners listen more effectively by teaching them about purposes for listening. Brown (2006) mentions three main purposes of listening, namely listening for main ideas, listening for details, and listening and making inferences. By understanding the purposes of listening, learners will be able to focus on why they listen and decide which skills or strategies to be applied to listen better. e. Listening Comprehension for Senior High School Grade X The change of curriculum in Indonesia gives many impacts to the education system including the language learning at schools. In 2014, the curriculum changed from School Based Curriculum into Competency Based Curriculum or known as Curriculum 2013. It gave a great influence to the teaching learning system at schools. There is a great change related to the time allocation of English subject in Senior High Schools. According to Curriculum 2013, English as a compulsory subject is done two sessions per week. Meanwhile, for students who want to learn further about it should take it as the elective course. There are three elective courses in senior high school, namely Mathematics and Natural Science, Social Science, and Language (The Ministry of Education and Culture, 2013). However, in the beginning of 2015 the curriculum has changed again into the previous one i.e. School Based Curriculum or Curriculum 2006. Most schools have applied this curriculum because they face many difficulties after the implementation of Curriculum 2013. Evaluating Curriculum 2013, teachers and students still found many obstacles related to the teaching and learning process. One

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 22 of the problems is about the assessment system. Teachers did not only assess students’ cognitive skills, but also their spiritual and social attitudes. The difference also lies on the syllabus. Syllabus becomes the basic reference for materials and program design in this research. The materials, including the topics and the learning objectives, are based on competency standards and basic competences of English for Senior High School grade X. In reference with the teaching listening in Senior High School grade X, the competency standard and basic competences are presented in Appendix 1. The listening materials should be derived accordingly from the syllabus. The syllabus becomes the reference in selecting the language functions as well as the text genres that are included in the Android application. 3. Mobile Learning (m-learning) Technology has merged with the learning process in the classroom. Dudeney and Hockly (2007) state some reasons why technology is important in language learning. First, it is because the internet access becomes increasingly available to learners. Next, young learners have grown up with technology so it has been integrated with their lives. Furthermore, English has been globally used in technological contexts. Many technical terms are written or spoken in English. Many teachers have moved from the conventional media to the digital ones. Moreover, Senior High School students are adolescents who were born in the digital era who can be considered as “digital native”. According to Dudeney and Hockly (2007), this term refers to someone who grows up using technology and thus feel comfortable and confident with it. On the contrary, many teachers or parents tend

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 23 to be “digital immigrants” who came late to the world of technology. Therefore, it is necessary for teachers to adapt with the development of technology. In addition, the internet as a signal of technology advance provides many resources of authentic materials. Teachers and learners can easily access them by downloading them via the internet. The internet can also become a means of communication among students in distance. Moreover, technology becomes increasingly mobile. It can be used not only at school during the teaching and learning process, but also elsewhere, outside the classroom, such as at home, on the way, or at the internet cafe. Nowadays, as the advance of technology, people demands more flexible and practical solution for learning. One of the effective ways is by using mobile devices for learning. Before defining mobile learning, firstly it is necessary to understand the nature of learning. a. The Nature of Learning The process of learning occurs to every human being and it varies in term of time, effort, and purpose. There are various definitions of learning proposed by some experts. Driscoll (1994: 8-9) in Newby et al. (2000) defines learning as a “persisting change in human performance or performance potential [brought] about a result of the learner’s interaction with the environment”. Meanwhile, Woofolk (1998: 204) states 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 both definitions is “change”. It can be inferred that to learn means “to change”. Therefore, when people learn, there will be a change of their knowledge, behavior, or performance.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 24 Many experts have provided different views of learning. Shambaugh and Magliaro (2006: 5-7) propose three primary approaches of learning, namely: behavioral learning theory, cognitive learning theory, and constructivist learning theory. These three approaches correspond to three metaphors suggested by Mayer (1992) in Shambaugh and Magliaro (2006: 5), namely: learning as response acquisition, learning as knowledge acquisition, and learning as knowledge construction. According to behavioural views, learning is the acquisition of responses to the environment. Learning occurs by numerous responding and immediate reinforcement, thus it is achieved through a habitual formation. The implications should focus on individual progress, content sequencing, analysis of learning task, and assessment keyed to behavior (Shambaugh & Magliaro, 2006: 5). Meanwhile, cognitive learning (learning as knowledge acquisition) regards learning as the information-processing model of human memory. The quality of processing determines the memory and recall of new information. The implications of this learning theory are: structure activity, support expert development, learning strategies, organizers, and assessment keyed to performance on activity. Then, according to social constructivist theory (knowledge construction), learning should be natural and the responsibility of learning resides primarily with the learner. However, social world and interactions also define the individual knowledge. Some implications of this theory are: share control with students, emergent understandings, authentic activity, peers and adults assist learner, and assessment which includes self-reflection and learner responsibility.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 25 b. The Nature of Mobile Learning Mobile learning has undergone some evolution time by time. Formerly, mobile learning has been defined as learning which employs the use of mobile technologies, while recently it begins to focus on the mobility of the learners as well (Kukulska-Hulme and Shield, 2008). As stated by Riggs and Vandenbrink (2001), mobile learning, through the use of wireless mobile technologies, allows anyone to obtain learning content from anywhere and anytime”. Learners can have access to the learning materials anywhere - inside or outside the classroom, and anytime – before, during, or after the classroom activities. It depends on how teachers make use of the mobile devices and the learning objectives that want to achieve through the mobile learning. There are some points of view in defining mobile learning. Sharples (2006) proposes some perspectives on mobile learning which are classified into four broad categories, namely technocentric, relationship to e-learning, augmenting formal education, and learner-centered. According to technocentric perspective, mobile learning is defined as learning using mobile devices, such as PDA, mobile phone, iPod, etc. Next, based on the relationship to e-learning, mobile learning is characterized as the extension of e-learning which focuses more on the portability. In addition, Honeyman (1993) proposes distance learning with its subsets. It can be seen in the following figure.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 26

Figure 2.2. Distance Learning and its Subsets Distance Learning (d-learning) is defined as “a process to create and provide access to learning when the source of information and the learners are separated by time or distance, or both” (Honeyman, 1993). Formerly, d-learning has many constraints related to time and location restrictions, climate factors, and the limited access because the lesson is delivered via satellite. In the recent years, it relies much on the development of technologies so that the delivery process of knowledge and information is easier than before. Meanwhile, electronic learning (e-learning) is defined as “learning that takes place using technology, such as the internet, CDROMs, and portable devices like mobile phones or MP3 players” (Dudeney and Hockly, 2007). Conceptually, e-learning can be divided into online learning and mobile learning (m-learning). As defined by Dudeney and Hockly (2007), online learning is learning which takes place via the internet, while m-learning refers to learning which promote the use of mobile phones, MP3 players, Personal Digital Assistants (PDAs) and use Windows Mobile Computing platforms such as iPAQ (Dudeney and Hockly, 2007: 156). Then, from the third point of view i.e. augmenting formal education, mobile learning has correspondence with distance education which are very different from formal education that is stereotyped as

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 27 face-to-face teaching, yet it still belongs to formal education. The last perspective is learner-centered in which the focus is on the mobility of the learner(s). O’Malley et al. (2003) define mobile learning as “any sort of learning that happens when the learner is not at a fixed, pre-determined location, or learning that happens when the learner takes advantage of learning opportunities offered by mobile technologies”. There are three fundamental pillars to implement m-learning in the teaching-learning process. Ali (2013) mentions three pillars for establishing mlearning, namely the learner style, the mobile devices/applications, and the learning content. The three pillars are presented in the following figure.

Figure 2.3. Three Pillars for m-learning (Ali, 2013) As depicted in Figure 2.3, each pillar of the m-learning system environment depends on or influences one to another. Capretz (2006) in Ali (2013) defines learning style as individual characteristics and consistent approach to perceive, organize, and process information. To achieve learning progress, different kinds of learning styles of the students should be taken into account. The next pillar is mobile application which can be a means to deliver the learning content in an effective way

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 28 to meet the learners’ needs. Ali (2013) states that the mobile applications can be pre-installed on phones during the manufacturing process, downloaded by users from different mobile software distribution platforms, or through web applications. The last pillar is the learning content i.e. the information that has to be delivered to the learners for them to obtain knowledge. For obtaining knowledge, the learning content should be new and not be introduced before (Ali, 2013). To implement m-learning, language educators need to select the applications which are appropriate with the learning contexts. Jones (2011) states that m-learning is not new, but new devices with more various capabilities have attracted the interest among language educators. With the existence of language dictionaries, e-book grammars, and flashcard programs, it helps students to learn language. Chinnery (2006) in Jones (2011) surveyed the state of mobile language learning. The report was about some projects using mobile phones, such as vocabulary practices, quizzes, live tutoring, and email lesson content delivery. The result shows that many technical problems happened because of the limitation of the devices, such as low-resolution screens, poor audio quality, limited storage memory, and slow internet connections. Therefore, language educators should consider those factors in choosing the devices to be used in the learning activities. In addition, Motiwalla (2007) has also conducted research on mobile learning framework. The research explores the extension of electronic learning (elearning) into wireless/handled (W/H) computing devices with the assistance of a mobile learning (m-learning) framework. M-learning can create flexibility in selflearning because through the use of mobile devices, the learning process can happen either formally at schools or informally outside the classroom contexts. Learners

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 29 can also learn using the mobile devices recursively and comprehensively because they have their own access to the materials. Heinich et al. (1996: 47) propose some criteria for selecting instructional materials. The criteria can be formulated in the following questions: (1) Does it match the curriculum?, (2) Is it accurate and current?, (3) Does it contain clear and concise language?, (4) Will it arouse motivation and maintain interest?, (5) Does it provide for learner participation?, (6) Is it of good technical quality?, (7) Is there evidence of its effectiveness (e.g. field test results)?, (8) Is it free from objectionable bias and advertising?, and (9) Is a user guide or other documentation included?. There are some principles of mobile learning proposed by Elias (2011). These Universal Instructional Design (UID) principles have been developed to incorporate both instructional design and operating systems of educational materials so that they can meet the differences among students. 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. The first principle i.e. equitable use means that contents should be accessible to learners with various abilities and different locations. It is necessary to develop the contents that can be accessed through a wide variety of devices. Second, flexible use means that the design should accomodate a wide range of individual abilities, preferences, schedules, levels of connectivity, and choices of methods. Next, simple and intuitive design means that unnecessary complexity should be eliminated. For perceptible information, it is recommended to add captions, descriptors, and transcriptions. Furthermore, there should be high tolerance of error i.e. minimizing

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 30 hazards and adverse consequences of errors in software operation. Then, low physical and technical effort means that the design has simple operation. Next, the community of learners and support can be done by developing groups and support from appropriate tools, thus learners can scaffold and help each other. The last one is instructional climate. The instructor should interact with the learners (course delivery) in various ways. c. Mobile Assissted Language Learning (MALL) As the users of mobile devices including smartphones, tablets, and other PDAs increase and the access of the internet gets easier and broader, it becomes more common to make use of mobile devices to support language learning. Related to enhancing technology in language learning, Computer Assisted Language Learning (CALL) has been familiar so far. Beatty (2003) defines CALL as “any process in which a learner uses a computer and, as a result, improves his or her language”. Generally CALL promotes the learners to develop various language skills, including oral skills (listening and speaking), written skills (reading and writing), grammar, vocabulary, and other language aspects depending on the learning objectives. Nowadays, because of the advance of technology, CALL has gradually changed into MALL (Mobile Assisted Language Learning). KukulskaHulme and Shield (2008) have differentiated MALL from CALL in the use of personal and portable devices which enable new ways of learning focusing on the continuity and spontaneity of access and interaction across different contexts of use. Learners can use their mobile devices, such as smartphones, tablets, or other gadgets, to improve their language skills. Learners can have their own control toward their learning progress. Viberg and Grӧnlund (2012) states that Mobile

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 31 Assisted Language Learning (MALL) is a subarea of the growing field of mobile learning. Meanwhile, Stockwell and Hubbard (2013) have tried to draw a link among the three concepts of learning: Mobile Learning (ML), Computer Assisted Language Learning (CALL), and Mobile Assisted Language Learning (MALL) as presented in the diagram below.

Figure 2.4 The Relationship of Computer Assisted Language Learning (CALL), Mobile Learning (ML), and Mobile Assisted Language Learning (MALL) According to the figure above, the shaded area shows the overlap or similar characteristics of those three learning types. MALL has some principles which are similar to those in CALL and ML. Those similar characteristics should be understood as belonging to the other two disciplines, rather than being apart from them. There are some considerations in integrating mobile devices into the language learning. Stockwell and Hubbard (2013) propose ten principles as the basis for developing and implementing mobile language learning. These principles focus on general lessons 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

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 32 environment where the device will be used. As the focus is on language learning, the affordances and limitations should be linked to the principles in second language learning and relate them to the real context in which the learning process occurs. The second principle is limiting multi-tasking and environmental distractions. Many people are not good at multi-tasking so it causes stress, errors, and less productivity. Therefore, the activities and the environment should be conditioned in such an effective way that learners can concentrate more on the given tasks. The third principle is pushing, but respecting boundaries. The push mechanism can prompt the learners to do an action, but it can also help learners understand when and how frequently they will receive the reminders. It may distract learners’ attention toward the learning task. In that way, learners should be able to control and accomodate when the push events occur. The next principle is striving to maintain equity. It is necessary to gather information about whether learners have mobile devices, what devices they have, the connectivity, and the expense needed. All those factors should be considered in maintaining the equity within the learning environment. The fifth principle is acknowledging and planning for accomodating language learner differences. In developing mobile application, different kinds of students’ learning styles should be taken into account. Mobile learning should facilitate 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 commonly use their mobile devices

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 33 for personal usage and social media, rather than for educational tools. That is why the application should be consistent in providing useful tasks for developing students’ skills so that learners will get used to it. The seventh principle is keeping mobile language learning activities and tasks short and concise when possible. The tasks should be designed in smaller and coherent chunks so that learners will get access into the tasks easily. Besides, the tasks should be adjusted with the learning goals and objectives in the syllabus. The next principle is letting the language learning task fit the technology and environment, and vice versa. The tasks should consider the mobility of the learners, the time allocation, the skills to be focussed on, the technology or devices that are used and also the environment where learners do the tasks (library, classroom, or homes). The ninth principle is that some or most learners will need guidance and training to effectively use mobile devices for language learning. To use mobile devices in language learning faces some challenges. The implementation of using mobile devices in language learning is in the hand of the users. In this case, learners need to be trained in order to use the devices as efficient as possible. The last principle is recognizing and accomodating multiple stakeholders. To implement MALL, it will be more helpful to involve other parties beside the learners, including the principal and the parents to support and monitor students’ progress in learning by using mobile devices. Those ten principles can be used as guidance to develop a mobile application which can meet the learner needs and also the contexts in which the MALL is applied. The selection of mobile devices and the applications to be used should

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 34 consider the availability, the utility, and also the accessibility of those devices for language learning. 4. Android Nowadays technology has grown vastly around the world. The existence of gadgets and many other electronic devices, especially mobile devices, supports the development of information and communication. According to Riggs and Vandenbrink (2001), mobile device refers to any type of computer device that has the capability to connect to the internet without a permanent cable connection. The device allows users to have access to the internet through wireless connection. Meanwhile, Trifonova et al. (2004) state that mobile devices commonly refer to PDAs and digital cell phones, but more generally they refer to “any device that is small, autonomous and unobstrusive enough to accompany us in every moment”. In brief, the characteristics of mobile devices are the practicality, portability, and usability for various kinds of tasks. There are many types of mobile devices which can be explored as educational tools. Nosrati et al., (2012) mention some kinds of mobile devices, such as Personal Digital Assistants (PDAs), smartphones, tablet computers, Ultra-Mobile Personal Computers (UMPCs), and wearable computers. All of those devices have advanced features and applications that can be used to facilitate users in doing many kinds of activities, like accessing the internet, using social media, getting live news updates, playing musics and videos, and many others. Mobile devices are built with particular mobile Operating System (OS). There are some popular operating systems as presented by Nosrati et al. (2012) and Sharma et al. (2013), namely

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 35 Symbian OS, Windows OS, Palm OS, Blackberry OS, iPhone OS, Android OS, and Bada OS. One of the most broadly used operating systems is Android. a. The Nature of Android Android is one of operating systems which is launched by Google that is famous for its dominating web search portal. Based on Google Android website, as cited in Schmidt et al. (2009), Android is “a software stack for mobile devices including an operating system, middle-ware, and key applications”. The operating system has been enriched with various important elements which are required to provide basic functions, like a networking stack and Java methods which enable developers to create a wide range of software for mobile application. In addition, Android is also desribed as the first truly open comprehensive platform for mobile devices, all of the software to run a mobile phone but without the proprietary obstacles that have hindered mobile innovation (Meier, 2009). Mobile devices which employ Android OS are multitasking and provide opportunities for users to do many kinds of activities. Android consists of some parts including a hardware reference design (for supporting the software stack), a Linux operating kernel system (for providing the low-level interface with the hardware, memory management and process control), open source libraries (for application development), a run time (for executing and hosting Android application), an application framework (for system services), a user interface framework (for launching application), preinstalled applications, and a software developmental kit (for creating applications, including the tools, plugins, and documentation) (Meier: 2009). Kloss (2012) states that Android was first released in October 2008 by the Open Handset Alliance (OHA) i.e. an alliance of

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 36 producers, Net companies, and service providers within the telecommunication sector, and it is marketed by Google. Android gives opportunities for many developers who want to create new applications because it has no licencing as well as distribution and development fees. b. Android Development Program There are some ways to develop an Android application, such as Eclipse and App Inventor. Many Android developers use Eclipse as the Integrated Development Environment (IDE) because it has many features and plug-ins which can be used to build a software (Pratama, 2011). It is also supported directly by Google so the sources of the software are supplied by Google. Schmidt et al., (2009: 12) also state that Google has provided a rich framework for developers who want to start developing Android applications. Additionally, Google offers Android Development Tools (ADT) i.e. a plugin to Eclipse IDE. After installing Eclipse, the developers will know how to create Android projects, start up the emulator, offer interfaces to some mechanisms in Android. Eclipse is a software development program in which the developers need to work with coding, compiling, and deploying Android applications. Another Android development program offered by Google is App Inventor. According to Kloss (2012), App Inventor is a program which is developed by Massachusets Institute of Technology (MIT). At first, in July 2009, App Inventor was an experimental teaching and learning tool for a selected circle of American institutes aiming at facilitating students in programming in general and mobile phones in particular. One year later, in July 2010, it was announced to public as approved by Google App Inventor Team. In 2011, App Inventor was established as

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 37 the alternative to the Java-based Android Software Development Kit (SDK). Since then, it is available for the interested developers who want to build an application. This program can be run online by accessing ai2.appinventor.mit.edu or beta.appinventor.mit.edu. By accessing one of those websites, a developer can build an android application. App inventor is designed for those who have little or no programming experience and want to develop mobile applications for Android based phones. Penta (n.d.) mentions some components of a mobile application, namely visual components, non-visual components, events, behaviours, event-handlers, and variables. Visual components are things the users can see on the phone screen, such as buttons, labels, and images. Non-visual components are invisible things an application interfaces with, such as sound and twitter service. Events are things that can happen, usually initiated by the user of the phone, e.g. button being touched, something in the list is selected, etc. Behaviours are actions executed by the application, e.g. play a sound, move an image around a game board, etc. Eventhandlers are behaviours executed in response to some event. The last component is variable i.e. memory kept by the application e.g. the score of the game. To create a mobile application, those components are combined and connected for particular tasks. Using App Inventor, the developers should understand the four elements required in designing a mobile application. They are App Inventor Designer, App Inventor Blocks Editor, Android Emulator, and Android phone (Penta, n.d.). Those elements should be present as the requirement for designing, building, and testing the Android application that has been made. The elements can be seen as follows.


Figure 2.5. The Elements that are Required for Making an Android Application Using App Inventor (Penta, n.d.) The first element is App Inventor Designer. It is the element to design the look of the application and to decide what components that will be used in the application. The second element is App Inventor Blocks Editor i.e. where the code is written through some components which look like puzzles. It is the place where the developers want to give instructions toward the components of the application. The third element is Android Emulator that is used to test the application on a virtual phone. The last element which is optional is Android phone. The Android phone functions the same as the Android Emulator i.e. to test and launch the application. There are some features of Android that are employed in developing the application. Those features are Speech Recognition and Text-to-Speech. Speech Recognition is a feature that enables any text to be entered into a device merely by dictating it (Kukulska-Hulme & Traxler, 2005). By uttering the words, this feature which is connected with Google search engine will transform the utterances into

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 39 words. The speaker’s commands, either in the form of simple commands or a string of commands are entered into the mobile device. The next feature is Text-to-Speech. It is a feature which uses a synthetic voice to read out text from documents, diary entries, or simple notes (KukulskaHulme & Traxler, 2005). In contrast with Speech Recognition, words or texts written in the mobile device are automatically spoken out. Both features are useful, especially for students who have specific learning difficulties. Students who have slow reading skills or poor reading comprehension skill will find it helpful by getting this audio feedback. In developing the Android application using Appinventor, these features will save the size. Instead of using audios or MP3 files, it will be more efficient using Text-to-Speech. However, it also has some limitation. This feature is only able to read out what are merely written. It does not deal with other spoken language features, such as stress, intonation, and rhythm. The Android application in this research will be integrated in the English teaching and learning process at school. The application is aimed to facilitate students in learning English. Fun Listening Android Application (FLAP) is the brand name that will be used for the application. As stated in the name, the application will be built in fun and interesting design. Caroll (2004) as cited in Sim et al. (2005) suggests that “things are fun when they attract, capture, and hold our attention by provoking new or unusual emotions in contexts that typically arouse none, or arouse emotions not typically aroused in given context”. Software designers put the ‘fun’ aspect into test situations by incorporating multimedia stimuli and a gaming genre (Alessi & Trollip, 2001 in Sim et al., 2005). Besides

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 40 putting the fun aspect in the application, the content will be also selected and adjusted to the Standard of Contents of English lesson in Senior High School, especially Grade X. Therefore, the learners can use the application for learning while they are enjoying the activities. Music is one good choice to put some fun materials in an application. Music has some advantages to engage the learners. Harmer (2002: 242) says that music is “a powerful stimulus for student engagement precisely because it speaks directly to our emotions while still allowing us to use our brains to analyze it and its effects if we so wish”. Furthermore, he also states that music can change the atmosphere in a classroom, amuse or entertain, and make a connection between the world of leisure and the world of learning. Nowadays, most students are keen on music and many of them have been familiar with some genres of music. It is quite likely to incorporate music in the learning activities. One popular activity dealing with songs is missing lyrics. The songs may relate to particular topics and the blanks can be adjusted to the objectives of the activity. For example, if the objective is to identify past tense, then the Verb 2s in the songs can be omitted. Besides to change the learning atmosphere, songs also have benefits to improve students’ vocabulary and expressions. Moreover, songs enable students to identify some language aspects, such as grammars, patterns, words’ contraction, and pronunciation. 5. Instructional Design Model The teaching and learning process in the classroom will not work well without the good arrangement and selection of the materials, activities, as well as media. The design of these three aspects should encourage every student to learn more effectively. Thus, the knowledge about Instructional Design (ID) is very

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 41 beneficial for teachers or material developers. Newby et al. (2000) state that the emphasis of instructional design is making a plan to develop instructional materials and activities which can promote an individual’s learning. Therefore, the instructional plan should meet the learning principles with the characteristics of the learners, the contexts, and the task or the content in form of materials and activities. In general, there are some principles of ID which should be taken into account by the instructional designers. Carr-Cellman (2011) proposes seven principles of ID, namely: (1) know where you’re going; (2) know your learners; (3) be creative with your activities and media; (4) do drafts; (5) test out your instruction and materials with a similar population and revise; (6) align, align, align; and (7) do ID all the time. Firstly, it is important to define the goals and understand the subjects or learners including what motivates them, what makes them reluctant to learn, and so on. Understanding learners’ characteristics is very essential to adjust with the specific content of the instruction. Novelty of media can be a good motivator for learners, so teachers should explore their creativity in developing media or activities. ID is a process of iteration thus making drafts is necessary to make decisions and plans and allow changes in the process of ID. After the design is done, it needs to be tested to the similar population as the target population to gather feedback which is beneficial to make revision toward the design. Another important thing of ID is about alignment. Alignment means that every part of the design should be aligned to each other, for instance, the test items, media, or activities should be aligned with the goals. Alignment means that the selection of media and activities supports reaching the goals and objectives, not merely because

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 42 it is fun and comfortable. For further discussion, it is influential to firstly understand about the definition of ID. a. The Nature of Instructional Design To design learning media, it is important to understand about instructional design. According to Gustafson and Branch in Reiser and Dempsey (2007), Instructional Design (ID) is a systematic process to develop education and training programs in a consistent and reliable way. They state that ID is a complex process which is creative, active, and iterative. The creativity of the designer gives influences to the design of materials as well as the layout. Meanwhile, for language classroom there is more specific definition about classroom instructional design. Carr-Chellman (2011: 3) defines instructional design for teachers as the process to create instruction for classroom through a systematic process that includes setting goals, creating learning objectives, analyzing student characteristics, writing tests, selecting materials, developing activities, selecting media, implementing and revising the lesson. In addition, Shambaugh and Magliaro (2006) define ID as “an intellectual process to help teachers systematically analyze learner needs and construct structured possibilities to responsively address those needs”. Intellectual process in this definition means that it requires the skills and experiences from the teachers. Cennamo and Kalk (2005) illustrate the process of instructional design as an architect or a builder who wants to build an ideal house which meet the consumer’s needs. The similar process also happens to the instructional designers who want to develop materials or media for learning. The designers should first understand the target needs, characteristics, and specific knowledge or skills that they want to achieve.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 43 Meanwhile, to create an effective learning environment, there should be instructional media used as the teacher’s assistance in the classroom. Heinich at al. (1993: 5) in Newby et al. (2000) define instructional media as a means by which information can be delivered to a learner. There are some types of instructional media that can be used by teachers, such as real objects and models, texts, videos, audios, graphics (visuals, slides, overhead transparencies), and multimedia (computers, televisions, mobile phones, and the likes). The use of instructional media aims at presenting materials in a way that the learners can readily assimilate, delivering materials independently so that students can control how much of the materials they will get and when, allowing learners to experience materials through various senses, providing learners with repeated and varied experiences to help them construct their own understanding, maintaining learners’ attention, and motivating them (Newby et al., 2000: 17). b. Types of Instructional Designs There are some varieties of IDs which become references for this study. Some ID models which can be used for developing media or materials for learning are the ADDIE Model, the Dick and Carey Model, the ID4T model, the Zook’s model, and the ASSURE model. The further explanation about these ID models will be discussed as follows. 1) The ADDIE Model The first instructional model is the ADDIE model (Rodgers, 2002). This model consists of five phases, namely Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The stages can be seen in the following figure.


revision

Analysis

revision

Implementation

Evaluation

Design

revision

Development

revision

Figure 2.6. The ADDIE Model of Instructional Design In brief, the stages are conducted by doing needs analysis (Analysis), identifying instructional goals and course content (Design), selecting teaching strategies and instructional media (Development), teaching the course (Implementation), and conducting evaluation and revision (Evaluation). Revision can be done anytime within each process. The further tasks and activities in ADDIE model are presented in the table below. Table 2.3. The Stages in ADDIE Model STAGE Analysis

TASK DELIVERABLES Needs assessment Problem statement Learner analysis Behavioral tasks Task, context, goal, and Learner entry skills subordinate skill analysis Design Framing of objectives Objectives Development of test items Tests Instructional strategy Design specifications Development Media production Storyboard Content development Script Management strategies Instructional materials Implementation Planning and management of Teacher’s guide and other instructional delivery support materials Evaluation Formative evaluation Recommendations Summative evaluation Project report Source: Based on Lohr (2003) and Seels and Glasgow (1998) in Cennamo and Kalk (2005)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 45 According to the table above, in the Analysis stage, the needs assessment and learner analysis are conducted. They aim to gather the useful information about the learners’ characteristics as well as the problems they faced during the teaching and learning process. Besides, needs assassment also aims to understand the learners background, learning environment, and expectation toward the learning process, and other relevant information. In the Design stage, the objectives and the research instruments are created. The objectives are derived from the syllabus of the subjects of the research. The content of the materials should be adjusted with the core competences and basic competences. After that, the design of the research instruments are made. The research instruments can be in the form of questionnaires, interview guidelines, and tests. The next stage is Development which deals with the media production, content development, management strategies. The storyboard is created to be the guidance to make the product. The materials are developed according to the specifications during the Design stage. The Implementation stage involves the planning and management of instructional delivery. In this stage, the product is presented to the participants of the research. Then they will use the product and give evaluation to the product. The last stage is Evaluation in which the participants, after using the product, give their opinions, comments, and suggestions to the product. Evaluation consists of two types, namely formative and summative assessment. Formative assessment is an ongoing process so it is conducted in each stage of the ADDIE process. While summative assessment is conducted after the product is presented.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 46 Those processes aim to gather feedback about the product. The feedback is used to decide what aspects need to be revised and whether the revision is necessary or not. 2) Dick and Carey Model The second instructional model is the Dick and Carey model. Gall et al. (2003: 570) state that Dick and Carey model belongs to one of the most widely used models of educational research and development. This model proposes a methodology to break down the steps into smaller components. It consists of ten steps as presented in the following figure.

Figure 2.7. The Systems Approach Model for Designing Instructions (source: Gall et al., 2003: 571) According to Dick et al. (2009), this model involves all the components in the process. The first step of the Dick and Carey model is identifying instructional goals. The instructional goals are derived from the needs assessment which is conducted to determine the problems encountered by the learners. The second step is conducting instructional analysis which is done by determining what participants

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 47 need to learn in order to meet the instructional goals. The next step is analysing learners and contexts. This aims to identify the specific skills the learners need to achieve as well as the specific characteristics of the learners. The fourth step is writing the performance objectives. The objectives should include the skills to be learned and the criteria for successful performances. The fifth step is developing assessment instruments. The instruments can be in the form of questionnaires, interview guidelines, or observation checklists. The next is developing instructional strategy. From the information collected in the previous steps, the strategy is defined to achieve the termina objectives. The strategies include the instructional activities, presentation of information, practice and feedback, testing, and followup activities. The seventh step is developing and selecting instructional materials. To develop the materials, it depends on the type of learning to be taught, the relevant materials, and the available resources. Next, the eighth step i.e. designing and conducting the formative evaluation of instruction. There are three types of formative evalaution, namely one-to-one evaluatiom, small group evaluation, and field evaluation. Each evaluation type provide different kinds of information which are useful to improve the product. The ninth step is revising instruction which is initally done by summarizing the and interpreting the data to decide what aspects need to be revised. The last step is designing and conducting summative evaluation. It occurs after the instructions has been formatively evaluated and sufficiently revised to meet the designer’s standards. 3) The ID4T Model Another ID model is proposed by Carr-Chellman (2011), named the Instructional Design for Teachers (ID4T). She has tried to boil down the general

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 48 concepts in ID into more simplified and sensible process of creating learning for classroom. There are nine basic steps in the ID4T model, namely: (1) write instructional goals; (2) write learning objectives; (3) write matching assessments/test items; (4) analyze learner characteristics/prerequisites; (5) select materials/text; (6) select and design activities; (7) select (and develop if need be) media/technology; (8) implement the plan; and (9) evaluate and revise the instruction. This model can be illustrated as a model of school room like in the following figure.

Figure 2.8. The Nine Steps of the ID4T Model (source: www.ed.psu.edu) The first step in this model is done by determining the goals i.e. what the learners are able to do/understand at the end of the lesson. After that, those goals are then broken down into more specific objectives. The next step is writing the test items that match the objectives. Then, the fourth step is analyzing learner characteristics including information about who the leaners are and what they know, and match it with the objectives. The next step is selecting the materials for the lesson as well as the suitable activities. Then, the designer should consider about

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 49 the possible developing media and technology. After all materials, activities, and media have been integrated, the plan should be implemented to the target learners. From the implementation, feedback is obtained to be used in the final step i.e. evaluate and revise instruction. 4) Zook’s System Model Another variation of ID model is proposed by Zook (2001) as cited in Shambaugh and Magliaro (2006). The significant different of Zook’s model is that Zook identifies an explicit activity related to content, namely “identify and analyze content”. This step is done simultaneously with identifying goals. The details of the steps in Zook’s model can be seen in the following figure.

Figure 2.9. System ID Model by Zook (source:Shambaugh and Magliaro, 2006) From the figure above, it can be inferred that the difference of this model among other ID model is the assessment procedure is determined before designing the teaching strategies. Besides, Zook also adds a step to diagnose learner

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 50 difficulties. The result of identifying learner difficulties step is then used to conduct a remidiate step toward the instructions. 5) The ASSURE model The next ID model is the ASSURE model. Smaldino et al. (2005) define the ASSURE model as “a procedural guide for planning and conducting instruction that incorporates media and technology”. This model selects and implements instructional technology within learning activities (Shambaugh and Magliaro, 2006). This model consists of six steps, namely Analyze learners; State objectives; Select method, media, and materials; Utilize media and materials; Require learner participation; and Evaluate and revise (ASSURE). The further description about the ASSURE steps is presented below. Table 2.4. The ASSURE Model 1. Analyze learners. Conduct analysis in terms of general characteristics of the learners and the specific competences needed by these individuals, such as knowledge, skills, and attitudes. 2. State Objectives. State the learning objectives in terms of what the learner will know or be able to do as a result of the instruction. 3. Select methods, media, and materials. Three options exist to bridge learners and objectives: select materials that currently exist, modify materials in some way, or design new materials. 4. Utilize media and materials. Plan how materials will be used, gathering the necessary materials together, and using them in instruction. 5. Require learner participation. Activities and time are required for adequate practice and reinforcement of performance. 6. Evaluate and revise This model employs a linear stage which is done in orderly steps. The step begins with needs assessment to gather information about learners’ characteristics as well as specific competences to be fulfilled by them. Besides, it is also necessary to understand students’ learning styles, including their preferences and strengths, information processing habits, and motivational factors (Smaldino et al., 2005).

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 51 After that, learning objectives are drawn to meet learner and learning needs. Then, methods, media, and materials are selected to be implemented in the real classroom activities. They can be adopted from the existing materials, modified/adapted accordingly, or designed themselves by the teachers. Next, they are gathered and used in the classroom instruction. The learners are supposed to take part in the implementation for giving feedback and response toward the instructional model. Their feedback is then used to evaluate the media or materials as well as to make revision to the product. Accoding to this model, evaluation focuses on learner achievement, media materials, and the whole instructional design. c. Characteristics of Well-designed Software In designing and developing software for language learning, developers should follow some guidelines for software evaluation. They should be able to incorporate certain important features into the products. Egbert and Hanson-Smith (1999) propose some characteristics of well-designed software, namely consistency, good use of space, legibility, ease of navigation and recovery, and high-quality playback. Those characteristics provide a friendly interface so that users do not need to master before they access the content and the instruction of the program. The first characteristic is consistency. This feature can make users spend less mental energy on mastering the software design and allow them to focus more on the content of the software. In software design, consistency means that the placement of elements on the screen remains stable from one display to the next; color, layout, capitalization, and fonts are consistent within each major segment of the software; and the terminology used in prompts, menus, and help screens is consistent from one part of the software to another (Egbert & Hanson-Smith, 1999: 442-443).

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 52 The consistent interface helps users to gain easy access to the software. They will not find difficulties finding the appropriate controls of the software. The second characteristic is good use of space. For mobile software, this feature is very important because of the limited space in a screen. It determines how much information that can be put in one screen. Egbert and Hanson-Smith (1999: 443) state that “in software design, each section of content should fit onto one screen and different parts of the information should be distinguised from one another spatially rather than through variations in color, style, or other treatments”. If there are too many other treatments in one display, such as lines, bullet points, bold and underlined text, and the likes, it will distract users from the content with “visual noise”. The third characteristic is legibility. The text on the screen must be legible (easy to see) and readable (lines or text must be easy to scan in normal reading patterns) (Eggbert & Hanson-Smith, 1999). Therefore, developers should consider about the font size and how texts are presented on the screen. The next characteristics include contrast, repetition, alignment, and proximity. Those four elements are the basic principles of visual design (William, 1994 as cited in Eggbert & Hanson-Smith, 1999). Different components should have different contrasts to each other. Meanwhile, logos and navigation buttons should be repeated to unify the various screens in the same section. Each element on the screen should be aligned horizontally or vertically in a consistent design. Related items should be placed close to each other because users will assume that items in closer proximity are related.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 53 Another characteristic is ease of navigation and recovery. A good design should anticipate users with making serious errors. The software should provide clear instructions for recovery if users make troubles or errors. The last characteristic is high-quality playback. The audio or video (if available) should be in sufficiently high technical quality. The audio file should be clear enough for the users so that they will be able to recognize the language and use it as a model for their pronunciation. In conclusion, there are various features inside a mobile application which need to be considered, including the layout, buttons, navigation, fonts, audios, and other related items. Thus, the developers should pay attention to both the physical performance (design and layout) and also the inner components (operation and contents). The application should be packaged in such a practical way that the users can access it easily. By fulfilling those criteria, the software/application is expected to have an easy operation and can effectively support learning. B. Review of Related Studies To provide more insight about the use of Android application in language learning, some related studies are presented here. First, it is the study conducted by Martono and Nurhayati (2014) which promotes the use of an Android-based mobile learning application as a means of learning. This study uses Research and Development (R & D) method aiming to build and develop an application which can be used as a flexible learning medium. Most of the respondents i.e. the university students, state that they enjoy learning using this application. Unlike that research, this research focuses on developing the Android application for senior high school students.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 54 The second study is conducted by Shanmugapriya and Tamilarasi (2013). The study focuses on the design and development of Mobile Assisted Language Learning (MALL) for English Language using Android push notification services. The learning content and exercises in the application focus on improving students’ grammar, pronunciation, listening, speaking, reading, writing, and vocabulary skills. Based on this research, the use of Android push notifications can support the theory that mobile devices can enable enhanced, personalized, and life-long learning. Taking the benefits of using Android application for learning, this research also employs the use of Android application for developing language skills, but the focus is on a particular skill i.e. listening skill. As this research focuses on the use of mobile devices for language learning, some studies related to MALL are also presented. Baleghizadeh and Oladrostam (2010) have conducted a study on the effect of MALL on grammatical accuracy of EFL students. The mobile phones are used to record the English class discussions intended to elicit grammatical forms under review. The experimental group shows significantly better grammatical accuracy compared to the control group that did not engage in the review activities. Another study conducted by Deng and Shao (2011) investigate students’ attitudes towards a freely available mobile-phone based e-dictionary application for self directed English vocabulary acquisition. The result shows that the participants are able to automate their vocabulary learning with the software in their daily life. Yamada et al. (2011) have conducted a study on the effectiveness of a smartphone and web server program on the improvement of L2 English listening comprehension. It targets sales staff in a large Japanese company and uses audio-video clips of workplace scenarios accompanying tutorial exercises.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 55 The result shows that the materials are effective in enhancing learning motivation and improving listening comprehension performance. The next study is conducted by Wang and Fang (2011) about integrating cell phones into Chinese high school EFL classroom. The study aims to know students’ attitudes and readiness to use mobile phone technology as an L2 English language learning tool. The result shows that the high school students were ready and able to use mobile phones for language learning and felt that they had learnt a lot from the activity. Many researches have proved that using mobile devices for language learning can give benefits to improve students’ language skills and to facilitate them to learn. Mobile Learning (ML), as well as Mobile Assisted Language Learning (MALL), has been positively developed in many countries around the world. Since the ownership of mobile devices in Indonesia has been increasing rapidly, there is a great opportunity to implement this type of learning in the Indonesian education contexts.

C. Theoretical Framework In this section, the theories that have been mentioned before are synthesized and their relationship is drawn in supporting this research. The theories include listening comprehension for Grade X, the principles of m-learning and MALL, and Android (App Inventor). The framework model of this research can be seen in the following figure.


Figure 2.10. Model Development Framework This research focuses on listening comprehension for Grade X students. The topics of the listening materials are selected from the competency standards and basic competences of English subject for Grade X. The listening materials are then developed and packaged into an Android application which is developed using App Inventor. Android OS is selected because it is an open comprehensive platform for mobile devices. Android has some advantages such as its open source and free charging. Many developers can create applications freely and the products can be marketed in the playstore. The software development program is App inventor because it is very appropriate for those who have little or no programming experience and want to develop mobile applications for Android based phones. The implementation of this application should be in line with the principles of m-learning by Elias (2011). Those principles are: (1) equitable use, (2) flexible

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 57 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. Moreover, it should also correspond 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 environment where the device will be used; (2) limiting multi-tasking and environmental distractions; (3) pushing, but respecting boundaries; (4) striving to maintain equity; (5) acknowledging and planning for accomodating 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 concise when possible; (8) letting the language learning task fit the technology and environment, and vice versa; (9) some or most learners will need guidance and training to effectively use mobile devices for language learning; and (10) recognizing and accomodating multiple stakeholders. Based on the theories that have been discussed above, an Android application was then developed. By using Android application for language learning, it shows that mobile learning (m-learning) is implemented in the classroom. The features in the application can facilitate students in developing their listening comprehension that are easy and free to develop. As long as there is the internet connection, students can access the application anywhere and anytime.


CHAPTER III RESEARCH METHODOLOGY

This chapter discusses the methodology used to answer two research questions stated in Chapter I. There are five sections in this chapter, namely research method, research design, research setting and participants, data collection technique, and data analysis technique. A. Research Method This research focuses on developing an m-learning model of Android application for Senior High School students grade X. The method used in this research was Research and Development (R & D) because the goal of this research was to develop an educational product. According to Gall et al. (2003), Educational R & D is an industry based development model in which the research findings are used to design new products and procedures, which are systematically field-tested, evaluated, and refined until they meet specific criteria of effectiveness, quality, or similar standards. Therefore, the aim of R & D is to develop and validate an educational product. The researcher developed the research by adopting the R and D cycle proposed by Borg and Gall (1983) and those of the Systems Approach Model proposed by Dick and Carey (2001) in Gall et al. (2003). The research model can be seen in the following table.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 59 Table 3.1 The Combined Model of Borg & Gall (R & D Model) and Dick and Carey Model (Systems Approach Model) Borg & Gall (1983) Research information Collecting

Planning

Dick & Carey (2001)

and Assess needs to identify goal(s) Conduct instructional analysis Analyze learners and contexts Write performance objectives Develop assessment instruments Develop instructional strategy

The Combined Model -

-

-

Develop preliminary Develop and select form of product instructional materials

-

-

-

-

Preliminary testing

field Design and conduct formative evaluation of instruction product Revise instruction

Main revision Main field testing Design and conduct Operational product summative evaluation revision

-

Information Collecting: Literature study Needs analysis

Planning: Selecting the topics in the standard of competence and basic competence Defining the learning indicators Selecting the appropriate materials Designing the research instruments (blueprint of questionnaire and interview quideline) Development: Developing the storyboard and flowchart of the product Developing the materials (collecting the audios and developing the exercises) Developing the application using App Inventor Building the application into .apk file and testing it through a smartphone Evaluation and Revision: Experts validation Users validation Revision

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 60 The aim of combining those models was to gain the appropriate model for this research. In terms of research methodology, the R and D model proposed by Borg and Gall (1983) was selected to give detailed steps on developing the product. However, only seven out of ten stages were selected to be conducted in this research because of some limitations. Meanwhile, with regard to the learning aspects, the Dick and Carey model was chosen. This model provides detailed steps in designing instructional materials/media. After combining both models, the steps can be formulated into four main stages, namely: (1) Information Collecting, (2) Planning, (3) Development, and (4) Evaluation and Revision. B. Research Design This research employed the steps in the combined model of the R and D model and the Dick and Carey model. The first step was Information Collecting which was done by conducting literature study and needs analysis. The researcher studied some literatures related to the research field and also some documents related to the research target, including the curriculum and syllabus. The need analysis was conducted by distributing questionnaires to the students and interviewing the English teacher. The aim was to collect the useful information about their opinions and expectations toward the English teaching and learning process. The next stage was Planning. After getting adequate information from the literature study and needs assessment, it was analyzed to specify the goals and the instructional strategy of this research. The researcher selected the topics from the competency standards and basic competences of English learning in Senior High Schools Grade X. After that, the learning indicators were derived from those topics.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 61 They were then used as the general guidelines to select the appropriate materials. As the final result of this study was an educational product, some instruments were developed to gather useful information for the development of the product. The instruments were questionnaires and interviews. Before developing the instruments, blueprints and interview guidelines were designed to give clear description on how the theories supported the research. The third stage was Development. To help the reseacher in developing the product, the storyboard and the flowchart were made. They were aimed to describe the working process of the application. Since the product was an application for mobile phones, the storyboard told what each screen contained, while the flowchart told about how screens were linked to each other. After that, the materials were developed according to the selected topics. The researcher collected the audio files and also developed some exercises related to the topics. The materials were uploaded in the App Inventor afterwards. App Inventor was an online software that was used by the researcher to develop the Android application. In App Inventor, the project was built into .apk file so that it could be tested through a smartphone. The last stage was Evaluation and Revision stage. The Evaluation stage followed the steps on Borg and Gall cycle, namely: Preliminary Field Testing, Main Product Revision, Main Field testing, and Operational Product Revision. Using the instruments (questionnaires and interviews), the data were gathered from the experts and the users. They aimed to validate the product and to get feedback useful for the improvement of the product. The feedback was analyzed to make revisions toward the product. The description of the stages can be seen in the figure below.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 62 Information Collecting

Literature study

Selecting topics from the syllabus

Needs analysis

Defining the indicators

Planning Blueprint & Guidelines

Selecting the materials

Developing materials (audios and exercises)

Developing storyboard and flowchart

Developing application using App Inventor

Building the application (.apk file)

Development

The tentative product

Evaluation and Revision

Experts validation

1st Revision

Users validation (10 students)

2nd Revision

Users validation (the whole class)

Last Revision

The final product of the Android application

Figure 3.1 The flowchart of the Combined Model adapted from the R and D Model and the Dick and Carey Model

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 63 By following the combined model, the final product i.e. an Android application was expected to meet the teacher and the students’ needs. Furthermore, it could help students develop their listening skills. C. Research Setting and Participants This research was aimed to develop an m-learning model for tenth grade students. To develop an effective learning model of an Android application, the researcher needed to collect the data from various participants. The following is the detailed description about the setting and participants of this research. 1. Research Setting As the target users were the tenth grade students, this research was done in one of Senior High Schools in Yogyakarta. It was conducted in SMA N 1 Depok Sleman. The school is located in Babarsari, Caturtunggal, Depok, Sleman, Yogyakarta. 2. Research Participants There were various participants involved in this research. The participants were the target learners i.e. the tenth grade students and the experts. The target learners were selected from one of the classes in SMA N 1 Depok, Sleman. The experts were categorized into two fields: materials and media. This research involved four experts with different backgrounds. They were an English teacher, an English lecturer, an IT teacher, and an IT lecturer. The further description of the experts background can be seen in the table below.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 64 Table 3.2. The Description of the Expert Validators

Participants An English lecturer An English teacher An IT lecturer An IT teacher

Educational Background S1 S2 S3 1 1 1

1

Teaching Experience (in year) 1-5 6-10 >10 1 1 1 1

The experts were asked to give their opinions, reviews, and also suggestion towards the product. The materials experts gave the suggestion about the materials whether they were appropriate or not for the target learners, while the media experts gave evaluation particularly about the design and layout of the application. D. Data Collection Technique The data in this research were collected from two research instruments i.e. questionnaire and interview. The research was officially conducted in the even semester of the Academic year 2014/2015 in April 2015 – June 2015. However, the needs analysis had been conducted in the odd semester i.e. in August 2014. The data in this research were in the form of quantitative data and qualitative data. The quantitative data were collected from the questionnaires, while the qualitative data were obtained from the interviews. The detailed explanation of the stages, required data, participants, and instruments are presented below. Table 3.3. Instruments, Participants, Time, Data, and Aims Instruments

Participants

Need Analysis The tenth Questionnaire grade students of SMAN 1 Depok Sleman (32 students)

Time

Obtained Data August Description 2014, in the of students’ Research needs, and condition, Information and readiness Collecting for Stage conducting mobile learning.

Aim To design the theoretical model of the application

Research Problem Research Question 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 65 Instruments Interview Needs Analysis

Participants

Obtained Data for The English August Teacher’s teacher of 2014, in the opinion SMAN 1 Research about Depok Sleman and teaching Information listening and Collecting mobile Stage learning.

- The English teacher of SMAN 1 Depok Sleman - An English lecturer of English Language Education Department in Sanata Dharma University - An IT teacher in SMAN 1 Depok Sleman - An Engineering Lecturer in Yogyakarta Muhammadiy ah University Interview for - The Expert English Validation teacher of SMAN 1 Depok Sleman - An Engineering Lecturer in Yogyakarta Muhammadiy ah University Questionnaire The tenth for Users grade students Validation of SMAN 1 Depok Sleman (10 students) Questionnaire for Expert Validation

Time

Aim To design the theoretical model of the application


May 2015, in the Preliminary Field Testing Stage

Feedback To revise about the the initial designed iconic learning model model

Research Question 1

May-June 2015, in the Preliminary Field Testing Stage

More detailed information on comments and suggestions toward the designed learning model.

To revise the initial iconic model

Research Question 1

May 2015, in the Preliminary Field Testing Stage

Feedback To revise about the the initial designed iconic learning model model

Research Question 1

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 66 Instruments

Participants The tenth grade students of SMAN 1 Depok Sleman (32 students)

Interview for Some of the Users tenth grade Validation students of SMAN 1 Depok Sleman

Time

Obtained Data June 2015, Feedback in the Main about the Field designed Testing learning Stage model

Aim

To improve the revised iconic model into the final learning model June 2015, More To improve in the Main detailed the revised Field information iconic Testing on comments model into Stage and the final suggestions learning toward the model designed learning model.


Research Question 2

From the table above, it can be seen that the data were acquired from the research participants in some stages taken from Borg and Gall cycle (Preliminary Field Testing, Main Product Revision, and Main Field testing). The instruments were used to obtain valid and reliable data from the research participants. The further explanation about the instruments is elaborated below. 1. Questionnaire Questionnaire was used as one of the instruments to gather the participants’ opinions toward the product. According to Johnson and Christensen (2012: 197), a questionnaire is “a self-report data-collection instrument that each research participant fills out as part of research study”. The aim of the questionnaire is to collect the information about the feelings, attitudes, thoughts, perceptions, and behavioral intentions of the research participants. Those different characteristics can be assessed through questionnaires. Questionnaires can be used to obtain quantitative, qualitative, and mixed data. It depends on the objectives of the research. The questionnaire consists of

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 67 statements or questions to be answered by the research participants in order to obtain the data required to answer the research question. Ary et al. (2002) propose two kinds of questionnaire, structured and unstructured questionnaires. In structured questionnaires, both questions and answers are provided. Respondents have to choose the response(s) that best represent their own opinions. In unstructured questionnaires, the respondents have to elaborate their beliefs and suggestions using their own words. This study used both structured and unstructured questionnaires because by utilizing those two methods, the process of data gathering was more effective. The first method is used by providing some statements and the respondents are asked to select their answers accordingly using Likert scale. Meanwhile, the second method gives opportunity for the students to freely express their opinion by writing their own sentences. In this study, the researcher employed the structured questionnaires in the needs analysis. The needs analysis questionnaire was aimed to gather information about the teaching of listening in the classroom and also students’ readiness for participating in m-learning environment. The blueprint of the needs analysis questionnaire can be seen in Appendix 2. Meanwhile, in the evaluation step the researcher used both structured and unstructured questionnaires. The expert validation questionnaires were distributed to the lecturers who are experts in English field and also media. The materials validation was done by an English teacher and a lecturer of English Language Studies Program. The blueprint of the expert validation questionnaire of materials design can be seen in Appendix 2. Another important aspect in this research was

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 68 the validation of media. It included the lay-outing as well as the design. The expert validation blueprint of media can be seen in Appendix 2. As the main target users of this research were tenth grade students, user validation questionnaires were also distributed to gather the students’ responses, comments, and suggestions toward the product. The blueprint of user validation questionnaire can be seen in Appendix 2. In brief, the needs analysis questionnaires served 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 application. 2. Interview Another way to collect the data was done by conducting interviews. Johnson and Christensen (2012: 198) define interview as “a data-collection method in which an interviewer (the researcher or someone working for the researcher) asks questions of an interviewee (the research participant)”. The advantage of using interview is that the researcher can freely use probes i.e. prompts used to obtain response clarity or additional information. In this research, some interviews were conducted to the English teacher and some students to gather their opinion about the English teaching and learning process and also about the designed Android application. Besides, the interviews were also conducted to the experts of media and materials. By conducting interviews, the gathered data became more specific and complete. Initially, some questions were developed as the guideline of the interviews. The interview guidelines can be seen in Appendix 7.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 69 E. Data Analysis Technique The data from the results of the questionnaires and interviews were then analyzed. The participants’ opinions in the form of closed questions were shown statistically. The result was calculated as follows. 𝑛 𝑥 100% 𝑁 Notes: n = the total number of students who choose a certain answer N = the total number of students After the result had been calculated, then it was put in a table. The table is like in the following. Table 3.4. The Description of Needs Analysis Questionnaire Result No.

Question

Response

Number

Percentage

The data from material and media evaluation were collected from the questionnaires in the form of scores. The questionnaire was designed in Likert scale format. The researcher used four point scales to collect the respondents’ opinions about the designed learning model. Each scale represents degrees of agreement related to the statements in the questionnaires. The categories were divided into: 1 = strongly disagree with the statement 2 = disagree with the statement 3 = agree with the statement 4 = strongly agree with the statement The results were then put into the table. The table contains the questions or statements, the answers of the respondents, the mean scores, and the converted scores. The table is presented below.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 70 Table 3.5. The Description of the Validation Questionnaire Result No.

Statements

Converted Score (x)

Mean (M)

Category

Total Score Mean The results of the questionnaires were calculated using descriptive statistics. To analyze the data the researcher employed three steps: (1) collecting the raw data, (2) converting and scoring the data for quantitative analysis, (3) categorizing the scores into a scale of five. The converted scores were adapted from Best (1977) in Maharani (2013) as presented below. Table 3.6. The Conversion Table of the Raw Scores into the Converted Scores Raw Scores

Meaning of Scores

Converted Scores

4 3 2 1

Strongly agree Agree Disagree Strongly disagree

2 1 -1 -2

After the converted scores were gathered, they were classified using Criterian Reference Evaluation (CRE) or known as Penilaian Acuan Patokan (PAP), proposed by Sukarjo (2006). The detailed explanation on how to get the range of scores can be seen in the table below. Table 3.7. A Five Scale Using Criterian Reference Evaluation (CRE) Category

Score Interval

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

X > Xi + 1,80 SD Xi + 0,60 SD < X ≤ Xi + 1,80 SD Xi - 0,60 SD < X ≤ Xi + 0,60 SD Xi - 1,80 SD < X ≤ Xi - 0,60 SD X ≤ Xi - 1,80 SD

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 71 Notes: X = actual score 1

Xi (ideal mean score) = 2 (maximum ideal score + minimum ideal score) 1

SD (standard deviation) = 6 (maximum ideal score - minimum ideal score) The maximum score above refers to the highest converted score i.e. 2, while the minimum score is the lowest converted score i.e. (-2). Furthermore, the final mean score was interpreted to gain the meaning about the overall quality of the product. According to Table 3.7., if the score is considered very good, it means that it does not need any revision. Then, if the score is classified as good, it means that the revision is optional. Next, if the score is considered fair, it is necessary to conduct more exploration on the existing part of the design. When the score is categorized as poor, it is recommended to modify or revise some parts of the application. Moreover, if the category was very poor, revision is highly required. The qualitative data from the open-ended questions included in the questionnaires were selected as necessary. The information obtained from the answers of the open-ended questionnaire was used to support the result of the quantitative data from the questionnaire. Meanwhile, the data obtained from the interviews were interpreted in the form of written paragraphs. The qualitative data which were gathered from the interviews were selected accordingly. The result was analyzed using the six principles of m-learning proposed by Elias (2011). The qualitative description served as the complementary data to support the quantitative data from the questionnaire results.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the answers to the two research questions in this study. The two research questions in this study are what the Android application for listening comprehension of Senior High School Grade X looks like and how the application supports m-learning. In this chapter, the realization of what have been planned in Chapter III is presented. This chapter is divided into three parts. The first part is about the process of developing the iconic model. The second part is about the presentation of the iconic model. Then, the third part presents the description on how the application supports Mobile Learning (m-learning). The first and the second part are the answer to the first research question. Meanwhile, the third part is the answer to the second research question. A. Process of Developing the Iconic Model The iconic model is the final version of the Android application which has been validated by the experts and the users. To develop the application, the researcher employed some procedures. As mentioned in the research methodology, there were four main stages conducted in this research. Those stages are the combination between Borg and Gall model (R&D model) and Dick and Carey model (Systems Approach Model). They were (1) information collecting, (2) planning, (3) development, and (4) evaluation and revision. In this section, the detailed processes done in each stage are elaborated.

72

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 73 1. Information Collecting As stated in the research methodology, the information collecting stage was done by conducting literature study and needs analysis. It was aimed to specify the product to be made and to collect beneficial information for developing the product. Initially, the researcher noted some potential problems related to the teaching and learning of English at the Senior High Schools. Then, it was found out that listening competence was one important issue to be discussed, especially because it had became one of the parts in the National Examination. Then, the researcher selected the educational product that would be made to help solve the problems i.e. an Android application which focuses on listening comprehension for Grade X students. After that, the researcher conducted a literature review. The literature review covered listening comprehension, Mobile Learning (m-learning) as well as Mobile Assisted Language Learning (MALL), Android development program (App Inventor), and Instructional Design (ID) model. In addition, the consideration in arranging activities that would be included in the application was the micro-skills of listening comprehension proposed by Brown (2001). First, students should be able to recognize grammatical word classes (nouns, verbs, etc), systems (tenses, agreement, pluralization), pattern, rules, and elliptical forms. Thus, the activities in the application were designed to enable students to identify those aspects. Second, students can recognize the communicative functions of utterances, according to situations, participants, and goals. Regarding with this, different discourses and expressions were included in the application. Next, students are able to develop and use a battery of listening strategies, such as detecting keywords, guessing meaning of words from contexts,

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 74 appeal for help, and signalling comprehension or lack. Different types of exercises which could promote the students to use various listening strategies were integrated in the application. The researcher also analyzed the syllabus of English learning for Grade X. The school applied School-Based Curriculum or known as Kurikulum Tingkat Satuan Pendidikan (KTSP). The objectives of the teaching and learning process, especially listening, were stated in the Competency Standards and the Basic Competences which are presented below. Table 4.1. The Competency Standards and the Basic Competences of Listening Skill for Grade X Competency Standards Semester 1 1. Understanding the meaning in transactional and interpersonal conversations in daily contexts 2. Understanding the meaning in short functional texts and simple monologue in the forms of recount, narrative, and procedure texts in daily contexts

Basic Competences 1.1 Responding to the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally by using simple expressions accurately, fluently, and appropriately in daily life contexts involving some speech acts, such as introduction, greeting and leave-taking, accepting or offering invitation, and accepting or cancelling appointment 1.2 Responding to the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally by using simple expressions accurately, fluently, and appropriately in daily life contexts involving some speech acts, such as: expressing happiness, showing attention, expressing sympathy, and giving instructions 2.1 Responding to the meaning accurately, fluently, and appropriately in short simple oral functional texts (e.g. announcements, advertisements, invitations, etc.) formally and informally in various contexts in daily life (continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 75 (continued) Competency Standards

Basic Competences 2.2 Responding to the meaning in simple monologue texts using a variety of expressions accurately, fluently, and appropriately in various contexts of daily life in the forms of: recount, narrative, and procedure texts

Semester 2 7. Understanding the meaning in transactional and interpersonal conversations in daily contexts 8. Understanding the meaning in short functional texts and simple monologue in the forms of narrative, descriptive, and news items texts in daily contexts

7.1 Responding to the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally, accurately, fluently and appropriately using a variety of simple oral expressions in different contexts of daily life which involve some speech acts, such as: expressing gratitude, giving compliment, and congratulating someone 7.2 Responding to the meaning in transactional (to get things done) and interpersonal (to socialize) conversations, formally and informally, accurately, fluently and appropriately using a variety of simple oral expressions in different contexts of daily life which involve some speech acts, such as: expressing surprise, expressing disbelief, and accepting invitation and offerings 8.1 Responding to the meaning in simple oral short functional texts (eg announcements, advertisements, invitations, etc.) formally and informall, accurately, fluently, and appropriately in various contexts of daily life 8.2 Responding to the meaning in simple monologue texts using a variety of expressions, accurately, fluently, and appropriately in the contexts of daily life, in the form of narrative, descriptive, and news items texts

The Competency Standard and the Basic Competences were analyzed to gain more specific information about the types of listening materials for grade X.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 76 After analyzing the syllabus, the topics of the materials for grade X focusing on listening skills for Semester 1 and 2 could be derived as follows. Table 4.2. The Topics for Listening Skills of Senior High School Grade X for Semester 1 and 2 Semester Semester 1

Topics -

Semester 2

-

-

Introduction, Greeting and Leave-taking, Making Invitation, Making and Cancelling Appointment, Expressing Happiness, Expressing Sympathy, Giving Instruction Announcement, Advertisement, Invitation Recount, Narrative, Procedure texts Expressing Gratitude, Giving Compliment, Congratulating Someone, Expressing Surprise, Expressing Disbelief, Accepting Invitation and Offering Announcement, Advertisement, Invitation Narrative, Descriptive, and News Item

According to the topics above, there are various language expressions and text genres, in the form of dialogues and monologues. The selection of the materials, including audios, exercises, and vocabulary or expressions, was adjusted to those topics. The researcher also conducted needs analysis to the tenth grade students in SMAN 1 Depok Sleman to know their difficulties and attitudes toward the listening competences and the teaching of listening in the class. The needs analysis was done by distributing questionnaires to 30 students. It was held on Thursday, August 28th, 2014. The working concepts of the needs analysis questionnaire is presented in Table 4.2. Besides, an interview was also conducted to the English teacher in SMAN 1 Depok Sleman. It was aimed to gather necessary information related to the teaching and learning process, especially which focuses on listening competences.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 77 Table 4.3. The Working Concept of the Needs Analysis Questionnaire NO. CONCEPT CONSTRUCT 1. Teaching Selection of listening Input Sources (Rost, 1990 The Chunking in Carter of Inputs into and Nunan, Segments for 2011) Presentation An Activity Cycle 2. Mobile Learner Style Learning /m-learning Mobile Phone (Ali, 2003)

Learning Content

INDICATOR Selecting authentic, interesting, varied, and challenging materials - Designing creative tasks - Providing assistance to help learners enact effective learning strategies Integrating listening with other learning purposes Using various strategies in listening practice - The activity done using mobile phones - The frequency of using mobile phones to facilitate learning The media for facilitating listening

Based on the result of the questionnaires, it could be seen that students still found difficulties related to listening comprehension. The teaching of listening in the classroom gave influences to the students’ listening skills. The conditions of the teaching listening in the classroom can be seen as follows. Table 4.4. The Teaching of Listening in the Classroom No. Question 1. How often does the teacher teach listening in the English class? 2.

How was the listening activities that were given by the teacher?

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

Answer Very often Often Sometimes Seldom Rarely Really enjoyable Enjoyable So so Less enjoyable Not enjoyable

Total 0 3 13 10 4 2 8 20 0 0

Percentage 0% 10% 43.3% 33.3% 13.3% 6.7% 26.7% 66.7% 0% 0% (continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 78 (continued) No. Question 3. What sources were the teacher used to teach listening?

4.

What media did the teacher use to teach listening?

5.

Were the media used in the classroom effective to facilitate you in improving your listening skills?

a. b. c. d. e. a. b. c. d. e. f. g. h. a. b. c. d. e.

Answer Course books Presentation Internet Film/video Others:........... Tape recorder Radio Television CD Player Computer/PC/Laptop Handphone Smartphone Others:............. Very effective Effective So so Less effective Not effective

Total 12 10 3 5 7 4 0 3 1 12 2 5 8 0 3 13 14 0

Percentage 40% 33.3% 16.7% 16.7% 23.3% 13.3% 0% 10% 3.3% 40% 6.7% 16.7% 26.7% 0% 10% 43.3% 46.7% 0%

From the questionnaires, it was found that 43.3 % of the students stated that the intensity of the teaching of listening in the classroom was still low. It made the students have low awareness of the importance of listening. Furthermore, 66.7 % of the students said that listening activities were ordinary, meaning that they were not enjoyable for students. The resources of the materials were mostly taken from course books and teacher’s presentation. The other resources i.e. the internet and videos were not optimally used. The media used by the teacher were a laptop or a computer. There was 46.7 % of the students stated that the use of media in the classroom was not effective yet. The result of the questionnaire was also supported by the result of the interview. The teacher said that the media in the classroom, such as speakers, were not effective enough. Sometimes, the sound could not reach the whole class. “The media is not effective yet. When I played an audio, the sound could not reach the whole class. So, students who sat in the back could not listen clearly.” (Appendix 11)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 79 The teacher also stated that the focus of English teaching and learning process was more on other skills: reading, writing, and speaking. Listening got less attention, thus the activities lacked listening comprehension. “I think that the teaching of listening in the classroom is not adequate enough. The activities often focus more on the other skills: reading, writing, and speaking. So, the assessment also focuses on those skills, besides listening.” (Appendix 11) In addition, when the teacher integrated a listening activity followed by speaking activity, such as listening to songs, the students were engaged in the activity. However, they became dependent to such activity so that the teacher got difficulties to drive their attention back to the lesson. Hence, it can be inferred that fun activities are essential to grab students’ interests and motivation toward the learning process, yet the teacher needs to be ready with any constraints during the activities. One of the constraints is about the classroom management. It can be seen in the following interview transcript. “I usually play videos or songs. At the end of the lesson, for refreshing, I often play a song and then we sing together.... However, the effect is that they become difficult to handle. They only want to sing, but they are difficult to focus on the lesson.” (Appendix 11) It often happened that once the teacher used a song in the classroom and the students enjoyed the activity, next time they would ask about songs again. They would get used to such activity, so the teacher should be prepared with that. The teacher should be able to decide when the songs should be used or not be used according to the goals of the lesson. To develop listening competences, the students need to apply some strategies. They should be aware that listening skills have an important role for developing their language competences. Through listening, they can obtain inputs useful for

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 80 the other language skills, especially speaking. However, the students still lacked listening strategies. It could be seen from the table below. Table 4.5. The Students’ Listening Strategies No 1.

Question Do you often practice listening?

2.

What kinds of strategies do you use to learn listening?

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

Answer Very often Often Sometimes Seldom Rarely Listening to songs Watching movies Watching videos in Youtube Using skype or yahoo messenger (video call) Others:..........

Total 6 5 14 6 0 26 23 11

Percentage 20% 16.7% 46.7% 20% 0% 86.7% 76.7% 36.7%

8

26.7%

4

13.3%

From the data above, it could be inferred that most of students did not frequently practice listening. There were 46.7 % of the students stated that they sometimes practiced listening. However, most students had practiced listening through songs, movies, youtube, skype, and yahoo messenger. It proved that the internet could facilitate students in developing their listening skills. There are various media or devices which can be used by students for practicing listening, such as laptops, tablets/ipads and smartphones. Most of the students had their own laptops and smartphones. The more detailed data can be seen in the following table. Table 4.6. The Media Used by the Students to Practice Listening No. 1.

Question What electronic devices that you have which can facilitate you in learning listening?

a. b. c. d.

Answer Laptop/computer PC Tablet/Ipad Smartphone Others:..........

Total 24 15 27 2

Percentage 80% 50% 90% 6.7% (continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 81 (continued) No. 2. 3.

4.

Question Do you have any Android phones? If Yes, what version of Android does your mobile device have? What activities do you usually do with your smartphone?

5.

How often do you use your smartphone to help you learn English everyday?

6.

How often do you use your smartphone to help you practice listening everyday?

7.

Do you like to download applications for English learning, such as dictionary, ebook, etc, from Playstore to help you develop your listening skills? (If Yes, please mention them!) Do you use your smartphone to practice listening, like listening to English songs or videos?

8.

Answer a. Yes b. No a. Gingerbread b. Jellybean c. Kitkat d. Others....... a. Browsing b. Sosial media (facebook, whatsapp, twitter, BBM, etc.) c. Chatting d. Playing game e. Others:...... a. Very often b. Often c. Sometimes d. Seldom e. Rarely a. Very often b. Often c. Sometimes d. Seldom e. Rarely a. Yes b. No

a. b.

Yes No

Total 23 8 5 17 2 5 23 27

Percentage 73.3% 26.7% 16.7% 56.6% 6.7% 16.7% 76.7% 90%

17 15 4 9 10 9 1 1 6 13 8 3 0 13 16

56.7% 50% 13.3% 30% 33.3% 30% 3.3% 3.3% 20% 43.3% 26.7% 10% 0% 46.7% 53.3%

27 2

90% 10%

The data showed that there were 17 students who owned smartphones with Jellybean version. This becomes one support service to the implementation of the Mobile Learning (m-learning) model because some particular feature i.e Text to Speech can only be accessed by Jellybean version or above.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 82 Although most of the students had their own Android smartphones, many of them used their mobile devices for the activities beside learning, like browsing, social media (facebook, whatsapp, twitter, BBM, etc.), chatting, and playing games. The mobile devices had not yet been optimalized for language learning. Actually there are many downloadable applications, either free or charged, in the playstore. However, the available applications only provide general materials. They rarely focus on the materials for Senior High Schools, especially Grade X. The application which had helped most students in language learning was e-dictionary. Besides, most of them liked to use their smartphones for listening to English songs and videos. The result of the questionnaires generally showed that most students had their own mobile devices, smartphones or tablets, which could facilitate them in learning listening. This condition could support the implementation of mobile phones as learning media or known as Mobile Learning (m-learning). In addition, based on the interview result, it was necessary to provide additional listening media for the students. Since the classroom activities still lacked listening activities, the students required more opportunities to learn listening not only in the classroom, but also outside the classroom. Here, the opportunity to explore mobile phones as learning media was great. When the teacher was asked about his opinion on using mobile phones as learning media, he really agreed with it. It will be helpful if the students can learn through their mobile phones since they usually only use their mobile devices for other activities. It was supported by the following data. “I think it is good if mobile phones are used as learning tools. Since so far, mobile phones only function as social media, games, listening to musics, and taking pictures. Yet, they have not been utilized as learning media.”(Appendix 11)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 83 Using mobile phones as learning tools is likely to be implemented because Senior High School students are allowed to bring their mobile phones in the classroom. However, it also faces some constraints. One of them is about controlling. Bringing mobile phones in the classroom can have both advantages and disadvantages. Mobile phones can be helpful and advantageous for learning tools which are practical and flexible to use. Many varieties of learning materials can also be found through this devices if they are connected with the internet. Nevertheless, the disadvantage which can be found when using these device in the classroom is that the students may use their mobile phones for other activities, like social media, gaming, listening to musics, and the likes. Therefore, it really needs teacher’s monitoring on students’ activities. It can also be seen in the following transcription. “If we want to use mobile phones in the classroom, teachers should design the learning activities as interesting as possible. So, the students will not be bored. Then, we need to do controlling to them so that their mobile phones will not be misused for other activities.” (Appendix 11) In conclusion, with such condition, most students had their own mobile phones, there was a great chance to explore these devices more as learning media. However, it requires the teacher’s support, either as a director or as a monitor, to create appropriate activities and tasks, as well as to check the students’ progress and difficulties in learning. 2. Planning The second step in the combined model was Planning. There were some processes involved, namely: selecting the topics in the syllabus, defining the learning indicators, selecting the appropriate materials, and designing the research instruments (blueprint of questionnaire and interview guideline).

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 84 In this stage, the researcher also created the name of the application. Fun Listening Android Application (FLAP) was selected as the application name because this name contains the description of the product. The word “Fun” was chosen because the researcher wanted to involve some fun materials to increase students’ interests and motivation in learning listening. According to Caroll (2004) in Sim et al. (2005), “fun” is defined as something which can attract, capture, and hold other’s attention by provoking new or unusual emotions. In this case, the researcher puts some enjoyable materials such as songs, stories, and poems. After deciding the application name, the researcher began to work with its contents. From the topics presented in the Information Collecting section, there were fifteen topics selected to be included in the application. The topics covered the materials for Semester 1 and 2. The consideration for choosing the topics 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 in anytime during one year period. The topics were: (1) Greeting and Introduction, (2) Expressing Happiness, (3) Expressing Sympathy, (4) Making Invitation, (5) Making Appointment, (6) Expressing Gratitude, (7) Congratulating Someone, (8) Expressing Disbelief and Surprise, (9) Recount, (10) Procedure, (11) Narrative, (12) Descriptive, (13) News Item, (14) Advertisement, and (15) Announcement. The audios and the contents were adjusted with those selected topics. After determining the topics, the learning indicators were defined. The learning indicators became the guides to specify the aims/goals of the materials in the application. The topics, activities, and their learning indicators are presented in the following table.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 85 Table 4.7. The Topics, Activities, and Learning Indicators No. 1.

Topics Greeting and Introduction

 

2.

Expressing Happiness

 

3.

Expressing Sympathy

 

4.

Making Invitation

 

5.

Making Appointment

 

6.

Expressing Gratitude

 

7.

Congratulating Someone

 

8.

 

9.

Expressing Disbelief and Surprise Recount

10.

Procedure

 

11.

Narrative

 

12.

Descriptive

 

 

Activities Listening to audios Exercise (True-False exercise) Listening to audios Exercise (True-False exercise) Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (Filling Blanks exercise) Listening to audios Exercise (Filling Blanks exercise) Listening to audios. Exercise (True-False exercise) Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (True-False exercise)

Indicators  Students are able to respond to some expressions about: - Greeting and Introduction - Expressing Happiness - Expressing Sympathy - Making Invitation - Making Appointment - Expressing Gratitude - Congratulating Someone - Expressing Disbelief and Surprise 





Students are able to answer some questions related to those topics. Students are able to respond to a simple monolog in the form of recount, procedure, narrative, descriptive, and news item. Students are able to create simple monologs in the form of recount, procedure, narrative, descriptive, and news item. (continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 86 (continued) No. 13.

Topics News Item

 

14.

Advertisement

 

15.

Announcement

 

Activities Listening to audios. Exercise (True-False exercise)

Listening to audios Exercise (Multiple Choice exercise) Listening to audios Exercise (Filling Blanks exercise)







Indicators Students are able to answer some questions related to simple monologs in the form of recount, procedure, narrative, descriptive, and news item. Students are able to answer some questions related to short functional texts, like announcement and advertisement. Students are able to create short functional texts, like announcement and advertisement.

The next step after selecting the appropriate materials was developing blueprints for the questionnaires and guidelines for the interviews. The blueprints of needs analysis, experts and users validation were developed according to some concepts. The blueprints can be seen in Appendix 2. 3. Development The Development stage involved the processes of developing materials (audios and exercises), developing storyboard and flowchart, developing the application using App Inventor, building the application into .apk file, and trying it out via a mobile phone. Actually the development processes were done simultaneously. It meant that more than one processes could be done at the same time. For instance, the process of developing the materials (audios and exercises)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 87 were done simultaneously with the development of the application using App Inventor. The processes of developing the application were elaborated as follows. a. Developing the Materials The materials included in the application were adjusted with the topics selected from the syllabus. The researcher browsed the audio materials from the internet.

The

audios

were

mostly taken

from

www.youtube.com

and

www.twominenglish.com. The reason why taking the audios from the internet instead of doing recording on her own was because of the authenticity. The audios taken from the internet were more native-like. After selecting the necessary materials, the researcher developed the exercises. The exercises were in the forms of multiple choice, true-false, and filling blanks tasks. Regarding with the fun materials, there were songs, stories, and poems to be included in the application. As suggested by Harmer (2002), music has a powerful stimulus to engage learners because it can arouse their emotions and can combine between learning and leisure activity. Besides, it can introduce some grammar patterns and increase learners’ vocabulary. Those aspects became considerations to put some pieces of musics in the application. b. Developing a Storyboard and a Flowchart The theoretical model of the Android application was developed by creating a storyboard and a flowchart. They helped the researcher in drawing the connection among each of the components in the application. The users could access the application in their mobile phones by installing FLAP.apk into their devices. The more detailed presentation about the storyboard and the flowchart can be seen in

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 88 Appendix 3. Meanwhile, the parts and the description of contents for each part are presented in the following table. Table 4.8. FLAP and Its Content Description

Screen and Content

Fun Listening Android Application (FLAP) Home  This screen contains the title of the application, a picture of students of SMAN 1 Depok Sleman, Help button, and Go button.  The buttons will lead to Help screen and Menu screen. Help  This screen contains four sections, namely Overview, Manual, Resource, and Contact & Info.  Help menu provides description about the application and the functions of each button in the application. Menu  The Main Menu contained four main parts of the application, i.e. Focus, Fun, Final, and Forum. Unit  This screen presents a list of topics taken from the syllabus for Senior High School Grade X. Unit  This screen provides a description about the topics Preview that will be learnt and the objectives of the unit. Focus  This screen consists of three sections, namely Listen, Practice, and Review. Listen  Listen screen contains some listening materials in the form of audios. The transcription is also provided. Practice  Practice screen contains listening exercises in the form of multiple choice, true-false, and filling blanks.  After completing the exercises, the feedback and score will be given.  The exercises aim to check students’ understanding about particular topics. Review  Review contains a list of vocabulary or expressions.  There are Text to Speech and Speech Recognizer features in this section.  Those features aim to develop students’ listening and pronunciation skills. Fun  This screen contains some fun listening materials, like songs, stories, and poems in the forms of filling blank exercises.  Hints are provided to help students understand the missing words. (continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 89 (continued)

Screen and Content

Fun Listening Android Application (FLAP) Songs  There are three songs in this section in the forms of missing lyrics exercises.  Students can check the number of correct and incorrect answers. Stories  There are three stories in this section in the forms of filling blank exercises.  Students can check the number of correct and incorrect answers. Poems  There are three poems in this section in the forms of filling blank exercises.  Students can check the number of correct and incorrect answers. Final  This screen contains some listening tests which are packaged like those in the National Examination.  There are four parts of listening tests which have different instructions, objectives, and types of audios and questions.  There are 20 questions in the whole test.  The feedback and score for each part are also given after completing the test. Forum  This screen provides a facility for students to communicate with their friends or teachers via social media.

There are three primary buttons which appear on most screens in the application, namely Home button, Menu button, and Quit button. Home button enables the users to go back to the homescreen. Then, menu button will lead to the menu screen, while Quit button will enable the users to exit the application anytime. c. Developing the Application Using App Inventor App Inventor is an online Android development program which is designed for people who have little experiences of programming. It can be accessed from ai2.appinventor.mit.edu. To deal with App Inventor, firstly the developer should understand some components of a mobile application, namely visual components, non-visual components, events, behaviours, event-handlers, and variables (Penta, n.d.). In this research, the researcher worked by herself in developing the Android

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 90 application, thus many difficulties and challenges were found during the process of developing FLAP. In creating an Android application using App Inventor, a developer needs to work with the Designer components and the Blocks components. The Designer components consists of some elements that will be inserted in the application, such as button, label, picture, textbox, video, sound, etc, while the Blocks components consist of some behaviours to those elements. The materials that had been selected were adjusted with file formats which could be accepted by App Inventor. For instance, the image types were in JPG or PNG format, while GIF images (animation images) did not work well in this software. Additionally, the audio files should be adjusted with the App Inventor acceptable file size. The maximum size of the media that can be uploaded in the App Inventor is only 5 MB. If the total file size is more than 5 MB, there will be a warning as shown in the following.

Figure 4.1. The Warning of the Failed Building Project To overcome this problem, the researcher then tried to compress the file and convert it into an AAC (Advanced Audio Coding) audio file format. Compared to MP3 file, AAC file has the smaller size. However, as the consequence, the quality of the audios was not good enough. There were 55 audios which were successfully uploaded in the application. There are some limitations of this Android development program. First, to develop an Android Application using App Inventor needs stable internet

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 91 connection. The speed of the internet connection really influences the process of uploading the files as well as building the application. If the contents of the application are large, the program will stop for a while. The warning will appear like in the following.

Figure 4.2. The Error Internet Connection Causes the Program to Stop The display of the application in the mobile phones or tablets depends on the screens which build up the application. The number of screens used in App Inventor is also limited. There will be a warning if the screens exceeded the number. The warning is shown below.

Figure 4.3. The Warning of Exceeding Number of Screens Fortunately, this warning can be ignored. The program will still run and another screen can still be added. However, it is recommended for the developer to use as few screens as possible to save the space and to make it easier to work with the components in App Inventor. Another limitation is about the files uploaded in the application. If a lot of files including audios, pictures, or videos, are used in the application, the building

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 92 process (building the files into .apk format) will take longer time. Therefore, it is important to delete unnecessary files so that they will not be included in the building process. d. Building the Application into .apk File After all the necessary elements were included in App Inventor, they were packaged into an .apk file to enable it to be tested through a mobile phone. The .apk file was then copied into a smartphone and installed according to the common procedures of installing Android applications. Another way to try out the application without necessarily building the application into .apk file was by using an Android application named MIT AI2 Companion. It can be downloaded from the playstore. For those who do not have mobile phones to try out the application, there is an Android emulator which can be used through a laptop which functions the same as a smartphone. To check whether the application could work well or not might take more time because the appearance may not be the same as the expectation. In the Designer pane, the layout might look neat, but in fact it might be different. There could be some missing parts or some parts which could not work well. As a result, the building and tryout process were done many times. After the application met the expectation, it was given to the experts to be validated. 4. Evaluation and Revision The steps done in this stage generally were in line with those in Borg and Gall model, namely Preliminary Field Testing, Main Product Revision, Main Field testing, and Operational Product Revision. This stage involved the processes of validating the product by experts (materials and media) and users (students). After

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 93 the product was evaluated, there was a revision of some aspects. The feedback about the product was used to improve the product until it reached the final version. a. Experts Validation In Borg and Gall model, this stage belongs to Preliminary Field Testing. After the product had been developed, it was then evaluated and reviewed by the experts. 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 suitability with the syllabus, the content appropriacy, and how the contents support listening comprehension. Meanwhile, the media experts gave feedback, comments, and suggestions toward the design, layout, as well as the navigation of the application. The materials validation was conducted by distributing questionnaires and conducting interviews to the experts. The questionnaire for the English teacher was distributed on Friday, May 8th, 2015, while for the English lecturer was done on Wednesday, May 20th, 2015. The questionnaire for the IT lecturer was distributed on Tuesday, May 12th, 2015, while for the IT teacher was on Thursday, May 21st, 2015. The questionnaires were analyzed using the conversion scores as presented in Table 3.6. in the previous chapter. The mean scores were then interpreted to gain meaning about the quality of the product. The interpretation of the score range can determine whether there should be revision to the product or not. Using the five scale conversion by Sukarjo (2006), the categories can be defined as follows.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 94 Table 4.9 The Categorization of the Scores Category

Score Interval

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

1.2 – 2 0.4 – 1.1 (-0.4) – 0.3 (-1.2) – (-0.3) (-2) – (-1.1)

According to the table above, if the scores range from 1.2 – 2, it is considered as very good, meaning that it does not need any revision. Then, the scores are classified as good and acceptable when they range from 0.4 – 1.1. It means that the revision is optional. Next, the scores are considered fair if they range from (-0.4) – 0.3. In this case, it is necessary to conduct more exploration on the existing part of the design. When the scores range from (-1.2) – (-0.3), it is categorized as poor. Therefore, it is recommended to modify or revise some parts of the application. Moreover, if the category was very poor with the range score from (-2) – (-1.1), revision is highly required. The questionnaire results were presented using decriptive statistics. The mean scores were used to define the parts which still required some revision. The following table shows the materials experts’ opinions toward the application. Table 4.10. The Descriptive Statistics of Materials Experts’ Opinion No. 1. 2. 3. 4. 5.

Statements The materials in FLAP can help the students practice listening. The materials in FLAP are interesting. The materials in FLAP are new for the students. The materials in FLAP are easy to understand. Learning English using FLAP is more enjoyable.

V1 2

V2 -1

Mean 0.5

Category High

2

1

1.5

Very High

1

-1

0

Fair

2

1

1.5

Very High

1

1

1

High (continued)


(continued) No. 6.

7.

8. 9. 10. 11. 12.

13. 14. 15.

16.

17.

18. 19.

Statements FLAP is really practical because it can be accessed through mobile devices, such as handphone and tablet. FLAP can be used as a learning tool to practice listening, not only in the classroom, but also outside the classroom. The audio transcription helps the students understand the materials. The instructions in FLAP are easy to follow. The materials in FLAP are in line with the syllabus. The exercises help the students in practicing listening. The division of the activities in FLAP (Focus, Fun, and Final) help the students learn listening easier. The students can learn independently through FLAP. FLAP can help the students increase their vocabulary. Focus section in FLAP can ease the students with listening materials. Fun section is interesting because it provides some enjoyable activities. Final Section gives opportunities for the students to practice doing some listening exercises. FLAP can vary the media to practice listening. Teacher’s guidance is required in using FLAP. Total Score Mean

V1 2

V2 2

Mean 2

Category Very High

2

-1

0.5

High

1

1

1

High

2

1

1.5

Very High

1

1

1

High

2

2

2

Very 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

2

1

1.5

Very High

2

2

2

Very High

2

-1

0.5

High

24.5 1.3

Very Good

After the data were calculated and analyzed using the interpretation scores, it was found that the general result was satisfying. From the material aspects, the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 96 mean score was 1.28. It indicated that the materials were good and acceptable for the tenth grade students of Senior High Schools. The validators agreed that the materials in the application were interesting, easy to understand, and could help students practice listening. They also considered that FLAP was practical and flexible because it could be accessed through mobile devices, such as smartphones and tablets. This is in line with the principles of m-learning proposed by Elias (2011) number (1) equitable use and (2) flexible use. In addition, the experts also agreed that the instructions were easy to follow. It corresponds to the principle number (4) perceptible information and (6) low physical and technical effort. However, there were some aspects which still need some attention. Statement number 2 scored 0 and it was categorized as fair. It was about the novelty of the materials. Therefore, some revision was made related to the selection of materials. The score of the last statement i.e. 0.5 indicated that the guidance of the teacher/ tutor was less required. It showed that FLAP could facilitate students in practicing listening independently. From the results of the open-ended questions in the questionniare (see Appendix 9), both material experts agreed that FLAP was an innovation in English learning by optimizing the use of technology so that it could increase students’ motivation in learning English. Conceptually, FLAP can be used as supplementary materials to improve students’ listening ability. The materials experts mentioned some strengths of FLAP. First, there are various materials that can be used to practice listening. Next, FLAP is easy to operate. Besides, the size of the application is quite small, thus students do not need long time to download and install the application in their mobile devices.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 97 Furthermore, the simple design of the application enables the students to understand the instruction in the application easily. In addition, the materials validator said that FLAP could encourage the students to learn by using their mobile phones. Moreover, they would consider their phones as one of the learning tools. However, regarding with the materials, there were some aspects needed to be paid attention to. First, the level of difficulty and complexity of the materials should be taken into account. “...For listening aspect, there were some levels considered as low for Senior High School level. But, there were also some materials considered as high for this level. I think it is necessary to adjust the materials. You should consider about the number of the vocabulary and also the native speaker’s voice. You could see the National Examination as the reference...” (Appendix 11) The materials expert also stated that by using FLAP it would save the cost and space. The school did not need to provide a language laboratory, if the students had had their own laboratory i.e. their mobile phones. Second, the main important aspect was about the monitoring. To be successful in implementing this mobile learning model in the classroom, the teacher needed to patiently and seriously monitor the students’ activities during the teaching and learning process. “...Perhaps, we have believed that our students are seriously listening (using FLAP). In fact, they are just listening to musics or videos. We don’t know it, right?...” (Appendix11) Third, the teacher needed to give useful feedback after students used the application. When the students got difficulties in some aspects, teachers should explain more or the students could ask their friends about their problems.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 98 The materials expert also stated that the songs were interesting. The students could enjoy learning English through songs. He suggested that it would be more meaningful if the songs were related to the specific materials that were being learnt. “...The materials using songs were very interesting. However, you needed to find out the songs related to the materials. For example, I ever used the song from The Purple “Soldier of Fortune” to tell about Narrative. We should find unfamiliar songs. Then, if we wanted to teach about Adjectives, the adjectives in the songs should be omitted. If narrative, then the Verb 2s were omitted....” (Appendix 11) The second part was about the media aspects. The technique of analysis was also the same with the materials validation. The results of the questionnaires were presented in the following table. Table 4.11. The Descriptive Statistics of Media Experts’ Opinion No. 1 2 3 4 5 6 7 8 9 10 11 12 13

Statements The elements which have the same functions have the same colour. The navigation in this application is consistent. The use of icons, symbols, and buttons is consistent. The layout design is attractive. All contents can be presented in one screen. The font style and colour in this application is appropriate. Texts are legible. Different elements have contrast colours. Navigation logos and buttons are repeated in every screen. Every element is aligned parallel, either horizontally or vertically. The elements which are interrelated are put closer. The navigation in this application is easy to understand. The application has a high tolerance of error.

V3

V4

Mean

1

2

1.5

2

2

2

1

2

1.5

1

-1

0

2

2

2

2

-1

0.5

1

2

1.5

1

-1

0

1

2

1.5

1

2

1.5

1

1

1

1

2

1.5

2

1

1.5

Category Very High Very High Very High Fair Very High High Very High Fair Very High Very High High Very High Very High (continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 99 (continued) No. 14 15

Statements The instruction in this application is clear. The audio quality in this application is good. Total Score Mean

V3

V4

Mean

1

-1

0

1

-2

-0.5 15.5 1.03

Category Fair Low Good

The mean score i.e. 1.03 indicated that the results were good. Overall, the result of the media validation showed that the application was good enough. According to the interpretation, the revision about media aspects was optional. Both experts agreed that FLAP had a consistent and easy navigation. It is in line with the principles of m-learning (Elias, 2011), number (3) simple and intuitive and (6) low physical and technical effort. The result also showed that FLAP had a high tolerance of error (principle number 5). Because the instruction was clear, FLAP required an easy operation. However, there were some aspects which needed some improvements, such as design, layout, colour, instruction, and audio. Thus, the researcher needed to conduct some revisions toward the design and audios. The result of the open-ended questionnaire also showed the similar result. The validator suggested to improve the quality of the audios. “The compression of the audio is too small so the quality of the audio is not too good” (Appendix 9) According to the interview, the media expert still questioned about the scoring and feedback. The application did not provide a data storing system which could record the students’ scores. Thus, if the students used the application at home and did the exercises they could not know their difficulties and progress.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 100 “... moreover about the data storage. If the students do the exercises at home, their progress and difficulties can be monitored.... The next is about scoring. If their score is low, teachers can know what their difficulties are.” (Appendix 11) Besides, the quality of the audios was still poor. Some of the audios were not audible enough. Then, he also suggested to add some hints for the blanks or missing lyrics in the exercises. It would help the students to guess the words. In conclusion, based on the questionnaire and the interview, the experts state that FLAP is good and acceptable for the tenth grade students. They agree that FLAP can help students in learning English anytime and anywhere. However, there were some parts of FLAP which required some revision. Table 4.12. The Comments and Suggestions from the Experts No. Aspects 1. Design

4.

Comments Too rigid, not really attractive Audio The compression of the audio is too small, thus the quality of the sound is not good Variation of Lack of materials variety materials Font Too thick

5.

Scoring

No scoring form

6.

Resolution

Should be able to be used in many kinds of resolution in different mobile devices

7.

Manual

In the “About” section, there is no manual on how to use the application

2.

3.

Suggestions Use other application creator to design the layout To improve the audio quality

There should be more than one materials in every unit. Do not bold some fonts and lower the font size There should be a feature to check students’ scores The resolution should be adjusted so that it can be used in tablets and smartphones There should be a manual on how to operate the application

After getting much useful feedback from both materials and media experts, the first revision was done to improve the product. Some changes were done to revise the application according to the experts’ suggestion. The design of the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 101 background and layout was revised. Scoring was also attached in each exercise. The description about the functions of each button was added. b. Users Validation The users of this application were the tenth grade students. To meet the students’ needs, it was essential to gather students’ opinion, suggestion, and feedback about the application. The validation by the users were done by distributing questionnaires and conducting interviews. The questionnaires were divided into two stages: Preliminary Field Testing and Main Field Testing. 1) User Validation (Preliminary Field Testing) The users validation in Preliminary Field Testing was done in Thursday, May 14th, 2015. There were ten students selected as the respondents in this stage. They were asked to fill in the questionnaires. The questionnaire results were analyzed by using the interpretation scores like those in the experts questionnaire analysis. The students stated that the materials in FLAP could help them practice listening. FLAP provided new and interesting materials for them. Besides, the materials were easy to understand. They found it more enjoyable to learn English using FLAP. Table 4.13. The Users’ Opinions toward the Materials Aspects No. 1. 2. 3 4. 5.

Statements The materials in FLAP can help the students practice listening. The materials in FLAP are interesting. The materials in FLAP are new for the students. The materials in FLAP are easy to understand. Learning English using FLAP is more enjoyable.

Mean 1.3

Category Very High

1.1 1.4 0.8 1.1

High Very High High High

It was also found that the division of menu in FLAP into Focus, Fun, and Final could facilitate them to learn easier. The materials which had been adjusted

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 102 with the syllabus also supported the students in learning. In addition, different types of exercises i.e. true-false, multiple choice, and filling blanks, also beneficial for them. They also liked the Fun aspects, particularly songs. It can be seen from the following data. Table 4.14. The Users’ Opinions about the Parts of FLAP No. 1. 2. 3. 4 5. 6. 7. 8.

Statements Mean The materials in FLAP are in line with the 0.7 syllabus. The exercises help the students in practicing 1.1 listening. The division of the activities in FLAP (Focus, 1 Fun, and Final) help the students learn listening easier. The students can learn independently through 1.1 FLAP. FLAP can help the students increase their 1.1 vocabulary. Focus section in FLAP can ease the students 1 with listening materials. Fun section is interesting because it provides 1.3 some enjotable activities. Final Section gives opportunities for the 1.3 students to practice doing some listening exercises.

Category High High High

High High High Very High Very High

Based on the result of the open-ended questionnaires, the students stated that FLAP was very useful to help them practice listening. They also mentioned about some advantages of FLAP. FLAP is easy to operate, practical, has a small size, and can be accessed without an internet connection. Besides, the materials are also interesting, especially the songs. One of FLAP’s strength is its portability. It was in line with the basic concept of mobile learning i.e. learning anywhere and anytime. “It is portable. We can learn from our mobile phones, no need to open the books.” (Appendix 11)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 103 Related to listening comprehension, FLAP could help students develop their listening skills as well as improving their vocabulary. Different topics, exercises, and activities could vary students’ experiences of listening activities. “It is helpful. It can increase our vocabulary and improve our listening skills.” (Appendix 11, S19, S9) Nevertheless, there were some weaknesses of FLAP. The quality of the audio was not really good. It was shown by the mean of -0.1 (see Appendix 10). Moreover, most students said that the design and layout were not attractive. In addition, the materials also needed to be improved and varied. It was necessary to provide links to websites or downloadable contents so that the materials can be up-to-date and upgraded. “It is good. But, the number of the exercises is only 15. So, if all exercises have been done, then it is finished. I think you need to add more.... Maybe you can add some games, or downloadable contents. So it can automatically update. Then, we only need to simply download it.” (Appendix 11, S15) The results from the questionnaire in the preliminary field testing were used to make the revision toward the application. The researcher made some consideration about some possible suggestion which could be done to revise FLAP. After FLAP had been revised, it was then field tested. 2) User Validation (Main Field Testing) The users validation of the Main Field Testing was conducted on Wednesday, June 13th, 2015. The questionnaires were distributed to 32 students of the tenth grade students in SMAN 1 Depok Sleman. They are asked to explore FLAP and to try it at home. After that, they were asked to fill in the questionnaires to gather their general opinions and feedback about the application. The results are presented in the table below.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 104 Table 4.15. The Result of Users Validation Questionnaire in the Main Field Testing No. 1. 2. 3. 4. 5. 6.

7.

8. 9. 10. 11.

12.

13. 14. 15. 16.

Statements The materials in FLAP can help me practice listening. The materials in FLAP are interesting. The materials in FLAP are new for me. The materials in FLAP are easy to understand. Learning English using FLAP is more enjoyable. FLAP is really practical because it can be accessed through mobile devices, such as handphone and tablet. FLAP can be used as a learning tool to practice listening, not only in the classroom, but also outside the classroom. The audio transcription helps me understand the materials. The instructions in FLAP are easy to follow. The materials in FLAP are in line with the syllabus. The exercises (multiple choice, true-false, and filling blanks) help me practice listening. The division of the activities in FLAP (Focus, Fun, Final, and Forum) helps me to learn listening easier. I can learn independently through FLAP. FLAP can help increase my vocabulary. Focus section in FLAP can ease me with listening materials. Fun section is interesting because it provides some enjoyable activities.

N 32

Total 42

Mean 1.3

Category Very High

32

31

1

High

32

25

0.8

High

32

27

0.8

High

32

27

0.8

High

32

39

1.2

Very High

32

38

1.1

High

32

26

0.8

High

32

29

0.9

High

32

27

0.8

High

32

36

1.1

High

32

30

0.9

High

32

33

1

High

32

30

0.9

High

32

34

1

High

32

35

1

High

(continued)

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 105 (continued) No. 17.

18.

19. 20. 21. 22.

23. 24. 25. 26. 27.

Statements Final Section gives opportunities to practice doing some listening exercises. Forum Section can facilitate me to communicate with friends or teachers. FLAP can vary the media to practice listening. Teacher’s guidance is required in using FLAP. The use of fonts, backgrounds, and colours in each unit is consistent. The content is presented in one screen so it make the students understand the materials easier. The font size is appropriate so the texts are legible. The design of FLAP is attractive.

N 32

Total 37

Mean 1.1

Category High

32

31

1

High

32

33

1

High

32

13

0.4

High

32

25

0.8

High

32

26

0.8

High

32

25

0.8

High

32

-5

-0.1

Fair

The font type and colour in FLAP is appropriate. The navigation in FLAP is easy.

32

24

0.8

High

32

26

0.8

High

The quality of the audios in FLAP is good.

32

22

0.7

High

766

0,9

Good

Total

According to the questionnaire result, it can be inferred that generally FLAP is good and acceptable to be used as one of supporting tools for listening in Senior High Schools Grade X by the final score 0.9. Most users state that FLAP is practical and can help them practice listening. One strength of FLAP is its flexibility because it can be accessed through mobile devices, such as smartphones and tablets. Therefore, it enables students to learn by using FLAP anywhere and anytime. Most students stated that the teacher’s guidance was not really necessary. It means that the students could learn independently by using FLAP. However, there

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 106 was an unsatisfying result related to design and layout. Many students still thought that the layout was not attractive enough. Some revisions toward FLAP have been conducted, including the design and some other parts. Initially there are only three main parts (Focus, Fun, and Final). In the final version of FLAP, Forum is added to provide a means for students to share something or to communicate with their friends or teachers when they find difficulties. However, the audio does not get any changes because of some limitation of App Inventor. To get better quality of audios, the original files should be in MP3 format with a big file size. It is hard to be done since all the audios are offline and packaged with the application. If the sizes of the audios are large, the application will not be able to be built through the App Inventor. It is important to select possible revisions toward the product because the Android development program i.e. App Inventor as well as the smartphone has some limitations. B. Presentation of the Iconic Model of the Android Application The feedback gathered from the experts and users were used to make some revisions toward the product. The final product was FLAP which had been validated by the users. Previously, the tentative product from the preliminary field testing was tested and validated by the experts and was also field tested by some users (10 students). Then, the product was revised to be used by all the users in the main field testing. After getting feedback from the main field testing, the product then got some revisions to meet the criteria from the users. Feedback from the users serves as the suggestion for Operational Product Revision. The final product was the last revised version of FLAP.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 107 FLAP can be accessed by installing FLAP.apk in the mobile phones. The file size is 11.88 MB. After finishing installing FLAP, there will be an icon of FLAP in the main menu. The icon can be seen in the following figure.

Figure 4.4. The Icon of FLAP in the Display Menu The icon shows that FLAP has been successfully installed in the mobile phone. Next, the user just simply clicks the icon to access FLAP. The first screen after opening FLAP is the homescreen. The home screen contains the title, a picture, and two buttons (Help and Go). The Help button brings the user to the Help screen which contains some information about the application, the manual, the reference, and the contact and information about the application. Meanwhile, the Go button leads to the main menu screen.


Figure 4.5. The Homescreen of the Final Version of FLAP The home screen provides some information about the name of the application and the target users of the application i.e. grade X students. As suggested by Egbert and Hanson-Smith (1999), it is necessary to consider about good use of space. Each section of the contents should fit onto one screen. Thus, the information put in the home screen is just as succinct as possible. Then, another important part is the Menu screen which contains four main sections in this application, namely Focus, Fun, Final, and Forum. As suggested by Rost (1990) in Carter and Nunan (2001), effective teaching of listening involves careful selection of input sources, creative design of tasks, assistance to help learners enact effective listening strategies, and integration of listening with other learning purposes. Therefore, the selection of the four main menu is based on the consideration that the menu provide listening materials with various audios as the language inputs, different types of exercises, and assistance from the teacher or other students. The four main sections are symbolized by buttons. The Focus button will lead the user to the screens containing some units of materials. Then, the Fun button

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 109 leads to the screens that contains some fun listening materials, such as songs, stories, and poems. Next, the Final button will lead to the screens containing a tryout that consists of some exercises designed as those in the National Examination. The fourth button i.e. the Forum button enables the user to open the Forum section which provides a means for chatting or communicating with friends or teachers via social media. The other two buttons in the home screen are Quit button and Home button. The Quit button appears in all screens so that the user can exit anytime and anywhere. The Home button also appears in most screen to enable the user to go back to the home screen. It is in line with the first characteristics of well-designed software (Egbert & Hansonsmith, 1999) i.e. consistency. The use of buttons is consistent from one screen to another. It helps the users to get easy operation of the application.

Figure 4.6. The Menu Screen of the Final Version of FLAP The four parts in the main menu (Focus, Fun, Final, and Forum) are the key features that will be discussed further in this section.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 110 1. Focus Section The Focus button in the main menu will lead to the Unit screen. The Unit screen contains a list of lesson units selected from the Competency Standards and Basic Competences of English Listening for Grade X. There are fifteen units in this application. The titles of the units are: (1) Hello, I’m Gibson, (2) I’m so Happy Today, (3) I’m Sorry to Hear That, (4) Would You Like to Join Us?, (5) Can We Meet Up at 7 pm.?, (6) I’m Very Grateful, (7) Congratulation on Your Success!, (8) It’s Unbelievable!, (9) Tell Me About Your Vacation, (10) How to Make a Brownie Pizza, (11) Listen to this Fairytale!, (12) What Does She Look Like?, (13) It’s Time for Breaking News, (14) Let’s Buy This Product, and (15) Attention, Please!. The user should select one of the topics in the list to explore. The screenshot of the Unit screen can be seen below.

Figure 4.7. The Unit Screen of the Final Version of FLAP After one unit is selected, the next screen is the Unit Preview screen. This screen provides information about the objective of each lesson unit. By providing such information as descriptors of the content, the application in in line with the principle of M-learning (Elias, 2011), namely perceptible information. It is gained

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 111 from the provision of captions, descriptors, and audio transcriptions in the application. To continue to the main screen of each unit, the user should click the “Enter” button. The presentation of the Unit Preview screen can be seen in Figure 4.8.. Besides, there are two other buttons, namely Menu button and Quit button. The Menu button, just like the Quit and Home button, appears in most screens to enable the user to go back to the Menu screen anytime. It corresponds to the principle of well-designed software by Eggbert and Hanson-Smith (1999), namely consistency and easy of navigation and recovery. It also supports the m-learning principle (Elias, 2011), namely low physical and technical effort. The placement of Menu button, Quit button, and Home button is consistent to help the users with easy navigation.

Figure 4.8. The Unit Preview Screen of the Final Version of FLAP After entering the screen of one selected unit, the user will see three main buttons, namely Listen, Practice, and Review. All units contain those three components. The example of screen for each unit is presented below.


Figure 4.9. The Screen of Each Unit in the Final Version of FLAP The materials are packaged as chunks so that the students can get into the activities easily. It corresponds to the principle of Mobile Assisted Language Learning (Stockwell & Hubbard, 2013) i.e. keeping mobile language learning activities and tasks short and concise when possible. As one of the limitations of mobile device is its small screen, the information is put in one screen by making the screen scrollable. After the Listen button is clicked, it will lead to the screen containing an audio and its transcription. The transcription helps the students to understand the audios and becomes guidance to later on practice speaking. The provision of transcription employs the principle of m-learning (Elias, 2011) i.e. perceptible information. The presentation of Listen screen can be seen in the figure below.


Figure 4.10. The Listen Screens in the Final Version of FLAP There are various types of audios, including monologues and dialogues. Nunan (1991b: 20-21) in Brown (2001), categorizes oral language into two types i.e. monologue and dialogue. By providing various types of exposures, it is expected to enrich students’ knowledge and experiences. The students are supposed to apply different types of listening strategies for different types of inputs they listen. In addition, the variety of exposures corresponds to the syllabus of Grade X. According to the Competency Standards and Basic Competences, students need to learn about transactional and interpersonal conversations, different text genres, and also monologues with various expressions and contexts. Then, if the Practice button is clicked, the user will find an audio and the exercise. The exercises are in the forms of true-false/multiple-choice/filling blanks. The types of exercises are adjusted to the purposes of listening activities which are based on the micro-skills of listening comprehension (Brown, 2001). First, students can recognize the communicative functions of utterances, according to situations, participants, and goals, from the true-false and multiple choice tasks. Second, students are able to recognize grammatical word classes (nouns, verbs, etc), systems

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 114 (tenses, agreement, pluralization), pattern, rules, and elliptical forms, from the filling-blanks exercises. Through various tasks, students are able to develop and use a battery of listening strategies, such as detecting keywords, guessing meaning of words from contexts and signalling comprehension or lack. The questions were based in the audios. They are aimed to measure students’ understanding and comprehension after listening.

Figure 4.11. Three Types of Listening Exercises in FLAP As FLAP encourages the students to be autonomous learners, the students should be able to check their own progress. After students finishing completing each exercise, the score will appear. The feedback is also given about their answers whether it is correct or incorrect. It can be seen in the figure below.


Figure 4.12. The Scoring System in FLAP After the Practice section, there is Review section. The Review section contains a list of vocabulary or expressions that can be learnt by students to build their listening skills, as well as speaking skills. There are two features in App Inventor which support this, namely Text to Speech and Speech Recognizer. According to Kukulska-Hulme and Traxler (2005), Text to Speech is a feature using a synthetic voice to read out documents, diary entries, or simple notes. This feature enables the user to listen to the correct models of pronunciation. Using this feature, it can save the file size because the sound will be produced by the phones. Furthermore, it is easier since there is no need to upload the audios. This feature is already available in the App Inventor. Meanwhile, Speech Recognizer enables the user to record their own pronunciation and check it afterwards. Kukulska-Hulme and Traxler (2005) identify Speech Recognizer as a feature which enables any text entered into a device simply by dictating it. Using this feature, the users can know the result of their pronunciation after recording it. The following figure shows the layout of Review Screen.


Figure 4.13. The Review Screen and the Screen Containing Text to Speech and Speech Recognizer The users can check whether they pronounce the words or expressions correctly or not. After the user inputting their voices using Speech Recognizer, the transcription of their dictation will appear simultaneously with the result showing whether the pronunciation is correct or incorrect. The Focus section provides various listening materials and exercises which can be used as inputs to develop students’ listening comprehension. As stated by Krashen (1981) in Nation and Newton (2009) about comprehensible input in listening, the language inputs should be MINUS i.e. Meaningful, Interesting, New items, Understanding, and Stress-free. They should allow the students to apply different types of listening strategies accordingly. 2. Fun Section Based on the questionnaires and interviews, most students stated that they like the Fun section. The Fun section consists of three main types of materials, namely songs, stories, and poems. Each of them consists of three audios.


Figure 4.14. The Fun Screen in the Final Version of FLAP All the activities in the Fun section are designed in filling blanks exercises. This type of activity is aimed to give vocabulary inputs for the students and to increase students’ listening ability. Through this activity, the students are given the opportunity to apply some listening strategies, such as detecting keywords and guessing the meaning of words from contexts. The Songs section is designed in the form of missing lyrics. Some keywords in the lyrics, such as nouns, verbs, adjectives, and adverbs are omitted. The students are asked to guess what the lyrics were by carefully listening to the songs. They should complete the missing parts. The hints for each word are also provided. After that, the user can check their answers by clicking Check button. Later, the number of the correct and incorrect answers will appear. If the answer is correct, the textbox will turn into green. Meanwhile, it will turn to red for the incorrect answers. The example of the activities can be seen in the figure below.


Figure 4.15. The Song Screen and its Scoring in the Final Version of FLAP The integration of music in this application is aimed to promote an enjoyable learning atmosphere. Harmer (2002: 242) states that music can be a powerful stimulus for student engagement precisely because it speaks directly to our emotions while still allowing us to use our brains to analyze it. As most students are keen on music, it is more likely to employ songs as learning materials. Besides, one condition of comprehensible input is Stress-free (Krashen, 1981 and Nation, 2009). Students are expected to learn more effectively when they are engaged with the activities and highly motivated to do so. The second type of the exposure in the Fun section is story. Stories section consists of some audio materials in the form of narrative texts. The activities are similarly designed as those in the Songs section. Some of the words in the texts are omitted and the students are supposed to fill in the blanks. The hints are also provided to help the students in guessing the words. After completing the missing parts, they can check how many words they can answer correctly and incorrectly. The activity can be seen as follows.


Figure 4.16. The Story Screen and Its Scoring in the Final Version of FLAP The third section in the Fun section is Poems. Actually, this is just an additional material in this application. In fact, the students of Senior High Schools are not taught about poems. Thus, the aim of using poems in this application is only for introducing them with English poems and to provide more exercises to enrich their vocabulary. The activity in the Poem section is also designed in filling blank exercises. They can also check their answers afterwards.

Figure 4.17. The Poem Screen and Its Scoring in the Final Version of FLAP The fun materials are expected to increase students’ motivation in learning. However, using materials such as songs, stories, and poems which are already

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 120 available in the internet also has some problems. It will not work effectively if the students tend to look for the answers in the internet instead of listening to the audios by themselves. Therefore, it is necessary for the teacher to tell them the significances and the benefits that they will get after completing the exercises in the application on their own. 3. Final Section This section provides some listening exercises which are packaged like in the Listening Section of the National Examination. The audio materials are taken from the previous National Examinations (2007 – 2014). Meanwhile, some of the questions have been developed by the researcher herself. Before the students join the test, they need to login first by filling in their name and student number.

Figure 4.18. The Login and Final Screen in the Final Version of FLAP The Final section is divided into four parts of tests. Each part has different types of objectives and instructions. There are twenty questions and sixteen audios in this section. The types of audios are varied, ranging from monologues to

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 121 dialogues depending on the purposes of the tasks. The example of the questions can be seen as follows.

Figure 4.19. The Final Screens Part 1-4 in the Final Version of FLAP Part 1 enables the students to make inferences about the dialogues. There is one question for each dialogue. Then, Part 2 is about giving responses. The students are asked about the appropriate responses of the given expressions. Next, Part 3 is about selecting the correct pictures based on the dialogues. The last part is about a long monologue. There is only one monologue with five questions about it. The Final section gives insight to the students about what types of questions of the Listening Section in the National Examination look like. As stated in one of

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 122 conditions for comprehensible input i.e. meaningful, the selection of materials for the Final section is expected to provide meaningful exposures for the students. They will be prepared from the experience they get through this application. 4. Forum Section This section facilitates students who want to chat or communicate with their friends or teachers. They can use social media share their messages, for example Whatsapp, BBM, and the likes, without exiting from FLAP.

Figure 4.20. The Forum Section in the Final Version of FLAP Forum section promotes the principle of m-learning (Elias, 2011) i.e. community of learners and support. Communicating via Forum, students can share their difficulties and ask questions to their friends or consult it with their teachers. The Sharing feature enables students to select appropriately the social media that they usually access. C. The Support of the Android Application to M-Learning This section provides more detailed elaboration to the answer of the second research question i.e. how the application supports m-learning. After all main parts of FLAP are presented, it is essential to discuss further about the answer of the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 123 second research question. The question is about how the m-learning model of listening comprehension supports the m-learning in grade X. After the application was validated by the experts, it was then implemented in the teaching and learning process to know how it could support m-learning. First, the students were asked to use the application in the classroom during the English teaching and learning process. After that, they were asked to explore the contents of the application more at home. After they learnt using the application, they were asked to give their opinion and feedback about it by filling in the questionnaires and conducting interviews. According to the results of the questionnaires and interviews, it can be inferred that the application could support the implementation of m-learning, especially for listening comprehension. The application was elaborated according to the principles of m-learning by Elias (2011). There were seven out of eight principles of m-learning chosen as the basic principles of designing FLAP, namely: (1) equitable use, (2) flexible use, (3) simple and intuitive, (4) perceptible information, (5) tolerance of error, (6) low physical and technical effort, and (7) community of learners and support. These principles were used as the basis to analyze the results of the questionnaires and interviews. The first principle is equitable use. It could be identified from experts’ materials and users validation questionnaire on statement number 6 (see appendix 5 and 6). The statistics result of the questionnaire showed that both experts and students agreed that the application was practical and could be accessed to various mobile devices, such as tablets and smartphones. It enables the users who have

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 124 different types of gadgets to access the application. Therefore, there is a great opportunity to conduct mobile learning using this application. The next principle is flexible use. Mobile learning can be defined based on the use of mobile devices or on the mobility of the learners. The application in this research supports the implementation of this learning mode because FLAP is flexible to be used anytime and anywhere. It is supported by the questionnaire result on statement number 7 (see Appendix 9 and 10). Both experts and users agree that FLAP is appropriate to be used inside and outside the classroom. Then, this application also supports the third principle i.e. simple and intuitive. The instruction and navigation in FLAP are easy to follow. The materials are also easy to understand. The questionnaire result on statement numbers 4 and 9 showed that the results are in line with this principle. These results also support other two principles i.e. tolerance of error, and low physical and technical effort. In brief, FLAP has simple operation. The users can operate FLAP easily with less guidance from the teachers. The next principle which is integrated in the application is perceptible information. It is gained from the provision of captions, descriptors, and audio transcriptions. For example, in the Unit Preview screen, the description of the units are provided. The audio transcription is also provided in the Listen section (see the questionnaire result of the main field testing, item number 8, Appendix 10). The students stated that the audio transcription could help them to learn listening comprehension. The last principle is community of learners and support. It is integrated with the Forum section which provides opportunities for students to learn in a

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 125 community or group. Besides, they can also get supports or helps from the teachers or their friends through Forum section (see the questionnaire result of the main field testing, item number 18, Appendix 10). In conclusion, FLAP has covered seven out of eight principles of Mobile Learning (m-learning). It is supported by the results of the questionnaires and interviews. It shows that FLAP can support the implementation of m-learning in Senior High Schools, especially grade X.


CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions of this research. In the first part, the conclusions are drawn based on the previous chapters. Meanwhile, the second part presents the suggestions to improve the study for the English teachers and the future researchers. A. Conclusions In this part, the researcher draws some conclusions according to the results of the study which are discussed in the previous chapter. An Android application, named Fun Listening Android Application (FLAP) was developed to be used by the students of Senior High Schools to facilitate them in practicing listening comprehension. The first question is about the iconic model of the Android application for tenth grade students of Senior High Schools. The application was developed using the combined model of R and D model by Borg and Gall (1983) and Dick and Carey model (2003). The last version of the application was considered good and acceptable for the students by the score 0.9 of the maximum score 2. The application consists of four main parts, namely: Focus, Fun, Final, and Forum. The Focus part consists of fifteen units and each of them consists of Listen, Practice, and Review. The Listen section contains an audio and its transcription. Then, the Practice section contains an exercise, in the form of true-false, multiple choice, or filling blanks. Meanwhile, the Review section contains some vocabulary or expressions to be learnt related to the topics. The second part is Fun consisting of three sections,

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 127 namely Song, Story and Poem. All of them are in the form of filling blank activities. The third part is Final part consisting of some multiple choice exercises. This part is a mini test, like the listening section in the National Examination, aimed to give a little description for the students what the listening test in the National Examination looks like. Then, the last part is the Forum part which facilitate the users i.e. the students to communicate or share something via social media, such as Whatsapp, BBM, email, bluetooth, and the likes. The second question is about how the application supports Mobile Learning (m-learning) in senior high schools. This application was specifically designed based on the principles of Mobile Learning proposed by Elias (2011). There are seven principles of m-learning which are integrated in this application, namely: (1) equitable use, (2) flexible use, (3) simple and intuitive, (4) perceptible information, (5) tolerance of error, (6) low physical and technical effort and (7) community of learners and support. B. Suggestions In this section, the researcher would like to give some suggestions for English teachers, for the students, and other researchers who want to conduct similar studies. First, the suggestions are addresed to the English teachers, especially in Senior High Schools. Teachers must be aware that their students are digital natives – born in the digital eras. Teachers should be prepared with the invansion of technology in teaching and learning contexts. One of them is the implementation of Mobile Learning (m-learning) i.e. by using mobile devices as learning media. Before implementing technology in classroom, teachers should be equipped with

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 128 adequate knowledge and ability to use such technology. Moreover, teachers need to develop their creativity in designing the media and learning activities/tasks. Therefore, teachers should not cease to learn and always encourage the students to effectively learn in such atmosphere. Besides, teachers should do a good monitoring to the students when mobile phones are used in the classroom. Second, some suggestions are given to the students. Mobile learning provides opportunities for students to be autonomous learners. However, they should realize that using mobile phones for learning has both advantages and disadvantages. Students should lower other distractions when they learn through their mobile phones so that the disadvantages can be minimized. Students should also try to monitor their own progress and difficulties in learning. The last suggestion is for the other researchers who want to conduct similar studies. Developing an Android application using App Inventor has some limitations, especially the size. Therefore, the materials should be packaged as succinct as possible. The selection of the lesson units can be limited to one semester only so that the contents can be more various and complete. Since App Inventor has some limitations, it is also recommended for other researchers to develop an Android application using other programs. This research focuses on developing an Android application for facilitating listening, hence other researchers may develop applications with the same focus as this research i.e. listening skills, or other skills (reading, writing, or speaking). There is an enormous opportunity to develop mobile applications for supporting the implementation of mobile learning in language classroom.


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APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11 Appendix 12 Appendix 13

Syllabus of Senior High School Grade X Blueprint of Questionnaires. Flowchart and Storyboard of FLAP Needs Analysis Questionnaire. Experts Validation Questionnaire Users Validation Questionnaire Interview Guideline Result of Needs Analysis Questionnaire Result of Experts Validation Questionnaire Result of Users Validation Questionnaire Interview Transcription Photo Documentation Permission Letter


APPENDIX 1 SILABUS PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester

Standar Kompetensi

: SMA N 1 Depok, Sleman : Bahasa Inggris : X/1

Kompetensi Dasar

Mendengarkan 1.1 Merespon makna yang terdapat 1. Memahami dalam percakapan makna dalam transaksional (to percakapan get things done) transaksional dan interpersonal dan (bersosialisasi) interpersonal resmi dan tak dalam resmi yang konteks menggunakan kehidupan ragam bahasa sehari-hari lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan melibatkan tindak

Materi Pembelajaran

Nilai Budaya & Karakter Bangsa

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

 Religius, jujur,  Mendengarkan  Merespon toleransi, percakapan dengan benar disiplin, kerja interpersonal/tran terhadap tindak keras, mandiri, saksi onal tutur: demokratis, melalui tape berkenalan, rasa ingin tahu, secara klasikal bertemu dan semangat berpisah.  Mendiskusikan kebangsaan, berbagai tindak cinta tanah air, tutur lain yang menghargai dapat digunakan prestasi, dalam bersahabat, percakapan yang cinta damai, didengar secara Closing/ leave taking gemar berpasangan. - Goodbye membaca,  Mendiskusikan peduli - Bye bye, bye now, see you, respon yang lingkungan, take care diberikan peduli sosial, - See you later..fine terhadap tindak tanggung jawab tutur yang - See you …soon

Responding to initial greetings - very well, thank you and how are you. - I’m good/okay/alright - Very well. Thank you - Oh, pretty good - Not to bad, thanks - Fine, thanks. - Exellent

Penilaian Quiz Ulangan Tertulis Tugas

Alokasi Waktu

Sumber Belajar

(14 x 45)

Developing English Competencies

1 x 45’ for Grade X Senior High School (SMA/MA) 2 x 45’ Tape Kamus Kaset/CD 3 x 45’ Tape/CD Player OHP/LCD Foto/ Poster Gambar

134


Standar Kompetensi

Kompetensi Dasar tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatal-kan janji 1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosiali-sasi) resmi dan tak resmi yang mengguna-kan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan

Materi Pembelajaran -

See you tonight..all right Good night




Penilaian

didengar secara berkelompok

Alokasi Waktu

Sumber Belajar Koran berbehasa Inggris Majalah Internet

Expressing happiness : formal  Religius, jujur,  Mendengarkan toleransi, percakapan  Oh, I’m so happy. disiplin, kerja interpersonal /  I can’t say how pleased I keras, mandiri, transaksional am. demokratis, melalui tape  I had a splendid time rasa ingin tahu, secara individu. there. semangat  Mendiskusikan kebangsaan,  What a marvelous place tindak tutur yang cinta tanah air, I,ve ever seen. digunakan dalam menghargai percakapan yang  It’s an interesting prestasi, didengar secara experience. bersahabat, berpasangan.  It’s an outstanding cinta damai, adventure.  Mendiskusikan gemar respon yang  It’ a sensational trip. membaca, diberikan peduli terhadap tindak lingkungan, tutur yang peduli sosial, didengar tanggung jawab

Merespon berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.

Quiz Ulangan tertulis Tugas

1 x 45 Developing 2 x 45 English Competencies 2 x 45 for Grade X Senior High School (SMA/MA) Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

135


Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran




Penilaian

Alokasi Waktu

Sumber Belajar

perhatian, menunjukkan simpati, dan memberi instruksi Mendengarkan 2.1 Merespon makna secara akurat, 2 Memahami lancar dan makna teks berterima dalam fungsional teks lisan pendek dan fungsional pendek teks monolog sederhana sederhana (misalnya berbentuk pengumuman, recount, iklan, undangan narrative dan dll.) resmi dan tak procedure resmi dalam dalam berbagai konteks konteks kehidupan seharikehidupan hari sehari-hari

Making, accepting and  Religius, jujur,  Mengidentifikasi declining an invitation; toleransi, beberapa disiplin, kerja pengumuman The tone of an invitation is keras, mandiri, lisan di tempat always positive, in demokratis, umum secara anticipation of a pleasurable rasa ingin tahu, berkelompok. occasion. Picture your guests semangat  Mendengarkan smiling when they read your kebangsaan, pengumuman letter of invitation. Clever cinta tanah air, melalui tape menghargai phrasing, poetry or a themed secara klasikal. prestasi, approach may be appropriate  Mendiskusikan bersahabat, for an informal occasion, but isi dan bentuk cinta damai, you should express the details bahasa yang gemar clearly. digunakan secara membaca, berkelompok peduli lingkungan, peduli sosial, tanggung jawab

 Menjawab pertanyaan teks lisan fungsional pendek sederhana (misalnya pengumuman , iklan, undangan dll.  Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.  Mempresentas ikan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.

Tugas Quiz Ulangan tertulis

1 x 45 Developing 1 x 45 English Competencies 2 x 45 for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

136


Standar Kompetensi

Kompetensi Dasar 2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan seharihari dalam teks: recount, narrative, dan procedure

Materi Pembelajaran Teks monolog berbentuk procedure, contohnya:



 Religius, jujur,  Mendengarkan toleransi, cerita/petunjuk disiplin, kerja melakukan How to Make Gudeg Jogja keras, mandiri, sesuatu untuk (Green Jack Fruit Sweet demokratis, menemukan Stew) rasa ingin tahu, berbagai semangat informasi secara Ingredients: kebangsaan, individu - 5 onions cinta tanah air,  Mendiskusikan - 10 candlenuts menghargai perbedaan - 10 garlic cloves prestasi, penggunaan - 4 bay Leaves bersahabat, bahasa secara - 1/2 lb. (250g) green jack cinta damai, lisan dan tertulis fruit gemar secara - 2-1/2 tsp. (12g) coriander membaca, berkelompok. seeds peduli - 1-1/4 tsp. (6g) cumin  Berdiskusi secara lingkungan, - 1/4 cup (62ml) coconut berkelompok peduli sosial, sugar untuk membuat tanggung jawab - 2 cups (500ml) coconut sebuah cerita dan milk bercerita secara - 2 tsp. (30g) tamarind sambung - 2 lb. (1kg) chicken (cut into menyambung. small pieces with bone) - 5 cups (1.25l) water - 2 inches bruised galangal

Indikator Pencapaian Kompetensi  Merespon teks monolog sederhana berbentuk recount.  Melakukan teks monolog sederhana berbentuk recount  Menjawab pertanyaan teks monolog sederhana berbentuk procedure  Melakukan teks monolog lisan berbentuk procedure.  Mempresentasik an teks monolog lisan berbentuk procedure

Penilaian Quiz Ulangan tertulis Tugas

Alokasi Waktu

Sumber Belajar

3 x 45 Developing 3 x 45 English Competencies 2 x 45 for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

Instructions: - First, cut green jack fruit 1 inch thick. Wash and boil until tender. - Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal until fragrant.

137


Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran




Penilaian

Alokasi Waktu

Sumber Belajar

- Add the chicken pieces, stir fry until chicken changes clour. - Then, pour 4 cups of water and coconut sugar, bring to a boil. - Add the green jack fruit and simmer until the chicken and vegetables are tender. - Finally, add coconut milk 5 minutes before it’s done, bring back to a boil. Serve hot with ice. - This dish is sweet and usually served with shrimp cracker 1. Procedure text can be explained as bellow: Social function : to describe how something is accomplished through a sequence of actions or steps. Generic structure: - Goal. - Materials (not required for all procedural texts) - Steps (a series of steps oriented to achieving the goal)

138


Kelas / Semester

: X/2 Materi

Standar Kompetensi Kompetensi Dasar Mendengarkan 7 Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari

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

Pembelajaran



Respond to  Religius,  Mendengarkan expression of jujur, percakapan happiness; toleransi, interpersonal/transak 1. What do you think disiplin, kerja sional melalui film of the situations? Are keras, secara individu. there good news or bad mandiri,  Mendiskusikan news? demokratis, tindak tutur yang 2. What do you feel rasa ingin digunakan dalam when you hear good tahu, percakapan yang news? semangat didengar secara 3. What do you feel kebangsaan, berpasangan. when you hear bad cinta tanah  Mendiskusikan news? air, respon yang 4. How do you menghargai diberikan terhadap respond to someone prestasi, tindak tutur yang telling you good and bersahabat, didengar bad news? cinta damai, 5. What will you do gemar or say to show your membaca, happiness? peduli 6. What will you do lingkungan, or say to show your peduli sosial, sympathy? tanggung 7. Will you be jawab surprised especially when hearing the bad news?

Indikator Pencapaian Kompetensi  Mengidentifikasi kata yang didengar  Mengidentifikasi makna kata  Mengidentifikasi hubungan antar pembicara  Mengidentifikasi makna tindak tutur berterima kasih  Merespon tindak tutur berterima kasih  Mengidentifikasi makna tindak tutur memuji  Merespon tindak tutur memuji  Mengidentifikasi makna tindak tutur mengucapkan selamat  Merespon tindak tutur mengucapkan selamat  konteks situasi

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

2 x 45

Ulangan tertulis

2 x 45

Tugas

2 x 45

Developing English Competencies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

139


Materi Standar Kompetensi Kompetensi Dasar 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan,

Pembelajaran




 Religius,  Mendengarkan  Mengidentifikasi jujur, percakapan makna tindak tutur toleransi, interpersonal/ menyatakan rasa disiplin, kerja transaksional melalui terkejut keras, tape secara klasikal  Merespon tindak 1. Congratulations. mandiri,  Mendiskusikan tindak tutur menyatakan You get Rp 10.000 demokratis, tutur yang digunakan rasa terkejut credit bonus. rasa ingin dan responnya dalam  Mengidentifikasi 2. You are excellent tahu, percakapan yang makna tindak tutur and brilliant. You got semangat didengar secara menyatakan rasa a great mark for the kebangsaan, berkelompok tak percaya final test. cinta tanah  Merespon tindak 3. Well done. You air, tutur menyatakan get a free ticket for this menghargai rasa tak percaya. holiday. prestasi,  Mengidentifikasi 4. I 've lost my wallet bersahabat, makna tindak tutur somewhere. It's cinta damai, menyetujui got Rp. 100,000,- on it. gemar undangan, 5. Did you hear that membaca, tawaran, ajakan. Mr. Rendy got a peduli  Merespon tindak serious cancer disease? lingkungan, tutur menyetujui 6. I heard that Budi peduli sosial, undangan, tawaran, was in jail. He was tanggung ajakan. arrested for traffic jawab violence. 7. Rendi was knocked down by a car. He was in hospital for five weeks. 8. Yesterday, on the TV news, I saw a bad thunder storm in California. Many Respond to expressions of sympathy and showing affection;

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

2 x 45

Ulangan tertulis

4 x 45

Tugas

6 x 45


140


Materi Standar Kompetensi Kompetensi Dasar

8 Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan seharihari

tawaran, dan ajakan 8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

Pembelajaran




people died and got serious injured. Respond to narrative  Religius,  Mengidentifikasi  Mengidentifikasi texts. jujur, beberapa iklan lisan topik sebuah toleransi, di tempat umum pengumuman lisan Listen to the tape disiplin, kerja secara berkelompok.  Mengidentifikasi and complete the keras,  Mendengarkan iklan informasi tertentu following story. mandiri, melalui tape secara dari undangan lisan demokratis, klasikal.  Mengidentifikasi The Little Girl and rasa ingin  Mendiskusikan isi tujuan dari the Wolf tahu, dan bentuk bahasa pengumuman yang James Thurber semangat yang digunakan didengar. kebangsaan, secara kelompok One afternoon, a big cinta tanah wolf 1)...... in the dark air, forest for a little girl to menghargai come along carrying prestasi, 2)...... to her bersahabat, grandmother. Finally, cinta damai, the little girl came gemar along and she was membaca, carrying a basket of peduli food. "Are you carrying lingkungan, that basket to your peduli sosial, grandmother?" tanggung 3)....... the wolf. The jawab little girl said yes she was. So the wolf asked her where her grandmother lived and the little girl told him and he 4............ into the woods.

Penilaian

Alokasi Waktu

Sumber Belajar

Quiz

1 x 45

Ulangan tertulis

1 x 45


Tugas

141


Materi Standar Kompetensi Kompetensi Dasar

Pembelajaran




Penilaian

Alokasi Waktu

Sumber Belajar

Tugas

1 x 45

Ulangan tertulis

1 x 45

Developing English Competencies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD

When the little girl 5)....... the door of her grand mother's house, she saw there was somebody in bed with a nightcap and 6).......... She had approached no nearer than twenty-five feet from the bed when she 7)............. it was not her grandmother but the wolf, for even in a nightcap a wolf doesn't look anymore like your grandmother than 8).............. lion looks like Calvin Coolidge. So the little girl took an automatic out of her basket and shotthe wolf dead. 8.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks

Respond to narrative  Religius,  Mendengarkan  Mengidentifikasi texts. jujur, berita/deskri psi/ main idea dari teks toleransi, naratif untuk yang didengar Study the following disiplin, kerja menemukan berbagai  Mengidentifikasi explanation. Then, keras, informasi secara tokoh dari cerita listen to your teacher mandiri, klasikal melalui yang didengar reading another demokratis, kaset.  Mengidentifikasi story and complete rasa ingin  Mendiskusikan kejadian dalam the table. tahu, pembedakan teks yang didengar semangat penggunaan bahasa  Mengidentifikasi Different writers kebangsaan, secara lisan dan ciri-ciri dari organise their stories in cinta tanah

Tugas

142


Materi Standar Kompetensi Kompetensi Dasar kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item

Pembelajaran different ways.However, they usually give their information about:  the setting (the place, time)  the characters (the people in the story)  the events (the conflict in the story)  the outcome (what happened in the end)

Nilai Budaya & Karakter Bangsa air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Kegiatan Pembelajaran tertulis secara berkelompok

Indikator Pencapaian Kompetensi benda/orang yang dideskripsikan  Mengidentifikasi inti berita yang didengar  Mengidentifikasi sumber berita yang didengar

Penilaian

Alokasi Waktu

Sumber Belajar Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

143


APPENDIX 2

BLUEPRINTS OF QUESTIONNAIRE

1) The Blueprint of Needs Analysis Questionnaire NO.

CONCEPT

CONSTRUCT

1.

Teaching listening (Rost, 1990 in Carter and Nunan, 2011)

Selection of Input Sources

Selecting authentic, interesting, varied, and challenging materials

1,2

The Chunking of Inputs into Segments for Presentation

- Designing creative tasks - Providing assistance to help learners enact effective learning strategies Integrating listening with other learning purposes

3,4

An Activity Cycle

2.

Mobile Learning /mlearning (Ali, 2003)

INDICATOR

ITEM

5,6

Learner Style

Using various strategies in listening practice

7

Mobile Phone

- The activity done using mobile phones - The frequency of using mobile phones to facilitate learning

8-13

Learning Content

The media for facilitating listening

14-15

144


2) The Blueprint of Materials Validation NO. 1.

CONCEPT Comprehensible Input in Listening (Krashen, 1981 as cited in Nations, 2009)

CONSTRUCT Meaningful

Interesting

New Items

Understanding Stress-free

2.

Principles of Mobile Learning (Elias, 2011)

Equitable Use

Flexible Use

Simple and Intuitive Perceptible Information

INDICATOR

ITEM

The input is meaningful communication. The input contains useful or interesting information that will attract the learner’s attention. The input provides new Language, Ideas, Skills, or Text types (LIST) through the listening experience. The input is comprehensible. The input can control the learner’s stress and anxiety. Deliver content in the simplest possible format. Accomodate a wide range of individual abilities, preferences, schedules, levels of connectivity, and methods of use. Eliminate unnecesary complexity. Provide captions, descriptors, or transcription.

1

2

3

4 5

6

7

9

8

145


Tolerance of Error

3.

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

Low Physical and Technical Effort Mobile activities, tasks, and apps should distinguish both 1) the affordances and limitations of the mobile device and 2) the affordances and limitations of the environment in which the device will be used in light of the learning target Limit multitasking and environmental distractions Strive to maintain equity

Acknowledge and plan for accommodating language learner differences. Be aware of language learners’ existing uses and cultures of use for their devices Keep mobile language learning activities and

Minimize errors in software operation. Require simple operation.

9

9

Mobile activities and materials should be directly connected with the principles of second language learning.

10-11

The activities should lower distraction and drive the learner’s attention. The kinds of learners’ devices should be taken into account. The activities should accomodate learners’ learning styles. The mobile application should develop learners’ new language skills.

12

The tasks or activities should be developed into

15-17

13

13

14

146


tasks short and succinct when possible Let the language learning task fit the technology and environment, and let the technology and environment fit the task. Some, possibly most, learners will need guidance and training to effectively use mobile devices for language learning.

smaller, coherent chunks. The mobile activities should fit the learners’ mobile devices, and vice versa.

18

The teacher’s guidance is sometimes necessary.

19

147


3) The Blueprint of Media Validation NO. 1.

CONCEPT

CONSTRUCT

Characteristics Consistency of welldesigned software (Egbert & Hanson-smith, 1999) Good use of space Legibility

Contrast, Repetition, Alignment, Proximity

Ease of Navigation and Recovery

High-quality playback

INDICATOR

ITEM

The elements which have the same function use the same color. The navigation is consistent. The icon, symbols, and button are consistent. The layout is well-designed. Each section of content fits into one screen.

1

The fonts are legible. The texts in the screen are readable. Different elements are contrast to each other. Logos and navigation buttons are repeated to unify various screen in the same section. Each element on the screen are aligned either horizontally or vertically. Related items are placed close to each other, and unrelated ites placed farther apart. The navigation is easy. The aplication has high tollerance of error. The application provides clear instructions. The audios is comprehensible.

6 7

2 3 4 5

8 9

10

11

12 13 14 15

148


4) The Blueprint of Users Validation Questionnaire NO. 1.

CONCEPT Comprehensible Input in Listening (Krashen, 1981 as cited in Nations, 2009)

CONSTRUCT Meaningful

Interesting

New Items

Understanding Stress-free

2.

Principles of Equitable Use Mobile Learning (Elias, 2011) Flexible Use

Perceptible Information Simple and Intuitive

INDICATOR

ITEM

The input is meaningful communication. The input contains useful or interesting informatin that will attract the learner’s attention. The input provides new Language, Ideas, Skills, or Text types (LIST) through the listening experience. The input is comprehensible. The input can control the learner’s stress and anxiety. Deliver content in the simplest possible format. Accomodate a wide range of individual abilities, preferences, schedules, levels of connectivity, and methods of use. Provide captions, descriptors, or transcription. Eliminate unnecesary complexity.

1

2

3

4 5

6

7

8

9

149


Tolerance of Error

3.

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

Minimize errors in software operation. Low Physical and Require simple Technical Effort operation. Community of Provide groups Learners and and support thus Support learners can help each other. Mobile activities, Mobile activities tasks, and apps and materials should distinguish should be directly both 1) the connected with affordances and the principles of limitations of the second language mobile device and learning. 2) the affordances and limitations of the environment in which the device will be used in light of the learning target Limit multiThe activities tasking and should lower environmental distraction and distractions drive the learner’s attention. Strive to maintain The kinds of equity learners’ devices should be taken into account. Acknowledge and The activities plan for should accommodating accomodate language learner learners’ learning differences. styles. Be aware of The mobile language learners’ application should existing uses and develop learners’ cultures of use for new language their devices skills. Keep mobile The tasks or language learning activities should activities and be developed into tasks short and smaller, coherent succinct when chunks. possible

26

26 18

10-11

12

13

13

14

15-18

150


2.

Characteristics of well-designed software (Egbert & Hansonsmith, 1999)

Let the language learning task fit the technology and environment, and let the technology and environment fit the task. Some, possibly most, learners will need guidance and training to effectively use mobile devices for language learning. Consistency

The mobile activities should fit the learners’ mobile devices, and vice versa.

19

The teacher’s guidance is sometimes necessary.

20

The icon, symbols, and button are consistent. Good use of space Each section of content fits into one screen. Legibility The fonts are legible. Contrast, - The layout is Repetition, wellAlignment, designed. Proximity - The type and colour of the fonts are appropriate. Ease of The navigation is Navigation and easy. Recovery High-quality The audios is playback comprehensible.

21

22

23 24-25

26

27

151


APPENDIX 3

FLOWCHART FUN LISTENING ANDROID APPLICATION (FLAP)

Overview

Installing FLAP.apk into the mobile device

Manual Homescreen

Help

Contact & Info

Go

Home

Menu Screen

Reference

Quit

Focus

Fun

Final

Forum

152


Focus

Menu

Focus Screen

Quit

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Home

153


Menu

Focus Screen

Quit

Unit 1 - 15

Unit Preview Screen

Enter

Menu

Unit Material(s)

Quit

Listen

Listen Screen

Practice

Practice Screen

Review

Text to Speech

Review Screen Speech Recognizer

Home

Fun

Menu

Fun Screen

Quit

Song

Story

Poem

Song Screen

Story Screen

Poem Screen

Song 1

Story 1

Poem 1

Song 2

Story 2

Poem 2

Song 3

Story 3

Poem 3

154


Final

Menu

Login Screen

Check

Name : Student Number : Submit

Quit

Start Menu

Final Screen

Quit

Get Started Menu

Final Part 1 Screen

Quit

Go Menu

Exercises

Quit

Part 2 Menu

Final Part 2 Screen

Quit

Go Menu

Exercises

Quit

Part 3 Menu

Final Part 3 Screen

Quit

Go Menu

Exercises

Quit

Part 4

155


Menu

Final Part 4 Screen

Quit

Go Menu

Exercises

Quit

Finish Login Screen

Forum Menu

Forum Screen

Quit

Home

P.S.: :

Button

:

Screen

:

Listview

:

Connecting components in one screen

:

Connecting components from different screens

156


STORYBOARD FUN LISTENING ANDROID APPLICATION (FLAP)

Screen Name

Description

Information

Homescreen

FLAP

?

-

Buttons Images

-

Buttons Images

Fun Listening Android Application

picture

Go

Menu Screen

Menu Focus Fun Final Forum

Home

Quit

157


Focus Screen (Units)

Menu

Topics

Quit

Unit 1

-

Buttons Images A label A listview

-

Buttons Labels Images

-

Buttons A label Images

Unit 2 Unit 3 Unit 4 ...... Unit 15 Home

Unit Preview Screen

Quit

Menu

Unit Title picture

(Unit description) Enter

Unit Material(s) Screen Menu

Unit Title

Quit

Listen Practice

Review

Home

158


Listen Screen Quit

Listen

Menu

-

Buttons Labels Images A player

-

Buttons Labels Images Textboxes A player

-

Buttons Labels Images A listview

(Instruction) Play

Stop

Pause

(Audio Transcription)

Home

Practice Screen Quit

Menu

Exercise (Instruction) Play

-

Pause

Stop

Exercise: True-False/ Multiple Choice/ Filling Blanks Home

Review Screen Quit

Menu

Review (Instruction)

Vocabulary/ Expression List

Home

159


Text to Speech and Speech Recognizer Screen

Quit

Menu

Expression

-

(Instruction)

“Vocabulary/ Expression”

Buttons Labels Images Text to Speech Speech Recognizer

SR

TTS

Home

Fun Screen Quit

Menu

FUN

-

Buttons Labels Picture

-


Songs Stories

Poems

Home

Song Screen Quit

Menu

SONGS Song 1 Song 2

Song 3

Home

160


Story Screen Quit

Menu

STORIES

-


-


-

Buttons Labels Images Textboxes A player

Story 1 Story 2

Story 3

Home

Poem Screen Quit

Menu

POEMS Poem 1 Poem 2

Poem 3

Home

Song-Story-Poem Screen

Menu

Song/Story/ Poem/ Title

(Instruction) Play

Pause

Quit

Stop

Missing Words Exercises

Home

161


Login Screen Quit

Menu

LOGIN (Instruction)

-

Buttons Labels Images Textboxes Tinydb

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Buttons Labels Images Tinydb

-


Textbox

Check

Start

Home

Data Screen Quit

Menu

RESULT Name

Clear all

St.Number

Back to login

Home

Final Screen Quit

Menu

TRYOUT

(Instruction )

Get Started Now

162


Final Part 1/2/3/4 Screen

Menu

PART 1/2/3/4

Quit

-

Buttons Labels Picture Sound

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Buttons Labels Picture Textbox Sharing

-


(Instruction) Play

Pause

Stop

Multiple Choice Exercise

Home

Forum Screen Quit

Menu

FORUM (Instruction) Textbox Send

Home

Help Screen Menu

About

Quit

Overview Manual Reference Contact & Info

Home

163


About Screen Menu

Quit

Overview/ Manual/ Reference/ Contact & Info

-


General Description

Home

164


APPENDIX 4

ANGKET ANALISIS KEBUTUHAN SISWA KELAS X DALAM PEMBELAJARAN BAHASA INGGRIS DI SMAN 1 DEPOK SLEMAN

Petunjuk Pengisian Berilah tanda silang (x) pada huruf a, b, c, d, atau seterusnya sesuai dengan pikiran dan pendapat Anda. Jika Anda mempunyai pendapat lain, tuliskan jawaban tersebut pada pilihan “Lainnya” dengan singkat dan jelas. Semua jawaban yang Anda berikan di dalam lembar angket ini tidak akan mempengaruhi nilai akademis Anda di dalam rapor. Jawablah pertanyaan-pertanyaan di bawah ini dengan sebenarbenarnya. I. Data Pribadi Responden Nama Kelas

: :

II. Pertanyaan 1. Seberapa sering guru mengajarkan listening dalam pembelajaran Bahasa Inggris? a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Sangat jarang 2. Bagaimana pembelajaran listening yang diberikan oleh guru? a. Sangat menyenangkan b. Menyenangkan c. Biasa saja d. Kurang menyenangkan e. Tidak menyenangkan 3. Apa saja sumber yang dipakai guru saat mengajar listening? (boleh menjawab lebih dari satu pilihan) a. Buku pelajaran b. Presentasi guru c. Internet d. Film/video

165


e. Lainnya:................................................... 4. Media apa yang biasa digunakan di kelas dalam belajar listening selama ini? (boleh menjawab lebih dari satu pilihan) a. Tape Recorder b. Radio c. Televisi d. CD Player e. Komputer/PC/Laptop f. Handphone g. Smartphone h. Lainnya:................................................... 5. Apakah media listening yang digunakan di kelas sudah efektif membantu Anda dalam belajar listening? a. Sangat efektif b. Efektif c. Agak efektif d. Kurang efektif e. Tidak efektif 6. Apakah Anda sering belajar listening? a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Sangat jarang 7. Strategi belajar apa yang Anda gunakan dalam belajar listening? a. Mendengarkan lagu b. Menonton film c. Menonton video di Youtube d. Melalui skype atau yahoo messenger (video call) e. Lainnya:................................................ 8. Perangkat elektronik apa yang Anda punya yang menurut Anda bisa membantu memfasilitasi belajar? (boleh menjawab lebih dari satu pilihan) a. Laptop/komputer b. PC Tablet/Ipad c. Smartphone d. Lainnya:................................................. 9. Apakah Anda mempunyai smartphone berbasis android? a. Ya b. Tidak 10. Jika Ya, apa versi android yang Anda miliki? a. Gingerbread b. Jellybean

166


c. Kitkat d. Lainnya................................................... 11. Aktivitas apa saja yang sering Anda lakukan dengan smartphone Anda? a. Browsing b. Media sosial (facebook, whatsapp, twitter, BBM, dll.) c. Chatting d. Bermain game e. Lainnya................................................... 12. Seberapa sering Anda menggunakan smartphone untuk membantu anda belajar Bahasa Inggris sehari-hari? a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Sangat jarang 13. Seberapa sering Anda menggunakan smartphone untuk membantu anda belajar keterampilan mendengar Bahasa Inggris (listening) sehari-hari? a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Sangat jarang 14. Apakah Anda suka men-download aplikasi pembelajaran Bahasa Inggris (dictionary, e- book, dll.) dari Play Store di smartphone Anda untuk mengembangkan keterampilan mendengar (listening)? Jika iya sebutkan. a. Ya, ........................................................... b. Tidak 15. Apakah Anda menggunakan smartphone Anda untuk berlatih listening (mendengar), misalnya untuk mendengarkan lagu atau video berbahasa Inggris? a. Ya b. Tidak

167


APPENDIX 5

Kuesioner Validasi Ahli Materi Fun Listening Android Application (FLAP) A. Data Responden 1. Nama 2. Jenis Kelamin 3. Pendidikan

: : ( ) L/ ( ) P : ( ) D3 ( ) S1

( ) S2

( ) S3

B. Evaluasi Materi Bagian 1. Berilah tanda centang () untuk setiap pernyataan sesuai dengan penilaian di bawah ini. Keterangan 1. : Sangat Tidak Setuju 2. : Tidak Setuju 3. : Setuju 4. : Sangat Setuju No.

Pernyataan

1.

Materi dalam FLAP membantu siswa dalam belajar listening. Materi dalam FLAP menarik. Materi dalam FLAP baru bagi siswa. Materi dalam FLAP mudah dipahami. Belajar bahasa Inggris lebih menyenangkan menggunakan FLAP. FLAP sangat praktis karena dapat diakses melalui perangkat mobile, seperti hand phone dan tablet. FLAP dapat digunakan sebagai media belajar listening baik di dalam maupun di luar kelas. Transkrip dari audio dalam FLAP memudahkan siswa belajar listening. Instruksi dalam FLAP mudah dipahami. Materi dalam FLAP sesuai dengan yang tercantum dalam silabus. Soal latihan dalam FLAP membantu siswa berlatih listening. Pembagian aktivitas dalam FLAP (Focus, Fun, Final) memudahkan siswa dalam belajar listening. Melalui FLAP siswa dapat belajar listening sendiri (didactic learning).

2. 3. 4. 5. 6.

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

13.

1

Penilaian 2 3

4

168


14. 15. 16. 17. 18. 19.

FLAP mampu membantu siswa memperbanyak kosakata bahasa Inggris. Bagian Focus dalam FLAP mempermudah siswa mempelajari materi tentang listening. Bagian Fun menarik karena dapat belajar listening melalui aktivitas yang menyenangkan. Bagian Final memberi kesempatan siswa untuk berlatih mengerjakan soal listening. FLAP dapat menambah variasi media siswa dalam belajar listening. Bimbingan dan panduan dari guru diperlukan dalam penggunaan FLAP.

Bagian 2. Jawablah pertanyaan berikut sesuai dengan pendapat Anda. 1. Secara umum, bagaimanakah pendapat Anda tentang FLAP? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Menurut Anda, apa saja keunggulan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. Menurut Anda, apa saja kelemahan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. Menurut Anda, bagian apa saja dari aplikasi ini yang masih perlu untuk diperbaiki? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. Jika model pembelajaran Mobile Learning (m-learning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan? Berikan saran atau masukan untuk pengembangan aplikasi ini! __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

169


Kuesioner Validasi Ahli Media Fun Listening Android Application (FLAP) A. Data Responden Nama Jenis Kelamin Pendidikan

: : ( ) L/ ( ) P : ( ) D3 ( ) S1

( ) S2

( ) S3

B. Evaluasi Media Bagian 1. Berilah tanda centang () untuk setiap pernyataan sesuai dengan penilaian di bawah ini. Keterangan 1 : Sangat Tidak Setuju 2 : Tidak Setuju 3 : Setuju 4 : Sangat Setuju No

Indikator

1.

Warna sama pada elemen dengan fungsi yang sama. Navigasi dalam aplikasi ini konsisten. Penggunaan ikon, simbol, dan tombol konsisten. Design layout menarik. Setiap bagian dari isi termuat dalam satu screen. Tipe font dan warna yang digunakan dalam aplikasi ini sesuai dan tidak berlebihan. Teks dapat terbaca dengan jelas. Elemen yang berbeda memiliki warna yang kontras. Logo dan tombol navigasi diulang-ulang di setiap screen. Letak setiap element sejajar, baik horizontal ataupun vertikal. Elemen yang saling berhubungan diletakkan berdekatan. Navigasi dari aplikasi mudah dipahami. Toleransi terhadap kesalahan sistem operasi tinggi. Instruksi yang digunakan dalam aplikasi ini jelas. Kualitas audio yang digunakan dalam aplikasi ini baik.

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Skor 1

2

3

4

170


Bagian 2. Jawablah pertanyaan berikut sesuai dengan pendapat Anda. 1. Secara umum, bagaimanakah pendapat Anda tentang FLAP? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Menurut Anda, apa saja kelebihan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. Menurut Anda, apa saja kekurangan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. Bagian/aspek apa saja dari FLAP yang perlu untuk diperbaiki? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. Apa saja saran Anda untuk aplikasi ini? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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APPENDIX 6

USER EVALUATION QUESTIONNAIRE (PRELIMINARY FIELD TESTING)

Nama : ____________________________________ P / L (*Lingkari salah satu) Jawablah pertanyaan berikut sesuai keadaan yang sebenarnya. Bagian 1. Berilah tanda centang () untuk setiap pernyataan sesuai dengan penilaian di bawah ini. 1 = Sangat tidak setuju 2 = Tidak setuju 3 = Setuju 4 = Sangat setuju No.

Pernyataan

1.

Materi dalam FLAP dapat membantu belajar listening. Materi dalam FLAP menarik. Materi dalam FLAP baru bagi saya. Materi dalam FLAP mudah dipahami. Belajar bahasa Inggris lebih menyenangkan menggunakan FLAP. FLAP sangat praktis karena dapat diakses melalui perangkat mobile, seperti handphone dan tablet. FLAP dapat digunakan sebagai media belajar listening baik di dalam maupun di luar kelas. Transkrip dari audio dalam FLAP memudahkan belajar listening. Instruksi dalam FLAP mudah dipahami. Materi dalam FLAP sesuai dengan topik yang tercantum dalam silabus. Soal latihan dalam FLAP ( multiple choice, truefalse, dan filling blanks) dapat membantu berlatih listening. Pembagian aktivitas dalam FLAP (Focus, Fun, Final, dan Forum) dapat memudahkan dalam belajar listening. Melalui FLAP saya dapat belajar listening sendiri (didactic learning).

2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

12.

13.

1

Penilaian 2 3

4

172


14. 15. 16.

17. 18. 19. 20. 21.

22. 23. 24. 25. 26.

FLAP mampu membantu memperluas kosakata bahasa Inggris. Bagian Focus dalam FLAP mempermudah belajar listening. Bagian Fun menarik karena dapat belajar listening melalui aktivitas yang menyenangkan, seperti lagu, cerita, dan puisi. Bagian Final dapat membantu berlatih mengerjakan soal listening. FLAP dapat menambah variasi media dalam belajar listening. Bimbingan dan panduan dari guru diperlukan dalam penggunaan FLAP. Penggunaan jenis huruf, background, dan warna dari tiap Unit konsisten. Setiap bagian dari isi termuat dalam satu screen sehingga lebih mempermudah dalam memahami materi dalam FLAP. Ukuran font dalam FLAP sesuai sehingga teks dapat terbaca dengan jelas. Design layout dalam FLAP menarik. Tipe dan warna font yang digunakan dalam FLAP sesuai dan tidak berlebihan. Navigasi dalam FLAP mudah dipahami. Kualitas audio yang digunakan dalam FLAP cukup baik.

Bagian 2. Jawablah pertanyaan berikut sesuai dengan pendapat Anda. 1. Secara umum, bagaimanakah pendapat Anda tentang FLAP? __________________________________________________________________ __________________________________________________________________ 2. Menurut Anda, apa saja keunggulan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ 3. Menurut Anda,apa saja kelemahan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ 4. Jika model pembelajaran Mobile Learning (m-learning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan atau diperbaiki? Berikan saran atau masukan untuk pengembangan aplikasi ini! __________________________________________________________________ __________________________________________________________________

173


USER EVALUATION QUESTIONNAIRE (MAIN FIELD TESTING)

Nama : ____________________________________ P / L (*Lingkari salah satu) Jawablah pertanyaan berikut sesuai keadaan yang sebenarnya. Bagian 1. Berilah tanda centang () untuk setiap pernyataan sesuai dengan penilaian di bawah ini. 1 = Sangat tidak setuju 2 = Tidak setuju 3 = Setuju 4 = Sangat setuju No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

12.

13. 14. 15.

Pernyataan

1

Penilaian 2 3

4

Materi dalam FLAP dapat membantu belajar listening. Materi dalam FLAP menarik. Materi dalam FLAP baru bagi saya. Materi dalam FLAP mudah dipahami. Belajar bahasa Inggris lebih menyenangkan menggunakan FLAP. FLAP sangat praktis karena dapat diakses melalui perangkat mobile, seperti handphone dan tablet. FLAP dapat digunakan sebagai media belajar listening baik di dalam maupun di luar kelas. Transkrip dari audio dalam FLAP memudahkan belajar listening. Instruksi dalam FLAP mudah dipahami. Materi dalam FLAP sesuai dengan topik yang tercantum dalam silabus. Soal latihan dalam FLAP ( multiple choice, truefalse, dan filling blanks) dapat membantu berlatih listening. Pembagian aktivitas dalam FLAP (Focus, Fun, Final, dan Forum) dapat memudahkan dalam belajar listening. Melalui FLAP saya dapat belajar listening sendiri (didactic learning). FLAP mampu membantu memperluas kosakata bahasa Inggris. Bagian Focus dalam FLAP mempermudah belajar listening.

174


16.

17. 18. 19. 20. 21. 22.

23. 24. 25. 26. 27.

Bagian Fun menarik karena dapat belajar listening melalui aktivitas yang menyenangkan, seperti lagu, cerita, dan puisi. Bagian Final dapat membantu berlatih mengerjakan soal listening. Bagian Forum dapat memfasilitasi untuk berkomunikasi dengan teman atau guru. FLAP dapat menambah variasi media dalam belajar listening. Bimbingan dan panduan dari guru diperlukan dalam penggunaan FLAP. Penggunaan jenis huruf, background, dan warna dari tiap Unit konsisten. Setiap bagian dari isi termuat dalam satu screen sehingga lebih mempermudah dalam memahami materi dalam FLAP. Ukuran font dalam FLAP sesuai sehingga teks dapat terbaca dengan jelas. Design layout dalam FLAP menarik. Tipe dan warna font yang digunakan dalam FLAP sesuai dan tidak berlebihan. Navigasi dalam FLAP mudah dipahami. Kualitas audio yang digunakan dalam FLAP cukup baik.

Bagian 2. Jawablah pertanyaan berikut sesuai dengan pendapat Anda. 1. Secara umum, bagaimanakah pendapat Anda tentang FLAP? __________________________________________________________________ __________________________________________________________________ 2. Menurut Anda, apa saja keunggulan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ 3. Menurut Anda,apa saja kelemahan dari aplikasi ini? __________________________________________________________________ __________________________________________________________________ 4. Jika model pembelajaran Mobile Learning (m-learning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan atau diperbaiki? Berikan saran atau masukan untuk pengembangan aplikasi ini! __________________________________________________________________ __________________________________________________________________

175


APPENDIX 7

INTERVIEW GUIDELINE

 Need Analysis (English Teacher) 1. How is the teaching of listening in the classroom, so far? 2. What kinds of media do you use for teaching listening? 3. What activities do you use for teaching listening? 4. What difficulties do you find related to students’ listening skills? 5. What do you think about using mobile phones as learning media?

 Experts and Users Validation 1. What do you think about FLAP? 2. Please mention some strengths of FLAP? 3. Please mention some weaknesses of FLAP? 4. What do you suggest to improve FLAP? 5. If this type of learning i.e. Mobile Learning is implemented, what aspects that need to be taken into account?

176


APPENDIX 8

THE RESULT OF NEEDS ANALYSIS QUESTIONNAIRE No 1.

Question How often does the teacher teach listening in the English class?

2.

How was the listening activities that were given by the teacher?

3.

What sources were the teacher used to teach listening?

4.

What media were the teacher used to teach listening?

5.

Were the media used in the classroom effective to facilitate you in improving your listening skills? Do you often practice listening?

6.

7.

What kinds of strategies do you use to learn listening?

a. b. c. d. e. a. b. c. d. e. a. b. c. d. e. a. b. c. d. e. f. g. h. a. b. c. d. e. a. b. c. d. e. a. b. c. d. e.

Answer Very often Often Sometimes Seldom Rarely Really enjoyable Enjoyable So so Less enjoyable Not enjoyable Course books Presentation Internet Film/video Others:........... Tape recorder Radio Television CD Player Computer/PC/Laptop Handphone Smartphone Others:............. Very effective Effective So so Less effective Not effective Very often Often Sometimes Seldom Rarely Listening to songs Watching movies Watching videos in Youtube Using skype or yahoo messenger (video call) Others:..........

Total 0 3 13 10 4 2 8 20 0 0 12 10 3 5 7 4 0 3 1 12 2 5 8 0 3 13 14 0 6 5 14 6 0 26 23 11

Percentage 0% 10% 43.3% 33.3% 13.3% 6.7% 26.7% 66.7% 0% 0% 40% 33.3% 16.7% 16.7% 23.3% 13.3% 0% 10% 3.3% 40% 6.7% 16.7% 26.7% 0% 10% 43.3% 46.7% 0% 20% 16.7% 46.7% 20% 0% 86.7% 76.7% 36.7%

8

26.7%

4

13.3%

177


8.

What electronic devices that you have which can facilitate you in learning listening? 9. Do you have any Android phones? 10. If Yes, what version of Android does your mobile device have? 11. What activities do you usually do with your smartphone?

12. How often do you use your smartphone to help you learn English everyday? 13. How often do you use your smartphone to help you practice listening everyday? 14. Do you like to download applications for English learning, like dictionary, ebook, etc, from Playstore to help you develop your listening skills? 15. Do you use your smartphone to practice listening, like listening to English songs or videos?

a. b. c. d.

Laptop/computer PC Tablet/Ipad Smartphone Others:..........

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

Yes No Gingerbread Jellybean Kitkat Others....... Browsing Sosial media (facebook, whatsapp, twitter, BBM, etc.) c. Chatting d. Playing game e. Others:...... a. Very often b. Often c. Sometimes d. Seldom e. Rarely a. Very often b. Often c. Sometimes d. Seldom e. Rarely a. Yes b. No

a. Yes b. No

24 15 27 2

80% 50% 90% 6.7%

23 8 5 17 2 5 23 27

73.3% 26.7% 16.7% 56.6% 6.7% 16.7% 76.7% 90%

17 15 4 9 10 9 1 1 6 13 8 3 0 13 16

56.7% 50% 13.3% 30% 33.3% 30% 3.3% 3.3% 20% 43.3% 26.7% 10% 0% 46.7% 53.3%

27 2

90% 10%

178


APPENDIX 9

THE RESULT OF MATERIALS EVALUATION QUESTIONNAIRE

Statement 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Total Score Mean

V1

V2

Mean

2 2 1 2 1 2 2 1 2 1 2 2 2 2 2 2 2 2 2

-1 1 -1 1 1 2 -1 1 1 1 2 1 1 1 1 2 1 2 -1

0.5 1.5 0 1.5 1 2 0.5 1 1.5 1 2 1.5 1.5 1.5 1.5 2 1.5 2 0.5 24.5 1.289474

179


THE RESULT OF MEDIA EVALUATION QUESTIONNAIRE

Statement 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total Score Mean

V3

V4

Mean

1 2 1 1 2 2 1 1 1 1 1 1 2 1 1

2 2 2 -1 2 -1 2 -1 2 2 1 2 1 -1 -2

1,5 2 1,5 0 2 0,5 1,5 0 1,5 1,5 1 1,5 1,5 0 -0,5 15.5 1.033333

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

 M-Learning Principles (Elias, 2011): Principle 1: Equitable Use Principle 2: Flexible Use Principle 3: Simple and Intuitive Principle 4: Perceptible Information Principle 5: Tolerance of Error Principle 6: Low Physical and Technical Effort Principle 7 : Community of Learners and Support

1) MATERIALS VALIDATION Code Q1V1

Q1V2

Code Q2V1 Q2V2

Q1: Secara umum, bagaimanakah pendapat Anda tentang FLAP? FLAP bisa dibilang inovasi pembelajaran bahasa Inggris khususnya listening dengan mengoptimalkan penggunaan teknologi (IT) yang sangat menarik sehingga bisa meningkatkan minat belajar siswa dalam menguasai bahasa Inggris. Masih ada beberapa bagian yang tidak dapat dibuka dan diakses. Saya tidak bisa mengakses Focus karena saya tidak menemukan tombol untuk memutar file listening. Engine aplikasi ini dapat lebih ditingkatkan untuk memfasilitasi berbagai macam resolusi yang terdapat pada mobile devices yang ada di pasaran. Secara konseptual, aplikasi ini sudah dapat digunakan untuk supplementary material guna meningkatkan kemampuan listening siswa. Q2: Menurut Anda, apa saja keunggulan dari aplikasi ini? Keunggulan dari FLAP di antaranya: materi yang variatif, mudah dioperasikan, dan tidak membosankan. Keunggulan aplikasi ini adalah ukurannya yang kecil sehingga siswa tidak memerlukan waktu yang lama untuk mengunduh. Selain itu, desain aplikasi yang sederhana dapat mempermudah siswa untuk memahami instruksi dalam aplikasi ini.

Principle 1, 3

5, 6

3, 4, 6 2, 3, 6

181


Code Q3V1

Q3V2

Code Q4V1

Q4V2

Code

Q5V1

Q5V2

Q3: Menurut Anda, apa saja kelemahan dari aplikasi ini? Kelemahan dari FLAP menurut saya, aplikasi ini hanya bisa dioperasikan dengan tab atau handphone saja sehingga ada keterbatasan media. Beberapa hal yang dapat ditingkatkan untuk pengembangan aplikasi ini adalah: - Penyesuaian resolusi sehingga dapat digunakan baik di tablet atau smartphone - Secara umum, desain masih terlihat kaku dan terkotak-kotak, apabila memungkinkan dapat menggunakan application creator lain yang dapat memperhalus tampilan - Di bagian Focus, tidak ada tombol yang kelihatan sehingga tidak dapat melakukan latihan listening di bagian tersebut - Kompresi suara terlalu kecil sehingga kualitas suara menjadi kurang menarik. - Untuk fill in the blanks pada bagian Fun, terdapat beberapa audio yang terpotong Q4: Menurut Anda, bagian apa saja dari aplikasi ini yang masih perlu untuk diperbaiki? Yang perlu diperbaiki dari aplikasi ini adalah pada bagian awal di bagian “About” sebaiknya juga dimasukkan manual/cara pengoperasian, dan juga kualitas audio serta nativenya. Beberapa bagian yang dapat diperbaiki: - Navigasi - Resolusi - Kompresi suara - Desain dan layout Q5: Jika pembelajaran Mobile Learning (m-learning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan? Berikan saran atau masukan untuk pengembangan aplikasi ini! Pastikan setiap peserta didik menggunakan media/alat bantu dengar (headset) dengan standard kualitas yang sama sehingga hasilnya bisa terukur dan data yang valid. Penggunaan model m-learning ini sangat menarik seiiring semakin banyak kelas yang menggunakan BYOD policy. Hal yang perlu dipertimbangkan adalah upaya guru atau app developer dalam membuat aplikasi pembelajaran ini

1

1, 3, 4, 5, 6

3, 4

3, 4, 6

1

1, 2, 3, 4

182


menjadi menarik. Apabila kompresi suara menjadi salah satu hambatan dalam developing aplikasi ini, apakah memungkinkan untuk file suara untuk materi tidak perlu dimasukkan ke dalam aplikasi? Suara yang dimasukkan ke dalam aplikasi adalah suara dasar untuk operasional aplikasi, sedangkan untuk materi siswa dapat streaming dari internet walaupun perlu dipertimbangkan juga kecepatan internet dan streaming media tersebut.

2) MEDIA VALIDATION

Code Q1V3 Q1V4

Code Q2V3

Q2V4 Code Q3V3 Q3V4 Code Q4V3

Q4V4

Q1: Secara umum, bagaimanakah pendapat Anda tentang FLAP? Navigasi yang simpel dan mudah digunakan. Bagus, tapi belum ada tools untuk mengetahui apakah siswa belajar atau tidak dan sejauh mana mereka mempelajarinya. Q2: Menurut Anda, apa saja keunggulan dari aplikasi ini? Aplikasi berbasis mobile sesuai dengan perkembangan pembelajaran yang dapat dilakukan dimana saja dan kapan saja. Cocok untuk alat anytime, any place, anywhere. Q3: Menurut Anda, apa saja kelemahan dari aplikasi ini? Kekurangannya adalah variasi dari media bahan yang ada. Sebaiknya bisa lebih dari satu bahan ajar setiap menunya. Kualitas suara dan gambar kurang bagus. Q4: Menurut Anda, bagian apa saja dari aplikasi ini yang masih perlu untuk diperbaiki? Tombol yang sangat sederhana dan kurang menarik. Alangkah baiknya menu dapat disimbolkan dengan icon yang mewakilinya. Suara, gambar, font terlalu tebal.

Principle 3, 6 3, 4

2

2

4 4

3

3

183


Code

Q5V3

Q5V4

Q5: Jika pembelajaran Mobile Learning (m-learning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan? Berikan saran atau masukan untuk pengembangan aplikasi ini! Perlu dikembangkan dan merupakan model pembelajaran 1, 3 yang sangat menarik sehingga penerapannya bisa untuk semua kalangan siswa, mulai dari TK sampai perguruan tinggi. Perlu dilengkapi dengan fitur untuk melihat atau 4 mengecek siswa sudah belajar/belum dan sejauh mana telah dilalui oleh siswa. Syukur jika ada fitur untuk melihat dimana letak kesalahan siswa.

184


APPENDIX 10 THE RESULT OF USER VALIDATION QUESTIONNAIRE (PRELIMINARY FIELD TESTING)

STUDENT

STATEMENT 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

26

1

2

1

2

1

1

2

2

2

1

1

1

1

1

1

1

2

2

2

-1

1

1

1

-1

1

1

-1

2

1

1

1

1

1

1

1

1

2

1

1

1

2

1

1

2

2

1

2

1

1

1

-1

1

2

1

3

2

1

2

1

1

2

2

1

2

1

1

2

2

1

1

1

1

-1

-2

-1

1

1

-1

1

1

-1

4

2

1

2

1

1

2

2

1

1

1

2

2

1

1

1

1

1

1

2

1

1

1

-1

1

1

-1

5

1

2

2

-1

1

1

1

1

1

1

1

-1

1

2

1

2

2

2

1

2

1

-1

-1

1

2

-1

6

1

1

1

1

1

1

1

1

1

-2

1

1

2

1

1

1

1

1

-2

-1

1

1

-1

1

1

2

7

1

1

1

1

2

2

2

2

1

1

1

1

1

1

1

1

1

1

-1

1

1

1

-1

1

1

-1

8

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

-1

9

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

1

10

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

1

Total

13

11

14

8

11

14

14

12

12

7

11

10

11

11

10

13

13

10

0

5

Mean

1.3

1.1

1.4

0.8

1.1

1.4

1.4

1.2

1.2

0.7

1.1

1

1.1

1.1

1

1.3

1.3

1

0

0.5

10 1

8

-8

8

12

-1

0.8

-0.8

0.8

1.2

-0.1

185


RESULT OF PRELIMINARY FIELD TESTING QUESTIONNAIRE (OPEN-ENDED QUESTIONS)

 M-Learning Principles (Elias, 2011): Principle 1: Equitable Use Principle 2: Flexible Use Principle 3: Simple and Intuitive Principle 4: Perceptible Information Principle 5: Tolerance of Error Principle 6: Low Physical and Technical Effort Principle 7 : Community of Learners and Support

Code Q1N1 Q1N2 Q1N3 Q1N4 Q1N5 Q1N6 Q1N7 Q1N8 Q1N9 Q1N10

Code Q2N1

Q2N2 Q2N3 Q2N4 Q2N5

Q1: Secara umum, bagaimanakah pendapat Anda Principle tentang FLAP? Menurut saya, aplikasi yang baru saya kenal ini cukup 2, 3 menarik untuk dipelajari di dalam dan di luar kelas. Bermanfaat. 1 Bagus dan keren, hanya saja suaranya kurang jelas. 3 Cukup membantu meningkatkan kemampuan listening. 1, 4 Ini luar biasa, terus terang saya senang karena gratis. 1 Bagus, sedikit banyak dapat membantu listening. Luar 1 biasa. Bermanfaat, mempermudah dalam belajar listening 1 khususnya. Konsep sudah bagus, bisa membantu belajar. 3 Membantu saya untuk belajar listening dan bersifat 1, 2 praktis. Menurut saya, aplikasi yang baru saya kenal ini cukup 2, 3 menarik untuk dipelajari di dalam dan di luar kelas.

Q2: Menurut Anda apa saja keunggulan dari aplikasi Principle ini? - Membantu pelajar untuk belajar listening. 1, 3 - Model yang menarik. - Belajar jadi lebih menyenangkan. Ada teks di setiap cerita, latihan, dan ada lagu. 4 Cukup mudah digunakan. 3, 6 Ukuran dari aplikasi minimalis tetapi isinya luar biasa. 1 Dapat membantu dalam pembelajaran listening, 1, 3, 4 menarik, dapat menambah variasi belajar.

186


Q2N6 Q2N7 Q2N8 Q2N9 Q2N10

Bisa didownload di HP dan dapat digunakan tanpa harus online. Belajar lebih mudah, cara belajar bervariasi. Gratis, ukuran kecil. Praktis, gratis, menyenangkan, menarik. Bisa mendengar dan membaca.

2, 3, 6 1, 4 1, 2 1, 2, 3 1, 4

Code

Q3: Menurut Anda apa saja kelemahan dari aplikasi Principle ini? - Design layout kurang menarik. 3, 4 Q3N1 - Cerita kurang variatif, sudah banyak muncul di bacaan sehari-hari. - Covernya tidak menarik. Tampilan kurang menarik, kurang bervariasi, kurang 3 Q3N2 menarik minat belajar. - Lagu kurang banyak. 4 Q3N3 - Blank space dalam cerita kurang banyak. - Cerita kurang banyak. Suaranya kurang besar. Kurang animasi. Lagunya kurang 3, 4 Q3N4 bervariasi. Tampilan kurang menarik, audio kurang jelas dan masih 3, 4 Q3N5 sedikit. Bosenin. 3 Q3N6 Wallpapernya kurang menarik. 3 Q3N7 Lagunya kurang banyak, audio pada puisi kurang keras. 4 Q3N8 Kurang menarik desainnya. 3 Q3N9 Q3N10 Suara kurang jelas, seperti rekaman. Warna kurang cerah. 3, 4

Code

Q4N1 Q4N2 Q4N3 Q4N4 Q4N5

Q4: Jika model pembelajaran Mobile Learning (mlearning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan atau diperbaiki? Berikan saran atau masukan untuk perngembangan aplikasi ini! Suara agar lebih jelas. Desain.penambahan materi lagu dan audio pada puisi dan secara keseluruhan agar terdengar lebih jelas. Secara tampilan lebih di-upgrade. Suara dibuat lebih jernih dan jelas. Lebih di-upgrade dan banyakin lagi hiburannya. Materi kurang banyak. Seharusnya kita bisa mendownload konten tambahan yang selalu diperbarui agar materinya banyak.

Principle

4 3, 4 3, 4 3, 4 4

187


Q4N6 Q4N7 Q4N8 Q4N9

Q4N10-

Warna backgroundnya dibuat lebih colorful. Suara lebih keras. Animasinya ditambah. Tombol untuk keluar (close) background dibuat lebih menarik. Diberi animasi pelengkap. Lebih banyakin “FUN”nya, karena anak-anak jaman sekarang susah belajar bahasa Inggris, terutama listening sehingga diharapkan listening yang diterapkan itu lebih menarik minat dan anak-anak jaman sekarang tidak lagi menganggap listening itu belajar seperti di sekolah formal, tapi sebagai hiburan, yang otomatis akan menambah kemampuan listening. Design layoutnya sebaiknya diperbaiki dengan yang lebih menarik. Lagunya ditambah. Ceritanya divariasikan. Dilengkapi dengan game bahasa Inggris.

3, 4 3 3 4

3, 4

188


THE RESULT OF USER VALIDATION QUESTIONNAIRE (MAIN FIELD TESTING)

Converted Scores: 1 (Strongly disagree) 2 (Disagree) 3 (Agree) 4 (Strongly agree) Stud ent

= -2 = -1 =1 =2 Statement

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

26

27

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

1

1

1

2

2

2

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

3

1

1

-1

1

-1

-1

1

1

1

1

-1

-1

-1

-1

-1

1

1

1

-1

-2

1

1

-1

-2

-1

1

1

4

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

5

1

1

1

1

1

1

1

1

1

1

2

1

2

2

2

2

1

1

2

1

1

1

1

1

1

1

2

6

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

1

1

7

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

1

1

8

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

1

1

9

1

1

1

1

1

1

2

-1

1

1

1

1

1

1

1

2

2

2

2

2

1

1

2

-1

1

-1

-1

10

1

1

1

1

1

1

1

1

1

1

1

1

1

2

2

2

1

1

2

1

1

1

1

1

1

1

1

11

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

12

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

1

1

13

2

2

2

2

2

2

2

1

1

1

1

1

1

1

1

2

2

1

1

1

1

2

1

1

1

1

1

14

2

1

1

1

1

2

2

1

1

1

1

1

2

1

1

1

1

1

2

1

1

1

1

-1

1

1

-1

189


15

2

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

16

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

17

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

1

1

18

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

19

2

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

20

2

1

1

1

2

1

1

1

2

1

2

2

2

2

2

2

2

1

1

1

2

1

1

2

2

1

1

21

2

1

2

1

2

2

2

1

1

2

2

1

2

2

1

2

2

2

2

1

1

1

1

1

1

-1

1

22

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

1

1

23

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

1

1

24

1

1

-1

-1

-2

2

1

2

1

-1

1

1

1

1

1

1

1

1

1

-1

-1

-1

1

-1

1

1

1

25

1

1

-1

1

2

2

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

-1

1

1

1

26

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

1

1

27

2

1

2

1

1

2

1

1

1

1

2

1

2

1

1

1

1

2

1

-1

1

1

1

2

1

1

2

28

2

1

1

1

1

2

1

-1

1

1

2

2

2

1

1

1

2

1

1

1

1

1

1

-1

1

-1

-1

29

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

1

1

30

1

1

-1

1

1

2

1

1

1

1

2

1

1

-1

1

2

1

1

1

1

1

1

-1

1

1

1

-1

31

2

1

-1

1

1

2

2

2

1

1

1

1

2

1

2

1

1

1

1

-1

1

2

1

-1

1

1

-1

32

1 42

1 31

1 25

1 27

1 27

1 39

1 38

1 26

1 29

1 36

-1 30

1 33

1 30

1 34

1 35

1 37

-1 31

-1 33

-1 13

-1 25

-1 26

-1 25

1 26

1 22

0.9 68 75

0.7 812 5

0.8 437 5

0.8 437 5

1.2 187 5

1.1 87 5

0.8 12 5

0.9 06 25

1.1 25

0.9 37 5

1.0 312 5

0.9 37 5

1.0 62 5

1.0 937 5

1.1 562 5

0.9 687 5

1.0 312 5

0.4 062 5

0.7 812 5

0.8 12 5

0.7 812 5

-1 -5 0.1 562 5

1 24

1.3 12 5

1 27 0. 84 37 5

0. 75

0. 81 25

0. 68 75

Total

Mean

190


RESULT OF MAIN FIELD TESTING QUESTIONNAIRE (OPEN-ENDED QUESTIONS)  M-Learning Principles (Elias, 2011): Principle 1: Equitable Use Principle 2: Flexible Use Principle 3: Simple and Intuitive Principle 4: Perceptible Information Principle 5: Tolerance of Error Principle 6: Low Physical and Technical Effort Principle 7 : Community of Learners and Support

Code Q1N1 Q1N2

Q1N3 Q1N4 Q1N5

Q1N6

Q1N7 Q1N8 Q1N9 Q1N10 Q1N11 Q1N12 Q1N13 Q1N14 Q1N15

Q1: Secara umum, bagaimanakah pendapat Anda tentang FLAP? Good. Ini sangat menarik, praktis, dan juga membantu dalam menjalani keseharian saya, dan juga untuk membenarkan kosakata saya. Bagus, tapi menurut saya pribadi kurang menarik saya untuk menyukai dan mengoperasikan FLAP tersebut. Menarik, memudahkan belajar listening bahasa Inggris. FLAP dapat membantu belajar listening, mudah dipahami, mampu memperluas kosakata bahasa Inggris, dapat membantu mengerjakan soal. Secara umum sudah baik. FLAP bagus untuk pembelajaran dan praktis karena dapat diakses melalui handphone sehingga dapat digunakan dimanapun. Aplikasi yang baru dan menarik tetapi masih banyak kekurangannya. Baik, karena dapat membantu pembelajaran listening. FLAP itu bagus karena bisa membantu saya belajar listening. Sudah baik, dapat membantu atau memudahkan dalam pembelajaran listening. Sebuah aplikasi untuk membantu belajar listening bahasa Inggris. Overall lumayan. Sangat membantu saya dalam latihan listening walau terkadang pengucapannya terlalu cepat. Aplikasi yang sangat membantu dan memudahkan dalam belajar. Menarik, bisa mempermudah belajar listening. Konsep sudah bagus, tapi tampilan masih kurang pas dan terlalu sederhana. Beberapa audio juga masih kurang jelas.

Principle 3 2, 3, 4

3 1, 3, 4 1, 3, 4, 6

1, 2, 3, 6

1 1, 3, 4 1, 3, 4 1, 3, 4 1, 3, 4 1 1, 3, 4 1, 3, 4 1, 3

191


Q1N16 Q1N17 Q1N18 Q1N19

Q1N20 Q1N21 Q1N22 Q1N23 Q1N24 Q1N25 Q1N26 Q1N27 Q1N28 Q1N29 Q1N30 Q1N31 Q1N32

Code Q2N1 Q2N2 Q2N3 Q2N4 Q2N5 Q2N6 Q2N7 Q2N8 Q2N9

Bagus, mempermudah belajar listening dan dapat berlatih listening meskipun tidak berada di dalam kelas. FLAP membantu saya untuk pembelajaran listening. Saya jadi terbiasa mendengarkan bahasa Inggris. Good. Menarik, praktis, dan cukup membantu dalam pelajaran bahasa Inggris. Selain itu, membantu pendengaran dan membaca dalam bahasa Inggris. FLAP aplikasi yang membantu belajar listening, memudahkan untuk belajar listening. Bagus, tapi pengoperasiannya saat back agak susah. FLAP, aplikasi baru yang sangat menarik karena dilengkapi dengan lagu. Konsep sudah bagus, tapi beberapa bagian masih terlihat kurang baik. Bagus, tetapi menurut saya kurang efisien saja. Menarik, memudahkan belajar listening bahasa Inggris. Cukup menarik, karena membantu dalam belajar bahasa Inggris, khususnya listening. Bagus, menarik, bermanfaat, menyenangkan. Bagus, sangat membantu untuk belajar listening. Menarik, menyenangkan, memudahkan, tidak ribet dalam belajar listening. Cukup baik dan menarik untuk belajar bahasa Inggris, terutama listening. Sangat membantu siswa dalam pembelajaran listening dalam bahasa Inggris. FLAP, suatu sistem Android yang berguna untuk pemakai untuk listening berbahasa Inggris.

1, 2, 3, 4

Q2: Menurut Anda apa saja keunggulan dari aplikasi ini? Mudah dipahami. Gratis, bagus, menarik materinya dan juga praktis, apalagi jika ada terjemahannya. Ada suaranya. Gratis. Design layout menarik, mudah dipahami, kualitas audio baik. Praktis. Ada audionya. Keunggulannya ya karena dapat membantu kami belajar lewat handphone. Mempunyai lagu-lagu yang enak didengar.

Principle

1, 3 3 1, 2, 3, 4

1, 3, 4 3 3 3 3 1, 3 1, 3 1, 3, 4 1, 3 1, 2, 3, 4, 5, 6 1, 3 1 1, 3, 4

3, 4, 6 1, 2, 3, 4 4 1 3, 4, 6 2 4 1, 2 3, 4

192


Q2N10 Q2N11 Q2N12 Q2N13 Q2N14 Q2N15 Q2N16 Q2N17 Q2N18 Q2N19 Q2N20 Q2N21 Q2N22 Q2N23 Q2N24 Q2N25 Q2N26 Q2N27 Q2N28 Q2N29 Q2N30 Q2N31 Q2N32

Code Q3N1 Q3N2 Q3N3 Q3N4 Q3N5

Mudah dipahami, bisa diakses dari handphone. Design layout menarik. Tak berbayar. Tidak memberatkan RAM. Dapat berlatih soal dan belajar listening secara praktis. Lagu-lagu yang dipilih belum terkenal tapi menarik dan bagus. Mudah dipahami, menarik. Simpel, banyak jenis pembelajaran seperti narasi, puisi, dll. Mudah untuk mendapatkan aplikasi ini, praktis. Terdapat latihan soal, lagu, puisi, bervariasi menunya. Berbahasa Inggris baik. Tidak berbayar. Materinya banyak dan menghibur. Membantu untuk memperbanyak kosakata. Membantu untuk belajar listening dimana saja. Bisa digunakan dimanapun, menambah kemampuan listening. Ada lagu, audio cukup jelas. Gratis, mudah didapat, simpel. Ada suaranya. Gratis. Dapat digunakan tidak harus menggunakan paket data. Mempermudah belajar listening, praktis. Mudah dipahami, tidak membingungkan, menarik karena untuk belajar dan berlatih listening juga. Praktis. Cukup menyenangkan bagi siswa jaman sekarang. Praktis, mudah digunakan, mudah dipahami, ukuran font sudah cukup. Gratis, higienis, dan ramah lingkungan.

1, 2, 3, 5

Q3: Menurut Anda apa saja kelemahan dari aplikasi ini? Kurang variatif. Halaman sampulnya kurang menarik. Suaranya kurang jelas dan yang diucapkan di teks ada yang tidak sinkron. Desainnya biasa. Tidak ada. Baik semua. Namun, ukuran aplikasinya terlalu besar.

Principle

1, 2, 3, 6 2, 3 3, 4 3, 5, 6 3, 4 1, 2, 3, 6 4 4 1, 4 1, 2 1, 2 4 1, 2, 3 4 1 1, 6 3, 4 3, 4, 5, 6 2 4 2, 3, 4, 6 2

3 3 4 3 1

193


Q3N6 Q3N7 Q3N8 Q3N9 Q3N10 Q3N11 Q3N12 Q3N13 Q3N14 Q3N15 Q3N16 Q3N17 Q3N18 Q3N19 Q3N20 Q3N21 Q3N22 Q3N23 Q3N24 Q3N25 Q3N26 Q3N27 Q3N28 Q3N29 Q3N30 Q3N31 Q3N32

Design kurang menarik. Sebaiknya diperbaharui menjadi lebih bagus dan menarik. Kurang menarik. Tampilannya kurang menarik. Variasi musiknya kurang banyak dan musiknya kurang kekinian. Warnanya kurang menarik, suaranya kadang tak terlalu jelas. Tidak ada, sudah lumayan baik namun ukuran aplikasinya terlalu besar. Desainnya biasa. Ucapan dalam FLAP kadang terlalu cepat sehingga susah dimengerti. Bagian Review tidak bisa digunakan secara maksimal. Audio bagian puisi kurang keras. Desain kurang pas dan terlalu sederhana. Beberapa audio masih kurang jelas. Daftar lagu kurang banyak. Designnya kurang menarik. Background juga kurang menarik. Suaranya kurang jelas dan yang diucapkan dan di teks ada yang berbeda. Setiap sesuatu ada kelemahannya karena dibuat oleh manusia maka kita harus bisa menerima kelemahan itu. Mungkin masih di dalam desain, kurang halus. Kurang materi (jadi hanya beberapa konten). Bagian Review yang rekaman tidak bisa. Navigasinya kalau diback keback semua. Kurang berwarna. Unit Focusnya kurang. Lagu kurang banyak, story juga kurang banyak. Gambar masih agak terlihat kaku, beberapa audio masih terlalu rendah volumenya. Cara akses yang ribet bagi yang tidak punya HP. Desainnya biasa. Tampilan kurang menarik, lagu terbatas. Wallpaper depan tidak ganti. Tampilannya kurang menarik. Ucapannya ada beberapa yang terlalu cepat. Materinya masih sedikit. Lagunya kurang banyak. Background dan design.

3 3 3, 4 3, 4 1 3 4, 5 5 4 3, 4 3, 4 4 3 3, 4, 5 5, 6 4 3, 4 1 3 3 3 3 4 4 4 3

194


Code

Q4N1 Q4N2 Q4N3

Q4N4 Q4N5 Q4N6

Q4N7 Q4N8 Q4N9 Q4N10 Q4N11 Q4N12 Q4N13 Q4N14 Q4N15

Q4N16 Q4N17

Q4N18 Q4N19 Q4N20

Q4: Jika model pembelajaran Mobile Learning (mlearning) dengan menggunakan FLAP ini diterapkan, apa yang perlu diperhatikan atau diperbaiki? Berikan saran atau masukan untuk perngembangan aplikasi ini! Sudah bagus. Aplikasi ini harus ditingkatkan fitur/desainnya, dan juga materinya diperluas. Semua siswa diberikan fasilitas untuk FLAP ini seperti HP/Tablet. Yang praktis sehingga tidak ada kecemburuan sosial dan materi dapat diberikan dengan baik. Desain/background dibuat lebih menarik. Mungkin designnya dibuat lebih menarik lagi. Lagunya ditambah, dibuat yang familiar di telinga anak muda. Designnya sebaiknya diperbaiki. Materi sebaiknya divariasikan karena sudah banyak terdapat dimana-mana (contohnya cerita sudah banyak ditemui). Designnya diperindah, diberikan video. Masukannya ya dari kelemahannya itu. Audio. Mungkin designnya dibuat lebih menarik lagi. Lagunya dibuat yang familiar di telinga anak muda. Tingkatkan desain agar lebih menarik. Supaya pengucapannya tidak terlalu cepat. Background sebaiknya diganti gambar animasi. Audio bagian puisi. Bagian Fun lebih diperbanyak lagi. Desain, audio. Sebaiknya punya sebuah web sendiri untuk mendownload downloadable content yang selalu ditambahi. Agar saat pengguna sudah selesai bisa mendownload soal baru. Kurangnya tambahan materi, cerita-cerita sebaiknya ditambahkan yang lebih menarik. Tidak semua memiliki HP Android, jadi tidak semua bisa menggunakan. Tapi FLAP membantu pembelajaran listening. Tingkatkan design agar lebih menarik, sampul, lebih menarik lagi. Yang perlu dikembangkan: perbanyak isinya, diberi fitur lagi, dan perbaiki desainnya. Home tidak sesuai. Back/quit tidak sesuai.

Principle

3 4, 5 1

3 3, 4 3, 4

3 4 3 3 4 3 3, 4 3, 4

4 1

3 3, 4 5

195


Q4N21 Q4N22 Q4N23 Q4N24 Q4N25 Q4N26 Q4N27 Q4N28 Q4N29 Q4N30 Q4N31 Q4N32

Diberikan tingkatan (level), lebih banyak materinya, navigasinya dipermudah. Tampilan awal kurang menarik. Lagu dan story ditambah. Diberi video agar lebih menarik dan penggambaran lebih baik. Seharusnya ada pembagian handphone gratis biar semuanya punya dan pelajaran merata. Desain/background dibuat lebih menarik. Kurangnya materi, diberi video. Wallpaper depan. Materi ditambah. Tampilan dibuat menarik. Audio diperjelas. Ucapannya dipelankan/diperjelas. Musik ditambah. Semoga FLAP makin tenar dan jadi hits. Gambar model orangnya tidak berubah, atau lebih baik gambarnya bukan siswa. Sudah cukup, hanya saja lagunya perlu ditambah. Designnya perlu dikembangkan lagi.

4, 6 3, 4 4 1 3 3, 4 3 3, 4 4 3 4 3

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APPENDIX 11

INTERVIEW TRANCRIPTION

1) Need Analysis R : Researcher T: Teacher R T

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: Bagaimana pendapat Bapak tentang pembelajaran listening selama ini? : Menurut saya pembelajaran listening di kelas itu masih kurang. Seringnya kan kegiatan pembelajaran fokusnya lebih ke reading, writing, atau speaking. Jadi penilaiannya juga lebih ke skill yang lain selain listening. : Kegiatan pembelajaran yang fokus ke listening biasanya apa Pak? : Kalau saya biasanya saya putarkan video atau lagu. Di akhir pembelajaran, untuk refreshing, kadang saya putarkan lagu terus anakanak saya ajak nyanyi bersama. : Wah seru ya Pak. Anak-anak pasti semangat kalau diajak nyanyi bareng. Iya Mbak. Tapi kadang anak-anak jadi susah dikondisikan. Kalau merasa bosan terus maunya nyanyi aja. Jadi susah untuk fokus ke pelajarannya. Kalau sumber audionya dari mana saja Pak biasanya? : Dari internet Mbak. Saya ambilkan dari Youtube biasanya. Tapi ada sumber yang lain juga. : Menurut Bapak, apakah media belajar listening selama ini sudah cukup memadai? : Ya masih kurang sebenarnya Mbak. Kalau memutarkan audio di kelas kadang suaranya tidak menjangkau seluruh kelas. Jadi yang duduk di belakang sering tidak jelas. : Menurut pendapat Bapak apabila HP dijadikan media belajar listening bagaimana Pak? : Oh ya, bagus itu Mbak. Kalau di SMA kan memang HP boleh dibawa ke sekolah. Kalau di kelas saya juga anak-anak saya ijinkan mengaktifkan HP. Kadang kalau materinya sudah habis itu anak-anak saya minta searching materi dari internet. : Wah bagus itu Pak, jadi melibatkan anak-anak dalam menentukan materi yang ingin dipelajari. : Sebetulnya bagus kalau HP bisa dijadikan media pembelajaran. Soalnya kan selama ini HP fungsinya hanya untuk sosial media, game, ndengerin musik, foto. Tapi belum dimanfaatkan untuk media pembelajaran. : Menurut Bapak kendalanya apa saja kalau HP dijadikan sebagai media pembelajaran listening?

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T

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: Mengontrolnya Mbak. Bagaimana kita mengecek kalau anak-anak itu benar-benar memakai HP mereka itu untuk belajar listening, bukan yang lain. : Kalau dari segi materinya bagaimana Pak? : Ketersediaan materi listening yang khusus sesuai dengan materi anak SMA juga masih terbatas Mbak. Kebanyakan masih umum. : Ada masukan lagi Pak seandainya HP digunakan sebagai media belajar listening? : Kalau untuk dipakai di dalam kelas, guru sebaiknya merancang kegiatan pembelajarannya semenarik mungkin. Jadi anak-anak tidak bosan. Kemudian tentang controlling-nya tadi Mbak. Jadi jangan sampai HPnya malah disalahgunakan untuk hal-hal lain. : Oh ya Pak, terimakasih banyak atas masukannya. : Ya, sama-sama Mbak.

2) Media Validator V4: Dr. Dwijoko Purbohadi, ST. MT. R : Researcher R V4 R V4 R V4 R V4 R V4 R

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: Pendapat Bapak tentang FLAP (Fun Listening Application) secara umum seperti apa? : Ya intinya bagus. Yang kedua bagaimana caranya agar siswa itu gampang ndownload. Mungkin harus akses website. : Mungkin di playstorekan Pak maksudnya? : Ya bisa. : Soalnya yang bisa memplaystorekan itu tutor kami pak. Jadi yang sudah punya akun di playstore gitu Pak. : Atau mungkin lewat website biasa juga bisa. : Kemudian, kelebihan dari FLAP itu apa saja Pak? : Sebenarnya kalo sampai sejauh ini masih biasa saja. Mungkin nanti bisa diexplore lagi. : Kalau hubungannya dengan listening gimana Pak? Mungkin tentang audionya. : Iya itu audionya komentar saya itu tadi, audionya masih kurang jelas. : Oh ya Pak. Saya sebetulnya bingung juga Pak. Soalnya App Inventor itu ada keterbatasan size pak. Jadi kalau membuild apk lebih dari 5 mb, ada warning Pak. Tapi saya coba lebih dari 10 mb, ternyata bisa, tapi agak lama. : Itu saya kira raw-nya. Jadi file aslinya memang kurang bagus. Terus gambarnya agak sedikit buram gitu, tombolnya juga. Sama tentang penyimpanan data. Jadi kalau ingin mempelajari di rumah, mereka bisa dimonitor, kesulitannya apa sih. Sampai mana belajarnya. : Termasuk yang scoring itu juga ya Pak? : Iya. Dia scoringnya sampai berapa. Kalau rendah itu dia kesulitannya dimana, jadi bisa kelihatan. 198


R

V4 R V4 R V4

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: Itu sebetulnya masih saya tanyakan ke tutor saya Pak. Tentang penyimpanan data, misal siswa mengerjakan latihan nanti scorenya tersimpan dimana. Kami juga belum tahu caranya gimana Pak. Baru diberitahu kalau ini pakai Tinydb, tapi belum diberitahu caranya. Mungkin ada lagi yang lain Pak? : Fontnya terlalu lebar, Mbak. Kalau ukuran HP terlalu lebar. : Oh ya Pak. Tapi kalau jenisnya tidak masalah kan Pak? : Iya. : Kalau masalah desainnya Pak? Pembagian yang Focus, Fun, Final itu gimana Pak? : Sudah. Sama itu lho Mbak, yang bagian blanks tadi itu diberi clue huruf awalnya apa gitu sehingga anak-anak jadi lebih mudah dalam mengerjakan. : Mungkin ada lagi masukan Pak? : Saya kira itu. Mungkin tinggal penerapannya saja ya. Kalau dibagikan di kelas mungkin nggak akan ada yang ngeplay. Jadi gurunya harus memberi tugas dan memonitor siswanya. : Ya, terima kasih banyak Pak atas masukannya.

3) Materials Validator V1: Priyanta Ari Nugraha, S.Pd. R : Researcher R V1 R

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Selamat pagi, Pak Ari. Ya, pagi. Saya mau minta pendapat Bapak tentang FLAP. Secara umum FLAP itu bagaimana Pak? Kalau secara garis besar, saya bilang bahwa FLAP ini sangat menarik, really interesting. Kenapa? Karena, nowadays most of students use their cellphones. Artinya apa? Ketika cellphones itu digunakan tidak hanya untuk kesenangan saja, tapi untuk mendukung pembelajaran mereka, itu akan sangat menarik. Sehingga mereka akan mengatakan bahwa device ini tidak hanya mengganggu saya, tapi mendukung saya dalam proses pembelajaran. Iya Pak. Yang saya harapkan juga seperti itu Pak. Jadi HP tidak hanya untuk sosial media atau nge-game, tapi bisa untuk pembelajaran juga. Jadi mereka tidak wasting time using their cellphone, kan? Jadi tidak hanya membuang-buang waktu saja. Kalau tentang listening skill Pak, apakah aplikasi ini dapat membantu siswa dalam belajar listening? Apakah sudah sesuai? Untuk listeningnya, kita bisa bilang ada beberapa di sana levelnya kalau untuk SMA ada yang masih rendah. Tapi ada juga yang terlalu tinggi. Hanya perlu penyetaraan saja. Pengukuran level untuk anak

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SMA itu seberapa kosakatanya. Kemudian speed dari native speakernya itu juga perlu dipertimbangkan. Kenapa? Mungkin referensinya bisa melihat style yang digunakan dalam UN. Tidak apaapa kita menaikkan levelnya sedikit dari UN, tapi jangan terlalu jauh. Di bagian Final juga sudah saya sertakan contoh-contoh soal dari UN tahun sebelumnya Pak. Kalau misalnya ada soal dari UN, sertakan saja sumbernya, biar anak-anak tahu bahwa style UN seperti ini. Jadi mereka akan interested listening to the materials. Kemudian tentang keunggulan FLAP yang lain menurut Bapak apa lagi? Keunggulan FLAP yang lain yang jelas dari segi biaya. Karena sekolah tidak harus menyediakan lab bahasa kalau kita sudah punya ini. Karena anak-anak sudah membawa lab bahasanya sendiri. Selain itu, fleksibel juga. Jadi bisa menghemat ruang. Kalau kelemahannya menurut Bapak? Kalau kelemahannya dari segi material tadi ya. Mungkin perlu broaden the materials. Kelemahannya mungkin kalau kita menemukan tempat dimana mayoritas ekonominya menengah ke bawah. Dan mereka tidak mampu membeli device ini. Mungkin itu bukan kelemahan ya, tapi salah satu kendalanya. Jadi salah satu kendala kalau FLAP ini dipakai dalam pembelajaran itu tadi ya Pak? Tapi itu bisa disiasati kok. Yang tidak punya device ini bisa ndompleng dengan temannya. Kemudian, saran atau masukan dari Bapak untuk pengembangan media ini atau kalau model pembelajaran mobile learning ini diterapkan di kelas? Saran saya ketika ini mau dipakai di dalam kelas, kita harus pengawasan penggunaan. Kita harus ngecek anak-anak bahwa benarbenar tertarik dengan materi ini dan mereka benar-benar menggunakan device ini untuk FLAP, bukan untuk yang lain. Misalnya kita sudah percaya sama anak-anak, mereka serius kok mendengarkan, tapi ternyata yang didengarkan lagu atau video, kita kan nggak tahu. Saran saya adakah “Yakinkan!”. Bagaimana meyakinkan anak-anak bahwa mereka menggunakan ini. Caranya ya penilaiannya harus valid. Misalnya, setelah dari situ ada penyekoran akhir, setelah itu sudah diautomatically locked, langsung dishare kepada servernya – ke gurunya. Iya betul Pak. Jadi kita bisa ngecek progressnya anak. Jadi kita bisa memberikan feedback ke anak. Misal ada yang nilainya rendah sekali, kita bisa cek. Kita bisa tahu jawaban yang salah dimana. Kita jadi tahu kelemahannya dimana. Oo ternyata materi ini dia belum paham, kita terangkan sedikit. Atau tanya teman sebaya, kalau mengalami kesulitan. Jadi akan sangta efektif kalau kita tahu scorenya dari anak. Mungkin ada lagi saran untuk aplikasi ini Pak?

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Saya rasa saran saya itu tadi, terus dikembangkan saja materinya semenarik mungkin. Satu lagi, materi tentang Song itu menarik sekali. Tapi kalau bisa kita mencari song yang related to the materials. For example, I ever used the song from The Purple “Soldier of Fortune” to tell about Narrative. Jadi kita cari lagu yang anak-anak belum tahu,. Misalnya kita ingin menerangkan tentang Adjective, jadi Adjective-nya dihilangkan. Untuk narrative, Verb 2nya dihilangkan. Jadi sudah spesifik. Ya Pak, mungkin yang di FLAP masih terlalu umum ya Pak? Missing words-nya nggak usah terlalu banyak nggak apa-apa. Yang penting main goalnya adalah to tell students about the kinds of words that we want to explain. Ya Pak, terimakasih atas sarannya. Di sini mungkin belum spesifik karena Songnya untuk Fun materials di aplikasi ini Pak. Untuk Fun-nya mungkin bisa dimasukkan Silly Riddles gitu. For example, tongue twisters. Misalnya: How many can can a can can.... If a can can can a can.... Sederhana saja, misalnya berapa kata “can” yang digunakan? Dari pertama diperdengarkan misalnya mereka menjawab 10, ternyata jawabannya 15. Kemudian secondly, menjawab 13. Itu progress juga. Simpel. Mereka akan feel interested kok. Ya Pak. Terimakasih banyak atas masukannya Pak.

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4) USERS VALIDATION S19 : Nehemia R

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Morning, Teja. Mau tanya nih tentang FLAP, menurut kamu gimana? Cukup menarik. Membantu dalam belajar bahasa Inggris. Kalau dari segi materi? Sudah cukup, tapi mungkin bisa ditambahkan lagi. Kalau dari segi pembagian di menu utama itu, ada Focus, Fun, Final, Forum menurut kamu gimana? Sudah bagus sih yang tiga itu. Tapi yang Forum masih belum jelas buat apa. Oh itu untuk sharing. Kalau keunggulan FLAP apa saja? Portable. Bisa belajar dengan HP, nggak usah buka buku. Kalau kaitannya dengan pembelajaran listening, menurut kamu gimana? Apakah sudah cukup membantu? Cukup membantu. Bisa menambah kosakata bahasa Inggris dan meningkatkan kemampuan listening bahasa Inggris. Kalau soal-soal latihannya? Sudah lumayan kompleks. OK. Ada lagi masukan atau komentar tentang FLAP? Sudah itu saja. OK. Makasih ya.

S9: Grace R

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Minta waktunya sebentar ya. Mau tanya-tanya nih tentang FLAP? Oya, namanya siapa? Grace. OK, Grace. Menurut pendapat kamu secara umum FLAP itu gimana? Menurut saya, audionya masih kurang Mbak. Masih kayak rekaman gitu lho. Jadi masih kurang jelas. Oya. Terus bagian dari FLAP yang kamu suka apa? Lagu. Yang bagian missing lyrics itu Mbak. Kalau dari segi materi menurut kamu gimana? Sudah bagus, tapi perlu lebih diperbanyak lagi. Kalau hubungannya sama pembelajaran listening gimana? Dapat membantu menguatkan kemampuan mendengar kita Mbak, selain itu bisa memperbanyak kosakata juga. Ada lagi saran atau masukan? Sudah, gitu aja Mbak. OK, makasih ya.

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S15: M. Zhafran R S15

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Menurut pendapat kamu secara umum FLAP itu gimana? Sudah bagus. Cuma yang latihannya itu kan cuma 15. Menurutku masih kurang. Jadi kalau sudah dikerjakan semua nanti kan sudah habis. Jadi salah satu kekurangannya itu ya. Kalau kelebihannya menurut kamu apa? Materinya macam-macam. Kayak narasi. Terus simpel juga. Bagian dari FLAP yang kamu suka apa? Yang bagian Fun-nya itu Mbak. OK. Ada lagi saran atau masukan? Yang tadi itu Mbak. Soalnya terlalu sedikit. Mungkin bisa dikasih kayak game-game itu, ada downloadable contentnya. Jadi bisa ngupdate terus. Nanti kita tinggal download gitu. OK. Thank you ya.

S13: Korinta R S13

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Hai Korinta. Mau tanya-tanya nih. Menurut kamu FLAP itu gimana? Menurut saya FLAP itu aplikasi yang menarik, bisa menambah pengetahuan, bisa menambah keinginan kita buat belajar, terutama listening lebih semangat daripada baca buku. Lebih menyenangkan. Kalau keunggulan FLAP apa saja? Bagian apa saja? Bagian yang blank space itu. Oh yang missing lyrics. Yang Fun itu ya? Iya Mbak. Kalau kekurangannya apa saja? Background-nya warnanya dibuat lebih menarik lagi. Kalau dari segi materi? Materinya itu kalau bisa secara berkala diganti. Jadi diperbarui terus. Oh jadi bisa update gitu ya? Iya Mbak. Mungkin bisa di-link-kan ke internet. OK. Makasih atas masukannya ya.

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S2: Ake Widayastomo R S2

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Halo Ake. Menurut pendapat kamu FLAP itu gimana? Sudah lumayan bagus, cuma masih ada kekurangan di bagian desainnya. Ada lagi bagian yang perlu diperbaiki dari FLAP? Ya tadi itu Mbak. Desainnya di-waw-in lagi. Terus materinya ditambah lagi. Ada usulan atau hal yang perlu ditambahkan? Diperluas aja isinya. Yang penting dibuat menarik. Kalau audionya gimana menurut kamu? Pilihan audionya? Sudah sesuai. It is fantastic. Ada lagi tambahan mungkin? Oya, terimakasih sudah memberikan aplikasi yang sangat berguna ini. Sama-sama.

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APPENDIX 12

PHOTO DOCUMENTATION

The researcher is distributing the questionnaire

The students are using FLAP and filling in the questionnaire (Preliminary Field Testing)

The students are using FLAP and filling in the questionnaire (Main Field Testing)

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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