ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL

ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL

STUDENTS’ SPEAKING SKILL

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M. Hum.)

in English Language Studies

by

Susanti Malasari

Student Number: 136332038

SANATA DHARMA UNIVERSITY

YOGYAKARTA

April, 2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL

STUDENTS’ SPEAKING SKILL

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M. Hum.)

in English Language Studies

by

Susanti Malasari

Student Number: 136332038

SANATA DHARMA UNIVERSITY

YOGYAKARTA

April, 2017


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DEDICATION PAGE

life is about to choose ...

... whether you want to be strong or weak... happy or sad ...

whatever your choice is, live your life fully ... because your life depends on how you shape it ...

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


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ACKNOWLEDGEMENTS

First of all, I would like to praise my God, Allah SWT, for the Most

Gracious love, mercy and guidance. His strength empowers me to face this life

especially in writing my thesis.

My greatest gratitude goes to my thesis advisor, Dr. B. B. Dwijatmoko,

M. A. for his time, advice, ideas, comments, suggestions and also his patience in

guiding me during the writing process of my thesis. I would also thank F. X.

Mukarto, Ph. D. for his best guidance, advice and support for SEAMOLEC

students. My deepest gratitude goes to all the lecturers of The Graduate

Study Program Of English Language Studies for sharing their knowledge and

helping me broaden my knowledge and skill. My gratitute also goes to the

Director of SEAMOLEC, Dr. Ir. Gatot Hari Priowirjanto, and SEAMOLEC

for funding and sharing useful knowledge about technology for the future

education. A great appreciation goes to Henny Herawati, S. Pd., M. Hum. for

inspiring my life through her drawings and poems. My deepest thank goes to all

the staff at secretariat and Pak Mul for their help during my study. I would also

thank Sanata Dharma University librarians for their kindness in helping me

finding references that were useful for my study and my thesis.

I truly thank the principal of SMAN 3 Bantul Drs. H. Endah Hardjanto,

M. Pd. for giving me the opportunity to conduct my research there. I also

appreciate Sri Rachmawati, S. Pd., Fidelis Chosa Kastuhandani, M. Hum,

Willy Sudiarjo Raharjo, S. Kom, M. Cs., and Guntur Sarwohadi, S. T for


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spending their time to be my research validators. Your suggestions and advice are

very useful for the process of writing my thesis. I thank Mas Oki and Ika for

helping me dealing with the Android application. I also appreciate Grade X3

students of SMAN 3 Bantul for their willingness to be my research participants.

My gratitude goes to my family: My Father, Murjoko Maiyanto, my

mother, Warsih, my younger brother, Ari, my sister-in-law, Dhesi and my little

niece, Meisya. I thank them for their love, support, prayers and encouragement. I

also thank for every smile, every joke, every great moment in my life and

everything they have given to me. May God always give us a great amount of

peace so that we can have such a great live in this world.

My special thanks go to my colleagues in my office for coloring my

working days. They all have been so nice and great friends in the office. I also

thank Rizal for his help and support. My deepest thanks go my SEAMOLEC

and KBI 2013 friends, who are so friendly and kind. I would express my

gratitude for Mbak Pipit, Anin and Askar for encouraging me to finish this

study. I also thank Mas Kasan Kurdi for the photo that beautifies my dedication

page.

Last but not least I would like to express my deepest thanks to everybody

who has helped and supported me in writing my thesis and for those who have

come and beautified my life. I cannot mention one by one but I truly thank them

for everything they have given to me. May God bless you all.

Susanti Malasari


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TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................ i

APPROVAL PAGE ...................................................................................... ii

DEFENSE APPROVAL PAGE ................................................................... iii

DEDICATION PAGE ................................................................................... iv

STATEMENT OF ORIGINALITY ............................................................ v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ......................... vi

ACKNOWLEDGEMENTS .......................................................................... vii

TABLE OF CONTENTS .............................................................................. ix

LIST OF TABLES ........................................................................................ xii

LIST OF FIGURES ...................................................................................... xiii

LIST OF APPENDICES .............................................................................. xiv

ABSTRACT ................................................................................................... xv

ABSTRAK ....................................................................................................... xvi

CHAPTER I: INTRODUCTION ................................................................ 1

A. Background of the Study . ........................................................................... 1

B. Problem Identification ................................................................................ 4

C. Research Questions .................................................................................... 5

D. Research Goals ........................................................................................... 5

E. Research Benefits ....................................................................................... 6

CHAPTER II: LITERATURE REVIEW .................................................... 7

A. Theoretical Review ..................................................................................... 7

1. Speaking .............................................................................................. ... 7

a. The Nature of Speaking ...................................................................... 8

b. Microskills of Speaking ..................................................................... 10

c. Speaking Aspects ............................................................................... 11

d. Types of Classroom Speaking Performance ...................................... 14

e. Teaching Speaking ............................................................................ 15

f. Teaching Speaking with Technology ................................................. 18

2. Mobile Learning ..................................................................................... 20

a. The Nature of Mobile Learning ......................................................... 20

b. MALL ............................................................................................... 23

3. Android ............................................................................................... 27

a. The Nature of Android ...................................................................... 27

b. Android Features ............................................................................... 30

c. MIT App Inventor ............................................................................. 31

d. The Advantages of Applying Android in Education ......................... 36


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4. Instructional Design ................................................................................ 36

a. ADDIE Model ................................................................................... 37

b. Dick and Carey Model ...................................................................... 39

5. English for Senior High School .............................................................. 43

a. Senior High School ........................................................................... 44

b. Speaking for the Tenth Grader in 3 Bantul Senior High School ....... 45

B. Review on Related Studies ......................................................................... 45

C. Theoretical Framework .............................................................................. 47

CHAPTER III: RESEARCH METHODOLOGY ..................................... 50

A. Research Method ........................................................................................ 50

B. Research Design .......................................................................................... 52

C. Research Setting and Participants .............................................................. 55

1. Research Setting ..................................................................................... 55

2. Research Participants .............................................................................. 55

D. Data Gathering Technique ......................................................................... 56

E. Research Instruments .................................................................................. 58

1. Questionnaire .......................................................................................... 58

2. Interview ................................................................................................. 60

F. Data Analysis Technique ............................................................................ 61

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ............. 66

A. The Processes of Developing the Learning Media (ETALK) .................... 66

1. Information Collecting ........................................................................... 66

a. Syllabus Analysis .............................................................................. 67

b. Need Analysis Questionnaire and Interview Script Design ............... 70

c. The Need Analysis from Questionnaire Results ................................ 72

d. The Need Analysis from Interview Results ....................................... 80

2. Planning .................................................................................................. 84

3. Development ........................................................................................... 87

a. Developing the Materials .................................................................. 87

b. Developing the Storyboard and Flowchart ......................................... 89

c. Developing the Application Using App Inventor ............................... 91

d. Building the Application into.apk File ............................................... 93

e. The Experts Validation ....................................................................... 94

f. The Revision of the Application ......................................................... 103

4. Implementation ....................................................................................... 104

5. Evaluation ............................................................................................... 111

B. The Presentation of e-talk ............................................................................ 111

1. Home page of the Application ................................................................ 113


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2. Introductory Page of the Application ..................................................... 114

3. The Menu of the Application .................................................................. 115

4. The Vocabulary Feature ......................................................................... 116

5. The Grammar Feature ............................................................................. 120

6. The Expression Feature .......................................................................... 124

7. The Conversation Feature ....................................................................... 129

8. The Project Feature ................................................................................. 131

C. How E-talk Improves Senior High School Students’ Speaking Skill ....... 132

CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 137

A. Conclusions . ............................................................................................... 137

B. Suggestions ................................................................................................. 139

BIBLIOGRAPHY ......................................................................................... 141

APPENDICES ............................................................................................... 145


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LIST OF TABLES

Table 2.1 Micro Skills of Oral Communication .............................................. 11

Table 2.2 Four Categories of Speaking Skill .................................................. 13

Table 3.1 The Combined Model of R & D and ADDIE Model ...................... 51

Table 3.2 The Description of the Expert Validators ....................................... 56

Table 3.3 Stages, Instruments, Participants, Data and Aims .......................... 56

Table 3.4 The Description of Need Analysis Questionnaire Results .............. 62

Table 3.5 The Conversion Table of the Raw Scores into Converted Score ... 63

Table 3.6 The CRE Scales .............................................................................. 63

Table 3.7 The Description of the Validation Questionnaire Results .............. 65

Table 4.1 The Competency Standard and the Basic Competence of Speaking Skill

for Grade X ................................................................................... 67

Table 4.2 Grade Tenth’s Semester 1 and 2 Speaking Materials ..................... 68

Table 4.3 The Selected Speaking Materials for the Application .................... 69

Table 4.4 The Working Concepts of Need Analysis Questionaire and Interview

Script ............................................................................................... 70

Table 4.5 The Teaching of Speaking in the Classroom .................................. 73

Table 4.6 The Students’ Speaking Strategies .................................................. 75

Table 4.7 The Media Used by the Students to Practice Speaking .................. 76

Table 4.8 The Students’ Aspects of Speaking ................................................ 78

Table 4.9 The Topics, Materials, Activities and Learning Objectives ........... 85

Table 4.10 Features and Activities .................................................................. 86

Table 4.11 The Parts and the Contents of Each Part in e-talk ......................... 90

Table 4.12 The Descriptive Statistics of Material Experts’ Opinion .............. 95

Table 4.13 The Descriptive Statistics of Media Experts’ Opinion ................. 96

Table 4.14 The Description of the Categorization of the Scores .................... 98

Table 4.15 The Comments and Suggestions from the Experts ....................... 103

Table 4.16 The Students’ Opinion about the Materials .................................. 106

Table 4.17 The Students’ Opinion about the Media ....................................... 107

Table 4.18 The Students’ Opinion about the Use of E-talk to Practice Speaking

.................................................................................................... .. 108


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LIST OF FIGURES

Figure 2.1 Android System Architecture ........................................................ 29

Figure 2.2 The Designer Interface .................................................................. 34

Figure 2.3 The Blocks Editor .......................................................................... 35

Figure 2.4 The Emulator ................................................................................. 35

Figure 2.5 The ADDIE Model ......................................................................... 39

Figure 2.6 The Dick and Carey Model ............................................................ 42

Figure 2.7 Theoretical Framework Model ...................................................... 48

Figure 3.1 The Writer’s Combined Model of ADDIE and R & D ................. 54

Figure 4.1 Home page of e-talk ...................................................................... 113

Figure 4.2 E-talk Introductory Page 1 ............................................................. 114

Figure 4.3 E-talk Introductory Page 2 .............................................................. 114

Figure 4.4 Menu Screen of E-talk ................................................................... 116

Figure 4.5 The Vocabulary Screen of E-talk .................................................. 116

Figure 4.6 The Vocabulary Topic Screen of E-talk ........................................ 117

Figure 4.7 The Vocabulary List ...................................................................... 118

Figure 4.8 The Pronunciation Practice ............................................................ 118

Figure 4.9 The Pronunciation Drill Feedback .................................................. 119

Figure 4.10 Vocabulary Quiz Screen .............................................................. 120

Figure 4.11 The Feedback and Score .............................................................. 120

Figure 4.12 The Grammar Topic .................................................................... 121

Figure 4.13 The Grammar Activity ................................................................. 121

Figure 4.14 The Grammar Explanation Screen ............................................... 121

Figure 4.15 The Grammar Exercise 1a ........................................................... 122

Figure 4.16 The Grammar Exercise 1b ........................................................... 122

Figure 4.17 The Grammar Exercise 1 Score ................................................... 123

Figure 4.18 The Grammar Exercise 2a ........................................................... 124

Figure 4.19 The Grammar Exercise 2b ........................................................... 124

Figure 4.20 The Grammar Exercise 2 Feedback and Score ............................ 124

Figure 4.21 The Expression Screen of E-talk ................................................. 125

Figure 4.22 The Expression Topic Screen of E-talk ....................................... 126

Figure 4.23 The Expression List ..................................................................... 127

Figure 4.24 The Pronunciation Practice Screen .............................................. 127

Figure 4.25 The Pronunciation Drill Feedback ............................................... 127

Figure 4.26 The Speak Up Screen ................................................................... 129


Figure 4.28 The Conversation Screen a .......................................................... 130

Figure 4.29 The Conversation Screen b .......................................................... 130


Figure 4.31 The Project Screen ....................................................................... 132


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LIST OF APPENDICES

Appendix 1 English Syllabus of Senior High School Grade X ...................... 146

Appendix 2 The Blueprint of Questionnaires ................................................. 154

Appendix 3 The Flowchart and Storyboard of E-talk ..................................... 160

Appendix 4 Need Analysis Questionnaire ...................................................... 183

Appendix 5 Experts Validation Questionnaire ............................................... 188

Appendix 6 Users Validation Questionnaire .................................................. 194

Appendix 7 Interview Guidelines ................................................................... 197

Appendix 8 The Results of Need Analysis Questionnaire ............................... 199

Appendix 9 The Results of Experts Evaluation Questionnaire ....................... 203

Appendix 10 The Results of Users Validation Questionnaire ......................... 210

Appendix 11 Interview Transcription ............................................................. 216

Appendix 12 Photo Documentation ................................................................ 229

Appendix 13 Permission Letter ....................................................................... 230


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ABSTRACT

Malasari, Susanti. 2017. Android Application to Improve Senior High School

Students’ Speaking Skill. Yogyakarta: The Graduate Program in English

Language Studies, Sanata Dharma University.

Being able to communicate in English fluently is the concern of every

individual in this world because it gives some advantages in this life. For

example, a fluent English speaker can get more opportunities to study or work

overseas. The importance of being fluent in English influences the Senior High

School students to improve their speaking fluency. In order to be able to

communicate in English fluently, the students should practice it frequently.

However, they have limited English exposures and opportunity to use English. In

the classroom, the opportunity to use English is limited because of the limited

time. In addition, the students rarely have chances to use English outside the

school because the environment has limited English exposure. Therefore, the

writer is interested in designing an Android application for Senior High school

students. The application can be used as the supplementary materials for the

students to practice their speaking both inside and outside the school.

There are two questions formulated in the problem formulation, they are:

(1) What does the Android application for Senior High School students look like?

(2) How does the Android application improve Senior High School students’

speaking skill?

In order to answer the problems, the research combined ADDIE model

with Borg and Gall’s (1983) R & D cycle. The quantitative and qualitative data

were used as the main data of this study. The quantitative data were obtained from

qustionnaire; while the qualitative data were obtained from the open ended

questions in the questionnaire and interview.

The answer of the first question shows the description of the Android

application. The application is named e-talk. E-talk is an English learning

application which is aimed to improve Senior High School students’ speaking

skill. This application consists of five main features: vocabulary, grammar,

expression, conversation and project which are developed based on the speaking

theories proposed by Harmer (2001), Goh and Burns (2012) and Louma (2004).

On the other hand, the application was designed based on the principles of mobile

learning proposed by Elias (2011) and Egbert and Handson-Smith (1999). Each

feature in the application provides some activities based on the aspects of

speaking which is developed based on the learning objectives stated in the

syllabus. The answer of the second question concerns with how the application

improve the Senior High School students’ speaking skill. The result shows that

the application eases speaking practice by the mean score 1.5 out of 2. It helps the

students improve their vocabulary, pronunciation, fluency and comprehension

through the features and activities provided in the applications

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


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ABSTRAK

Malasari, Susanti. 2017. Aplikasi Android untuk Meningkatkan Kemampuan

Speaking Siswa Sekolah Menengah Atas. Yogyakarta: Program Pascasarjana

Kajian Bahasa Inggris, Universitas Sanata Dharma.

Berbahasa Inggris secara lancar menjadi perhatian setiap individu di

seluruh dunia karena memberikan beberapa keuntungan. Contohnya, seseorang

yang dapat berkomunikasi dengan Bahasa Inggris mempunyai kesempatan yang

lebih banyak untuk dapat belajar maupun bekerja di luar negeri. Pentingnya

berbahasa Inggris dengan lancar mempengaruhi siswa Sekolah Menengah Atas

untuk meningkatkan kemampuan berhahasa Inggrisnya. Untuk itu, siswa perlu

mempraktikkannya secara rutin. Akan tetapi, mereka mempunyai kesempatan

terbatas untuk menggunakan Bahasa Inggris. Di kelas, siswa hanya mempunyai

sedikit kesempatan untuk praktik karena keterbatasan waktu. Sedangkan di luar

kelas, siswa jarang menggunakan Bahasa Inggris karena mereka tidak

bersosialisasi dengan Bahasa Inggris. Oleh karena itu, penulis tertarik untuk

mendesain sebuah aplikasi Android yang dapat digunakan para siswa sebagai

materi tambahan untuk praktik berbahasa Inggris baik di dalam maupun di luar

kelas.

Terdapat dua pertanyaan yang dinyatakan dalam rumusan masalah, yaitu:

(1) Seperti apakah aplikasi Android untuk Siswa Sekolah Menengah Atas? (2)

Bagaimanakah aplikasi Android tersebut meningkatkan kemampuan speaking

siswa Sekolah Menengah Atas?

Untuk menjawab pertanyaan tersebut, penelitian ini menggabungkan

model instruksional ADDIE dan siklus Penelitian dan Pengembangan milik Borg

dan Gall (1983). Data kuantitatif dan kualitatif digunakan sebagai data utama pada

penelitian ini. Data kuantitatif diperoleh dari kuesioner, sedangkan data kualitatif

diperoleh dari pertanyaan uraian yang terdapat pada kuesioner serta wawancara.

Jawaban dari pertanyaan pertama adalah deskripsi aplikasi Android.

Aplikasi tersebut diberi nama e-talk. E-talk adalah aplikasi pembelajaran Bahasa

Inggris yang ditujukan untuk meningkatkan kemampuan speaking siswa Sekolah

Menengah Atas. Aplikasi ini terdiri dari lima fitur utama, yaitu: vocabulary,

grammar, expression, conversation dan project yang dikembangkan berdasarkan

teori-teori speaking yang dikemukakan oleh Harmer (2001), Goh dan Burns

(2012) dan Louma (2004). Sedangkan aplikasi tersebut didesain berdasarkan

prinsip-prinsip pembelajaran mobile yang dikemukakan oleh Elias (2011) dan

Egbert dan Handson-Smith (1999). Setiap fitur pada aplikasi tersebut

menyediakan aktivitas-aktivitas berdasarkan aspek-aspek speaking yang

dikembangkan berdasarkan tujuan pembelajaran pada silabus. Jawaban dari

pertanyaan kedua membahas tentang bagaimana aplikasi tersebut membantu siswa

Sekolah Menengah Atas meningkatkan kemampuan speakingnya. Hasil penelitian

menunjukkan bahwa aplikasi tersebut meningkatkan kemampuan speaking

dengan skor rerata 1.5 dari skor maksimal 2. Aplikasi tersebut membantu siswa

meningkatkan kosakata, pengucapan, kelancaran dan pemahaman mereka melalui

fitur-fitur dan aktivitas-aktivitas yang terdapat pada aplikasi tersebut.


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CHAPTER I

INTRODUCTION

This chapter consists of five major parts. The first part, background of the study,

explains the writer‟s reasons in choosing the topic. The second part, problem

identification, formulates the problems that the writer wants to discuss. The third

part, research questions, presents the questions to be answered in this study. The

fourth part, research goals, presents the goals of this study. In addition, the last

part, research benefits, explains some benefits of this study.

A. BACKGROUND OF THE STUDY

As an international language, English is widely used in every aspect of life

such as science, technology and trade. This condition encourages people to be

able to communicate in English because they consider that English is an important

language in the globalization era. Besides important, English is also considered as

beneficial because it can help people communicate with people around the world,

get better access of technology and have better education and jobs. There are four

skills that people need to acquire when they are learning English; listening,

speaking, reading and writing. Speaking is one of the English skills that plays an

important role in language studies because it is related to the development of

communication skill. Speaking is defined as a process of building and sharing

meaning through the use of verbal or oral form (Chaney, 1988 and Gebhard,


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1996). Speaking consists of producing systematic verbal utterances to convey

meaning (Nunan, 2003).

There are four components underlying speaking competency proposed by

Canale and Swain (1980); grammatical competence, sociolinguistic competence,

discourse competence and strategic competence. Grammatical competence deals

with the construction of grammatical sentences including vocabulary and

pronunciation. Sociolinguistic competence deals with how the utterances are

produced and understood in different contexts. Discourse competence deals with

the rules of cohesion and coherence. Strategic competence deals with how the

speaker uses the language to achieve the communicative goals. Those four aspects

are important points for English learners to consider if they want to be able to

speak English well.

In fact, most people have difficulties to accomplish those components in

their speaking. Therefore, they feel reluctant to practice their speaking skill.

Moreover, they have limited English exposure in their environment because

Indonesia is not an English speaking country. From the stated problem, it can be

seen that limited English exposure makes students rarely practice their English. It

makes students get difficulties in pronouncing words, recognizing new vocabulary

and producing grammatical sentences. To overcome the problems, teachers need

to facilitate their students to practice their English inside and outside the

classroom by providing a tool which can provide them with enough English

exposure.


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The development of technology makes significant changes in people‟s life.

Technology helps people to be more efficient by providing some tools which ease

people‟s work. Technology can also help people in the educational systems such

as teaching English as a foreign language. Since the object of the study is Senior

High School Students, technology is used to facilitate them because they are

enthusiastic about technology. In addition, they like spending their time to use

gadgets to play games, listen to music, and mingle with friends in social media.

This is an opportunity for teachers to develop technology in teaching and learning

processes.

In this case, technology can be used as a tool which can help teachers to

teach English easily and practically by using the mobile technology in language

learning. Mobile learning as an educational activity makes sense only when the

technology in use is fully mobile and when the users of the technology are also

mobile while they learn (El-Hussein and Cronje 2010). It means that mobile

learning enables students to have a mobile learning process which can be accessed

anytime and anywhere. The use of technology in English language learning also

enables English learners to have an enjoyable learning because it provides the

learners with some interesting features which will make the learners become more

motivated and become independent learners.

Android is one of the examples of the development of technology which is

useful for people. Android is a mobile operating system that is based on a

modified version of Linux Li (2012). There are many features provided by

Android such as Storage, Connectivity, Messaging, Web browser, Media support,


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Hardware support, Multi-touch, Multi-tasking, Flash support and Tethering (Li,

2012). Those features makes android has similar systems to computer systems.

Therefore, it enables teachers to use android to make teaching media which can

make English teaching and learning processes easier; especially speaking skill.

By using Android, teachers can make interesting and interactive speaking

activities which can motivate students to practice their English. The more the

students practice their speaking, the better English communication they have.

Therefore, it would be more effective to learn through practicing rather than

attending lectures or trying to understand theories. The Android application will

provide accessible English exposures which enable the students to practice their

English anytime and anywhere to facilitate the students to improve their speaking

skill.

B. PROBLEM IDENTIFICATION

Speaking is considered as hard by many students because they do not have

enough time to practice it both at school and outside the school. Besides, the

students feel shy to practice their English because they are not good at

pronouncing the English words. The lack of vocabulary is also one of the

problems in improving their speaking skill at school. Commonly, teachers ask the

students to speak English in the classroom or have a role play while they are

learning some expressions. Those ways are good but they are less effective for the

students because they only have limited time to those kinds of activities in the

classroom. The lack of English exposure inside and outside the class makes the


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students have difficulties in acquiring the language which have bad effects for

their speaking skill.

C. RESEARCH QUESTIONS

There are two research questions in this study. They are listed as follows:

1. What does the Android application for Senior High School students look like?

2. How does the Android application improve Senior High School students‟

speaking skill?

D. RESEARCH GOALS

In this study, there are two objectives that the writer wants to achieve. The

first is goal is the final version of the iconic model of the Android application. The

materials provided in the android application model are designed according to the

Senior High School learning objectives stated in Curriculum 2006. The model will

provide the students with various kinds of learning materials such as vocabulary,

grammatical rules and also conversation practice. The Android application model

is designed to help the students improve their speaking skill.

The second goal is to describe how the Android application improves

Senior High School students‟ speaking skill. The writer presents the Android

application to the research participants and asks them to use the application to

practice their speaking skill. After the participants using the application, the writer

distributes questionnaires and conducts interviews to get the participants‟ opinion

about the application.


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E. RESEARCH BENEFITS

The writer hopes that this research is beneficial for some groups of people

such as English teachers, students and further writers. The Android application

made by the writer will help English teachers facilitate the students to practice

their speaking skill both inside and outside the classroom since they have limited

time to practice their English at school. The Android application will help

teachers to teach useful expressions, vocabulary and grammatical rules needed by

the students in order to improve their speaking skill. This android application will

also ease the teachers in teaching pronunciation because it provides features which

enable the students to practice how to pronounce words.

The Android application will also be beneficial for the students because it

can help the students to practice their English everywhere. The students will be

able to learn and practice various kinds of English expressions, vocabulary and

also grammar. It is hoped that students will have more practical, interesting and

easier English learning which can motivate them to practice their English. The

Android application model made by the writer will help the students to have

enough English exposures that can help them improve their speaking skill.

At last, the writer hopes that this study gives contribution to the readers

and the students who want to take the same study. It is expected that further

writers can use this study as one of references which can help them exploring

some new ways to improve Senior High Students‟ speaking ability.


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CHAPTER II

LITERATURE REVIEW

This chapter includes the theories that the writer takes in the research to support

the analysis of the formulated problems stated in chapter I. This chapter is divided

into three parts. They are theoretical review, review on related studies and

theoretical framework. Theoretical review covers the theories of speaking, mobile

learning, Android, Instructional Design and English for Senior High School.

Review on related studies presents the similar studies conducted by some previous

writers. In addition, theoretical framework describes the application of all theories

used in this study.

A. THEORETICAL REVIEW

The theoretical review consists of four concepts. They are speaking,

mobile learning, Android and Instructional Design. The concepts are described as

follows.

1. Speaking

Since the writer attempts to design an Android application to improve

Senior High School students‟ speaking skill, the writer provides some theories of

speaking. The theories provided by the writer discuss the nature of speaking,

problems in speaking, speaking aspects, teaching speaking and teaching speaking

with technology.


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a. The Nature of Speaking

Speaking is one of four English skills that people usually want to learn

because they want to be able to communicate in English. Speaking is the basic

language which is developed in early stages or in a childhood. Tarigan (1990)

defines that speaking is a language skill that is developed in child life, is preceded

by listening skill, and at that period speaking skill is learned. This statement is

supported by Brown (2000) who stated that from communicative, pragmatic view

of the language classroom, listening and speaking skills are closely intertwined

which especially apply to conversation.

Speaking is a verbal language which is used to communicate with others.

Speaking consists of producing verbal utterances to convey meaning (Nunan,

2003). Speaking is not merely verbal utterances that convey meaning but it is also

defined as the process of expressing ideas and information to the listener. This

statement is supported by Brown and Yule (1983), who state that speaking is to

express the needs-request, information, service and etc. In this context, the

speakers say what they have in mind as well as the information they want to

convey to the listeners.

There are many ways to define speaking. Hymes (1972) in Louma (2004)

defines speaking by providing the framework of speaking in the form of acronym

speaking. S stands for Situation; refers to the setting and the nature of event. This

is the time and place where the speaking activity is done. P stands for Participant,

refers to the speaker, listener, audience. In other words, it refers to the participants

and what role they take. E stands for Ends, refers to the conventional outcomes of


9

the event it also includes the individual participants‟ goal. This is the expected

outcomes and the personal goals of accomplishing particular occasions. A stands

for Act sequence; refers to the form and the content of the speech acts. It contains

the words used, how they are used and the relationship of the topic and what is

said. K stands for Key; refers to the tone, manner, or spirit of act. I stands for

instrumentalities or it is called as the channel or the mode and form of speech. N

stands for Norms; refers to the norms of interpretation and norms of interaction. In

addition, G stands for Genre, refers to categories or types of the utterance such as

poems, proverbs, etc.

Speaking has some important components which can influence its

effectiveness. Canale and Swain (1980) in Renandya (2002) propose that

communicative competence consist of the interaction of grammatical,

psycholinguistic, sociolinguistic, and probabilistic language components. The four

areas of communicative competence they identified are grammatical competence,

sociolinguistic competence, discourse competence and strategic competence.

Grammatical competence is the mastery of second language phonological and

lexico grammatical rules and rules of sentence formation; that is, to be able to

express and interpret literal meaning of utterances (e.g., acquisition of

pronunciation, vocabulary, word and sentence meaning, construction of

grammatical sentences, correct spelling, etc.). Sociolinguistic competence is the

mastery of sociocultural rules of appropriate use of second language; that is, how

utterances are produced and understood in different sociolinguistic contexts (e.g.,

understanding of speech act conventions, awareness of norms of stylistic


10

appropriateness, the use of a language to signal social relationships, etc.).

Discourse competence is the mastery of rules concerning cohesion and coherence

of various kinds of discourse in second language (e.g., use of appropriate

pronouns, synonyms, conjunctions, substitution, repetition, marking of congruity

and continuity, topic-comment sequence, etc.). Strategic competence is the

mastery of verbal and non-verbal communication strategies in second language

used when attempting to compensate for deficiencies in the grammatical and

sociolinguistic competence or to enhance the effectiveness of communication

(e.g., paraphrasing, how to address others when uncertain of their relative social

status, slow speech for rhetorical effect, etc.) to help the learners to be good at

English communication.

b. Microskills of Speaking

In order to develop speaking skill, it is important to consider the

microskills of oral communication. The microskills of speaking stated by

Richards (1983) in Brown (2000) is presented in the table below.


11

Table 2.1. Micro Skills of Oral Communication Adapted from Brown (2000)

1. Produce chunks of language of different lengths.

2. Orally produce differences among the English phonemes and allophonic

variants.

3. Produce English stress patterns, words in stressed and unstressed positions,

rhythmic structure, and intonational contours.

4. Produce reduced forms of words and phrases

5. Use an adequate number of lexical units (words) in order to accomplish

pragmatic purposes.

6. Produce fluent speech at different rates of delivery

7. Monitor your own oral production and use various strategic devices-pauses,

fillers, self-corrections, backtracking-to enhance the clarity of the message.

8. Use grammatical words classes (nouns, verbs, etc), systems (e.g. tense,

agreement, pluralization) word order, patterns, rules and elliptical forms.

9. Product speech in natural constituents-in appropriate phrases, pause groups,

breath groups, and sentences.

10. Express a particular meaning in different grammatical forms.

11. Use cohesive devices in spoken discourse.

12. Accomplish appropriately communicative functions according to the

situations, participants, and goals.

13. Use cohesive devices in spoken discourse.

14. Convey links and connections between events and communicate such

relations as main idea, supporting idea, new information, given information,

generalization, and exemplification.

15. Use facial features, kinesics, body language, and other nonverbal cues along

with verbal language to convey meanings

16. Develop and use a battery of speaking strategies, such as emphasizing key

words, rephrasing, providing a context for interpreting the meaning of words,

appealing for help, and accurately assessing how well your interlocutor is

understanding you

c. Speaking Aspects

There are some aspects that should be fulfilled in order to have good and

effective speaking. There are five aspects proposed by Harmer (2001),

pronunciation, vocabulary, grammar, fluency and comprehension. First,

pronunciation is a set of habit for producing sounds which includes segmental

features such as stress and intonation pattern. Pronunciation is one of the

important aspects in speaking because correctness of pronunciation directly


12

affects the appropriate communication in conversation. Second, vocabulary is a

speaking aspect which is also important for good speaking ability. The more

vocabulary that English learners have, they more they will be able to find

appropriate diction for their conversation which results to the speaking

effectiveness. Third, grammar, it is the aspect which is related to the structure or

rules of the language such as word order, inflection and derivation of the

meaningful features of English. Calce Murcia (1987) states that grammar is

essential to the communicative language in teaching. Fourth, fluency, it is the

ability to speak smoothly and easily without any hesitation of what is being

spoken. Fluent speakers can speak fluently even though they make some

grammatical or pronunciation mistakes. Fluency has a big role in speaking

because it will influence the speakers‟ confidence in their speaking performance.

Fifth, comprehension is the ability to comprehend the meaning of what is said.

Comprehension becomes one of the aspects of good speaking ability because it

influences the conversation process. If both speakers comprehend what they are

speaking, they will be able to grasp the information conveyed.

Besides mastering grammar, vocabulary, pronunciation, speaking fluency

and comprehension, language learners need to put the those skills into action in

the speech productions. According to Goh and Burns (2012), there are four

categories of speaking skills that the learners need to develop which is presented

in the table below.


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Table 2.2 Four Categories of Speaking Skill

Core skills Specific skills

a. Pronunciation

Produce the sounds of the target

language of the segmental and

suprasegmental levels.

Articulate the vowels and consonants

and blended sounds of English clearly.

Assign word stress in prominent words

to indicate meaning.

Use different intonation patterns to

communicate new and old information.

b. Speech function

Perform a precise communicative

function or speech act.

Request: permission, help, clarification,

assistance, etc.

Express: encouragement, agreement,

thanks, regret, good wishes,

disagreement, disapproval, complaints,

tentativeness, etc.

Explain: reasons, purposes, procedures,

processes, cause and effect, etc.

Give: instructions, directions,

commands, orders, opinions, etc.

Offer: advice, condolences, suggestions,

alternatives, etc.

Describes: events, people, objects,

settings, moods, etc.

c. Interaction management

Regulate conversations and

discussions during interactions

Initiate, maintain, and end conversation

Offer turns

Direct conversations

Clarify meaning

Change topics

Recognize and use verbal and non-verbal

cues.

d. Discourse organization

Create extended discourse in

various spoken genres, according to

socioculturally appropriate

conventions of language.

Establish coherence and cohesion in

extended discourse through lexical and

grammatical choices.

Use discourse markers and intonation to

signpost changes in the discourse, such a

change of topic

Use linguistic conventions to structure

spoken texts for various communicative

purposes, e.g. recounts and narratives.

Meanwhile, there are some other speaking aspects which can influence

speaking effectiveness. Louma (2004) states that speaking cover some categories


14

such as fluency, accuracy, interaction and coherence. First, fluency is the ability to

express comprehensible language smoothly. Fluent speakers will speak without

any hesitation and many pauses in their communication. They will express the

information communicatively, „effectively and naturally. Second, accuracy, refers

to the speakers‟ ability to produce correct sentences including grammar,

vocabulary and pronunciation. Third, interaction refers to the situation between

the speakers and listeners. Interaction plays a big role in speaking. In influences

the atmosphere of the conversation created by both speaker and listener. It will

create new topics to be discussed that can encourage the speaker and listener to

communicate to one another. Fifth, coherence refers to the appropriateness of the

discourse in the conversation. In this case, coherence is closely related to how the

speakers use appropriate cohesive devices.

d. Types of Classroom Speaking Performance

There are six categories of oral production that the learners are expected to

perform in the classroom stated by Brown (2000), they are imitative, intensive,

responsive, transactional, interpersonal, and extensive. Imitation in this context

refers to practicing an interaction contour or try to pinpoint a certain vowel sound.

This activity is not purposed for the meaningful interaction but it is focused on

some particular element of language form. Drilling is the part of this

communicative language classroom which offers limited practice through

repetition of certain strings of language with some linguistics difficulties either

phonological or grammatical. The successful drilling activity are often short,

simple, snappy, communicative, and limited in phonology and grammar point.


15

Intensive speaking is designed to practice some phonological or

grammatical aspect of language. It can be done by doing the activity both

individually or in groups where learners are practicing certain forms of language.

It is described as short replies to teacher or student-initiated questions or

comments. This responses are usually sufficient and do not extend into dialogue.

It is usually authentic and meaningful.

The transactional language is aimed to convey or exchange specific

information or it is called as the extended form of responsive language. In this

case, conversation may have more of negotiative nature that responsive speech.

The interpersonal dialogue is aimed to maintain social relationship than to

transmit facts and information. These kind of conversations can involve a casual

register, colloquial language, emotionally charged language, slang, ellipsis,

sarcasm or a covert agenda. The extensive speech refers to the planned extended

monologues usually in the form of oral reports, summaries or short speeches.

These monologues are often planned and formal.

e. Teaching Speaking

Speaking nowadays becomes a standalone subject with little attention paid

to its process of learning. There are seven stages of learning activities presented

by Goh and Burns (2012) highlighting the importance of the teacher‟s role in

facilitating learning and providing input and feedback for the learners. Those

stages are presented as follows.

1) Focus learners‟ attention on speaking


16

In the first stage, the learner‟s metacognitive awarness about second

language is developed. In this stage, the learners are encouraged to have a self-

observation on their speaking performace and development.

2) Provide input and / or guide planning

This is the stage where the learners are given some support to prepare

what they are going to do/say and how they will say it. In this stage, the learners

are given appropriate vocabulary related to their speaking needs. They are also

explained about the social and linguistic conventions of speech and speakers‟

roles and relationships for particular contexts.

3) Conduct speaking tasks

In this stage, the learners are provided with context where they can

practice speaking. The learners are also encouraged to develop their speaking

fluency in expression of meaning.

4) Focus on language / skills / strategies

Stage four of the cycle is aimed to create the learners‟ opportunity to

improve their language accuracy and enhance the use of skills and strategies

effectively. In this stage, the learners are also encouraged to select the language

features of the fluency task they have completed such as pronunciation, grammar,

text structures and vocabulary.

5) Repeat speaking task

In stage five, the learners have a chance to analyze and practice the

selected language items. In this stage, repetitions are recommended for example

by giving the learners a new task that is similar to the task that the learners have


17

done. These repetitions can improve the learners‟ confidence because they have at

least one attempt at a task.

6) Direct learners‟ reflection on learning

In the stage six, the learners are encouraged to monitor and evaluate what

they have learned in overall stages.

7) Facilitate feedback on learning

In this final stage, the learners are given important feedback on their

performances in the previous stages of the cycle. It is explained that the feedback

does not always given by the teacher but it can be a form of peer feedback.

Those seven stages proposed by Goh and Burns (2012) enable the learners

to work together and get many opportunities to speak. In addition, the teachers

can select or plan different learning activities depend on the objective chosen.

Besides, Shumin (n. d) in Richard and Renandya (2002) states that being able to

interact in a language is essential. It is stated that language instructors should be

able to provide the learners with a meaningful communicative behavior about

relevant topics to enable the learners create discourse that conveys in a real-life

communication. Shumin states that small talk and interactive activity are two

activities for learners that can maintain their communicative behavior. Small talk

is described as the ability to get along with people in society in brief. In this stage,

learners are expected to develop their skill in short interactional exchanges.

However, in interactive activity, the learners are provided with extensive exposure

and opportunities to use the language.


18

According to Harmer (2001), knowledge of language features and the

ability to process information „on the spot‟ are two elements of speaking that the

learners should master in order to speak fluently. To improve the knowledge of

language features, teachers should develop the learners‟ connected speech, help

them to be able to deploy some suprasegmental features and devices, supply a

variety of phrases for different functions, and help the learners to structure

discourse. In addition, the success of speakers‟ productive ability also depends on

the rapid processing skills that talking necessitates which expected the teachers to

help learners to process the language to be comprehensible, understandable,

interactive and convey the intended meaning of a communication.

f. Teaching Speaking with Technology

Since English becomes an international language, more people want to be

able to communicate in English. As a result, more people are interested in

learning English either in formal or informal institution in order to improve their

English communication skill. Some people might be good at written English

communication however; they are not good at oral English communication. For

those who are not good at oral English communication, they usually hesitate to

express their ideas to others because the feel unconfident. This unconfident

feeling is not merely caused by the lack of vocabulary of the speakers but it might

be caused by other aspects such as, grammatical accuracy or pronunciation. This

condition will create a problem in English teaching.

Teaching speaking is training learners to produce English words and

utterance by using appropriate stress, intonation and the correct situation and


19

social condition. Richard and Renandya (2002) state that speaking is used for

many different purposes involving different skills. They state that these different

purposes for speaking implies knowledge of the rules that account for how spoken

language reflects the context or situation in which speech occurs, the participants

involved and their specific roles and relationship, and the kind of activity the

speakers are involved in. However, it is hard for teachers to teach their students if

their students have lack of confident to practice their speaking ability in the

classroom. In this case, teachers must be able to create a learning atmosphere

which encourages their students to practice their speaking and enable them to

build their speaking performance. Therefore, teachers must be able to create tools

for their students to enable them to practice their speaking ability anytime and

anywhere without having direct interaction with other speakers.

Providing a tool which enables them to record their own voice to practice

their pronunciation might be useful for English learners because they will not be

ashamed of making mistakes in front of others. This kind of tool will help the

students recognize their mistakes and correct them over and over again. It is easier

for the students to recognize their own weaknesess when they see themselves on

videotape (Healey, 1999). The provided tool is not always a videotape, it can be

another form of tool like recording tool which have the same function as

videotape which can ease the students recognize their mistakes.


20

2. Mobile Learning

Mobile learning is now widely used in education in order to make learners

have a portable device to learn (El-Hussein and Cronje, 2010). Advanced mobile

devices such as smart cellular telephones are very popular among people

primarily because they are wireless and portable. These functionalities enable

users to communicate while on the move. The popularity of these devices is

therefore a consequent of their ability to function at multiple levels.

a. The Nature of Mobile Learning

The development of techology offers a dynamic approach for learning

which is called e-learning. E-learning is a portable learning which is supported by

information technology. It gives learners the idea that learning is something

portable which they can do everywhere by using internet access. It is a learning

that takes place with the help of mobile devices, or the intersection the application

of small, portable, and wireless computing and communication devices and

learning facilitated and supported through the use of information and

communications technology (Quinn, 2000). That statement is supported by

Pinkwart, et al., 2003 which states that e-learning as a learning supported by

digital electronic tools and media, and by analogy, mobile learning as e-learning

that uses mobile devices and wireless transmission. E-learning is widely used

because it enables the learners to connect with their colleagues or professional by

using the e-learning system. It can also help the learners choose the materials and

activities based on their needs.


21

However, the demand for learning anytime and anywhere encourages

people to invent a new type of learning which is called m-learning. O‟Malley et

al. (2003) defines that mobile learning is when the learners are not in a fixed

location and they use mobile technologies as their learning opportunities. It can be

stated that m-learning is a learning that use any kinds of portable learning which

usually related to the most recent technologies. Mobile learning as learning

environmental based on mobility of technology, mobility of learners and mobility

of learning that augments the higher educational landscape (El-Hussein and

Cronje, 2010). Mobile learning becomes one of the distance learning alternatives

which enable learners to have an easy access of learning. It gives learners more

learning opportunities since they can learn anytime and anywhere. Geddes (2004)

states that m-learning is identified by being available anywhere, anytime and by

the tools used. Mobile learning gives learners flexibility of learning since they can

access it anytime and anywhere. This kind of learning eases learner to learn inside

or outside the school. Mobile device is a pervasive medium that may assist us in

combining work, study and leisure time in meaningful ways (Turunen, et al.

2003). It is any educational provision where the sole or dominant technologies are

handheld or palmtop devices (Traxler, 2005).

More and more people develop mobile learning because mobile learning

brings some positive effects for both teachers and students. It eases teachers and

students to have a learning environment without having a formal situation in the

classroom. There are five advantages of mobile learning stated in

http://www.mobl21.com/Basics_Of_Mobile_Learning.pdf. (n. d) First, it


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

22

encourages „anywhere, anytime‟ learning. Mobile devices allow students to

gather, access, and process information outside the classroom. They can

encourage learning in a real-world context, and help bridge school, after school,

and home environments. Second, it reaches underserved children. Handheld

devices can help advance digital equity, reaching and inspiring populations „at the

edges‟ – children from economically disadvantaged communities and those from

developing countries because of their relatively low cost and accessibility in low-

income communities. Third, it improves twenty-first century social interactions.

Mobile technologies have the power to promote and foster collaboration and

communication, which are deemed essential for twenty-first century success.

Fourth, it fits with learning environments. Mobile devices can help

overcome many of the challenges associated with larger technologies, as they fit

more naturally within various learning environments. At last, it enables a

personalized learning experience. Not all children are alike; instruction should be

adaptable to individual and diverse learners. There are significant opportunities

for genuinely supporting differentiated, autonomous, and individualized learning

through mobile devices.

Regarding its advantages, it is interesting to develop mobile learning in

education system. Before developing the mobile learning, there are eight

principles of m-learning extracted by Ellias (2010) that should be fulfilled. First,

equitable use. This first principle means that the course content provided should

be accessible to people with different abilities and locations. Second, flexible use.

In this context, flexible use means that the course design should facilitate a wide


23

range of people abilities, preferences, schedules, level of connectivity and choices

in methods. Third, simple and intuitive. It means that the design must be simple

and intuitive. Any kinds of complicated design should be eliminated. Fourth,

perceptible information. It means that the the content should be clear. Fifth,

tolerance of error; means that the design should minimize the errors in the

software operation. This can be done by designning learning environment with a

tolerance of error. Sixth, low physical and technical effort. It means that the

design requires a low physical and technical error such as providing the learners

with the simple way of inputting text into the device. Seventh, community of

learners and support. It means that the learners should be facilitated with a

community which can support one another. This kind of community can reduce

the sense of missing out on specific delivery features. At last, instructional

climate. It means that the instructor should interact with the learners in various

ways to generate discussions and get feedback from the students.

b. MALL

MALL stands for Mobile Assisted Language Learning. It is the use of

mobile technology in language learning. MALL is different from computer-

assisted language learning because it use personal and portable devices which

emphasizes the continuity or spontaneaty of access and interaction accross the

different context of use. According to Valarmathi (2011) MALL is described as

an approach of language learning which is assisted with the use of mobile devices

such as mobile phones, MP3s, MP4s and PDAs. In addition, Chen (2013) states


24

that MALL is the formal or informal learning of a foreign language with the

assistance of mobile devices. A similar definition is stated by to Miangah and

Nezarat (2012) who describe MALL as the use of mobile technology in language

learning. According to Miangah and Nezarat (2012) MALL can help the students

have the opportunity study a second language using the mobile device when they

want and where they are. MALL is a way to promote the learners to have a

convenient learning environment that can support the learning needs difference

which help the learners to achive their personal success. Chen (2013) describes

that the study with mobile phones can be used to foster grammatical accuracy,

improve speech fluency, learn vocabulary, promote reading comprehension, etc.

On the other hand, Miangah and Nezarat (2012) state that MALL can develop

different aspects of language learning such as vocabulary, listening, grammar,

phonetics, reading comprehension etc. Besides helping the students learning the

languange, there are some advantages offered by MALL devices. It fosters self-

study which can increase the acquisition of the language. According to Hulme and

Shield (2008) in Small, language learners who study individually outside the

classroom develop such language skills and areas. Next, it provides the material

which can be accessed anytime and anywhere and mobile device is a fast language

learning tool because there is no time to wait for the computer to boot up

(Stockwell, 2008).

According to Small (n. d), there are some selected MALL applications

which can be used to assist language learning such as social networks, SMS

texting, videos, virtual worlds, voice recognition and blackboard virtual learning


25

software. The social networks can be used as a tool for the students to foster

community and provide language practice outside the classroom, guide the

conversation and grammar. The SMS texting can be used to help the learners learn

vocabulary. Lu (2008) explains that the students can memorize, practice literating

meaning, and check the words in the dictionary if they are not sure just using the

mobile phone to verify the information. The videos can help the students practice

listening skills. The virtual worlds help the students learn new words and

expressions, improve their language skills and provide more English exposure to

the students. The voice recognition can help the learners practice the

pronunciation. According Godwin-Jones, (2009) the voice recognition software is

a helpful tool in language learning because it let the learners listen to language

learners practicing pronunciation and repeat back the correct pronunciation

spoken by the learner. At last, the blackboard virtual learning software can offer a

collaborative learning environment for the students.

There are ten principles proposed by Stockwell and Hubard (2013) as the

initial basis for developing and implementing mobile language learning. First, the

mobile activities, tasks and apps should distinguish both the limitations and

affordances of the environment in which the device will be used. These

affordances and limitations should be directly connected to the principles of

language learning research and theory. Second, multi-tasking and environmental

distractions should be limited. Many people are not good at multi-tasking which

can increase stress, error rates and lower productivity. Third, push but respect

boundaries. The push mechanism has the potential to prompt learners to do an


26

action but it can also help the learners have the idea of when and how frequently

they would receive the reminders. This idea can disturb the learners‟ activities,

especially when they are in the workplace. Therefore, a reccomendation is to

allow the learners to plant and control when these push events occur. Fourth,

strive for maintain equity. It means that it is important to know whether the

learner have a mobile device, what kind of device the learners has, the

connectivity and the expense is for using the device for the planned operation.

Fifth, acknowledge and plan for accomodating language learner differences. It

means that the mobile learning should facilitate learners with various learning

styles. Sixth, be aware of language learners‟ existing uses and culture of use. The

learners often use their mobile devices for personal and social use rather than as

educational tools. Therefore, the task or application provided should be consistent

based on their needs. Seventh, keep the mobile learning activities and tasks short

and succinct. The short and succinct tasks will make the application accessible for

the students. Eighth, let the language learning task with the technology and vice

versa. The task should consider the learners‟ mobility and also the technology.

Nihth, most learners need guidance and training for effective mobile devices for

language learning. Therefore, providing guidance and training for the learners are

important in order to make their use efficient. The last principle is recognizing and

accomodating multiple stakeholders. Consider the needs of involving other parties

when implementing the mobile learning.


27

3. Android

Android is now widely used by people because it has many features which

are similar to the computer‟s features. Those features enable android to be used in

education to make people have mobile learning which is practical and portable for

learners.

a. The Nature of Android

Android is a kind of operating system which is popular recently. Android

is an operating system based on Linux with a Java programming interface which

is developed by Google (Vogel, 2013). It provides all necessary tools to develop

Android applications such as compiler, debugger , emulator and virtual machine

to run Android programs. “Android allows background processing, provides a rich

user interface library, supports 2-D and 3-D graphics using the OpenGL libraries,

access to the file system and provides an embedded SQLite database” (Vogel,

2013). Android is a comprehensive platform designed for mobile devices,

championed by Google and owned by Open Handset Alliance (Gargenta, 2011).

Android is a comprehensive platform means that Android is a complete

software stack for a mobile device. It allows developers to develop mobile

application easily and quickly. It also allows users to customize their phone

experience substantially. In addition, it is a complete manufactures to run their

devices. Open Source Platform means “the entire stack, from low-level Linux

modules all the way to native libraries, and from the application framework to

complete applications, is totally open” (Gargenta, 2011). Android is licensed


28

under business-friendly licenses (Apache/MIT) which does not need license.

Therefore, it can be freely extended, modified and used for variety purposes.

Android is a purpose-built platform for mobile devices which can run on all sorts

of physical devices. Since Android is portable, it doesn‟t make any assumptions

about a device‟s screen size, resolution, chipset, etc. Android is an operating

system designed for low powered devices that run on battery and are full of

hardware such as Global Positioning System (GPS) receivers, cameras, light and

orientation sensors, WiFi and UMTS (3Gtelephony) connectivity and a

touchscreen (Brahler, 2010).

Android enables applications to make use of the hardware features through

abstraction and provide a defined environment for applications. Android

applications are written in Java and run in virtual machines. Applications for

Android can be obtained from a central place called Android Market. The

platform was created by Android Inc. which was bought by Google and released

as the Android Open Source Project (AOSP) in 2007. According to Lee, Android

is a mobile operating system that is based on a modified version of Linux. It was

originally developed by a startup of the same name, Android, Inc. In 2005, as part

of its strategy to enter the mobile space, Google purchased Android and took over

its development work (as well as its development team).

http://www.educause.edu/ir/library/pdf/ELI7067.pdf defines android as a Linux-

based, open-source operating system designed for use on cell phones, e readers,

tablet PCs, and other mobile devices.


29

The Android software stack can be subdivided into five layers: The kernel

and low level tools, native libraries, the Android Runtime, the framework layer

and on top of all the applications (Brahler, 2010).

Figure 2.1 Android system architecture

The kernel in use is a Linux 2.6 series kernel, modified for special needs in

power management, memory management and the runtime environment. Right

above the kernel run some Linux typical daemons like bluez for Bluetooth support

and wpa supplicant for WiFi encryption. As Android is supposed to run on

devices with little main memory and low powered CPUs, the libraries for CPU

and GPU intensive tasks are compiled to device optimized native code. Basic

libraries like the libc or libm were developed especially for low memory

consumption and because of licensing issues on Android. In this layer the surface

manager handles screen access for the window manager from the framework

layer. Opposing to other frameworks, the media framework resides in this layer,

as it includes audio and video codecs that have to be heavily optimized. The


30

Android Runtime consists of the Dalvik virtual machine and the Java core

libraries. The Dalvik virtual machine is an interpreter for byte code that has been

transformed from Java byte code to Dalvik byte code. Dalvik itself is compiled to

native code whereas the core libraries are written in Java, thus interpreted by

Dalvik. Frameworks in the Application Framework layer are written in Java and

provide abstractions of the underlying native libraries and Dalvik capabilities to

applications. Android applications run in their own sandboxed Dalvik VM and

can consist of multiple components: Activities, services, broadcast receivers and

content providers. Components can interact with other components of the same or

a different application via intents.

b. Android Features

There are many features provided in the android operating system. All of

the features can support the information and technology. Lee (2012) states that

Android is open source and freely available to manufacturers for customization,

there are no fixed hardware or software configurations. Android supports some

important features such as storage, connectivity, messaging, web browser, media

support, hardware support, multi-touch, multi-tasking, flash support and tethering.

Storage uses Uses SQLite, a lightweight relational database, for data storage.

Connectivity supports GSM/EDGE, IDEN, CDMA, EV-DO, UMTS, Bluetooth

(includes A2DP and AVRCP), Wi-Fi, LTE, and WiMAX. Messaging supports

both SMS and MMS. Web browser is based on the open source WebKit, together

with Chrome‟s V8 JavaScript engine. Media support includes support for the

following media: H.263, H.264 (in 3GP or MP4 container), MPEG-4 SP, AMR,


31

AMR-WB (in 3GP container), AAC, HE-AAC (in MP4 or 3GP container), MP3,

MIDI, Ogg Vorbis, WAV, JPEG, PNG, GIF, and BMP. Hardware support is

accelerometer Sensor, Camera, Digital Compass, Proximity Sensor, and GPS.

Multi-touch supports multi-touch screens. Multi-tasking supports multi-tasking

applications. Flash support such Android 2.3 supports Flash 10.1. In addition,

tethering supports sharing of Internet connections as a wired/wireless hotspot.

c. MIT App Inventor

App Inventor is widely used by Android developer to create Android

application because it is a simple mobile applications builder. “App Inventor is a

visual, drag-and-drop tool for building mobile apps on the Android platform”

(Wolber et all, 2011). In the App Inventor, the visual appearance of Android

application is designed by using a web-based graphical interface builder. The

application‟s behavior is set by using the puzzle bocks which contain

programming tools provided by the App Inventor. There are many activities

provided by App Inventor. First, People can play using the App Inventor because

App Inventor promotes exploration and discovery. Users can simply open App

Inventor, connect the phone and start putting together blocks. By doing this, users

can immediately see and interact with the app that is built on the phone. Second,

users can build a quick prototype; incomplete and unrefined working models of

idea. “Expressing an idea in text is like writing to a friend or loved one with

prose; think of an App Inventor prototype as poetry to a venture capitalist. In this

way, App Inventor can serve as an electronic napkin for mobile app development”


32

(Wolber et all, 2011). Third, users can build apps with personal utility. App

Inventor can be used to build an app exactly how users want it. Fourth, users can

develop complete applications. Since App Inventor is not just a prototyping

system or an interface designer, users can build complete, general-purpose

applications. It is simple for the users to build complete applications because App

Inventor the fundamental programming language provided in App Inventor in

block form. At last, users can teach and learn using App Inventor. App Inventor is

a great teaching and learning tool for students for any kinds of subjects such as

computer science, math, physics, and entrepreneurship). The learning experience

provided in App Inventor is creating and building applications or multimedia

quizzes.

There are many different types of applications that users can build by

using App Inventor. First, users can build games. Users can start building simple

games and learn to build the more complex ones. Second, users can build

educational software. App Inventor can be used to build quiz applications that can

help students to study. Third, users can build location-aware applications. Since

App Inventor provides access to a GPS-location sensor; users can build

applications to know where the users‟ the location is. App Inventor can also be

used to help users remember where they parked their car, an app that shows the

location of friends or colleagues at a concert or conference, or user‟s own custom

tour app of user‟s school, workplace, or a museum. Fourth, App Inventor can be

used to build high-tech apps such as applications that scan bar codes, talk, listen

(recognize words), play music, make music, play video, detect the phone‟s


33

orientation and acceleration, take pictures, and make phones calls. Fifth, users can

build SMS applications. Sixth, users can build applications that control robots

such as using the phone as a remote control, or programming it to be a “brain” of

a robot. The robot and phone communicate via Bluetooth, and App Inventor‟s

Bluetooth components let you create similar apps that control other Bluetooth

devices. Seventh, App Inventor enables users to build complex applications App

Inventor dramatically lowers the entrance barrier to programming and lets you

build flashy, high-tech apps within hours. But the language also provides loops,

conditionals, and other programming and logic constructs necessary to build apps

with complex logic. At last, App Inventor provides users with Web-enabled apps;

a way for the user‟s applications to communicate with the Web.

Another definition of App Inventor is proposed by The university of

Queensland Australia. It defines that MIT App Inventor is an application that is

built in Java and run in a web browser which lets users to create Android mobile

applications without writing a single line of code or hacking a single esoteric

configuration file. After designing the application and adding behavior to the

application, it can be tested in the Android Emulator. However, when it is going

to be tested on a mobile phone, users must create an .APK application file that can

be simply dragged to the Android phone‟s app directory. There are three main

components in App Inventor. First, the designer; it is the place where users create

the user interface of the application, by dragging and dropping components like

buttons, labels, media, or even sensors (like accelerometers or GPS units) onto the

interface. The Designer has simple tools for configuring the components‟ contents


34

and their basic look and feel, as well as layout tools for arranging them

horizontally or vertically in the interface.

Figure 2.2 The Designer Interface

Second, the Blocks Editor; it is a simplified way of visualizing program behavior.

Traditionally, the program behavior is represented by code. By using the Blocks

Editor, users only need to drag out and clip together puzzle-piece shaped „blocks‟

of behavior. There are blocks representing common Android-app behavior and

many of the basic computer-science logical elements. Each block has hints for

what sort of blocks may be attached to it to build behavior sequences.


35

Figure 2.3 The Blocks Editor

Third, The Android Device Emulator; it is a virtual version of an Android

smartphone including touch-screen, hardware keys, and typical functions. The

Android Device Emulator is a way to build to build and test the application built.

It can also be used to make a change the design or blocks, switch to the emulator

and test the results immediately.

Figure 2.4 The Emulator


36

d. The Advantages of Applying Android in Education

There are some advantages of applying Android in Education.

http://www.educause.edu/ir/library/pdf/ELI7067.pdf (n. d) states that might hasten

the integration of mobile technology into the learning experience and give

students and faculty new ways to interact with content. Many of the tools that

support mobile learning are often better suited to communication and data-

gathering than to creative reports like writing a paper, putting together a video

retrospective, building a series of charts and graphs, or making a class

presentation. Like Apple‟s iOS products, Android can integrate with devices

including laptops, netbooks, and tablets, though in the case of Android, the list of

connectable devices is longer. This interconnectivity provides an easy way for

students to move data from their smart phones to locations where it can be shared

with others and used in the construction of individual and group projects.

4. Instructional Design

Instructional Design is a procedure that is used to create instructional

materials and learning such as a workshop, a course, a curriculum, an instructional

program, or a training session. In order to design learning media that can facilitate

learning effectively, it is important to understand instructional design. Crawford

(2004), instructional design is a systematic process that contains a superior

instructional product that is described by using an istructional model. It is stated

that instructional design is a guidelines for designers when they are creating more

effective and interesting instruction suitable for a learning environment. A similar


http://www.educause.edu/ir/library/pdf/ELI7067.pdf

37

definition is presented by Spector and Muraida (1997), who state that instructional

design is structuring of the learning environment in order to increase the learning

effectiveness. On the other hand, Smith and Ragan (2005) state that instructional

design is the whole process of creating learning activities. In this case, the whole

process consists of defining the learning needs and goals, developing the materials

and activities and evaluating all the of the instruction and learning activities. In

addition, Elly (1996) defines the term instructional design by differentiating it into

two terms; instructional technology and educational technology. The instructional

technology refers to the process of teaching and learning by using the teaching

and learning strategies while the educational technology refers to the use of

technology in any aspects of the educational system.

There are many instructional design models that are based on a long

process of the researches on learning processes. Each component of the model is

based on theories and researches that shows the effectiveness of the components.

The models bring the concept of variety educational situations and it shows the

procedures that are used to create effective learning media. There are two

instructional models that are used as the references for this study; ADDIE and

Dick and Carey model (2009). The discussion of those two models are decribed as

follows.

a. ADDIE Model

ADDIE is a general purpose model, most useful for creating instructional

products, but also applicable for program design. The ADDIE Model is an

iteractive instructional design process, where the results of the formative


38

evaluation of each phase may lead the instructional designer back to any previous

phase. The end product of one phase is the starting product of the next phase. The

ADDIE model consists of five steps; analysis, design, development,

implementation and evaluation (Rodgers, 2002).

Analysis is the phase in which the writer define and identify the problem

and determine the solution of the problem. The analysis is the stage where the

writer does need analysis and determine the goals of the research in order give

input for the design. Design phase is the outline of the goals of the research. In

this phase, the writer conducts a learning analysis, write objectives, select delivery

systems and sequence instruction. This is the input for the development phase.

Development phase is the phase when the writer develops the instruction and

media that will be used. The purpose of this phase is to generate the lesson plans

and lesson materials.

The next phase is implementation. It refers to the actual delivery of the

instruction. The purpose of this phase is the effective and efficient delivery of

instruction. This phase must promote the students' understanding of material,

support the students' mastery of objectives, and ensure the students' transfer of

knowledge from the instructional setting to the job. The last phase is evaluation.

This phase measures the effectiveness and efficiency of the instruction. There are

two types of evaluation, formative and summative. Formative evaluation is

ongoing during and between phases. The purpose of this type of evaluation is to

improve the instruction before the final version is implemented. Summative

evaluation usually occurs after the final version of instruction is implemented.


39

This type of evaluation assesses the overall effectiveness of the instruction. Data

from the Summative Evaluation is often used to make a decision about the

instruction as whether to purchase an instructional package or

continue/discontinue instruction). Tomonori states that each of the steps provided

in the ADDIE model are linked to one another which starts from analysis and ends

with evaluation. He adds that the revision can occur within the process; therefore

the feedback is stemming from the evaluation stage. The five steps of ADDIE

model mentioned above can be seen in the following figure.

Figure 2. 5 The ADDIE Model

b. Dick and Carey Model

The Dick and Carey model is another instructional model used by writers.

This model has more steps compared to the ADDIE model. The Dick and Carey

model is based on ten instructional events; identify instructional goals, conduct

instructional analysis, analyze learners and contexts, write performance

objectives, develop assessment instruments, develop instructional strategy,

develop and select instructional materials, design and conduct formative


40

evaluation of instruction, revise instruction, design and conduct summative

evaluation (Dick and Carey, 2009). The first step is identifying instructional goals.

In this step, the writer determines new information skill that is going to be

developed. The instructional goals might be taken from needs assessment,

performance analysis, etc. The second step is conducting instructional analysis. In

this step, the writer determines the action on performing the goal and look at the

skills needed to complete the goal. The final step of this phase is to determine the

skills, knowledge and attitude needed by learners in the new instruction. The third

step is analyzing learners and contexts. In order to analyze the instructional goal,

there is an analysis of the context to learn the skill ad context to be used. The

learners‟ skills, preferences and attitude are determined with the characteristics of

the instructional setting and the setting that is going to be used. The fourth step is

writing performance objectives. In this step, the writers write the statements of the

learners‟ expected skill when they complete the instruction. The fifth step is

developing assessment instruments. These instruments are written based on the

written objectives and they are aimed to measure the learners‟ ability to perform

what the writers have described in the objectives.

The sixth step is developing instructional strategy. This instructional

strategy is identified based on the information from the preceding five steps which

is aimed to achieve the goal. The strategy is emphasized on the components to

improve the students‟ learning. This strategy is based on the theories of learning,

learning research, characteristics of the media, content of teaching materials and

the characteristics of learners in which it is useful in developing and selecting


41

materials and plan instructional activities. The seventh step is developing and

selecting instructional materials. In this step, the instructional strategy is used to

produce the instruction. Guidance for learners, instructional materials and

assessments are included. In developing original materials depends on the types of

learning outcomes, the availability of existing relevant materials and

developmental resources available to the writers. The eighth step is designing and

conducting formative evaluation of instruction. After the designer completes the

draft of the instruction; it is necessary to conduct a series of evaluation in order to

collect data used to identify problems with the instruction for opportunities to

improve the instruction. This is evaluation is called formative evaluation because

it is aimed to help writers in creating and improving instructional processes and

products. There are three types of formative evaluation; one-to-one evaluation,

small-group evaluation and field trial evaluation. Each type provides the designer

with different set of information which is useful for improving the instruction.

The ninth step is revising instruction. Revising the instruction is the ninth step in

design and development process. In this step, the learners‟ difficulties in

achieving the objective are identified by summarizing and interpreting data from

the formative evaluation. This data is also used to relate the learner‟s difficulties

to specific deficiencies in the instruction. However, the data from the formative

evaluation are not simply used to revise the instruction; they are used to

reexamine the validity of the instructional analysis and the assumptions of

learners‟ skills and characteristics. All of the considerations of the revised

instructional strategy are incorporated into instructional revision in order to create


42

more effective learning experience. Revision is an ongoing process in design and

development process in order to reassess assumptions and decisions. Therefore, a

writer can do the revisions without waiting the design and development processes

are completed. The last step is designing and conducting summative evaluation.

Summative evaluation is an evaluation of the value of instruction which occurs

after the instruction has been evaluated formatively and sufficiently to meet the

designer‟s standard. This summative evaluation is not considered as an integral

part of the instruction design process because it is conducted by an independent

evaluator. The ten steps of Dick and Carey model is illustrated by the figure

below.

Figure 2.6 The Dick and Carey Model (Dick and Carey 2009)

Since this study is focused on designing learning media sotware, it is

important for the developer to understand both the instructional design and the

characterisics of well-designed software. There are some characteristics of well-

designed software proposed by Egbert and Hanson-Smith (1999). The first

characteristic is consistency. In this case, consistency refers to the ability to create

the elements of the software screen such as color, layout, fonts etc are consistent


43

from one part of the software is consistent. This consistency of the software will

minimize the users in accessing the software. The second characteristic is the

good use of space. It means that the developer should be able to put sufficient

information on each screen. The complicated contents in a screen will distract the

users while they are accessing the software. The third characteristic is legibility.

The legibility is related to the text used in the software. It is neccessary to

consider the font size and also how the fonts are presented on the screen. The

fourth characteristic is easy of navigation and recovery. It means that the software

should provide clear instructions in order to minimize errors while the users are

using the software. In adition, the last characteristic is high-quality playback. It

means that the software should provide clear audio or video for the users so that

they can recognize the sound clearly. Those characteristics are important to

consider because they can help the developer create an accessible software for

more effective learning.

5. English for Senior High School

The Senior High School students have realized that English is a

compulsory and important subject for them. They mention that English is

important because they will need it to communicate with others in the future.

However, the students still have some difficulties in communicating with English.

They state that they know English but they have difficulties in expressing it

because their English competence is limited. In order to find the role of English in

Senior High School, especially how speaking skill is taught and developed for the


44

tenth grader of 3 Bantul Senior High School, it is neccessary to discuss the

definition of Senior High School and the speaking skill for the tenth grader of 3

Bantul Senior High School.

a. Senior High School

According to the Government Regulation No 17 (2000), Senior High

School is a middle stage of formal educational institution which conducts a public

education for those who have graduated from Junior High School or similar

educational institution. The Government of Elementary and Secondary Education

defines Senior High School as a form of formal educational institution which

conducts a public education for those who have graduated from Junior High

School or similar educational instititution. It can be seen that those two definitions

are similar; however, the Government of Elementary and Secondary Education

provide the function and the aim of a Senior High School in order to make the

definition clearer. According to the Government of Elementary and Secondary

Education , the function of Senior High School is to develop the values of

knowledge, ability and skills in order to prepare the students for the higher

education to achieve the aim of national education. In addition, Senior High

School is aimed to increase the quality of personal beliefs, knowledge, the sense

of art, and skills to be responsible citizens and to prepare the students for the

higher education.


45

b. Speaking for the Tenth Graders in 3 Bantul Senior High School

English in 3 Bantul Senior High School is a compulsary subject for the

students. It is taught four hours per week. The English lesson in 3 Bantul Senior

High School is developed based on the syllabus provided by the government. In

the syllabus, the government has devided the standard competence and basic

competence that the students should achieve for each skill (listening, speaking,

reading and writing). It is stated that the English teacher in 3 Bantul Senior High

School has broken down the syllabus based on the skills in a correct order. There

are two meetings which last for two hours in a week and it has been arranged

orderly based on the skills learned.

Speaking is one of the skills that the teacher wants to develop because s/he

wants the students to communicate with English fluently. Therofore, the teacher

always encourages the students to perform in each teaching and learning activity

in the classroom. The teaching and learning activities are usually conducted by

providing examples for the students by using videos or a live performance by the

students, question and asnwers session, explanation and class performances. The

activities conducted in the classroom are based on the learning goals stated in the

syllabus. Therefore, the syllabus is used as the reference in selecting the materials

as well as activities for the students in the Android application.

B. REVIEW ON RELATED STUDIES

In order to support the research, the writer reviews some related studies.

The writer found three studies which raise mobile learning as the main discussion.


46

It is important to review some studies conducted by some previous writer to know

what area has been studied before. By reviewing some related studies, the writer

will be able to conduct a similar study or develop what has been studied by the

previous writer. The writer found three studies related to MALL.

The first study is entitled “Design and Development of Mobile Assisted

Language Learning (MALL) application for English Language using Android

Push Notification Services”. This research is conducted by Shanmugapriya et al.

(2013). The research was conducted to address the need for designing m-learning

applications with 'push' model using Push Notifications by Android, iOS,

Blackberry, Windows Phone and other mobile platforms. The study was

conducted considering the importance of active roles of learners in using the

MALL. The study designed a model of MALL which consists of some materials

and exercises focused on improvising EFL students‟ grammar, pronunciation,

listening, speaking, reading, writing and vocabulary skills. The research

participants were thirty undergraduate students majoring at computer science,

physics, chemistry and mathematics. In this study, it is found that the push

notification features can optimize the success of employing MALL applications to

develop the EFL and ESL students‟ learning interest and experience.

The second study is entitled “Students‟ Perceptions and Experiences of

Mobile Learning”. This research is conducted by Kim et al (2013). The research is

aimed to know how students perceive the use of mobile devices to create a

personalized learning experience outside the classroom. The participants were 53

MA students in TESOL from different graduate classes. The research was


47

conducted during the spring 2012 semester at one Central US University. There

were three instruments used in the research to collect a primary data: a pre-study

survey, student reflections for class projects, and a post-study survey. The

findings indicate that mobile technologies have the potential to provide new

learning experiences.

The third study is entitled “Does a Creative Learning Medium Matter?

Impact of Low Cost Android Tablets on Elementary Students‟ English

Comprehension, Perceived Performance and Memory Retention” conducted by

El-Mouelhy et al. (2013). This study is aimed to know the effect of Android tablet

on elementary students‟ learning performance, especially their reading

comprehension, perceived comprehension performance, memory retention, and

the implication of the finding and future directions . The writers conducted two

kinds of study. The participants of the first study were 18 fourth-graders and 36

sixth-graders. The participants were asked to read two passages based on their

grade on a tablet and completed the comprehension tests followed. On the other

hand, the participants of the second study were 28 first-graders students. From

both studies, it is found that android tablets did not have negative impacts on

sixth-grader reading comprehension. It is found that the use of tablets in the

classroom can improve the students‟ confidence in completing the tasks.

C. THEORETICAL FRAMEWORK

In this part, the writer explains how the theories mentioned in the previous

section support this research. The theories are theories of speaking, mobile


48

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

this research.

Figure 2.7 Theoretical Framework Model

The theories of speaking gives concept of the speaking aspects that are

needed by the students. Those speaking aspects are developed as the materials in

the learning media. The theories of mobile learning, MALL, Android and App

Inventor are used as the basic theories in developing the learning media. The

theory of mobile learning gives the idea of portable learning. A portable learning

can promote an independent learning to the students.

In order to reach the goal, the mobile learning should meet the principles

proposed by Elias (2011). The principles are equitable use, flexible use, simple

and intuitive, perceptible information, tolerance or error, low physical and

technical effort, community of learners and support and instructional climate.


49

Those principles are used as the core idea of developing a portable learning for the

students.

In addition, the theory of MALL are used as the foundation in developing

the learning application. It provides the writer with the principles of creating a

mobile learning proposed by Stockwell and Hubard (2013). Besides the theories

of mobile learning and MALL, the theories of Android and App Inventor are used

to build the application. These theories give the idea of the features to be built in

the application and also the steps of how to create the application. They give

sufficient information for a beginning developer in creating a customized learning

application which is suitable for the students‟ needs.

The theories of speaking, mobile learning, MALL, Android and App

Inventor that have been discussed above are then used as the core idea of

developing the application. An Android application that is focused on speaking

skill improvement is then developed. This application gives the students a

portable learning device which enable them to have more learning opportunities

both inside and outside the school.


50

CHAPTER III

RESEARCH METHODOLOGY

In this chapter the writer explains about the research method, research

design, research participants and setting, data gathering technique and data

analysis. The first part, research method, consists of a series of steps the writer

conducts in order to write this thesis. The second part, research design, contains

the explanation of the research design. The third part, research participants and

setting, explains the place where the writer conducts the study and who the

participants of the research. The fourth part, data gathering technique, explains

how the writer collects the data for the research. The last part, data analysis,

explains how the writer will analyze the gathered data.

A. RESEARCH METHOD

The writer uses the Research and Development cycle in order to have

appropriate design for the students. Research and development is a process used

to develop educational products which can enhance teaching and learning

processes. The writer uses the Research and Development for the educational

research in order to have more efficient, practical and applicable educational

research. There are ten steps in of research and development proposed by Borg

and Gall (1983). Those cycles are research and information collecting, Planning,

Develop preliminary form of product, Preliminary field testing, Main product

revision, Main field testing, Operational product revision, Operational field


51

testing, Final product revision, Dissemination and implementation. The writer

combined those cycles with the ADDIE model. The combination of those

research methods is shown in the table below.

Table 3. 1 The Combined Model of R & D Model and ADDIE Model

Borg & Gall (1983) ADDIE The Combined Model

Information Collecting Analyze

Information Collecting:

- Literature study

- Need analysis

Planning Design Planning

- Selecting topics

and materials

- Planning kinds of

features of the

Android

application

Develop preliminary

form of product

Development Development

- Developing

materials

- Developing the

application

- Building and

testing the

application

- Expert Validation

Preliminary field testing

Main product revision

Main Field Testing Implementation Implementation

- Users Validation

Operational product

revision

Evaluation Evaluation

It can be seen in the table above that only seven stages out of ten were

selected because this research is focused on the developing a model of an Android

application to improve the tenth grade of Senior High School students‟ speaking

skill . In addition, it can be inferred that after combining the R &D model and

ADIIE model there are five main stages in this research; information collecting,

planning, development, implementation and evaluation.


52

B. RESEARCH DESIGN

This research used the combination of R and D model and ADDIE model

which consists of five main stages. The first stage was Information collecting. In

this step, the writer collected some information that is related to the problems of

teaching and learning English, especially speaking. The writer distributed

questionnaire and interviewed both the students and the English teacher. Besides

knowing the problem of learning speaking, this activity is also aimed to find

information about the teacher and students expectation on how they will learn

speaking. After the problem and expectation are identified, the writer conducted a

literature study on the teaching syllabus and documents related to the research

participants needs.

The second step was planning. In this step, the writer selected some topics

and materials from the syllabus and the result of the questionnaires distributed in

the need analysis. The writer also used the results of the interview of the teacher

and students as the additional information for the development of the product.

After selecting the topics and materials, the writer designed the tasks, activities,

quizzes and the projects. In this stage, the writer also planned the features of the

product.

The third stage was development. In this stage, the writer developed the

materials and made the flowchart and storyboard in order to help the writer

develop the product. The writer then developed the materials by collecting audios,

pictures, exercises, quizzes and activities based on the selected topics. In addition,

the storyboard and the flowchart are made to help the writer decide the content of


53

each screen of the product and how each screen is linked to one another. After the

writer developed the materials, storyboard and the flowchart, the writer developed

the product using App Inventor and uploaded the developed materials. Then, the

project was built into .apk file in order to test the product in a smartphone. This

development process is done simultaneously in order to produce the most

appropriate product for the research participants. After the expected product was

done, the writer conducted formative evaluation for the improvement of the

product by validating the product to the material and media experts. The product

validation was conducted by distributing questionnaires and interviews to the

experts. After both experts gave feedbacks, the writer then revised the product by

developing some features based on the experts‟ suggestions. The writer also

omitted some features that are not appropriate with the research participants‟

needs.

The fourth step was implementation. In this step, the writer implemented the

product to the research participants. In the implementation process, the writer

conducted the summative evaluation. The summative evaluation was conducted

by distributing questionnaires and interviews to the students. The results of the

summative evaluation were used to do evaluate the product.

The fifth step was evaluation. In this step, the writer evaluated the product

based on summative evaluation conducted in the previous step. In this last step of

the research, the writer has done with the final product. The description of the

steps can be seen in the figure below.


54

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


55

C. RESEARCH SETTING AND PARTICIPANTS

This research is aimed to develop an Android application for the tenth grade

of students of Senior High School. In order to develop an effective learning model

of an Android application, the writer involved various research participants. The

descriptions of the research setting and participants are discussed below.

1. Research Setting

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

setting for the research because 3 Bantul Senior High School is one of Senior

High Schools in Bantul which supports e-learning. This school is located in

Gaten, Trirenggo Bantul Yogyakarta. Since the Android application is designed

for the tenth grade students, the research was conducted in a class X 3, where

most of students had android smartphones.

The research was conducted in February – June 2016. During the research,

the students were encouraged to use the Android application to practice their

English anytime and anywhere. This research was conducted in a certain period of

time because the writer wanted to know how well the Android application helps

the students improve their speaking skill

2. Research Participants

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

to have a good product. The participants were 13 students grade X3 of 3 Bantul

Senior High School whose Android smartphones are compatible with the

application. The writer also involved an English teacher, an English lecturer, an

IT lecturer and an IT practitioner who are selected as the experts of material and


56

media to validate the product. The table below shows the description of the

experts‟ background.

Table 3. 2 The Description of the Expert Validators

Participants

Educational

Background Teaching Experience

S1 S2 S3 1-5 6-10 >10

An English lecturer - 1 - - - 1

An English teacher 1 - - - - 1

IT lecturer or IT practitioner 1 1 - 1 1 -

Both of the material and media experts validated the product by giving feedbacks,

opinions and suggestions. The material experts gave feedbacks related to the

content of the product including the quizzes and activities while the media experts

gave suggestions and opinions related to the design, layout as well as the

navigation of the product.

D. DATA GATHERING TECHNIQUE

The writer collected the data from questionnaires, and interviews. The

questionnaires were distributed to get the quantitative data, while the interviews

were done to get the qualitative data. Both of the data were classified into stages

based on the combination of R & D and ADDIE model. The explanation of the

stages, instruments, participants, obtained data are presented below.

Table 3. 3 Stages, Instruments, Participants, Data and Aims

Stages Instruments Participants Obtained Data Aim

Collecting

Information

Need Analysis

Questionnaire

The tenth grade

students of 3

Bantul Senior

High School

The description

of the students‟

needs

To design the

theoretical

model of the

application


57


Need Analysis

Interview

- The tenth

grade students

of 3 Bantul

Senior High

School

- An English

teacher of 3

Bantul Senior

High School

The students‟

and teacher‟s

opinion and

suggestions on

conducting a

mobile learning

To design the

theoretical

model of the

application

Preliminary

Field

testing

(Developm

ent)

Questionnaire

for Expert

Validation

- An English

teacher of 3

Bantul Senior

High School

- An English

lecturer of

English

Language

Education

Department

Sanata

Dharma

University

- An IT lecturer

in Duta

Wacana

Christian

University

- An IT

practitioner in

Gadjah Mada

University

The experts

feedbacks on

the designed

learning model

To revise the

initial iconic

model

Interview for

Expert

Validation

- An English

teacher of 3

Bantul Senior

High School

- An English

lecturer of

English

Language

Education

Department

Sanata

Dharma

University

The detailed

comments and

suggestions on

the designed

learning model

To revise the

initial iconic

model


58


- An IT lecturer

in Duta

Wacana

Christian

University

- An IT

practitioner in

Gadjah Mada

University

Questionnaire

for Users

Validation

The tenth grade

students of 3

Bantul Senior

High School

Feedback about

the designed

learning model

Develop the

revised

iconic model

into the final

learning

model

Interview for

Users

Validation

The tenth grade

students of 3

Bantul Senior

High School

Detailed

comments and

suggestions on

the designed

learning model

Develop the

revised

iconic model

into the final

learning

model

E. RESEARCH INSTRUMENTS

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

writer used some instruments to gather the data. The instruments were

questionnaire and interview. Both of the research instruments are explained

below:

1. Questionnaire

In this study, the researcher used both structured and unstructured

questionnaires in order to get effective data from the research participants. In the

structured questionnaire, the research participants were provided with some

statements in which each answer was scored using Likert scale. This structured

questionnaire provided quantitative data for the writer. Meanwhile, in


59

unstructured questionnaire, the research participants were provided with some

open ended questions which let the research participants to answer the questions

based on their feelings and opinions. In this kind of questionnaire, the research

participants had an opportunity to express their opinions freely. This unstructured

questionnaire provided the writer with qualitative data.

Before designing the product, the questionnaires were distributed to the

students for the need analysis. The questionnaires were to analyze the students‟

learning environment in the classroom. In the questionnaires, the writer identified

the students‟ learning style in the classroom, knew how the students learn and

their interaction with the teacher and classmates and also knew the number of

students who are accustomed to use Android smartphones. In other words, the

need analysis questionnaire provided the writer information about how the

students learn speaking and the readiness for having a speaking mobile learning.

The need analysis questionnaire blueprint can be seen in Appendix 1.

To validate the product, the questionnaires were distributed to the experts of

material and media. The experts were an English teacher of 3 Bantul Senior High

School, an English lecturer of English Language Education Department Sanata

Dharma University, an IT lecturer in Duta Wacana Christian University and an IT

practitioner in Gadjah Mada University. The experts gave feedbacks, opinion and

suggestions based on their skill. The material experts gave feedback related to the

contents and activities of the application. While the media experts gave feedback

related to the design, navigation and layout of the application. Both of the

questionnaires are the combination of structured and unstructured questionnaire


60

and they were written in Indonesian. The blueprint of expert validation

questionnaires can be seen in Appendix 2.

After the first revision of the application, the writer implemented it to the

research participants. In this step, the user validation questionnaires were

distributed to the users to gather the students‟ opinions and suggestions toward the

applications. The user validation questionnaire was a combination of structured

and unstructured questionnaire and it was written in Indonesian. The blueprint of

expert validation questionnaires can be seen in Appendix 3.

Based on the discussion above, the writer distributed three kinds of

questionnaires: need analysis questionnaire, expert validation questionnaire, and

user validation questionnaire. The need analysis questionnaire and the expert

validation questionnaire were made to obtain the quantitative and qualitative data

to answer the first question formulated in the problem formulation. Meanwhile,

the user validation questionnaire was made to obtain the quantitative and

qualitative data to answer the second question formulated in the problem

formulation. All of the quantitative data were collected from the structured

questionnaires. Meanwhile, the quantitative data were collected from the

unstructured questionnaires.

2. Interview

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

interviews. The writer interviewed both of the teacher and students to analyze the

students‟ needs in the speaking learning processes and the designed application.


61

The interviews were also conducted to the both material and media experts. From

the interviews, the writer got more detailed comments and suggestions toward the

Android application. Therefore, the data gathered become more specific. The

interview was also conducted to the students after the implementation of the

Android application. This interview was aimed to know how the Android

application help the students learn speaking. All of the interviews were conducted

in Indonesian to ease the research participants answering the interview questions.

The interview guideline can be seen in Appendix 4.

Based on the discussion above, the writer conducted three kinds of

interviews: need analysis interview, expert validation interview, and user

validation interview. The need analysis interview and the expert validation

interview were conducted to obtain the qualitative data to answer the first question

formulated in the problem formulation. Meanwhile, the user validation interview

was conducted to obtain the qualitative data to answer the second question

formulated in the problem formulation.

F. DATA ANALYSIS TECHNIQUE

There were quantitative and qualitative data in this research. The quantitative

data were collected from the structured questionnaire, while the qualitative data

were collected from both unstructured questionnaire and interview results. The

quantitative data were calculated using percentage, while the qualitative data were

presented by describing the respondents‟ opinions, suggestions and

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


62

the closed questions in need analysis were calculated statistically using

percentage.

Notes:

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

N = the total number of students

All of the results of the questionnaire were calculated and clearly shown in a table

in order to ease the writer identify all of the data. Below is the table of the need

analysis results.

Table 3.4. The Description of Need Analysis Questionnaire Results

No. Question Response Number Percentage

However, both material and media evaluation data collected from

structured questionnaires were calculated differently. Both questionnaires were

designed using Likert scale proposed by Creswell (2012). It is suggested that

scoring data means that the researcher assigns a numeric score or value to each

response category for each question on the questionnaires (Creswell , 2012).

Therefore, the data were categorized into five scales which are presented as

follows.


63

Strongly Agree = 5

Agree = 4

Not Sure = 3

Disagree = 2

Strongly Disagree = 1

The raw scores then were converted into some converted scores which

were adapted from Best (1970). The table is presented below.

Table 3. 5. The Conversion Table of The Raw Scores into Converted Score

Raw Scores Meaning of Scores Converted Scores

5 Strongly Agree 2

4 Agree 1

3 Not Sure 0

2 Disagree -1

1 Strongly Disagree -2

After converting the raw scores, the results then were analyzed using

Criterion Reference Evaluation proposed by Sukardjo (2006). The table below is

the explanation of the range of scores.

Table 3. 6 The CRE Scales

Score Interval Category

X > Xi + 1,80 SD High/Very Good

Xi + 0,60 SD < X ≤ Xi + 1,80 SD High/Good

Xi - 0,60 SD < X ≤ Xi + 0,60 SD Fair

Xi - 1,80 SD < X ≤ Xi - 0,60 SD Low/Poor

X ≤ Xi - 1,80 SD Very Low/Very Poor

Notes:

X = Actual Score

SD (Standard Deviation) =

(maximum score – minimum score)

Xi (Ideal Score Average) =

(maximum score + minimum score)


64

The maximum score refers to the highest converted score (2), while the

minimum score refers to the lowest converted score (-2). The quality of the

product was described using final Mean which was calculated with the formula as

follows:

Xi =

Notes:

Xi = Average Score

X = Total Score

N = Number of Participants

There were five categories of results based on table 3. 6 above. First, if the

score was considered very good, it means that it does not need any revision.

Second, if the score was considered as good, it means that the revision is optional.

Third, if the score was classified as fair, it means that conducting more

exploration on the design is necessary. Fourth, if the score was considered as

poor, the revisions and improvements of the product are recommended. Finally, if

the score was considered as very poor it means that the revisions of the product

are highly required.

After both material and media validation questionnaire results were

gathered, validated and categorized, the writer presented the data using the table

below.


65

Table 3. 7 The Description of the Validation Questionnaire Results

No. Statements Converted Score Mean Category

Total Score

Mean

Table 3. 7 was made to describe the whole results of the quantitative data

of the questionnaires. It can be seen that in the table that each statement had its

category based on the mean. It can also be seen clearly that the final mean

described the quality of the product. Meanwhile, the data from the open ended

questions were selected and categorized into some aspects to support the

quantitative data. The data were also used as the main suggestions for the writer to

revise the product if needed.

In addition, the interview results were selected accordingly and interpreted

in written form. The data was used to support the quantitative data collected from

the questionnaires.


66

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter deals with the analysis of the two problems in the problem

formulation in the first chapter. This chapter is divided into three parts. The first

part aims to describe the processes of developing the Android application. The

second part aims to present the Android application. The third part is the

descriptions of how the Android application improves Senior High School

students‟ speaking skill.

A. The Processes of Developing the Learning Media (E-TALK)

The process of developing the Android application uses the combination R

& D model and ADDIE model which has been modified by the writer into five

stages; information collecting, planning, development, implementation and

evaluation. The model was modified in order to have more effective research

considering the focus of the research is developing a model of an Android

application to improve the tenth grade of senior High School students‟ speaking

skill. In this part, the writer would discuss each stage to give a depth explanation.

1. Information Collecting

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

study and need analysis. In the literature study, the writer collected some

information on how teaching speaking is conducted in 3 Bantul Senior High

School by conducting a syllabus analysis, designing a need analysis questionnaire


67

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

and students.

a. Syllabus Analysis

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

and learning processes, especially speaking for Grade X of Senior High school.

The table below shows the speaking Competency Standards and the Basic

Competence of Grade X of Senior High School Students.

Table 4.1. The Competency Standards and the Basic Competence of

Speaking Skill for Grade X Taken from 3 Bantul Senior High School English

Syllabus

Competency Standards Basic Competence

Semester 1

3. Expressing the meaning of

transactional and

interpersonal conversations

in daily contexts


short functional and simple

monolog texts (recount,

narrative and procedure) in

daily contexts

3.1 Expressing the meaning in transactional (to

get things done) and interpersonal (to socialize)

conversations, formally and informally by

using simple expressions accurately, fluently

using some speech acts such as introduction,

greeting/leave taking, making/cancelling

invitations, accepting/declining promises





using some speech acts such as expressing

happiness, showing attention, expressing

sympathy and giving instructions.

4.1 Expressing the meaning in short functional

texts (announcement, advertisement, invitation)

by using various speech acts in daily contexts.

4.2 Expressing the meaning in simple monolog

texts (recount, narrative and procedure) in daily

contexts by using some speech acts accurately

and fluently


68

Competency Standards Basic Competence

Semester 2


transactional and

interpersonal conversations

in daily contexts


short functional and simple

monolog texts (recount,

narrative and news item) in

daily contexts





using some speech acts such as thanking,

giving compliment and congratulating someone





using some speech acts such as expressing

surprise, expressing disbelief and accepting

invitations and offerings

10.1 Expressing the meaning of short

functional speech (announcement,

advertisement, invitation) formally and

informally using simple expressions in various

daily contexts

10.2 Expressing the meaning of simple

monolog texts using various expressions

accurately and fluently in the contexts of daily

life in the form of narrative, descriptive and

news items.

The syllabus analysis was also aimed to know the materials learned by

Grade X of Senior High School students both in semester 1 and 2. From the

syllabus analysis, it can be seen that the speaking materials for Grade X of Senior

High School Students are listed in the table below.

Table 4.2. Grade Tenth’s Semester 1 and 2 Speaking Materials Taken from 3

Bantul Senior High School English Syllabus

Semester Topics

Semester 1

Introduction, Greeting/Leave Taking,

Accepting/Cancelling Invitation,

Accepting/Cancelling Promises

Expressing Happiness, Showing


69

Semester Topics

Semester 1

Attention, Expressing Sympathy,

Giving Instruction

Announcement

Recount, Narrative, Procedure

Semester 2 Expressing Gratitude, Giving

Compliment, Congratulating Someone

Expressing Surprise, Expressing

Disbelief, Accepting Invitation and

Offerings

Announcement, Advertisement,

Invitation

Narrative, Descriptive, News Item

From all the materials presented in the table above, the writer only chose

the excerpts of those materials which are commonly needed by Senior High

School Students without neglecting the Standard Competency and the Basic

Competence stated in the syllabus. The materials chosen by the writer are listed in

the table below.

Table 4.3. The Selected Speaking Materials for the Application

Semester Topics

Semester 1 Introduction, Greeting/Leave

Taking, Accepting/Cancelling

Invitation

Expressing Happiness, Giving

Instruction

Procedure

Semester 2 Expressing Gratitude

Expressing Surprise, Expressing

Disbelief, Accepting Invitation and

Offerings

Invitation


70

The writer used those selected topics to adjust the materials, activities,

exercises, vocabulary, audios, expressions, conversations and projects for the

application.

b. Need Analysis Questionnaire and Interview Script Design

In order to get reliable sources on the students‟ needs on the expected

teaching and learning, the writer conducted need analysis for the Grade X of 3

Bantul Senior High School. The need analysis was conducted by distributing

questionnaires to the students and interviewing both students and English teacher.

Before conducting the need analysis, the writer designed the questionnaire and the

interview script based on speaking, mobile learning and Android theories. The

concept of the questionnaire and is listed in the table below.

Table 4.4 The Working Concepts of Need Analysis Questionnaire and

Interview Script

No. Concept Sub Concept Indicators Item

1. Speaking is a skill

that applies two

language skills in a

conversation. It is

stated that from

communicative,

pragmatic view of

the language

classroom,

listening and

speaking skills are

closely intertwined.

(Brown, 2000)

- Basic types of

speaking

- Micro and

macroskills of

speaking

- Imitate certain

vowel sounds

- Produce proper

sentences

- Produce fluent

speech

- Use

grammatical

word clases

- Recognize

errors

- Develop

natural

conversations

1, 2

Speaking is a

verbal language

which is used to

communicate with

others. It consists

- Communicative

language

- Speaking needs

verbal practice

- Communicate

with others

- Produce verbal

utterances

3, 4,

5, 6


71


of producing verbal

utterances to

convey meaning

(Nunan, 2003)

There are five

aspects of

speaking;

pronunciation,

vocabulary,

grammar, fluency

and comprehension

(Harmer, 2001),

- Pronunciation

- Vocabulary

- Grammar

- Fluency

- Comprehension

- Pronounce

words correctly

- Use appropriate

vocabulary

- Use

grammatical

rules correctly

- Comprehend

types of

conversation

- Speak fluently

7, 8,

9,

10,

17

Speaking covers

some categories

such as fluency,

accuracy,

interaction and

coherence (Louma,

2007)

- Fluency

- Accuracy

- Interaction

- Coherence

- Speak fluently

- Speak

accurately

2. Mobile Learning is

a learning that use

any kinds of

portable learning

which usually

related to the most

recent technologies

(O‟ Malley et all,

2003)

- Portable learning

- Educational

Purpose

- Learning style

- Learn outside

the classroom

- Learn

independently

- Use

smartphone as

a portable

learning media

- Use

smartphone as

an interactive

learning media

11,

12,

15

When students can

see themselves on

videotape, spotting

their own

weaknesses in

much easier

(Healey, 1999)

- Independent

learning

- Monitor their

own progress

- Recognize

their own

mistakes

19,

20


72


Mobile device is a

pervasive medium

that may assist us

in combining work,

study and leisure

time in meaningful

ways (Turunen, et

al. 2003 in Laouris)

- Learning content - Use mobile

learning as a

learning media

- Use

appropriate

features to

have an

interactive

learning

16

Android is an

operating system

based on Linux

with a Java

programming

interface which is

developed by

Google (Vogel,

2013

- Learning media - Use Android

smartphone to

support

learning

- Use Android

to have an

accessible

learning

14

The writer then made the questionnaire and interview results based on the

design stated in the above table. The writer conducted the need analysis by

distributing the questionnaire and interviewing and English teacher. This need

analysis is aimed to collect important information related to the teaching and

learning process of speaking in 3 Bantul Senior High School.

c. The Need Analysis from Questionnaire Results

The questionnaires were distributed on Saturday, 17 October 2015 in

Grade X3 of 3 Bantul Senior High School. There were 27 students in the

classroom and nobody was absent on that day. There were 19 closed questions

and 5 open ended questions in the questionnaire. The closed questions results are

described separately based on the aspects in tables.


73

Table 4. 5 The Teaching of Speaking in the Classroom

No Question Answer Total Percentage

1. Do you like speaking?

Why?

a. Yes, I like it very

much

b. Yes, I like it

c. So so

d. No, I don‟t like it

e. I strongly dislike it

0

10

11

6

0

0%

37%

40.8%

22.2%

0%

2. Does the teaching

speaking conducted in

the classroom help you

develop your speaking

skill?

a. Yes, it is very helpful

b. Yes, it is helpful

c. Yes, it is a little bit

helpful

d. No, it is not helpful

e. It is very unhelpful

5

20

2

0

0

18.5%

74.1%

7.4%

0%

0%

3. Does the teaching

speaking conducted in

the classroom

enjoyable?

a. Yes, it is really

enjoyable

b. Yes, it is enjoyable

c. Yes, it is less

enjoyable

d. No, it is not

enjoyable

e. It is strongly not

enjoyable

0

20

7

0

0

0 %

74.1%

25.9%

0%

0%

4. Do the speaking

classroom activities

help you develop your

speaking skill?



c. Yes, it is less helpful

d. No, it is not helpful


3

17

7

0

0

11.1%

63%

25.9%

0%

0%

From the table above, it can be seen that the students in grade X3 does not

really like speaking. The results of the questionnaire in the need analysis showed

that only 37% of the students like speaking and 40.8% stated that they are not

really interested in speaking. Surprisingly, there were only 22.2% of the students

stated that they do not like speaking. It means that the students still have great

opportunities to develop their speaking skill. The statement above is proved by the


74

second, third and fourth questions of the need analysis questionnaire. The second

question in the questionnaire stated whether the teaching speaking in the

classroom help the students develop their speaking or not. The answer of the

question showed that there were 74.1% of the students state that the teaching and

learning processes in the classroom help the students develop their speaking skill

in the classroom.

The third question dealt with the situation of the teaching and learning

process in the classroom. The writer tried to find out whether the situation of the

teaching and learning process of speaking is enjoyable for the students. From the

questionnaire, it is found that 74.1% of the students state that the teaching

learning in the classroom is enjoyable. Moreover, the fourth question was

intended to know whether the activities conducted in the classroom help the

students to develop their speaking skill. The results show that 63% of the students

state that the classroom activities help them develop their speaking skill. From the

first aspect of the need analysis questionnaire, it can be inferred that the students

are not interested in speaking even though the situation in the classroom supports

them to learn more.

Classroom situation is not merely a factor that influences the students to

develop their speaking skill. The students need to have their own strategies to

develop their speaking by practicing it by themselves. The table below shows the

students‟ frequency in practicing their speaking.


75

Table 4.6 The Students’ Speaking Strategies


1. Do you often practice

your speaking skill out

of the classroom?

a. Very often

b. Often

c. Sometimes

d. Seldom

e. Rarely

0

2

16

7

2

0%

7.4%

59.3%

25.9%

7.4%

2. With whom do you

practice your speaking

skill out of the

classroom?

a. Parents

b. English private

teacher

c. Siblings

d. Friends

e. Others ...

0

3

4

18

2

0%

11.1%

14.8%

66.7%

7.4%

The table above shows that the students sometimes practice their speaking.

There were only 59. 3 % of the students stated that they sometimes practice their

speaking. From the data, it can also be seen that most of the students practice their

speaking with their friends who was proved by 66.7% of the students‟ statements.

The students can practice their speaking either in groups or by themselves.

Practicing speaking in groups can be done easily by finding some partners who

have the same intention and motivation to develop their speaking skill. Practicing

speaking individually is a challenge that the writer will give to the students by

using the learning media that the writer is going to develop. Furthermore, the

writer tried to find some information on how the students learn speaking by

themselves by using some electronic devices. The table below shows the media

used by the students to practice their speaking.


76

Table 4.7 The Media Used by the Students to Practice Speaking


1. Do you use electronic

devices when you are

practicing your

speaking skill out of the

classroom?

a. Very often

b. Often

c. Sometimes

d. Seldom

e. Rarely

0

16

9

1

1

0%

59.3%

33.3%

3.7%

3.7%

2. What kind of electronic

devices do you use to


skill out of the

classroom?

a. Computer

b. TV

c. Tablet

d. Hand phone

e. Smartphone

2

0

0

1

24

7.4%

0%

0%

3.7%

88.9%

3. Does the electronic

device help you


skill?



c. Yes, it is less helpful

d. No, it id not helpful


8

17

1

0

0

29.7%

63%

3.7%

0%

0%

4. Do you have an

Android Smartphone?

a. Yes, I have a

Gingerbread Android

Smartphone

b. Yes, I have a

Jellybean Android

Smartphone

c. Yes, I have a Kitkat

Android Smartphone

d. Yes, I have a

Lollipop Android

Smartphone

e. No, I don‟t have an

Android Smartphone

0

16

6

1

4

0%

59.3%

22.2%

3.7%

14.8%

5. Do you use your

smartphone as a media

to learn speaking?

a. Yes

b. No

c. Sometimes

d. Seldom

e. Rarely

13

0

1

11

2

48.2%

0%

3.7%

40.7%

7.4%

6. What kind of features

which make you

interested in using a

smartphone as speaking

learning media?

a. Audio/songs

b. Video

c. Social media

d. Game

e. Others

15

1

3

6

2

55.6%

3.7%

11.1%

22.2%

7.4%

7. What kind of speaking

aspect can you develop

by using a smartphone

as your learning media?

a. Pronunciation

b. Vocabulary

c. Grammar

d. Fluency

e. Comprehension

0

12

13

0

2

0%

44.4%

48.2%

0%

7.4%


77


8. Do you feel more

comfortable when you

learn speaking using a

smartphone?

a. Very comfortable

b. Comfortable

c. Less comfortable

d. Uncomfortable

e. Very uncomfortable

1

24

2

0

0

3.7%

88.9%

7.4%

0%

0%

9. Have you ever got an

assignment to create a

speaking video by using

a smartphone?

a. Often

b. Ever

c. Sometimes

d. Seldom

e. Never

1

4

1

2

19

3.7%

14.8%

3.7%

7.4%

70.4%

From the data above, it can be seen that the students often use smartphones

to practice their speaking outside the classroom which proved by 59.3% of the

students‟ statements. 48.2% of the students stated that they can develop their

grammatical skill by learning through the smartphones. Since the writer‟s learning

media is focused on pronunciation and conversation, the writer needed the

students to have Android smartphone at least with Jellybean version because the

writer needs to work on some particular features which can only work on Android

with Jellybean version or above. From the data, it is found that 59.3% of the

students use smartphones with Jellybean version. The information above

supported the development of the learning media. Considering that the 40. 7% of

the students does not use smartphones with Jellybean version or above, the writer

decided to create some groups consisting those who have smartphones with

Jellybean version or above and those who do not use so that they can share the

application in the implementation process. From the data, 88.9% stated that the

smartphones offers a comfort learning for the students and it is a helpful device to

study. This data gave the writer a great chance to develop a learning device which

can make the students practice their speaking outside the classroom comfortably.


78

However, 70.4% of the students stated that they have never been asked to create a

video conversation on topics they are learning. Therefore, the writer put such kind

of activity in the learning media.

The next important factor to develop the students‟ speaking skill is

mastering the speaking aspects. There are five basic speaking aspects stated by

Harmer (2001); pronunciation, vocabulary, grammar, fluency and comprehension.

Based on the theory, the writer tried to find more information on the students‟

speaking aspects in order to create the most appropriate learning media that can

help the students develop their speaking skill. The table below shows how the

students master the speaking aspects.

Table 4.8 The Students’ Aspects of Speaking


1. How is your ability to

pronounce English

words?

a. Very good

b. Good

c. Less appropriate

d. Not good

e. Worse

0

11

13

3

0

0%

40.7%

48.2%

11.1%

0%

2. How does your

grammatical skill?

a. Very Good

b. Good

c. Less appropriate

d. Not good

e. Worse

0

10

16

1

0

0%

37%

59.3%

3.7%

0%

3. Do you master the

vocabulary taught in the

classroom?

a. Strongly mastering

b. Mastering

c. Less mastering

d. Not mastering

e. Strongly not

mastering

0

9

17

1

0

0%

33.3%

63%

3.7%

0%

4. Do you understand the

expressions taught in

the classroom?

a. Strongly understand

b. Understand

c. Less understand

0

23

4

0%

85.2%

14.8%


79


d. Do not understand

e. Strongly do not

understand

0

0

0%

0%

From the table above, it can be seen that 48.2% of the students in grade X3

assumed that they can pronounce the English words less appropriately, 59.3% of

the students assumed that their grammatical skill are less appropriate and 63% of

the students assumed that they are less mastering the vocabulary taught in the

classroom. However, 85.2% of the students assumed that they understand with the

expressions taught in the classroom. From the data, it can be seen that the students

in grade X3 have not master the all speaking aspects. From this data, there is a

great chance for the writer to create a learning media which can help the students

master the speaking aspects which will support them to develop their speaking

skill.

In conclusion, grade X3 students actually have a great ability to develop

their speaking skill in the classroom since the learning situation in their classroom

supports them to do so. The students also have chances to practice their speaking

skill outside the classroom since they are accustomed to use smartphones to

support their learning. However, most students feel that they are less motivated to

develop their speaking ability because they haven‟t found a learning media which

is appropriate with their needs. The students need to have a learning media which

can facilitate them to learn how to pronounce English words correctly,

grammatical rules, vocabulary and comprehend kinds of conversation. By having

this kind of learning media, the students hope that they can improve their speaking


80

fluency. This condition is a great chance for the writer to build a learning media

which provide the students with great learning opportunities outside the

classroom.

d. The Need Analysis from Interview Results

In order to get reliable data, the writer also collected the need analysis data

from interviews both English teacher and students. The teacher interview was

focused on the objective of teaching speaking, teaching media, how to facilitate

students‟ to develop their speaking skill outside the classroom, speaking

difficulties and how to overcome it and the teacher‟s opinion about the use of a

smartphone as a learning media. However, the students‟ interviews were focused

on the students‟ opinion on the importance of speaking, how to develop their

speaking skill outside the classroom, speaking difficulties and how to overcome

them and the learning media which is needed by the students.

From the teacher interview, it was discovered that the objective of

teaching speaking is to help the students communicate with English orally.

The focus of speaking in the classroom is to get the students communicate

with English orally even though they can only produce simple expressions.

(Appendix 11, T)

It seemed that the objective of teaching speaking in grade X3 of 3 Bantul

Senior High School is simple. The teacher only wanted the students to be able to

communicate with English with simple expressions. However, it is not an easy

task for the teacher to achieve the teaching objectives. The English teacher stated


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that she faces some difficulties in the teaching and learning processes. She stated

that the students have problems with vocabulary, grammar and confidence.

Vocabulary, confidence and grammar. But I always tolerate the students’

mistakes in order to boost their confidence.(Appendix 11, T)

The teacher realized that the students have difficulties in speaking.

However, she encouraged the students to practice their speaking confidently. The

teacher also let the students create their own dialog and find the vocabulary

needed in the dictionary.

I let the students to practice speaking even though they make many

mistakes. I also let the students check the vocabulary needed in the

dictionary. (Appendix 11, T)

From the interview, it was also found that the teacher also give the

students opportunity to develop their speaking skill both inside and outside the

classroom. In the teaching and learning processes in the classroom, the teacher

used electronic dictionary from a smartphone application, newspaper and

magazines as the learning media. She developed the teaching and learning

processes by asking the students to have a role play, play some games and find

some difficult words meaning in the electronic dictionary.

I use electronic dictionary from an application, newspaper and magazines.

(Appendix 11, T)

Outside the classroom, the teacher stated that she helped the students

develop their speaking skill by giving them homework to create a dialog about the

topics they have discussed.

Yes. I give the students an assignment such as making a dialogue.

(Appendix 11, T)


82

Even though the teacher stated that she used electronic dictionary from a

mobile application, she stated that she has never used smartphone as her teaching

media in conducting speaking class. She stated that if there is a special application

to develop the students‟ speaking fluency she feels happy with that and stated that

she would use the application to teach speaking. She added that she wanted some

features that can improve the students‟ vocabulary, and boost the students‟

confidence to practice their speaking which can improve the students‟ speaking

fluency.

I’m happy if the application can be used by my students. If it is helpful, I

will continue using it. ... The feature that can improve the students’

vocabulary and boost the students’ confidence when they are practicing

their English. If the students use the application, they will have more time

to practice. So, they will be more fluent. I hope this application can help

the students with their reading and writing. (Appendix 11, T)

There were five students chosen for the interview. Those students were

given the same questions, but they were interviewed separately. The student

interview was focused on the importance of speaking for the students, the

students‟ speaking strategies outside the classroom and the learning media needed

by the students.

From the interview, it was found that the five students stated that speaking

skill is an important thing in their life because they will need it in the future. Most

of the students stated that globalization was the main reason for developing

English speaking skill. The students also stated that it will be easier to find a job if

they can speak English fluently.

It is important for our future. If we can speak English fluently, it is easier

to find a job. (Appendix 11,S1)


83

Since the students stated that speaking skill is important, they have their

own learning strategies to develop their skill. The students stated that they learn

speaking by listening to some English conversation and find the meaning in the

dictionary, having an English course, having an English conversation with friends,

learn speaking using mobile applications, watching and listening English movies

and songs, and practice it continuously.

I overcome the difficulties by reviewing the lesson learned and try to find

the lesson I have not learned. I also try to get myself accustomed to use

English by repeating it continuously and sharing with my

friends.(Appendix 11, S1)

Even though the students have already had their speaking strategies with

many kinds or learning media, they stated that they want a learning media which

can help them develop their speaking skill outside the classroom. The students

implied that the learning media they are using doesn‟t fulfill their needs. The

students stated that they want a learning media which can enrich their vocabulary,

help them know how to pronounce English words, help them practice their

speaking, compatible and accessible.

A learning media which has a vocabulary feature and how to pronounce

it. (Appendix 11, S1)

In conclusion, the students in grade X3 of 3 Bantul Senior High School

were expected to be able to communicate with English fluently. The teacher and

students have cooperated well in developing the speaking skill both inside and

outside the classroom by using some learning media. However, the learning media

they were using did not meet their needs. The students stated that they need an


84

interactive learning media which can help them with pronunciation and

conversation.

2. Planning

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

application based on the students‟ need. In this step, the writer selected the topics,

materials, contents, kinds of features in the designed learning media and designed

the research instruments.

The writer selected the topics and materials based on the syllabus analysis.

Based on the analysis, the writer selected some excerpts of the materials without

neglecting the learning objectives stated in the syllabus. There were five major

topics taken from semester 1 and 2 materials which were selected based on the

students‟ needs. All the topics were selected as the supplementary materials for

the students to practice their speaking outside the classroom. The selected topics

were adjusted with the materials learned by the students in the classroom and its

usage in the students‟ daily life. The aim of taking the excerpts of the materials

from the syllabus was to stimulate the students to develop their speaking skill

through the provided activities in the Android application. The topics were (1)

introduction, (2) invitation, (3) instruction, (4) gratitude, (5) surprise.

After selecting the topics, the writer defined the learning materials,

activities and learning objective of each topic. Those components are presented in

the following table.


85

Table 4.9 The Topics, Materials, Activities and Learning Objectives

No. Topics Materials Learning Objectives

1.

Introduction

Introduction

Greeting/Leave

Taking

The students are able to recognize and

pronounce commonly used

vocabulary in:

- greeting and introduction

- accepting/cancelling

invitation/offering

- giving instruction/procedure

- expressing gratitude

- expressing surprise and disbelief

The students are able to respond and

create a simple dialogue of :

- greeting and introduction


invitation/offering

- instruction/procedure


- expressing surprise and disbelief

The students are able to use

grammatical rules commonly used in

each topic

2.

Invitation

Accepting/Can

celling

Invitation/Offe

ring

3.

Instruction Giving

Instruction

Procedure

4. Gratitude Expressing

Gratitude

5. Surprise Expressing

Surprise

Expressing

Disbelief

After defining the topics, materials and the learning objectives of the

learning media, the writer selected kinds of features and activities for the learning

media. Both features and activities were selected based on the learning objectives.

There were five major features in the learning media; they are (1) vocabulary, (2)

grammar, (3) expression, (4) conversation, (5) project. There are at least two

activities in each feature which were designed based on the students‟ needs. Each

activity in every feature was designed with automatic feedback to enable the

students recognize their own mistakes to promote independent learning. The

features and activities of the learning media are presented as follows.


86

Table 4.10 Features and Activities

No. Learning Objectives Features Activities

1

The students are able to

recognize and pronounce

commonly used

vocabulary in:

- greeting and

introduction


invitation/offering

- giving

instruction/procedure


- expressing surprise

and disbelief

Vocabulary Vocabulary Pronunciation

drill

Pronunciation quiz

2 The students are able to

use grammatical rules

commonly used in each

topic

Grammar Grammar Explanation

Grammar Quiz 1 (Fill in

the blanks)

Grammar Quiz 2 (True-

False)

3 The students are able to

respond and create a

simple dialogue of :

- greeting and

introduction


invitation/offering

- instruction/procedure


- expressing surprise

and disbelief

Expression Expression Pronunciation

drill

Responding to various

kinds of dialogue based on

the topics

4 Conversation Respond to various kinds

of dialogue based on the

topics

5 Project Make a short video of a

dialogue based on the topic

chosen

After the topics, materials, features and the activities were selected, the

writer created the name of the Android application. The writer decided e-talk as

the name of the application. E-talk stands for electronic talk, which means an

electronic device which can be used as a media to talk. Since the application is

focused on pronunciation and conversation drill, it demands the students to

pronounce the provided vocabulary and respond to the provided expressions and

dialogues in the application. The writer hopes that the application would be an


87

effective learning media to facilitate the students to practice their speaking outside

the classroom.

The last step after selecting topics, materials, features and activities for the

application was designing the blueprints of the questionnaire and interview

guidelines. Both blueprints were developed based on some concepts which were

taken from speaking and mobile learning theories. The research instruments were

developed for both experts and users to validate the product.

3. Development

There were four major development processes in this research; developing

materials, developing storyboard and flowchart, developing the application using

App Inventor, and building the application into apk. file. After the application was

built into an apk. file, the writer tried it using a mobile phone to check whether the

application run well or not. The development processes were described into four

sub headings below.

a. Developing the materials

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

The written materials were adapted from some books and the audio were taken

from www.twominsenglish.com. The writer took the audio from the internet

because the writer wanted some authentic materials. The writer chose authentic

materials to enable the students get the correct pronunciation. Pronunciation is one

of the main aspects needs to be considered in the application since the writer

focused on developing the students‟ speaking skill.


http://www.twominsenglish.com/

88

According to Harmer (2001) pronunciation is one of five important

speaking aspects which needs to be mastered by learners to develop their speaking

skill. In addition, Goh and Burns (2012) state that pronunciation is one of

speaking skills that learners need to develop. It is stated that pronunciation is

producing the segmental and suprasegmental levels of the target language sounds.

The pronunciation specific skills include the articulation of vowels, consonants

and blended sounds, assigning word stress and using different intonation patterns.

Meanwhile, Richard (1983) in Brown (2000) states that learners should be able to

produce English stress patterns, word in stressed ad unstressed positions, rhytmic

structure, and notation contours.

Both written and audio materials were modified and simplified based on

the students‟ needs. Most of the materials taken from the

www.twominsenglish.com were videos. Therefore, the writer converted those

materials into audio. After converting the video into audio, the writer cut the

audio into words and sentences to develop the activities and tasks especially those

which are related to pronunciation and conversation drill. The writer also took

some pictures from the internet to increase the students‟ interests and stimulate

them while they are doing the exercises. Both of the audios and pictures in this

application were converted into small sizes because of the limitation of the

application capacity.

After developing the materials, the writer developed the activities and

exercises. There were oral and written exercises in the application. The oral

exercise dealt with the pronunciation and conversation while the written exercises


http://www.twominsenglish.com/

89

dealt with the grammatical rules needed in each topics. The written exercises were

in the forms of filling the blanks and true-false tasks. Besides written exercises,

the writer added grammar explanation in the grammar feature because grammar is

essential for Communicative Language Teaching (Calce Murcia, 1987) and it is

included in Harmer‟s (2001) important speaking aspects, and Richards‟ (1983)

microskills of communication.

b. Developing the storyboard and flowchart

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

flowchart of the application. A flowchart is the general construct of the

application which shows the main part of the content of the application. The

function of a flowchart is to help the writer with the design of the application. It

gives the writer the description the activities and exercises in the application. The

flowchart of the application can be seen in Appendix 3.

In this stage, the writer also developed a storyboard. The function of a

storyboard is to describe the detailed components in the application to ease the

writer develop the application. The storyboard helps the writer show the

connections among the components and create a clear navigation of the

application. This storyboard is important because it leads to a friendly-used

application. The detailed of the storyboard can be seen in the Appendix 3.

Besides the flowchart and storyboard, the writer also presented the

description of the parts and contents of the application. This description provides

the name of each part of the application and its brief explanation. The following

table describes the parts and contents of the application.


90

Table 4.11 The Parts and the Contents of Each Part in e-talk

Screen Content

Home This screen contains the title of the application, start

button and exit button

About This screen contains the explanation about the application,

enter button, exit and home button

Menu This screen provides the main menu of the application.

There are five menu in the application; vocabulary,

grammar, expression, conversation and project.

Vocabulary There are two buttons in this screen; mini dictionary and

vocabulary quiz

List of words, how to pronounce and feedback are

provided in the mini dictionary

Vocabulary quiz contains a quiz. Feedback and score

will appear after completing the quiz

This screen contains text to speech and speech

recognizer

Grammar The grammar contains grammatical rules learned in the

topic

Each topic contains explanation, and two kinds of quizzes

(fill in the blanks and true-false tasks)

Feedback and scores are provided after completing the

quiz

Expression There are two buttons in this screen; expression list and

expression quiz

List of expressions, how to pronounce and feedback are

provided in the expression quiz

Expression quiz contains a quiz. Feedback and score will

appear after completing the quiz

This screen contains text to speech and speech recognizer

Conversation There are five kinds of conversations in this screen

Each conversation is needed to be completed by recording

the answer. Feedback and scores are available after

completing the conversation

This screen contains text to speech and speech recognizer

Project This screen contains a label of instruction for the students

to create a video recording of a conversation based on the

learned topic.

Since the writer focuses on speaking skill, this application uses text to

speech and speech recognizer which are put in buttons. By clicking the button, the


91

students can record their answer and get the feedback after completing the

activity. There are only two main buttons which appear in each screen in the

application; home and exit. The home button enables the students to go back to

the home screen, while the exit button enables the students to close the

application. The check buttons are added in the end of each quiz to enable the

students check their answers and view their scores.

c. Developing the application using App Inventor

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

Inventor is a drag-and-drop tool to build an Android application. The writer used

App inventor to develop the application because App Inventor is easy to use. The

Writer did not need to remember and type instructions. In App inventor, the

components are ready to be used. To create the design, the writer simple used the

web-based user interface provided in the web. To create the application behavior,

the writer only needed to place the components which are presented in the forms

of blocks. The blocks are designed like puzzles. The “puzzles” are designed with

different colors to ease the App Inventor users differentiate the behavior of each

component of the block. App Inventor can be used to build different kinds of

application such as games and educational software. The App Inventor can be

accessed from ai2.appinventor.mit.edu.

In developing the application, the writer needed to work on the design of

the application first. In designing the application, the writer needed to work on the

designer provided in the web. In this section, the writer created the application

design by inserting some elements needed. There are many elements in the web-


92

based designer such as label, button, textbox, picture etc. The writer took some

elements needed in the application. Here, the writer can also adjust the size and

color of the fonts, the background of the screen, etc. After the writer finished

designing the application, the writer needed to control the application using the

blocks. The blocks are provided in the blocks component. Here, the writer worked

more on how the application will be programmed.

Then, the writer inserted all the selected materials in the application. In

inserting the materials, the writer needed to convert the picture and audio files into

the format which could be accepted by App Inventor. Besides changing the format

of the picture and audio files, the writer also needed to adjust the size of the files

because of the limitation of the capacity. The maximum size of the file that can be

uploaded in App Inventor is only 5 MB. If the size if the file more than 5 MB it

will not be able to be uploaded because the product cannot be more than 12 MB.

There were some problems faced by the writer in the process of

developing the application. Internet connection is one main problem faced by the

writer. Since App Inventor is dependent on the internet connection, the

development process took longer time if the internet connection was unstable. The

unstable internet connection made the file could not be uploaded especially if the

capacity of the application was almost reach the limitation of the capacity. The

unstable internet connection could also cause the program stop and make the

unsaved files disappeared.


93

d. Building the application into .apk file

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

After the writer had done with the application, the writer just needed to click the

build button on the App Inventor web and wait for the process. The .apk file will

be automatically downloaded and saved in the computer. To test the application

on the mobile phone, the writer just need to copy the .apk file or send it through

bluetooth and install it in the mobile phone. The project can also be built into a

barcode by using MIT AI2 Companion which can be downloaded from playstore.

However, developing the application into barcode were rarely used because of the

error happened during the process of scanning.

The Android emulator might be a great solution for those who do not have

Android smartphones to try out the application. An Android emulator is a virtual

version of an Android smartphone including touch-screen, hardware keys, and

typical functions. It is a way to build and test the application built which can be

used through a laptop.

Even though building the application into .apk file was a simple process,

the writer needed to build the application many times due to some problems on

the application design and blocks. The design in the App Inventor web designer

was not the same as the design on the mobile phone. Another problem was the

application did not work properly because of the missing blocks. The problems

made the writer build and revise the application continuously to get the most

appropriate application. The expected application then was given to the experts to

gain the experts‟ feedbacks, opinion and suggestions.


94

e. The Experts Validation

After the writer had done with the application, the writer gave the

application to the experts to validate it. There were material and media experts in

this research. The material experts were the English teacher of 3 Bantul Senior

High School and an English lecturer of English Language Education Program of

Sanata Dharma University. The media experts were an IT lecturer of Duta

Wacana University and IT practitioner of Gadjah Mada University. Both of the

material and media experts validated the product by giving feedbacks, opinions

and suggestions for the writer to produce the final version of the application. The

material experts gave feedbacks related to the content of the application including

the topics, materials, exercises and how the application support the students to

develop their speaking skill. On the other hand, the media experts gave

suggestions and opinions related to the design, layout as well as the navigation of

the application.

Both of the material and media validation were conducted by distributing

questionnaires and conducting interviews to the both experts. Both of the

questionnaires and interviews were to obtain the feedback and suggestions for the

appropriateness of the application. The closed questions of the questionnaire

results were analyzed based on the conversion score stated by Best (1970)

presented in table 3.5 in the previous chapter while the open ended questions and

the interview results were described in written form. The table below shows the

descriptive statistics of the material experts‟ opinion.


95

Table 4.12 The Descriptive Statistics of Materials Experts’ Opinion

No. Statements V1 V2 Mean Category

1.

E-talk supports the students to

learn how to create both simple

and complex sentences

1 2 1.5 Very High

2. E-talk helps the students recognize

their own mistakes 2 2 2 Very High

3.

E-talk helps the students learn how

to create dialogues/conversations

naturally

1 2 1.5 Very High

4. E-talk helps the students create

sentences contextually 1 1 1 High

5. E-talk gives examples how to

pronounce words correctly 1 2 1.5 Very High

6. E-talk provides useful vocabulary

for each learning unit 1 2 1.5 Very High

7. E-talk helps the students increase

their grammatical understanding 1 2 1.5 Very High


sentences correctly 0 1 0.5 High

9. E-talk increases speaking fluency 1 2 1.5 Very High

10. E-talk eases speaking practice 1 2 1.5 Very High

11. E-talk helps the students arrange

understandable sentences 1 1 1 High

12. E-talk trains the students to

interact with the real conversation

situation

0 2 1 High

13. E-talk trains the students to create

coherent sentences 0 2 1 High

14. E-talk‟s design is simple 2 2 2 Very High

15. E-talk‟s design is interesting 2 2 2 Very High

16. E-talk provides understandable

materials 1 2 1.5 Very High

17. E-talk can be accessed through

hand phone and tablet easily 1 1 1 High

18. E-talk uses common instructions

used in the English learning 1 2 1.5 Very High

19. E-talk uses materials needed by the

students 1 1 1 High

20. E-talk provides useful explanations

and feedback for the students 1 2 1.5 Very High

21. E-talk can be used independently

by the students

1 1 1 High


96


22. E-talk uses understandable

instructions 1 2 1.5 Very High

Total Score 30 Very

Good Mean 1.4

After conducting the material validation, the writer conducted the media

validation. The validation was also conducted by distributing questionnaires and

conducting interviews to the experts. The questionnaire results of the media

validation were also presented statistically. The table below shows the descriptive

statistics of the media experts‟ opinion.

Table 4.13 The Descriptive Statistics of Media Experts’ Opinion


1. E-talk‟s layout is simple 2 -1 0.5 High

2. E-talk‟s layout is interesting 2 -1 0.5 High

3. E-talk‟s layout is appropriate with

the students‟ need 2 1 1.5 Very High

4. The font used in e-talk is clear -1 2 0.5 High

5. The font used in e-talk is readable -1 2 0.5 High

6. The font color used in e-talk is clear 1 2 1.5 Very High

7. The paragraph in e-talk is neat 1 1 1 High

8. The text alignment in e-talk is clear 1 1 1 High

9. Each feature is separated clearly 2 1 1.5 Very High

10. The symbols and colors used

consistently especially those that

show the same purposes

2 1 1.5 Very High

11. The instructions provided are clear 2 1 1.5 Very High

12. The navigations used are clear 1 -1 0 Fair

13. The instructions and the contents are

designed with different colors to help

the students differentiate them easily

1 1 1 High

14. The symbols in e-talk are used to

make the instruction clearer 1 1 1 High

15. The pictures used in the application

are used to give more information

about the content

2 1 1.5 Very High

16. The same design shows the same

content 2 1 1.5 Very High


97


17. The quality of the audio is good 1 2 1.5 Very High

18. The material of the audio is clear 1 2 1.5 Very High

19. E-talk can be accessed easily in both

hand phone or tablet with Android

operating system

2 2 2 Very High

20. E-talk is a simple application 2 2 2 Very High

21. E-talk can be installed easily in both

hand phone or tablet with android

operating system

2 1 1.5 Very High

22. E-talk can be used easily 2 2 2 Very High

Total Score 27 Very

Good Mean 1.23

The data both from the material and media experts were analyzed using

the five scales conversion stated by Sukarjo (2006). The conversion scale is

determined by the mean scores of the questionnaire results. There are five

categories based on the mean score intervals; very good, good, fair, poor and very

poor. Those five categories are considered as the basic standard of the product

revision. If the mean scores range from 1.2 – 2, the result is considered as good

which means that the product does need to be revised. If the scores range from 0.4

– 1.1, it is considered as good which means that the revision is optional. The

product is considered as fair if the scores range from (-0.4) – 0.3. It means that the

writer needs to explore more on the part of the design. Revision is recommended

if the scores range from (-1.2) – (0-3) which means that the product is considered

as poor. At last, if the scores range from (-2) – (-1.1) the revision is highly

required and the product is categorized as very poor. The table below shows the

categorization of the scores.


98

Table 4.14 The Description of the Categorization of the Scores

Score Interval Category Meaning

1.2 – 2 Very High/Very Good No revision

0.4 – 1.1 High/Good Revision is optional

(-0.4) – 0.3 Fair Explore more on the part

of the design

(-1.2) – (-0.3) Low/Poor Revision is recommended

(-2) – (-1.1) Very Low/Very Poor Revision is highly

required

From the material experts, it is found that the mean score was 1.4 from the

scale of 2. It means that the materials applied in e-talk were good and acceptable

for the tenth grade students of 3 Bantul Senior High School. From the

questionnaire results, the material experts stated that the materials used in e-talk is

understandable. The material experts stated that e-talk can help the students

practice their speaking skill by providing vocabulary in each learning unit, giving

examples of pronouncing words, learning grammatical rules, and creating

sentences and dialogues. The material experts also stated that e-talk can help the

students improve their speaking fluency because it gives the students

opportunities to have pronunciation and conversation drills. It was also stated that

e-talk can promote independent learning for the students because it gives

automatic feedbacks for both oral and written activities.

However, there were some points which need to be considered by the

writer such as the statement number 8 which scored 0.5. According to the score

interval, it is still categorized as good and revision is optional. However, the

writer decided to revise the material which related to the statement 8 about

sentence making.


99

Besides gaining quantitative data from the material experts, the writer also

gained qualitative data which were collected from the open ended questionnaires

and interviews. Both in the open ended questionnaires and interviews, the writer

found that the material experts stated the strength and weaknesses of e-talk. There

are three strengths mentioned by the material experts. First, the material experts

stated that the application provides various kinds of exercises which are

interesting and the materials are not too complicated for the students.

... the variation of the exercises can help the students to practice their

speaking. The materials provided is also fair for the students, it is not too

easy nor too hard. That is the most important one.(Appendix 11, V1)

The writer made various kinds of exercises in the application. There are at

least five kinds of exercises provided in the application; pronunciation practice,

fill in the blanks, true-false, conversation practice and creating a dialogue. Those

exercises were designed based on the syllabus and were customized based on the

students‟ need. All of the exercises were intended as the supplementary materials

for the students to practice their speaking outside the classroom.

Second, the material experts stated that the application can motivate the

students to practice their speaking by having pronunciation and conversation

practice. The material experts stated that the students will be challenged to

practice their pronunciation because the application expect the students to

pronounce the words correctly based on what was programmed in the application.

... I think it can motivate the students to practice their speaking because

they can practice and repeat the pronunciation as what it is programmed in the

application. The students do not need to play a video or check the pronunciation

in the dictionary for the provided words in the application. They can directly


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repeat the right pronunciation, I think it will motivate the students to

study.(Appendix 11, V2)

At last, the material experts stated that the application can promote

independent learning because it can be used by the students anywhere. The

application also provided with automatic feedbacks which can help the students to

be more independent.

... the students can learn independently, they can also learn anywhere by

using the application. It also provides feedbacks for the

students.(Appendix 9, Q2V2)

Besides the strengths, the material experts also stated some weaknesses of

the application. The weaknesses were related to the number of the exercises and

some vocabulary which related to text types. In the strength stated above, the

experts mentioned that the exercises have many variations. However, the material

experts stated that the writer should add the number of the exercises to make the

application more challenging.

... for the variation of the exercises is enough. However, you should add

the number of the exercises because you only provide one exercise for each

variation. If you could add the exercise more, it will be more powerful.(Appendix

11, V1)

Besides conducting material validation, the writer also conducted media

validation which was done by an IT lecturer and an IT practitioner. The results of

the closed questions of the questionnaire were also calculated statistically and was

analyzed using the using the five scales conversion stated by Sukarjo (2006).


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From the media experts, it is found that the mean score was 1.23 from the scale of

2. It means that the built application was indicated as good and acceptable to

facilitate the students‟ learning.

From the questionnaire results, the media experts stated that e-talk is a

simple application which can be installed and accessed easily in Android

smartphones and it is appropriate for the tenth grade students of Senior High

School. The media experts stated that the color of the application is nice and the

paragraph is neatly arranged. It is also stated that the pictures and audio used in

the application is clear and it can enhance the students practice their speaking.

However there were three points that need to be considered by the writer.

The first thing was related to statement 1 and 2 about the layout of the application.

Statement 1 and 2 were related to the color and design of the application. Those

statements were only scored 0.5. According to the score interval, it is still

categorized as good and revision is optional. The second thing was related to

statement 4 and 5 which were related to the font used in the application. Those

statements were also scored 0.5 and it is still categorized as good and revision is

optional. The last thing was related to the navigation which was shown in

statement 12. This statement only scored 0 which means that the writer needs to

explore more on the part of the design.

The media experts also gave the suggestions through the open ended

questionnaire and interview. From both data the writer found that the media

experts mentioned the strength and the weaknesses of the application. There are

four strengths mentioned by the media experts. There were three strengths


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mentioned by the media experts both in the open ended questionnaires and

interviews. First, it deals with the application in general. The media experts stated

that the application is interesting because it can promote a mobile learning for

those who want to learn speaking outside the classroom. Second, the application

was provided with various kinds of exercises and activities.

In general, this application is good and interesting, especially for those

who want to have a mobile learning. This application is also provided with

various kinds of interesting exercises.(Appendix 9, Q1V3)

The last strength is about the quality of the audio and the instructions in

the application. The media experts stated that the quality of the audio used in the

application is good and the instructions used are clear.

... the sound is clear and the instruction helps the users to use the

application.(Appendix 9, Q2V3)

The media experts also mentioned some weaknesses of the application

about the layout of the application and the number of the exercises provided in the

application. The media experts stated that some of the fonts are too dark and the

size was too small. Another weakness mentioned by the media experts was related

to the navigation of the application.

The fonts in some screen are too small and the color of the foreground and

background are not contrast which make the texts are not readable. There

are some problems with the navigation. Sometimes the back button goes to

the home screen instead of get the screen back to the previous

screen.(Appendix 9, Q3V3)

In general, both of the material and media experts stated that the e-talk is

good to facilitate the students learning. E-talk is considered as an interesting

mobile learning media which can enhance the students to learn speaking outside


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the classroom. Even though the experts stated that e-talk is good, the writer still

needs to revise the application.

f. The Revision of the Application

After conducting the material and media validation, the writer summarized

the feedbacks, comments and suggestions from both experts. The experts‟

feedbacks, comments and the suggestions about the application are elaborated in

the table below.

Table 4.15 The Comments and Suggestions from the Experts

No. Aspects Comments Suggestions

1. Design Some of the font colors are

not readable

Use light color to make it

readable

2. Materials Limited exercises Add some more exercises

3. Layout Some layouts are

confusing

Make the layouts clearer

for the users

4. Font Some of the fonts are too

small

Resize the font to make it

bigger and readable

5. Navigation Some of “back” button

goes to „home” screen

Make sure all the

navigation goes to the

right screen

6. Feature Add a video recorder in

the application

Add an instruction to

upload the video into

YouTube

All of the feedbacks, comments, suggestions from both material and media

experts were used as the main material of the revision. Since there were six things

that need to be considered, the writer divided the revision into six parts. First, the

writer revised some of the font colors in the application. Second, the writer

revised the materials in the application by adding some exercises to make the

application more challenging for the students. Third, the writer revised the layout

of the application. The writer added and omitted some unimportant things in the


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application to make the layout clearer for the students. Fourth, the writer revised

the font size used in some screen of the application. The writer made the font

bigger in order to make all the contents readable for the students. Fifth, the writer

revised the navigation of the application since the experts stated that some of the

navigation is unclear because sometimes when a button is clicked, it goes to the

wrong screen. The writer revised the navigation as the experts suggested in order

to make the navigation clearer and more comprehensible for the students. At last,

the experts stated that the writer needs to add a feature that enables the students to

upload their video to YouTube by adding an instruction in the project of the

application.

4. Implementation

After conducting the application revision, the writer implemented the

application to grade X3 of 3 Bantul Senior High School. In the need analysis, it

was known that there were 23 students in the classroom but there were only 16

students provided with Android with jellybean or above version. Therefore, the

implementation was only focused on those students because they can use the

application both inside and outside the classroom. However, the rest of the

students also joined the implementation process by sharing with those who have

the gadgets. After the students got the application, the writer gave a short

explanation about how to use the application. After getting a short explanation,

the students tried the application.

In the implementation, the students tried to use all of the features provided

in the application. In the vocabulary feature, the students tried the pronunciation


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drill. The students seemed enjoy the pronunciation drill because they can check

whether they pronouce a word correctly or not. The students also tried the

vocabulary quiz provided in the application. In the grammar feature, the students

were provided with some grammar explanations and quiz. Here, the students tried

the quiz provided in the feature. The students were motivated because they could

see the feedback after doing the quiz. In the expression feature, the students

learned how to pronounce the commonly used expressions. This feature was

designed similar to the vocabulary feature but it is provided with some commonly

used expressions so that the students could learn the expressions and how to

pronounce them. The conversation feature was the most favorite feature because

the students thought that it is the most challenging activity in the application

because they can practice their speaking as if they are talking to their mobile

phone. At last, the students were asked to create their own video and upload it on

YouTube. Because of the limited time, the students were asked to do it at home

and once they have done with their project, they inform the teacher by giving the

link of their video.

The implementation went well. However, there were 7 students who were

not provided with Android with jelly bean or above version. In fact, those students

could install the application in their mobile phone. They could still access the

grammar feature; however, they could not access the features that work with text

to speech and speech recognizer. Since the application was designed to improve

the students‟ speaking skill, the features are mainly designed with text to speech

and speech recognizer. As a result, the writer asked those students to join with


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those who has the jellybean version or above; including in the conversation video

making activity.

At the end of the implementation, the writer conducted the user validation

by distributing questionnaires and conducting interviews to the students. Both of

the questionnaires and interviews were to obtain the feedbacks and suggestions to

develop the final product of the application. The closed questions of the

questionnaire results were analyzed based on the conversion score stated by Best

(1970) presented in table 3.5 in the previous chapter. In addition, the open ended

questions and the interview results were described in written form. The writer

divided the user validation into three aspects; materials, media and the use of the

application in learning speaking. The table below shows the statistic description of

the students‟ opinion about the materials of the application.

Table 4.16 The Students’ Opinion about the Materials

No. Statements N Total Mean Category

1. The quality of the audio is good 13 11 0.8 Good

2. The material of the audio is clear 13 11 0.8 Good

3.

The audio material in the application

is understandable

13 13 1 Good


materials 13 16 1.2

Very

Good

5. E-talk uses materials that are

appropriate with my needs 13 14 1.1 Good

Based on the questionnaire results, the students stated that the application

is provided with good quality of audio materials. It can be seen from the table

above that statement 1 and 2 which describe about the audio were scored 0.8

which is indicated as good. Besides providing good quality of audio materials, the


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students stated that the audio provided in the application is understandable which

can be seen from statement 4 which is scored 1.2 and indicated as good. From the

data, it can be seen that the students also stated that the materials in the

application is appropriate with their needs. This is proved by statement 5 which

was scored 1.1 and indicated as good. Generally, the students stated that the

materials provided in the application are good and appropriate with their needs.

Another user validation was conducted to know about the students‟

opinion about the application. In this aspect of validation, the students were asked

to give their opinion on the layout and the navigation and the accessibility of the

application. The table below shows the statistic description about the layout and

navigation of the application.

Table 4.17 The Students’ Opinion about the Media


1. E-talk‟s layout is simple 13 21 1.6 Very Good

2. E-talk‟s layout is interesting 13 16 1.2 Very Good

3. The font used in the application is

clear 13 20 1.5 Very Good

4.

The font used in the application is

readable

13 21 1.6 Very Good

5. The paragraph in the application is

neat 13 15 1.2 Very Good

6. Each feature is separated clearly 13 15 1.2 Very Good

7.

The symbols and colors used

consistently especially those that


13 13 1 Good

8. The instructions provided are clear 13 16 1.2 Very Good

9. The navigations used are clear 13 14 1.1 Good

10. The symbols in the application are

used to make the instruction

clearer

13 14 1.1 Good

11. The pictures used in the

application are used to give more

information about the content

13 18 1.4 Very Good


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12. E-talk is designed based on my

needs 13 13 1 Good

13. E-talk is an English learning

application which can be installed

in Android hand phones or tablets

13 24 1.8 Very Good

14. E-talk can be accessed easily

using Android hand phones or

tablets

13 22 1.7 Very Good

15. E-talk is an English learning

application which can be used

easily

13 22 1.7 Very Good

From the table above, it can be seen that the application can be installed

and accessed easily in Android smartphones or tablets. In addition, most of the

statements related to the layout of the application were scored more than 1.2

which means that it is categorized as very good. Whereas, the statements related

to the instructions and navigation were indicated as good. From the collected data,

it can be inferred that the students agree that the layout, instruction and navigation

of the application are considered as very good, comprehensible and clear for the

students.

At last, the user validation was conducted to gain the information on the

students‟ opinion about the use of the application to practice speaking. The table

below shows the statistic description of the effectiveness of the application in

speaking practice.

Table 4.18 The Students’ Opinion about the Use of e-talk to Practice

Speaking


1.

E-talk supports me to learn how to

create both simple and complex

sentences

13 16 1.2 Very Good


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2. E-talk helps me recognize my own

mistakes 13 14 1.1 Good

3. E-talk helps me create sentences

contextually 13 13 1 Good

4. E-talk helps me arrange

understandable sentences 13 15 1.2 Very Good

5. E-talk helps me increase their

grammatical understanding 13 21 1.6 Very Good

6. E-talk eases speaking practice 13 20 1.5 Very Good

7. E-talk increases speaking fluency 13 20 1.5 Very Good

8. E-talk trains me to interact with the

real speaking situation 13 16 1.2 Very Good


and feedback for me 13 19 1.5 Very Good

The data in the table shows that most of the students agreed that the

application can ease them to practice their speaking and help them increase their

speaking fluency. It is proved by the statement 6 and 7 which were scored 1.5 and

categorized as very good. Furthermore, statement 5 which is related to the

students‟ grammatical skill was scored 1.6.which indicated as very good. It can be

seen that most students stated that the application can help them increase

grammatical skill. In summary, the students stated that the application can help

them develop their speaking skill through the activities provided in the

application.

The students‟ opinions from the closed questions were supported by the

students‟ suggestions mentioned in the open ended questionnaire and interviews.

In general, the students stated that they like the application because it is simple

and handy. They stated that the application can help those who want to learn

English simply.


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... e-talk is an application which is handy and simple, we can bring it

everywhere because nowadays the youth like simple things.(Appendix 11,

S2)

The students also stated that the application can promote independent

learning because the application provided with the vocabulary learned at school.

... e-talk is good to practice speaking independently because it is simple.

(Appendix, 11, S4)

Besides giving opinion for the application in general, the students also

mentioned the strengths and weaknesses of the application. Most students stated

that the simplicity is the strength of the application. However, there are three other

strengths stated by the students. First, the application is provided with automatic

feedback which makes the students recognize their own mistakes.

.. e-talk is provided with automatic feedback to check whether our

pronunciation is correct or not so that we know how to pronounce the words

better. (Appendix 11, S1)

Second, the students stated that e-talk is an appropriate tool to enhance the

students‟ speaking skill. The students stated that the application is provided with

useful features to facilitate them to learn speaking.

... the conversation feature provides some examples of conversation and it

is provided with automatic feedback and it is more interactive.(Appendix

11, S2)

At last, the students stated that e-talk can motivate them to practice their

speaking skill. They stated that e-talk is like one stop speaking application

because they can find many features that are useful for the students to practice

their speaking skill.


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... yes, because it provides vocabulary learned in the classroom if we want

to study, we just simply open the application. We can search the vocabulary

that we do not know. We can also find the grammatical rules there. The

application is provided with automatic feedbacks so we can check whether

we pronounce words correctly or not. So, we are motivated to learn English

better. (Appendix 11, S1)

On the other hand, the students also mentioned the weaknesses of the

application. Most of the students mentioned that the speech recognizer does not

work well and some of the students still unsatisfied with the design of the

application. In spite of the speech recognizer and the design, the students are

satisfied with the application because the application helped them practice their

speaking skill both inside and outside the classroom.

5. Evaluation

Based on the strengths and weaknesses mentioned in the implementation

stage, the writer evaluated the application. In the evaluation, the writer did not

conduct major revision toward the application. In the implementation, it was

found that the speech recognizer did not work well. However, the writer could not

revise it because the speech recognizer works based on stable signal. If the signal

was stable, the students would not have any problem with the speech recognizer

during the implementation. The writer also did not do major revision on the

design of the application. The writer only changed some of the font color to make

it clearer and more interesting for the students.

B. The Presentation of e-talk

This part is the presentation of the final product of the application. As

stated in the previous part, the application is named ETALK, electronic talk,


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which means an electronic device which can be used as a media to talk. This

application is focused on pronunciation and conversation drill. It demands the

students to practice their pronunciation and conversation through the features

provided in the application. This application was also designed to help the

students improve the students‟‟ vocabulary and grammatical skill. This is a

supplementary material for the tenth grade of Senior High School which is

designed to facilitate the students to practice their speaking. The design of each

feature of the application is based on the principles stated by Ellias (2010). They

are equitable use, flexible use, simple and intuitive, perceptible information,

tolerance or error, low physical and technical error, community of learners and

support and instructional climate.

E-talk is designed as simple as possible in order to ease the users using the

application. The simplicity of the design can be seen from the colors, fonts and

also the navigation of the application. The simple navigation will minimize the

error in the operation of the application. Even though the design is simple, this

appication provides clear contents for the users.

Below is the media expert‟s opinion about the design of the application.

The design is consistent, simple and understandable for the users even for

those who haven’t used it before. The provided audio is clear and the

instruction can help the users in using the application. (Apendix 9, Q2V3)

The expert‟s opinion is appropriate with Egbert and Hanson-Smith‟s

(1999) principles on a well designed software. It is stated that a well designed of

software must have a consistent layout, provide easy navigation and clear

instructions. In order to have clearer information about each feature of the


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application, the writer provides the description of the interface of each part of the

application that is presented as follows.

1. Home page of the Application

The home page contains the name of the application, the motto of the

application, start button and the exit button. As stated in the previous section, e-

talk was chosen as the name of the application. In addition, “make you talk” was

chosen as the motto of the application to give a short overview about the

application. The motto was intended to motivate the students to use the

application as their learning media to practice speaking. The start button was

created to start the application, while the exit button was created to close the

application. This home page is designed simple in order to provide the users a

good use of space to avoid complicatedness in a screen (Handson and Smith,

1999). It is aimed to provide an easy access of application for the users. The

figure below shows the home page of the application.

Figure 4.1Home page of E-talk


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2. Introductory page of the Application

The introductory page of the application contains a short description about

the features provided in the application, enter button, home button and exit button.

The short description of the application was provided to give an overview to the

students about the features provided in the application. Based on Elias (2010), an

application must be perceptible. It means that the content of the application must

be clear. This introductory page is aimed to give a brief information to the

students about the content of the application that can help them know what they

are going to learn using the application.

Here, the writer explains each feature briefly to give the students information

on what is provided in it. The enter button leads to students to go to the menu of

the application. If the home button is clicked, it will lead the students back to the

home page of the application. Meanwhile, the exit button leads the students to

close the application. The figure below shows the introductory page of the

application.

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


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3. The menu of the Application

The next description is about the menu of the application. There are five

main features in the application; vocabulary, grammar, expression, conversation

and project which are symbolized by buttons. The names of the features were

chosen based on the theory of speaking by Harmer (2001) which states that there

are five aspects of speaking; pronunciation, vocabulary, grammar, fluency and

comprehension. Besides, those important speaking aspects are also stated in the

microskills of oral communication proposed by Richards (1978) which can be

seen in table 2. 1 in the previous chapter.

The vocabulary button leads the students to the screens containing lists of

vocabulary learned which are separated in units. The grammar button leads the

students to the screens containing the short grammar explanations and two

different exercises in each grammatical rule. The expression button leads to the

screens which are provided with some expressions and exercises based on the

topics. The conversation button leads the students to the screens which contains

some incomplete conversations which enable the students to do the exercises as if

they talk to their phone. The project button leads the students to the screen which

contains an assignment for the students. The other two buttons in the menu button

are home button and exit button. The home button will lead the students back to

the home page of the application. Meanwhile, the exit button leads the students to

close the application. The figure below shows the menu of the application.


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Figure 4.4 The Menu Screen of E-talk

4. The Vocabulary Feature

The vocabulary feature contains two main activities; mini dictionary and

vocabulary quiz. These activities are designed to provide the students with lists of

vocabulary and pronunciation drill. Those activities are symbolized with buttons.

The figure below shows the description of the vocabulary screen.

Figure 4.5 The Vocabulary Screen of E-talk


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The mini dictionary button leads the students to the vocabulary lists which

are presented based on topics which were selected based on the students‟ learning

objectives. The names of the topics are introduction, invitation, instruction,

gratitude and surprise. The figure below shows the description of the topics

provided in the mini dictionary.

Figure 4.6 The Vocabulary Topic Screen of E-talk

Each of the topic in the mini dictionary is provided with lists of

vocabulary. The vocabulary lists provided in this activity can be picked up based

on the students‟ needs. Each of the vocabulary enables the students to listen to the

pronunciation model of the vocabulary and to practice pronouncing the

vocabulary. The students only need to click the “listen button” to the model of

pronunciation of the vocabulary. In order to practice how to pronounce the

vocabulary, the students need to click the “try button”. After the students clicking

the “try button”, the Google voice figure appears and the students can directly

pronounce the vocabulary. After the students finished pronouncing the


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vocabulary, there is an automatic feedback which indicates whether the

pronunciation is correct of not. The design of the activities on the vocabulary

feature is based on some reasons. First, vocabulary and pronunciation are

important aspects that should be developed (Harmer, 2001). Second, drilling

offers limited practice through repetition of certain strings of language with some

lingustic difficulties either phonological or grammatical (Browm, 2000). Third,

giving the learners what they are going to do or say and how they will say is

important for learners (Goh and Burns, 2000). At last, voice recognition is a

helpful tool in language learning because it let the learners listen to language

learners practicing pronunciation and repeat back the spoken pronunciation

(Godwin and Jones, 2009). The figure below shows the description of the

vocabulary lists and pronunciation drill provided in mini dictionary.

Figure 4.7 The Vocabulary List Figure 4.8 The Pronunciation Practice


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Figure 4.9 The Pronunciation Drill Feedback

The vocabulary quiz button leads the students to the vocabulary quiz

activity. In this activity, the students are to do a pronunciation quiz by guessing

the vocabulary. There is a picture and some hints of each vocabulary. To do the

exercise, the students need to click the record button. Once the record button is

clicked, the Google voice feature appears and the students can directly record their

answer. After the students finished recording the vocabulary, there is an automatic

feedback which indicates whether the answer is correct or wrong. The score

automatically appears at the same time with the feedback. Once the students have

finished doing the first number, the students need to click next button for the next

vocabulary and do the same thing as what they did in the first question. Goh and

Burns (2012) state that giving repetitions are recommended. For example by

giving the learners a new task that is similar to the task that the learners have

done. This vocabulary quiz is aimed to give the learners a chance to analyze and

practice the vocabulary and pronunciation they have learned in the previous


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

screen.

Figure 4.10 Vocabulary Quiz Screen Figure 4.11 The Feedback and Score

5. The Grammar Feature

According to Richards (1978) in Brown (2000) the grammatical skill

includes the use of grammatical word classes, systems, word order, patterns, rules

and elliptical forms. The grammar feature is designed to improve the students‟

grammatical accuracy. It provides the students with some grammatical rules

related to the topics learned. There are five grammar rules that were chosen based

on the learning objectives; simple past tense, imperative, going to and will,

passive voice and present and past perfect. Those grammatical rules are listed

using list view which can be chosen by the students by clicking the list. The figure

below shows the grammar feature of the application.


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Figure 4.12 The Grammar Topic Figure 4.13 The Grammar Activity

Each grammatical rule is provided with three buttons; explanation button,

exercise 1 button and exercise 2 buttons. The explanation button leads the

students to the explanation of the grammatical rule. Here, the students are

provided with both explanation and example of the grammatical rule learned. The

figure below shows the explanation of the grammatical rule provided in the

grammar feature.

Figure 4.14 The Grammar Explanation Screen


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The exercise 1 button leads the students to the exercise 1. Exercise 1 is

designed in the form of filling the blanks. In this exercise, the students are to fill

in the blanks based on the grammatical rules learned. In this type of exercise, the

students only need to type their answers in the textbox provided. After the

students finished doing the exercise, the students can check their answers by

clicking the check button. The textbox will turn into green if the answers are

correct. Meanwhile, if the answers are wrong, the textbox will turn into red. The

score of the quiz will appear at the same time as the feedback appears. The figure

below shows the description of the exercise 1.

Figure 4.15 Grammar Exercise 1a Figure 4.16 Grammar Exercise 1b


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Figure 4.17 Grammar Exercise 1 Score

The exercise 2 button leads the students to exercise 2. Exercise 2 is

designed in the form of true-false questions. In this activity, the students are

provided with some correct and incorrect sentences related to the grammatical

rules learned. Here, the students only need to click the T button if the sentence is

true and click the button F if the sentence is wrong. After the students click the T

or F button, the next question will automatically appear. In the last question, the

check button will appear. The check button enables the students to check whether

the answers are correct or not. Besides, the students will also get the feedback and

also the score of the quiz they have done. The figure below shows the description

of the exercise 2.


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Figure 4.18 Grammar Exercise 2a Figure 4.19 Grammar Exercise 2b

Figure 4.20 Grammar Exercise 2 Feedback and Score

6. The Expression Feature

Basically, the expression feature is designed similar to the vocabulary

feature; however, it contains the lists of expressions and how to pronounce them.

The same as vocabulary feature, the activites provided in the expression feature

are focused on drilling. According to Brown (2000), drilling offers limited

practice through repetition of certain strings of language with some linguistics


125

difficulties either phonological or grammatical. The drilling activities are provided

by giving list of expressions to the students and let them practice the

pronunciation using the voice recognition. The voice recognition enables learners

to practice pronunciation by repeating the spoken words (Godwin and James,

1999). The main activities in this feature are expression list and speak up which

are symbolized with buttons. The figure below shows the description of the

expression screen.

Figure 4. 21 The Expression Screen of E-talk

The expression list button leads the students to the expression lists which

are presented based on topics which were selected based on the students‟ learning

objectives. The names of the topics are introduction, invitation, instruction,

gratitude and surprise. The figure below shows the description of the topics

provided in the expression list.


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Figure 4.22 The Expression Topic Screen of E-talk

Each of the topic in the expression quiz is provided with lists of

expressions. The expression lists provided in this activity can be picked up based

on the students‟ needs. Each of the expression enables the students to listen to the

model of pronunciation of the expressions and to practice pronouncing the

expressions. The students only need to click the “listen button” to the model of

pronunciation of the expressions. In order to practice how to pronounce the

expressions, the students need to click the “try button”. After the students clicking

the “try button”, the Google voice figure appears and the students can directly

pronounce the expressions. After the students finished pronouncing the

expressions, there is an automatic feedback which indicates whether the

pronunciation is correct or not. The figure below shows the description of the list

of expressions and pronunciation drill provided in expression list.


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Figure 4.23 Expression List Figure 4.24 Pronunciation Practice Screen

Figure 4.25 The Pronunciation Drill Feedback

The speak up button leads the students to the expression quiz activity. This

activity is designed to train the students to reply to a short questions or comments.

According to Brown (2000), responsive is one of six categories of oral

communication that learners are expected to perform in the classroom. Brown


128

(2000) describes responsive as a short replies to teacher or student-initiated

questions or comments. The theory is made as the basic idea of the “speak up”

activity since it is designed as an interactive learning media for the students to

develop their speaking skill. According to Shumin in Richard and Renandya

(2012), interactive activity can maintain the students‟ communicative behavior. It

is stated that interactive activity can be done by providing learners with extensive

exposure and opportunities to use the language. In “speak up” activity, the

students are to response to a question with two choices of answers. . The students

are to read the choices before they click the listen button. After reading the

choices, the students are to click the listen button to listen to the

statement/question. To answer the question, the students are to click the record

button. Once the record button is clicked, the Google voice feature appears and

the students can directly record their answer. After the students finished recording

the answer, there is an automatic feedback which indicates whether the answer is

correct or wrong. The score automatically appears at the same time with the

feedback. Once the students have finished doing the first number, the students

need to click next button for the next statement/question and do the same thing as

what they did in the first question. The total score is the accumulation of all the

questions. The figure below shows the descriptions of the expression list of speak

up screen.


129

Figure 4.26 The Speak Up Screen Figure 4.27 The Feedback and Score

7. The Conversation Feature

This feature is the development of the speak up activity provided in the

expression feature. Therefore, the conversation feature provides a complex

activity which let the students complete a conversation which some parts of it are

omitted by choosing the choices of answers provided. This activity is designed

based on the idea of transactional language. According to Brown (2000),

transactional language is the extended form of responsive language. In this case,

the learners are provided with a situation as if they are exchanging information

with a partner. The same as speak up feature, the conversation feature is

interactive. It is designed as an interactive activity because an interactive activity

can help learners develop their communicative behavior. The aim of this activity

is to drill the students with some English conversations to make them practice

their speaking before they have a real conversation with their friends or in the real


130

situation. To do the activity, the students are to read the choices before they click

the listen button. After reading the choices, the students are to click the listen

button to listen to the statement/question. To answer the question, the students are

to click the record button. Once the record button is clicked, the Google voice

feature appears and the students can directly record their answer. After the

students finished recording the answer, there is an automatic feedback which

indicates whether the answer is correct or wrong. The score automatically appears

at the same time with the feedback. Once the students have finished with the

activity, the total score appears. The figure below shows the description of the

conversation screen.

Figure 4.28 Conversation Screen a Figure 4.29 Conversation Screen b


131

Figure 4.30 The Feedback and Score

8. The Project Feature

The project feature is the simplest feature in this application because it

only consists one button which leads to a screen containing a label which is used

to write the instruction. This feature is called project because it only contains an

instruction for the students to create a video of conversation. In this activity, the

students are to choose the topic they have learned and they have to work in

groups. After the students have finished doing their assignment, they have to

submit their work to the teacher and upload it on YouTube. The figure below

shows the description of the project screen.


132

Figure 4.31 The Project Screen

This activity is aimed to to bring the students to the real situation. The

students are asked to interact with their partner with a certain context. Louma

(2004) states that interaction can encourage the students to communicate to one

another. In this activity, the communication among the students is developed by

giving opportunities to use the language in the real situation.

C. How E-talk Improves Senior High School Students’ Speaking Skill

In this part, the writer would describe how the application facilitates the

senior High School Students‟ improve their speaking skill. There are four ways of

how the application improve the students‟ speaking skill.

1) E-talk Improves the Students‟ Pronunciation and Vocabulary by Providing

Mini Dictionary Feature

According to Harmer (2001), pronunciation is one of the important aspects

in speaking because correctness of pronunciation directly affects the appropriate


133

communication in conversation. Another important aspect of speaking is

vocabulary because it can help the students find appropriate diction for their

conversation which results to the speaking effectiveness. Goh and Burns (2012)

state that pronunciation is the ability to produce the sounds of the target language

of the segmental and suprasegmental levels. The ability includes articulating

vowels, consonants and blended of English, assigning word stress in prominent

words to indicate meaning and using different intonation to communicatte new

and old communication. In addition, Louma states that vocabulary and

pronunciation are important aspects that enable learners to produce sentences

accurately.

In this mini dictionary, the students can find the words that are needed for

daily conversation. In this mini dictionary, the students are also provided with

pronunciation drill which enables the students to know and practice their

pronunciation. From both questionnaire and interview, the writer found that the

students were satisfied with the mini dictionary feature because it can motivate

them to learn how to pronounce words correctly.

.... E-talk provides a feature that enables us to check whether or

pronunciation is correct or not. It makes us know how to pronounce a word.

(Appendix 11, S1).

2) E-talk Improves the Students‟ Grammatical Skill by Providing Grammar

Feature

Calce Murcia (1987) stated that grammar is essential to the communicative

language in teaching beacause it can influence the learners‟ speaking accuracy.

Accoding to Louma (2007), accuracy refers to the speakers‟ ability to produce


134

correct sentences including grammar, vocabulary and pronunciation.In the need

analysis, the writer found that the students want a tool which can help them study

grammatical rules. Considering the importance of grammatial skill, the he writer

provided the application with “grammar” feature. In this feature, the students are

provided with some explanation of grammatical rules and exercises to enable the

students to use the grammatical rules appropriately.

.... I know the structure of simple past tense from the application

(Appendix 11, S1)

3) E-talk Improves the Students‟ Fluency and Comprehension by Providing

Expression and Conversation Feature

According to Harmer (2001) fluency is the ability to speak smoothly and

easily without any hesitation of what is being spoken. It has a big role in

speaking because it will influence the speakers‟ confidence in their speaking

performance. In addition, Louma (2007) states that fluency is the ability to

express comprehensible language smoothly. Fluent speakers will speak without

any hesitation and many pauses in their communication. They will express the

information communicatively, „effectively and naturally. Meanwhile, Harmer

(2001) states that comprehension becomes one of the aspects of good speaking

ability because it influences the conversation process. It is stated that

comprehension is the ability to comprehend the meaning of what is said. If both

speakers comprehend what they are speaking, they will be able to grasp the

information conveyed.


135

The expression and conversation feature provide the students with

expressions and conversations drill. In the “expression” feature, the students are

provided with some expressions that are useful for their daily conversation. Here,

the students can also have pronunciation drill on the expressions provided. In the

“conversation” feature, the students are provided with some conversation

examples which can help the students comprehend some conversation in many

different situations.

... the conversation feature helps us to know how to give an appropriate

answer in a real conversation (Appendix 11, S2).

4) E-talk Promotes Independent Learning by Providing Feedbacks on Its

Features

Brown (2000) states that self correction is one of some strategies to

monitor the oral production. Goh And Burns (2012) state that facilitating

feedback on learning is important. It is stated that the feedback does not always

given by the teacher. In this case, e-talk is provided with automatic feedback in

its “mini dictionary”, “expression”, and “conversation” to monitor the students‟

oral productions.

... e-talk is good. Because it can help us practice speaking independently

and it is simple (Appendix 11, S3).

In conclusion, e-talk helps the tenth grade of Senior High School students

improve their speaking skill by poviding some features that are based on some

theories of speaking. The theories helps the writer both in planning and

developing the application. Meanwhile, the questionnaires and interviews help the


136

writer determined whether the application is an appropriate learning media for the

tenth grade Senior High to improve their speaking skill or not. The finding shows

that e-talk is an appropriate learning media which can improve the tenth grade of

Senior High school students‟ speaking skill through its features.


137

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is the conclusions of this

study as the answer to the problems formulated in the first chapter. These are

drawn from the analysis done in the previous chapter. The second part deals with

the suggestions for future researchers who take the same studies.

A. Conclusions

Based on the analysis in chapter four, there are two conclusions that are

drawn. The first conclusion is the description of the iconic Model of the Android

application for the tenth grade of senior High School students. The application is

named ETALK. There are five major features in this application: vocabulary,

grammar, expression, conversation and project. The vocabulary feature contains

two main activities: mini dictionary and vocabulary quiz. The mini dictionary

contains lists of vocabulary which enables the students to listen to the model of

pronunciation and to practice pronouncing the vocabulary. While the vocabulary

quiz contains some pronunciation practice quiz for the students. The grammar

feature consists of some grammatical rules related to the topics learned by the

students. It is provided with the explanation of the grammatical rules learned and

two kinds of exercises in the form of fill in the blanks and True False activities.

The expression feature contains expression list and speak up. The

expression list is provided with the the lists of expressions and how to pronounce


138

them. While the speak up activity contains some pronunciation practice quiz for

the students. The conversation feature is provided with a conversation drill

activity that enables the students to practice their speaking skill before they have a

real conversation in a real situation. The last feature in the application is project.

This is a feature which enables the students to create their own conversation video

to be submitted to the teacher and uploaded on YouTube.

The second conclusion is about how the application improves Senior High

School Students‟ Speaking Skill. E-talk helps the students by poviding five main

features that are based on some theories of speaking: vocabulary, grammar,

expression, conversation and project. Those features were designed based on the

students need to facilitate the students practice their speaking skill outside the

classroom. The result shows that the application eases speaking practice by the

mean score 1.5 out of 2. It is considered as an good and effective learning tool that

can improve the students‟ vocabulary, pronunciation, fluency and comprehension

through the features and activities provided in the applications.

ETALK was developed as the supplementary learning media for the tenth

grade of Senior High School students. This application was developed to help the

students practice their speaking skill inside and outside the classroom which

focused on pronunciation and conversation drill. It was designed based on the

students‟ learning objectives stated in the syllabus. In addition, it was also

designed to help the students to improve the students‟ vocabulary and

grammatical skill. The application was developed using the combined model of R

and D and ADDIE model. It was designed based on the principles of mobile


139

learning proposed by Elias (2011). Meanwhile, the features were developed based

on the theory of speaking aspects proposed by Harmer (2001), Goh and Burns

(2012) and Louma (2007).

B. Suggestions

In this part, the writer would like to give some suggestions for the English

teachers, students, and further researchers who want to take the same studies.

The first suggestion is addressed to the Senior High School English

teachers. Since the application is designed as the supplementary learning media or

the students, the English teacher should use it as the additional learning media for

the students for example, they can take some parts of the activities as homework

for the students. If the teacher wants their students‟ speaking skill better, they

need to provide more English exposure in the teaching and learning activites.

The second suggesstion is addressed to the tenth grade of Senior High

School students. The students should realize that the application is designed as the

supplementary materials for them to practice their speaking. If the students want

their speaking skill better, the need to practice it often in a real situation which

makes them accustomed to the English exposure around them.

The third suggestion is for further reseachers who wants to take the same

studies. There are some weaknesses of using App Inventor to build an Android

application. The most common weakness deals with the size of the application. If

future researchers want to conduct similar studies, they have to consider about the

size of the media they are using. All of the media should be converted in small


140

sizes without reducing the quality of the media used in the application. Future

researchers also need to be creative. They need to consider about the design of the

activities as well as the features provided in the application. The more interesting

the media, the more attractive the media is.


141

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145


146

APPENDIX 1

SILABUS

Nama Sekolah : SMA NEGERI 3 BANTUL

Mata Pelajaran : Bahasa Inggris

Kelas : X

Semester : 1

Standar

Kompetensi

Kompetensi Dasar Materi Pembelajaran Kegiatan

Pembelajaran

Indikator Penilaian Alokasi

Waktu

Sumber/

Bahan/

Alat

3. Berbicara

Mengungkapk

an makna

dalam

percakapan

transaksional

dan

interpersonal

dalam konteks

kehidupan

sehari-hari

3. 1 Mengungkapkan

makna dalam

percakapan

transaksional (to get

things done) dan

interpersonal

(bersosialisasi) resmi

dan tak resmi secara

akurat, lancar dan

berterima dengan

menggunakan ragam

bahasa lisan

sederhana dalam

konteks kehidupan

sehari-hari dan

melibatkan tindak

tutur: berkenalan,

bertemu/berpisah,

o berkenalan,

bertemu/berpisah

mis: A: Pleased to meet

you!

B: Pleased to meet you

too!

o menyetujui

ajakan/tawaran/u

ndangan

mis: A: Come to my

party.

B: Thanks for the

invitation.

o menerima janji

mis: A: I’ll get you the

book.

B: It’s very kind of you.

o membatalkan

janji

Bermain

peran secara

berpasangan

Melakukan

tourist

hunting dan

merekam

percakapann

ya

Menggunakan

tindak tutur

berkenalan

Melakukan

percakapan

interpersonal

Menggunakan

tindak tutur

tawaran/undangan/a

jakan

Menggunakan

tindak tutur

menyetujui

ajakan/tawaran/und

angan dalam

percakapan

Menggunakan

tindak tutur berjanji

Menggunakan

tindak tutur

Performans

4 x 45‟

2 x 45‟

www.Esl-

lab

Kaset

CD


http://www.esl-lab/

http://www.esl-lab/

147

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

menyetujui

ajakan/tawaran/undan

gan, menerima janji,

dan membatalkan

janji

3. 2 Mengungkapkan

makna dalam

percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima dengan

menggunakan ragam

bahasa lisan

sederhana dalam

konteks kehidupan

dan melibatkan

tindak tutur:

mengungkapkan

perasaan bahagia,

menunjukkan

mis: A: I’m sorry I

can’t make it.

B: That’s OK. We’ll do

it some other time.

o mengungkapkan

perasaan bahagia

mis: A: I’m so happy to

get a scholarship.

B: I’m happy for you.

o menunjukkan

perhatian

mis: A:You look

fantastic.

B: Thank you.

o menunjukkan

simpati

mis: A: Please accept

my condolences.

B:Thank you so much

o memberi instruksi

mis: A: Open the

window

B: OK

Secara

berpasangan

menggunaka

n tindak tutur

dan

responnya

Bermain

peran secara

berkelompok

menerima janji

Menggunakan

tindak tutur

membatalkan janji

Menggunakan

tindak tutur

mengungkapan

perasaan bahagia

Menggunakan

tindak tutur

menunjukkan

simpati

Menggunakan

tindak tutur

menunjukkan

perhatian

Memberi instruksi

lisan

Melakukan

interview

Melakukan

pertunjukan drama

Tugas

Performans

3 x 45‟

4 x 45‟

www.engl

ishdaily62

6.com

www.Esl-

lab

Kaset

CD


http://www.englishdaily626.com/



http://www.esl-lab/

http://www.esl-lab/

148

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

4. Berbicara

Mengungkapk

an makna

dalam teks

fungsional

pendek dan

monolog

berbentuk

recount,

narrative dan

procedure

sederhana

dalam konteks

kehidupan

sehari-hari

perhatian,

menunjukkan

simpati, dan memberi

instruksi

4. 1 Mengungkapkan

makna dalam bentuk

teks fungsional

pendek (misalnya

pengumuman, iklan,

undangan, dll.) resmi

dan tak resmi dengan

menggunakan ragam

bahasa lisan dalam

berbagai konteks

kehidupan sehari-hari

4. 2 Mengungkapkan

makna dalam teks

monolog sederhana

dengan menggunakan

o Pengumuman

lisan

o Kosa Kata yang

terkait dengan

pengumuman

o Teks lisan

Membuat

pengumuma

n lisan secara

berpasangan

dan

menyampaik

annya di

depan kelas

Membuat

cerita secara

individu dan

Memberi

pengumuman lisan

Menyampaikan

undangan lisan

Menggunakan

bahasa lisan

Menggunakan

kalimat past tense

dalam

Performans

Performans

2 x 45‟

4 x 45‟

www.Esl-

lab

Kaset

CD

www.Esl-

lab


http://www.esl-lab/

http://www.esl-lab/

http://www.esl-lab/

http://www.esl-lab/

149

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

ragam bahasa lisan

secara akurat, lancar

dan berterima dalam

berbagai konteks


dalam teks berbentuk:

recount, narrative,

dan procedure

berbentuk recount

o Teks lisan

berbentuk

narrative

o Teks lisan

berbentuk

procedure

menceritaka

nnya kepada

teman

sekelas

menyampakan

sebuah peristiwa

Melakukan

monolog untuk

menceritakan

pengalaman

Melakukan

monolog untuk

melakukan sebuah

procedure

Mendongeng

Kaset

CD


150

Nama Sekolah : SMA NEGERI 3 BANTUL

Mata Pelajaran : Bahasa Inggris

Kelas : X

Semester : 2

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

9. Berbicara

Mengungkapk

an makna

dalam

percakapan

transaksional

dan

interpersonal

dalam konteks

kehidupan

sehari-hari.

9. 1 Mengungkapkan

makna dalam

percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima dengan

menggunakan ragam

bahasa lisan

sederhana dalam

konteks kehidupan

sehari-hari dan

melibatkan tindak

tutur: berterima

kasih, memuji dan

mengucapkan

selamat.

9. 2 Mengungkapkan

o berterima kasih

mis: A: Thank you very

much

B:Don’t mention it!

o memuji

mis: A: You look

slimmer.

B: You’re kidding ne.

o mengucapkan

selamat

mis:

A:Congratulations!

You did it again.

B:Thank you. I don’t

know what to do

without you.

o menggunakan

Secara

berpasangan

berlatih

menggunaka

n tindak tutur

dan

responnya

Bermain

Mengunakan tindak

tutur berterima

kasih

Merespon tindak

tutur berterima

kasih

Menggunakan

tindak tutur memuji

Merespon tindak

tutur memuji

Menggunakan

tindak tutur

mengucapkan

selamat

Merespon tindak

tutur mengucapkan

selamat

Menggunakan

Tugas

Performans

Tugas

6 x 45‟

6 x 45‟

www.engl

ishdaily62

6.com

www.Esl-

lab

Kaset

CD

www.engl





http://www.esl-lab/

http://www.esl-lab/


151

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

10. Berbicara

Mengungkapk

an makna

dalam teks

fungsional

makna dalam

percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima dengan

menggunakan ragam

bahasa lisan

sederhana dalam

konteks kehidupan

sehari-hari dan

melibatkan tindak

tutur: menyatakan

rasa terkejut,

menyatakan rasa

tidak percaya, serta

menerima undangan,

tawaran, dan ajakan

10. 1

mengungkapkan

makna dalam teks

lisan fungsional

pendek (misalnya

ungkapan

terkejut

mis: A: How can you

say that?

B:Well, that’s the fact.

o mengungkapkan

ungkapan rasa

tidak percaya

mis: A:I can;t believe

it!

B:That’s true

o menyetujui

undangan,

tawaran, ajakan

mis: A:Thank you for

the invitation

B:I look forward to

seeing you

o Pengumuman,

iklan, undangan

peran secara

kelompok

Menyampaik

an iklan

secara lisan

berpasangan

di depan

kelas

tindak tutur

menyatakan rasa

terkejut

Merespon tindak

tutur menyatakan

rasa terkejut

Menggunakan

tindak tutur

mengungkapkan

rasa tidak percaya

Merespon tindak

tutur

mengungkapkan

rasa tidak percaya

Menggunakan

tindak tutur

menerima undangan

Menggunakan

tindak tutur tawaran

Menggunakan tindak

tutur ajakan

Memberi

pengumuman lisan

Menyampaikan

undangan lisan

Melakukan

kelompok

Performans

Tugas

Performans

1 x 45‟

ishdaily62

6.com

www.Esl-

lab

Kaset

CD

www.Esl-

lab

Kaset

CD




http://www.esl-lab/

http://www.esl-lab/

http://www.esl-lab/

http://www.esl-lab/

152

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

pendek dan

monolog

sederhana

berbentuk

narrative,

descriptive,

dan news item

dalam konteks

kehidupan

sehari-hari

pengumuman, iklan,

undangan, dll.) resmi

dan tak resmi dengan

menggunakan ragam

bahasa lisan

sederhana dalam

berbagai konteks


10. 2

mengungkapkan

makna dalam teks

monolog sederhana

dengan menggunakan

ragam bahasa lisan

secara akurat, lancar

dan berterima dengan

konteks kehidupan

sehari-hari daam teks

berbentuk: narrative,

descriptive dan news

item

o Teks lisan

berbentuk

narrative

o Teks lisan

berbentuk

descriptive

o Teks lisan

berbentuk news

item

Menceritaka

n kembali

iklan yang

dilihat atau

didengarnya

Berdiskusi

secara

kelompok

untuk

membuat

sebuah

berita/deskri

psi/naratif

secara

sambung

menyambun

g

Menyampai

kan berita

sebagai

reporter

langsung

dari tempat

kejadian

Mendongen

monolog untuk

mengiklankan

sesuatu

Menggunakan

bahasa lisan

Menggunakan

kalimat simple

present dalam

mendeskripsikan

sebuah benda

Melakukan

monolog untuk

menyampaikan

sebuah berita

Melakukan

monolog untuk

menyampaikan

sebuah deskripsi

Bercerita secara

lisan

Menjadi reporter

Menjadi storyteller

Tugas

Performans

2 x 45‟

1 x 45‟

2 x 45‟

1 x 45‟

ESOL

ONLINE

English

Online

www.Esl-

lab

Kaset

CD


http://www.esl-lab/

http://www.esl-lab/

153

Standar

Kompetensi


Pembelajaran


Waktu

Sumber/

Bahan/

Alat

g secara

berkelompo

k


154

APPENDIX 2

The Blueprint of Needs Analysis Questionnaire


1. Speaking is a skill that

applies two language skills

in a conversation. It is

stated that from

communicative, pragmatic

view of the language

classroom, listening and

speaking skills are closely

intertwined. (Brown,

2000)

- Basic types of

speaking

- Micro and

macroskills of

speaking

- Imitate certain vowel sounds

- Produce proper sentences

- Produce fluent speech

- Use grammatical word clases

- Recognize errors

- Develop natural conversations

1, 2

Speaking is a verbal

language which is used to

communicate with others.

It consists of producing

verbal utterances to

convey meaning (Nunan,

2003)

- Communicative

language

- Speaking needs

verbal practice

- Communicate with others

- Produce verbal utterances

3, 4, 5,

6

There are five aspects of

speaking; pronunciation,

vocabulary, grammar,

fluency and

comprehension (Harmer,

2001),

- Pronunciation

- Vocabulary

- Grammar

- Fluency

- Comprehension

- Pronounce words correctly

- Use appropriate vocabulary

- Use grammatical rules

correctly

- Comprehend types of

conversation

- Speak fluently

7, 8, 9,

10, 17

Speaking covers some

categories such as fluency,

accuracy, interaction and

coherence (Louma, 2007)

- Fluency

- Accuracy

- Interaction

- Coherence

- Speak fluently

- Speak accurately

2. Mobile Learning is a

learning that use any kinds

of portable learning which

usually related to the most

recent technologies (O‟

Malley et all, 2003)

- Portable learning

- Educational

Purpose

- Learning style

- Learn outside the classroom

- Learn independently

- Use smartphone as a portable

learning media

- Use smartphone as an

interactive learning media

11, 12,

15

When students can see

themselves on videotape,

spotting their own

- Independent

learning

- Monitor their own progress

- Recognize their own mistakes

19, 20


155


weaknesses in much easier

(Healey, 1999)

Mobile device is a

pervasive medium that

may assist us in combining

work, study and leisure

time in meaningful ways

(Turunen, et al. 2003 in

Laouris)

- Learning

content

- Use mobile learning as a

learning media

- Use appropriate features to

have an interactive learning

16

Android is an operating

system based on Linux

with a Java programming

interface which is

developed by Google

(Vogel, 2013

- Learning media - Use Android smartphone to

support learning

- Use Android to have an

accessible learning

14


156

The Blueprint of Media Expert Questionnaire


1 Chacteristics of

well-designed

software (Egbert &

Hanson Smith, 1999)

Consistency Use the same color and symbol for the

same purpose

10

Good use of space The text and instrucion provided are

not too crowd

1, 2, 3,

6, 7, 8,

9 The layout is simple

The page is designed based on the need

of the learners

Legibility The text are readable 4, 5, 6,

13, 14,

15 The fonts and the color of the text are

clear

There are some text with certain size or

color to differentiate title and the

content

There are some symbols to make the

instruction clearer

Contrast, Repetition,

Allignment,

Proximity

The text allignment is used to differ

one section and another

11, 16

The same design shows the same

purpose

The instruction is clear

Ease of navigation

and recovery

The navigation is easy 12

High-quality play

back

The audio is clear and comprehensible 17, 18

2 Positive and

negative effects of

mobile phone for

language

learning(Stockwell,

2008)

Can be accessed

anytime and

anywhere

accessable 20, 21,

22

It can be used easily


157

The Blueprint of Material Expert Questionnaire


1 Speaking is a skill

that applies two


conversation. It is

stated that from

communicative,

pragmatic view of

the language

classroom, listening

and speaking skills

are closely


2000)

Produce chunks of

language of different

lengths

Learners produce different lengths of

sentences

1

Monitor one‟s own

oral production and

use strategic devices

Learners‟ error recognition 2

Produce speech in

natural constituents

Develop natural conversations 3

Use cohesive

devices in spoken

discourse

Proper sentences production 4

Aspects of speaking

(Harmer, 2001)

Pronunciation The pronunciation produced is correct 5

Vocabulary Provide contextual vocabulary 6

Grammar Grammatically correct sentences 7, 8

Fluency Enable learners to speak fluently 9, 10

Comprehension The utterance is understandable 11

Speaking categories

(Louma, 2007)

Accuracy Learners produce accurate sentences 12

Interaction Provide two-way conversation 13, 14

Coherence The sentences are coherent

2 Principles of Mobile

Learning (Ellias,

2010

Equitable use The design is simple 15, 16,

17

Flexible use Provide common usage method 18, 19

Simple and intuitive Avoid complexity and redundancy 20

Perceptible

information

Provide explanations and useful

feedback

21

Tolerance of error Minimize error in every aspect of the

application

22

Low physical and

tecnical effort

Simple instructions and operations 23


158

The Blueprint of Users Validation


1 Speaking is a skill

that applies two


conversation. It is

stated that from

communicative,

pragmatic view of

the language

classroom, listening

and speaking skills

are closely


2000)

Produce chunks of

language of different

lengths

Learners produce different lengths of

sentences

19

Monitor one‟s own

oral production and

use strategic devices

Learners‟ error recognition 20

Produce speech in

natural constituents

Develop natural conversations

Use cohesive

devices in spoken

discourse

Proper sentences production 21

Aspects of speaking

(Harmer, 2001)

Pronunciation The pronunciation produced is correct

Vocabulary Provide contextual vocabulary 22

Grammar Grammatically correct sentences 24

Fuency Enable learners to speak fluently 25, 26

Comprehension The utterance is understandable 23

Speaking categories

(Louma, 2007)

Accuracy Learners produce accurate sentences

Interaction Provide two-way conversation 27

Coherence The sentences are coherent

2 Principles of Mobile

Learning (Ellias,

2010

Equitable use The design is simple 28

Flexible use Provide common usage method

Simple and intuitive Avoid complexity and redundancy 29

Perceptible

information

Provide explanations and useful

feedback

30

Tolerance of error Minimize error in every aspect of the

application

Low physical and

tecnical effort

Simple instructions and operations

3 Chacteristics of

well-designed

Consistency Use the same color and symbol for the

same purpose

9, 10


159


software (Egbert &

Hanson Smith, 1999)

Good use of space The text and instrucion provided are not

too crowd

4, 5, 8,

18

The layout is simple

The page is designed based on the need

of the learners

Legibility The text are readable 6, 7,

13, 14 The fonts and the color of the text are

clear

There are some text with certain size or

color to differentiate title and the

content

There are some symbols to make the

instruction clearer


Allignment,

Proximity

The text allignment is used to differ one

section and another


Allignment,

Proximity The same design shows the same

purpose

The instruction is clear 11

Ease of navigation

and recovery

The navigation is easy 12

High-quality play

back

The audio is clear and comprehensible 15, 16,

17

4 Positive and

negative effects of

mobile phone for

language

learning(Stockwell,

2008)

Can be accessed

anytime and

anywhere

accessable 22

It can be used easily 19, 20,

21


160

APPENDIX 3

THE FLOWCHART OF E-TALK


161


162


163


164


165


166


167


168


169


170


171


172

THE STORYBOARD OF E-TALK

Screen Name Description Information

Homepage

- Labels

- Buttons

About Screen

- Labels

- Buttons

e – talk

make you talk

about this application

start exit

exit start

enter


173


Menu Screen

- Labels

- Buttons

Vocabulary Screen

- Labels

- Buttons

Menu

Vocabulary

start exit

home exit

vocabulary

grammar

expression

conversation

project

Vocabulary quiz

mini dictionary


174


Mini Dictionary

Screen

- A label

- A listview

- Buttons

Vocabulary List

Screen

- A label

- A listview

- Buttons

Mini Dictionary

exit home

introduction

invitation

instruction

gratitude

surprise

Mini Dictionary

home exit

aunt

American

Australian

brother

...


175


Vocabulary List

Screen

- Label

- Buttons

- Text to

Speech

- Speech

Recognizer

Vocabulary Quiz

Screen

- A label

- A listview

- Buttons

Mini Dictionary

Click the following buttons to check your pronunciation!

American

exit home

Vocabulary Quiz

Look at the picture and guess the word!

__ __ __ __ __ __

home exit

picture

next


176


Grammar Screen

- A label

- A listview

- Buttons

Grammar (1-5)

Screen

- A label

- Buttons

Grammar

exit home

Simple Past Tense

Imperative

going to and wil

Passive Voice

Present and Past Perfect

Grammar

home exit

explanation

exercise 1

exercise 2


177


Grammar

Explanation Screen

- Labels

- Buttons

Grammar Exercise 1

Screen

- Labels

- Textboxes

- Buttons

title

content

exit home

exercise 1

Fill in the blanks with the correct answer! Fill in the blanks quiz

correct: incorrect:

home exit

check


178


Grammar Exercise 2

Screen

- Labels

- Pictures

- Buttons

Expression Screen

- A label

- Buttons

exercise 2

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

Statement / Picture

exit home

Expression

home exit

T F

Expression List

Speak Up


179


Expression List

Screen

- A label

- A listview

- Buttons

Expression List

Screen

- A label

- A listview

- Buttons

Expression

exit home

greeting

invitation

instruction

gratitude

surprise

Expression List

home exit

good afternoon

good morning

good evening

good night

...


180


Expression List

Screen

- Labels

- Buttons

- Text to

Speech

- Speech

Recognizer

Speak Up Screen

- Labels

- Buttons

- Text to

Speech

- Speech

Recognizer

Expression List

Click the following buttons to check your pronunciation!

good morning

exit home

Expression Quiz

Listen to the recording. Then, choose the correct response! options

home exit

next


181


Conversation Screen

- A label

- Buttons

Conversation (1-5)

Screen

- Labels

- Buttons

- Text to

Speech

- Speech

Recognizer

Conversation

exit home

Conversation 1

Conversation 2

Conversation 3

Conversation 4

Conversation 5

Conversation 1

Choose the correct answer below and record it to complete the conversation! Options A: B: A: B:

home exit


182


Project Screen

- Labels

- Buttons

Project

Create a conversation in pairs!

start exit


183

APPENDIX 4

ANGKET ANALISIS KEBUTUHAN SISWA KELAS X

PADA PEMBELAJARAN BAHASA INGGRIS

DI SMA NEGERI 3 BANTUL

Jawablah pertanyaan–pertanyaan di bawah ini sesuai dengan perintah pada

pertanyaan-pertanyaan tersebut. Semua jawaban yang anda berikan di dalam lembar

angket ini tidak mempengaruhi nilai akademis anda.

Data Pribadi Responden

Nama :

Kelas :

I. Berilah tanda silang (X) pada huruf a, b, c, d, atau e sesuai dengan pendapat anda.

Jika anda mempunyai pendapat lain, tuliskan jawaban tersebut pada pilihan

“lainnya” dengan singkat dan jelas.

1. Apakah Anda menyukai speaking? Mengapa?

a. Sangat suka

b. Suka

c. Biasa saja

d. Tidak suka

e. Sangat tidak suka

Alasan: ...........................................................................................................

2. Apakah pembelajaran speaking membantu anda mengembangkan

kemampuan speaking anda?

a. Sangat membantu

b. Membantu

c. Sedikit membantu

d. Tidak membantu

e. Sangat tidak membantu

3. Apakah pembelajaran speaking di kelas menyenangkan?

a. Sangat menyenangkan

b. Menyenangkan

c. Kurang menyenangkan

d. Tidak menyenangkan

e. Sangat tidak menyenangkan


184

4. Apakah aktivitas pembelajaran di kelas membantu anda mengembangkan

kemampuan speaking anda dalam Bahasa Inggris?

a. Sangat membantu

b. Membantu

c. Sedikit membantu

d. Tidak membantu

e. Sangat tidak membantu

5. Apakah anda sering mempraktikkan kemampuan speaking anda di luar

kelas?

a. Sangat sering

b. Sering

c. Kadang-kadang

d. Jarang

e. Sangat jarang

6. Dengan siapa anda mempraktikkan kemampuan speaking anda di luar

kelas?

a. Orang tua

b. Guru les

c. Saudara

d. Teman

e. Lainnya ...............

7. Bagaimana kemampuan anda dalam mengucapkan kata-kata dalam

Bahasa Inggris?

a. Sangat baik

b. Baik

c. Kurang baik

d. Tidak baik

e. Sangat tidak baik

8. Bagaimanakah kemampuan grammar anda?

a. Sangat baik

b. Baik

c. Kurang baik

d. Tidak baik


9. Apakah anda menguasai vocabulary yang dipelajari di kelas?

a. Sangat menguasai

b. Menguasai

c. Kurang menguasai

d. Tidak menguasai

e. Sangat tidak menguasai


185

10. Apakah anda memahami ekspresi-ekspresi yang dipelajari di kelas?

a. Sangat memahami

b. Memahami

c. Kurang memahami

d. Tidak memahami

e. Sangat tidak memahami

11. Apakah anda sering menggunakan media elektronik dalam belajar

speaking di luar kelas?

a. Sangat Sering

b. Sering

c. Kadang-kadang

d. Jarang

e. Sangat jarang

12. Media elektronik apakah yang sering anda gunakan untuk belajar speaking

di luar kelas?

a. Komputer

b. TV

c. Tablet

d. Handphone

e. Smartphone

13. Apakah media elektronik tersebut mempermudah anda belajar speaking?

a. Sangat mempermudah

b. Mempermudah

c. Kurang mempermudah

d. Tidak mempermudah

e. Sangat tidak mempermudah

14. Apakah anda mempunyai smartphone berbasis Android?

a. Saya mempunyai smartphone berbasis Android dengan versi

Gingerbread

b. Saya mempunyai smartphone berbasis Android dengan versi Jellybean

c. Saya mempunyai smartphone berbasis Android dengan versi Kitkat

d. Saya mempunyai smartphone berbasis Android dengan versi Lollipop

e. Saya tidak mempunyai smartphone berbasis Android

15. Apakah anda menggunakan smartphone sebagai media belajar speaking?

a. Ya

b. Tidak

c. Jarang

d. Tidak sama sekali

e. Lainnya ...............


186

16. Fitur apa yang membuat anda tertarik untuk menggunakan smartphone

sebagai media belajar speaking?

a. Audio/Lagu

b. Video

c. Media Sosial

d. Game

e. Lainnya ...............

17. Kemampuan apa yang dapat anda kembangkan pada saat belajar speaking

menggunakan smartphone?

a. Pronunciation (pengucapan)

b. Vocabulary (kosakata)

c. Grammar (tata bahasa)

d. Fluency (kelancaran)

e. Comprehension (pemahaman)

18. Apakah anda merasa lebih nyaman/percaya diri ketika anda belajar

speaking dengan menggunakan smartphone?

a. Sangat nyaman

b. Nyaman

c. Kurang nyaman

d. Tidak nyaman

e. Tidak nyaman sekali

19. Apakah anda pernah mendapatkan tugas untuk membuat rekaman atau

video speaking dengan menggunakan smartphone?

a. Sering

b. Pernah

c. Kadang-kadang

d. Jarang

e. Tidak pernah

II. Jawablah pertanyaan-pertanyaan di bawah ini dengan menuliskan jawaban

yang sebenar-benarnya.

1. Apakah anda sering berinteraksi dengan Bahasa Inggris?

______________________________________________________________

_____________________________________________________________

2. Apakah tujuan anda belajar speaking?

______________________________________________________________

______________________________________________________________

3. Apakah anda mempunyai kesulitan dalam belajar speaking? Sebutkan!

______________________________________________________________

______________________________________________________________


187

4. Tuliskan pendapat anda jika smartphone anda dilengkapi dengan aplikasi

pendukung yang dapat memfasilitasi anda untuk dapat mempraktikkan

kemampuan speaking anda di luar kelas!

______________________________________________________________

______________________________________________________________

5. Fitur apa yang anda harapkan pada aplikasi pendukung pembelajaran

speaking?

______________________________________________________________

______________________________________________________________


188

APPENDIX 5

KUESIONER VALIDASI AHLI MEDIA

e-talk (Electronic Talk)

A. Data Validator

1. Nama :

2. Jenis Kelamin : L / P

3. Pendidikan : ( ) S1 ( ) S2 ( ) S3

B. Evaluasi Media

Bagian Pertama

Berilah tanda centang (√) untuk indikator yang sesuai dengan penilaian di bawah

ini.

Keterangan

STS : Sangat Tidak Setuju

TS : Tidak Setuju

BS : Biasa Saja

S : Setuju

SS : Sangat Setuju

No. Pernyataan STS TS BS S SS

1. E-talk menggunakan layout yang

simple

2. Layout e-talk menarik

3. Layout e-talk sesuai dengan

kebutuhan pengguna

4. Font yang digunakan pada e-talk

jelas


mudah dibaca

6. Warna font yang digunakan pada

e-talk jelas

7. Paragraf yang terdapat pada e-talk

tertata rapi

8. E-talk menggunakan pengaturan

teks yang jelas

9. Bagian satu dengan yang lain

dipisahkan secara jelas

10. E-talk menggunakan warna dan

simbol yang konsisten untuk


189


menunjukkan kontennya,

terutama yang mempunyai

persamaan tujuan

11. E-talk menggunakan instruksi

yang jelas

12. E-talk menggunakan navigasi

yang jelas

13. Instruksi dan konten didesain

dengan warna yang berbeda untuk

mempermudah pengguna

membedakannya

14. Simbol yang digunakan pada e-

talk memperjelas instruksi

15. Gambar yang digunakan pada e-

talk memberikan informasi yang

jelas tentang konten yang tersedia

16. Desain yang sama menunjukkan

konten aplikasi yang sama

17. Kualitas audio yang digunakan

pada e-talk baik

18. Materi audio yang digunakan

pada e-talk jelas

19. E-talk dapat diakses dengan

mudah dengan handphone

maupun tablet berbasis Android

20. E-talk adalah aplikasi yang praktis

21. E-talk dapat dipasang dengan

mudah pada handphone maupun

tablet berbasis Android

22. E-talk dapat digunakan dengan

mudah

Bagian Kedua

Jawablah pertanyaan-pertanyaan berikut sesuai dengan pendapat anda!

1. Berikan pendapat anda mengenai aplikasi e-talk!

_________________________________________________________________

_________________________________________________________________

2. Sebutkan kelebihan yang ada pada aplikasi tersebut!

_________________________________________________________________

_________________________________________________________________


190

3. Sebutkan kekurangan dari aplikasi tersebut!

_________________________________________________________________

_________________________________________________________________

4. Menurut anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa?

_________________________________________________________________

_________________________________________________________________

5. Sebutkan hal - hal yang masih perlu untuk ditingkatkan pada aplikasi ini!

_________________________________________________________________

_________________________________________________________________

6. Apakah aplikasi ini sudah memenuhi syarat – syarat pengembangan aplikasi

yang dikembangkan untuk pembelajaran Bahasa Inggris?

_________________________________________________________________

_________________________________________________________________

7. Berikanlah saran – saran untuk aplikasi ini!

_________________________________________________________________

_________________________________________________________________


191

KUESIONER VALIDASI AHLI MATERI


C. Data Validator

1. Nama :


3. Pendidikan : ( ) S1 ( ) S2 ( ) S3

D. Evaluasi Materi

Bagian Pertama


ini.

Keterangan


TS : Tidak Setuju

BS : Biasa Saja

S : Setuju

SS : Sangat Setuju


1. E-talk mendukung siswa untuk

belajar membuat kalimat

sederhana dan kompleks

2. E-talk membantu siswa untuk

mengoreksi kesalahannya sendiri

3. E-talk membantu siswa belajar

untuk menciptakan dialog secara

natural


membuat kalimat yang sesuai

dengan konteks pembicaraan

5. E-talk memberikan contoh

pengucapan kata dengan benar

6. E-talk menyediakan kosakata

yang berguna pada setiap tema

pembelajaran

7. E-talk dapat membantu

meningkatkan pemahaman

tentang tata bahasa

8. E-talk membantu siswa membuat


192


kalimat yang baik dan benar

9. E-talk meningkatkan speaking

fluency

10. E-talk mempermudah

pembelajaran speaking


menyusun kalimat yang mudah

dipahami


membuat kalimat yang baik dan

benar

13. E-talk melatih siswa berinteraksi

dengan lawan bicara

14. E-talk melatih siswa membuat

kalimat koheren

15. E-talk mempunyai desain yang

simple

16. E-talk mempunyai desain yang

menarik

17. E-talk menyajikan materi yang

mudah dipahami

18. E-talk dapat diakses dengan

mudah dengan handphone

maupun tablet


yang umum digunakan dalam

pembelajaran

20. E-talk menggunakan materi yang

sesuai dengan kebutuhan siswa

21. E-talk dilengkapi dengan

penjelasan dan umpan balik yang

bermanfaat untuk siswa

22. E-talk mudah dioperasikan

sehingga siswa dapat

menggunakannya secara mandiri

23. E-talk menggunakan petunjuk

yang mudah dipahami


193

Bagian Kedua



_________________________________________________________________

_________________________________________________________________


_________________________________________________________________

_________________________________________________________________


_________________________________________________________________

_________________________________________________________________

4. Menurut anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa?

_________________________________________________________________

_________________________________________________________________

5. Sebutkan hal - hal yang masih perlu untuk ditingkatkan pada aplikasi ini!

_________________________________________________________________

_________________________________________________________________

6. Apakah anda menyukai aplikasi ini? Mengapa?

_________________________________________________________________

_________________________________________________________________

7. Sebutkan hal – hal yang harus dilakukan untuk pengembangan aplikasi ini!

_________________________________________________________________

_________________________________________________________________


194

APPENDIX 6

KUESIONER VALIDASI PENGGUNA


E. Data Validator

1. Nama :


Isilah sesuai dengan keadaan yang sebenarnya.

F. Evaluasi Materi

Bagian Pertama


ini.

Keterangan


TS : Tidak Setuju

BS : Biasa Saja

S : Setuju

SS : Sangat Setuju


1. E-talk adalah aplikasi

pembelajaran Bahasa Inggris yang

mudah dipasang pada handphone

atau tablet berbasis Android

2. E-talk mudah diakses

menggunakan handphone atau

tablet berbasis Android

3. E-talk adalah aplikasi

pembelajaran Bahasa Inggris yang

mudah digunakan

4. E-talk menggunakan layout yang

simple

5. Layout e-talk menarik


jelas

7. Warna font yang digunakan pada

e-talk jelas


195


8. Paragraf yang terdapat pada e-talk

tertata rapi

9. Bagian yang satu dengan yang

lain dipisahkan dengan jelas

10. E-talk menggunakan warna dan

simbol yang konsisten untuk

menunjukkan kontennya,

terutama yang mempunyai

persamaan tujuan


yang jelas

12. E-talk menggunakan navigasi

yang jelas

13. Simbol yang digunakan pada e-

talk memperjelas instruksi

14. Gambar yang digunakan pada e-

talk memberikan informasi yang

jelas tentang konten yang tersedia

15. Kualitas audio yang digunakan

pada e-talk baik


pada e-talk jelas


pada e-talk mudah dipahami

18. E-talk didesain sesuai dengan

kebutuhan saya

19. E-talk membuat saya belajar

membuat kalimat sederhana

maupun kompleks

20. E-talk membantu saya

mengetahui kesalahan saya

sendiri

21. E-talk membantu saya untuk

membuat kalimat yang sesuai

dengan konteks pembicaraan

22. E-talk menyediakan kosakata

yang berguna pada setiap tema

pembelajaran

23. E-talk membantu saya menyusun

kalimat yang mudah dipahami


196


24. E-talk dapat membantu saya

meningkatkan pemahaman

tentang tata bahasa Inggris

25. E-talk dapat mempermudah

pembelajaran speaking

26. E-talk dapat meningkatkan

kelancaran berbicara Bahasa

Inggris

27. E-talk melatih saya untuk

berinteraksi dengan lawan bicara

28. E-talk menyajikan materi yang

mudah dipahami

29. E-talk menggunakan materi yang

sesuai dengan kebutuhan saya

30. E-talk dilengkapi dengan umpan

balik yang bermanfaat untuk saya

Bagian Kedua



_________________________________________________________________

_________________________________________________________________


_________________________________________________________________

_________________________________________________________________


_________________________________________________________________

_________________________________________________________________

4. Fitur apakah yang paling kamu sukai? Mengapa

_________________________________________________________________

_________________________________________________________________

5. Fitur apakah yang tidak kamu sukai? Mengapa

_________________________________________________________________

_________________________________________________________________

6. Apakah aplikasi ini cocok untuk mempraktikkan speaking? Mengapa?

_________________________________________________________________

_________________________________________________________________

7. Berikanlah saran – saran untuk aplikasi ini!

_________________________________________________________________

_________________________________________________________________


197

APPENDIX 7

INTERVIEW GUIDELINES

1. Need Analysis

a. English Teacher

1. Apakah bahasa pengantar anda pada saat mengajar?

2. Seberapa sering anda mengajar speaking di kelas?

3. Apakah fokus pembelajaran speaking di kelas?

4. Apakah tujuan pembelajaran speaking di kelas?

5. Kesulitan apa yang biasanya dihadapi siswa dalam belajar speaking?

6. Apakah yang anda lakukan untuk mengatasi kesulitan siswa pada saat belajar

speaking?

7. Apakah yang anda lakukan untuk meningkatkan kemampuan speaking siswa?

Apakah cara tersebut efektif?

8. Apakah anda memfasilitasi siswa untuk mengembangkan kemampuan

speakingnya di luar kelas? Sebutkan caranya!

9. Media apakah yang anda gunakan untuk mengajar speaking?

10. Apakah anda pernah menggunakan smartphone untuk mengajar speaking?

11. Apakah pendapat anda jika smartphone dilengkapi aplikasi yang dapat

memfasilitasi siswa untuk dapat mempraktikkan kemampuan speaking anda di

luar kelas?

12. Fitur apa yang anda harapkan pada aplikasi pendukung pembelajaran

speaking?

b. Users (Grade X students)

1. Apakah mengembangkan kemampuan speaking itu penting? Mengapa?

2. Bagaimana cara anda mengembangkan kemampuan speaking anda di luar

kelas?

3. Bagaimana anda mengatasi kesulitan yang anda hadapi pada saat belajar

speaking?

4. Apakah Anda mempunyai alat bantu belajar speaking dapat meningkatkan

motivasi anda untuk mengembangkan kemampuan speaking?

5. Alat bantu belajar speaking seperti apakah yang Anda harapkan?


198

2. Experts Validation

a. Material Validation

1. Menurut pendapat Anda, bagaimana aplikasi e-talk ini?

2. Menurut Anda, apakah aplikasi tersebut sudah layak untuk memfasilitasi

pembelajaran speaking siswa kelas X?

3. Apakah materi yang disajikan pada aplikasi tersebut sudah sesuai dengan

siswa kelas x?

4. Apakah aplikasi tersebut dapat memotivasi siswa untuk mempraktikkan

speaking skill?

5. Fitur apa yang menurut Anda dapat membantu siswa mempraktikkan

speaking skill? Mengapa?

6. Fitur apa yang perlu ditambahkan pada aplikasi ini? Mengapa?

7. Apakah saran-saran Anda untuk aplikasi tersebut?

b. Media Validation

1. Menurut Anda, bagaimana aplikasi e-talk ini?

2. Bagaimana dengan desain dan isi aplikasinya?

3. Bagaimana desainnya untuk anak SMA kelas X?

4. Bagaimana jika aplikasi tersebt digunakan sebagai media untuk membantu

mempraktikkan Bahasa Inggris?

5. Apa saja kekurangan aplikasi tersebut?

6. Apa saja kelebihan aplikasi tersebut?

7. Apakah saran-saran Anda untuk aplikasi tersebut?

3. Users Validation

1. Bagaimana pendapat Anda mengenai aplikasi e-talk?

2. Bagaimana dengan desainnya?

3. Apa kelebihan aplikasi tersebut?

4. Apa kekurangan aplikasi tersebut?

5. Fitur apa yang Anda sukai?

6. Fitur apa yangtidak Anda sukai?

7. Apakah menurut Anda fitur ini cocok untuk praktik speaking?

8. Fitur apa yang bermanfaat untuk belajar speaking?

9. Apakah e-talk memotivasi Anda belajar speaking?

10. Apakah saran-saran Anda untuk aplikasi ini?


199

APPENDIX 8

THE RESULTS OF NEED ANALYSIS QUESTIONNAIRE


1. Apakah anda menyukai

speaking? Mengapa?

a. Sangat suka

b. Suka

c. Biasa saja

d. Tidak suka

e. Sangat tidak suka

0

10

11

6

0

0%

37%

40.8%

22.2%

0%

2. Apakah pembelajaran

speaking membantu

anda mengembangkan

kemampuan speaking?

a. Sangat membantu

b. Membantu

c. Sedikit membantu

d. Tidak membantu

e. Sangat tidak

membantu

5

20

2

0

0

18.5%

74.1%

7.4%

0%

0%

3. Apakah pembelajaran

speaking di kelas

menyenangkan?

a. Sangat

menyenangkan

b. Menyenangkan

c. Kurang

menyenangkan

d. Tidak meyenangkan

e. Sangat tidak

menyenangkan

0

20

7

0

0

0 %

74.1%

25.9%

0%

0%

4. Apakah aktivitas

pembelajaran di kelas

membantu anda

mengembangkan

kemampuan speaking

Anda dalam Bahasa

Inggris?

a. Sangat membantu

b. Membantu

c. Sedikit membantu

d. Tidak membantu

e. Sangat tidak

membantu

3

17

7

0

0

11.1%

63%

25.9%

0%

0%

5. Apakah anda sering

mempraktekkan

kemampuan speaking

Anda di luar kelas?

a. Sangat sering

b. Sering

c. Kadang-kadang

d. Jarang

e. Sangat jarang

0

2

16

7

2

0%

7.4%

59.3%

25.9%

7.4%

6. Dengan siapa anda

mempraktikkan

kemampuan speaking

anda di luar kelas?

a. Orang tua

b. Guru les

c. Saudara

d. Teman

e. Lainnya

0

3

4

18

2

0%

11.1%

14.8%

66.7%

7.4%


200


7. Bagaimana kemampuan

anda dalam

mengucapkan kata-kata

dalam Bahasa Inggris?

a. Sangat baik

b. Baik

c. Kurang baik

d. Tidak baik


0

11

13

3

0

0%

40.7%

48.2%

11.1%

0%

8. Bagaimana kemampuan

grammar anda?

a. Sangat baik

b. Baik

c. Kurang baik

d. Tidak baik


0

10

16

1

0

0%

37%

59.3%

3.7%

0%

9. Apakah anda

menguasai vocabulary

yang dipelajari di

kelas?

a. Sangat menguasai

b. Menguasai

c. Kurang menguasai

d. Tidak menguasai

e. Sangat tidak

menguasai

0

9

17

1

0

0%

33.3%

63%

3.7%

0%

10. Apakah anda

memahami ekspresi-

ekspresi yang dipelajari

di kelas?

a. Sangat memahami

b. Memahami

c. Kurang memahami

d. Tidak memahami

e. Sangat tidak

memahami

0

23

4

0

0

0%

85.2%

14.8%

0%

0%

11. Apakah Anda sering

menggunakan media

elektronik dalam belajar


a. Sangat sering

b. Sering

c. Kadang-kadang

d. Jarang

e. Sangat jarang

0

16

9

1

1

0%

59.3%

33.3%

3.7%

3.7%

12. Media eektronik apakah

yang sering anda

gunakan untuk belajar


a. Komputer

b. TV

c. Tablet

d. Handphone

e. Smartphone

2

0

0

1

24

7.4%

0%

0%

3.7%

88.9%

13. Apakah media

elektronik tersebut

mempermudah anda

belajar speaking?

a. Sangat

mempermudah

b. Mempermudah

c. Kurang

mempermudah

d. Tidak mempermudah

e. Sangat tidak

mempermudah

8

17

1

0

0

29.7%

63%

3.7%

0%

0%


201


14. Apakah anda

mempunyai smartphone

berbasis Android?

a. Saya mempunyai

smartphone berbasis

Android dengan versi

Gingerbread

b. Saya mempunyai

smartphone berbasis


Jellybean

c. Saya mempunyai

smartphone berbasis


Kitkat

d. Saya mempunyai

smartphone berbasis


Lollipop

e. Saya tidak

mempunyai

smartphone berbasis

Android

0

16

6

1

4

0%

59.3%

22.2%

3.7%

14.8%

15. Apakah anda

menggunakan

smartphone sebagai

media belajar speaking?

a. Ya

b. Tidak

c. Jarang

d. Tidak sama sekali

e. Kadang-kadang

13

0

11

2

1

48.2%

0%

40.7%

7.4%

3.7%

16. Fitur apa yang

membuat anda tertarik

untuk menggunaan

smartphone sebagai

media belajar speaking?

a. Audio/lagu

b. Video

c. Media Sosial

d. Game

e. Lainnya

15

1

3

6

2

55.6%

3.7%

11.1%

22.2%

7.4%

17. Kemampuan apa yang

dapat anda kembangkan

pada saat belajar

speaking menggunakan

smartphone?

a. Pronunciation

(pengucapan)

b. Vocabulary

(kosakata)

c. Grammar (tata

bahasa)

d. Fluency (kelancaran)

e. Comprehension

(pemahaman)

0

12

13

0

2

0%

44.4%

48.2%

0%

7.4%


202


18. Apakah anda merasa

lebih nyaman/percaya

diri ketika anda belajar

speaking dengan

menggunakan

smartphone?

a. Sangat nyaman

b. Nyaman

c. Kurang nyaman

d. Tidak nyaman

e. Tidak nyaman sekali

1

24

2

0

0

3.7%

88.9%

7.4%

0%

0%

19. Apakah anda pernah

mendapatkan tugas

untuk membuat

rekaman atau video

speaking dengan

menggunakan

smartphone?

a. Sering

b. Pernah

c. Kadang-kadang

d. Jarang

e. Tidak pernah

1

4

1

2

19

3.7%

14.8%

3.7%

7.4%

70.4%


203

APPENDIX 9

THE RESULTS OF MATERIAL EVALUATION QUESTIONNAIRE


1.

E-talk supports the students to learn

how to create both simple and

complex sentences

1 2 1.5 Very High

2. E-talk helps the students recognize

their own mistakes 2 2 2 Very High

3.

E-talk helps the students learn how

to create dialogues/converstations

naturally

1 2 1.5 Very High


sentences contextually 1 1 1 High

5. E-talk gives examples how to

pronounce words correctly 1 2 1.5 Very High

6. E-talk provides useful vocabulary

for each learning unit 1 2 1.5 Very High

7. E-talk helps the students increase

their grammatical understanding 1 2 1.5 Very High


sentences correctly 0 1 0.5 High

9. E-talk increases speaking fluency 1 2 1.5 Very High

10. E-talk eases speaking practice 1 2 1.5 Very High

11. E-talk helps the students arrange

understandable sentences 1 1 1 High

12. E-talk trains the students to interact

with the real conversation situation 0 2 1 High

13. E-talk trains the students to create

coheren sentences 0 2 1 High

14. E-talk‟s design is simple 2 2 2 Very High

15. E-talk‟s design is interesting 2 2 2 Very High


materials 1 2 1.5 Very High

17. E-talk can be accessed through

handphone and tablet easily 1 1 1 High

18. E-talk uses common instructions

used in the English learning

1 2 1.5 Very High


204


19. E-talk uses materials needed by the

students 1 1 1 High


and feedback for the students 1 2 1.5 Very High

21. E-talk can be used independently by

the students 1 1 1 High

22. E-talk uses understandable

instructions 1 2 1.5 Very High

Total Score 30 Very Good

Mean 1.4


205

THE RESULTS OF MEDIA EVALUATION QUESTIONNAIRE


1. E-talk‟s layout is simple 2 -1 0.5 High

2. E-talk‟s layout is interesting 2 -1 0.5 High

3. E-talk‟s layout is appropriate with

the students‟ need 2 1 1.5 Very High

4. The font used in the application (e-

talk) is clear -1 2 0.5 High

5. The font used in the application (e-

talk) is readable -1 2 0.5 High

6. The font color used in the

application (e-talk) is clear 1 2 1.5 Very High

7. The paragraph in the application (e-

talk) is neat 1 1 1 High

8. The text allignment in the

application (e-talk) is clear 1 1 1 High

9. Each feature is separated clearly 2 1 1.5 Very High

10. The symbols and colors used

consistanly especially those that


2 1 1.5 Very High

11. The instructions provided are clear 2 1 1.5 Very High

12. The navigations used are clear 1 -1 0

13.

The instructions and the contents

are designed with different colors to

help the students differentiate them

easily

1 1 1 High

14. The symbols in the application (e-

talk) are used to make the

instruction clearer

1 1 1 High

15. The pictures used in the application

are used to give more information

about the content

2 1 1.5 Very High

16. The same design shows the same

content 2 1 1.5 Very High

17. The quality of the audio is good 1 2 1.5 Very High

18. The material of the audio is clear 1 2 1.5 Very High

19. E-talk can be accessed easily in

both handphone or tablet with

Android operating system

2 2 2 Very High

20. E-talk is a simple application 2 2 2 Very High


206


21. E-talk can be installed easily in both

handphone or tablet with Android

operating system

2 1 1.5 Very High

22. E-talk can be used easily 2 2 2 Very High

Total Score 27 Very Good

Mean 1.23


207

THE RESULTS OF EXPERTS EVALUATION QUESTIONNAIRE

(OPEN-ENDED QUESTIONS)

1. Materials Validation

Code Q1: Berikan pendapat Anda mengenai aplikasi e-talk!

Q1V1 Aplikasi sudah bagus dan sudah mampu menyediakan lingkungan

bagi siswa untuk berlatih mengucapkan kata dengan benar.

Q1V2 Aplikasi e-talk sangat membantu belajar siswa terutama speaking

(pronunciation yang benar)

Code Q2: Sebutkan kelebihan yang ada pada aplikasi tersebut!

Q2V1 Sound recognition menjadi hal yang menonjol untuk aplikasi ini.

Q2V2 Bisa belajar mandiri, dimana saja, mengetahui kesalahan dan

feedbacknya.

Code Q3: Sebutkan kekurangan dari aplikasi tersebut!

Q3V1 Ada beberapa bagian aplikasi yang membingungkan karena masalah

layout.

Q3V2 Tidak semua siswa mempunyai HP Android dan kadang terkendala

oleh sinyal.

Code Q4: Menurut Anda, apakah aplikasi ini masih perlu

ditingkatkan? Mengapa?

Q4V1 Masih. Masih bisa ditambahkan fitur perekam video supaya siswa

dapat langsung merekam percakapan mereka dan mengunggahnya

ke YouTube.

Q4V2 Ya. Karena belum semua materi tercakup.

Code Q5: Sebutkan hal-hal yang masih perlu ditingkatkan pada

aplikasi ni!

Q5V1 Beberapa bagian penjelasan perlu ditata ulang untuk layoutnya.

Q5V2 Kosakata yang berhubungan dengan text type.

Code Q6: Apakah Anda menyukai aplikasi ini? Mengapa?

Q6V1 Ya. Aplikasi ini sudah dapat membantu siswa untuk berlatih

menggunakan Bahasa Inggris terutama masalah pelafalan.

Q6V2 Ya. Bisa membantu siswa dalam belajar Bahasa Inggris terutama

speaking.

Code Q7: Sebutkan hal-hal yang harus dilakukan untuk

pengembangan aplikasi ini!

Q7V1 Menambahkan fitur perekam video supaya lebih bermakna bagi

siswa.

Q7V2 Menambah fitur yang berhubungan dengan text type.


208

2. Media Validation


Q1V3 Secara umum, aplikasi ini sudah baik dan menarik untuk digunakan,

terutama bagi pengguna yang ingin belajar diluar (mobile). Variasi

yang tersedia sudah cukup banyak, tinggal menambah konten saja

agar bisa diperbanyak untuk setiap jenisnya.

Q1V4 Menarik untuk belajar/latihan berbicara Bahasa Inggris.


Q2V3 Desain konsisten, sederhana dan mudah dipelajari baik oleh

pengguna yang belum pernah menggunakan sekalipun. Kualitas

suara jelas dan instruksi yang tersedia sudah membantu penguna

dalam menggunakan aplikasinya.

Q2V4 Adanya audio dan instruksi yang jelas.


Q3V3 Pada sebagian layar, ukuran font terlalu kecil dan pemilihan warna

kurang kontras antara foreground dan background sehingga teks

menjadi kurang terlihat. Navigasi masih seringkali mengalami

masalah ketika menggunakan tombol back justru malah kembali ke

halaman utama.

Q3V4 Tombol exit yang ambigu dan beberapa layout yang kurang optimal.

Code Q4: Menurut Anda, apakah aplikasi ini masih perlu

ditingkatkan? Mengapa?

Q4V3 Sangat perlu untuk ditingkatkan karena bisa membantu banyak

penguna untuk bisa belajar berbahasa Inggris.

Q4V4 Tentu saja. Kenyamanan pengguna penting agar mereka tidak

berhenti menggunakan aplikasi ini, terutama mereka yang

membutuhkan.

Code Q5: Sebutkan hal-hal yang masih perlu ditingkatkan pada

aplikasi ini!

Q5V3 Masalah navigasi, konsistensi ukuran font dan penggunaan warna

font yang kontras sehingga bisa dibedakan dengan warna layar

belakang.

Q5V4 Font sudah jelas, tetapi penataannya kurang menarik. Pada aktivitas

conversation, setelah mencoba ‘record your answer’, tidak muncul

feedback benar/salah. Ternyata ada di bawah list tombol. Saran saya,

munculkanlah feedback tersebut sebagai pop-up atau dialog box.

Lebih enak dibuat seperti pada ‘Expression Quiz’, Cuma kali ini

berkelanjutan dan pilihan A/Bnya dari list jawaban yang mungkin

dari keseluruhan percakapan. Pada expression, tombol ‘speak up’

sebaiknya diganti jadi ‘Quiz’ karena tidak jelas maksudnya dan

ketika dibuka ternyata judulnya ‘Expression Quiz’


209

Code Q6: Apakah aplikasi ini sudah memenuhi syarat-syarat

pengembangan aplikasi yang dikembangkan untuk

pembelajaran Bahasa Inggris?

Q6V3 Sudah.

Q6V4 Saya rasa dari segi fungsi sudah cukup.

Code Q7: Berikanlah saran-saran untuk aplikasi ini!

Q7V3 Jenis tugas bisa diperbanyak atau ada fasilitas untuk impor soal

baru.

Q7V4 Lebih prefer penggunaan layout standar dari Android: material

design. Tombol exit sebelah home ambigu dan tidak perlu ada di

setiap halaman karena saya sempat mengira itu maksudnya keluar

dari aktivitas tersebut (seperti ‘back’) tetapi ternyata menutup

aplikasi.


210

APPENDIX 10

THE RESULTS OF USER VALIDATION QUESTIONNAIRE

Converted Scores:

1 (Strongly Disagree) = -2

2 (Disagree) = -1

3 (Not Sure) = 0

4 (Agree) = 1

5 (Srongly Agree) = 2

Stu

dent

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 28 29 30

1 2 1 0 2 1 0 1 0 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0

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

3 2 2 2 2 1 2 2 1 1 1 1 1 1 1 0 0 1 1 2 1 1 2 1 2 2 2 2 1 1 1

4 2 2 1 2 1 2 1 1 1 1 1 1 1 1 0 1 0 1 1 1 2 1 2 2 1 1 2 1 1 2

5 2 2 2 2 2 2 2 2 2 1 2 2 1 1 2 2 1 2 2 2 1 2 1 2 2 2 1 1 2 1

6 2 1 1 2 1 2 2 0 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1

7 2 0 2 2 2 2 2 2 0 2 2 2 2 2 1 1 2 2 2 1 2 2 2 2 2 2 1 2 1 2

8 1 2 2 1 2 1 1 2 1 1 1 1 1 2 1 1 2 1 1 1 1 2 1 2 2 2 2 2 2 1

9 2 2 2 2 1 2 2 1 1 1 1 1 1 1 0 0 1 1 2 1 1 2 1 1 1 1 1 1 1 2

10 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 0 2


211

Stu

dent

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 28 29 30

11 2 2 2 1 1 2 2 1 1 2 2 2 2 2 2 2 2 0 0 1 0 0 1 2 2 2 2 2 0 2

12 1 2 2 1 1 2 2 2 2 1 1 1 2 2 2 2 1 1 1 2 1 1 1 2 2 2 1 2 1 2

13 2 2 2 1 2 2 2 2 2 1 1 1 1 2 1 1 1 1 1 1 1 2 1 2 2 2 2 1 2 2

Total 2

4

2

2

2

2

2

1

1

6

2

0

2

1

1

5

1

5 13 16 14 14 18 11 11 13 13 16 14 13 17 15 21 20 20 16 16 14 19

Mean 1

.

8

4

6

2

1

.

6

9

2

3

1

.

6

9

2

3

1

.

6

1

5

4

1

.

2

3

0

8

1

.

5

3

8

5

1

.

6

1

5

4

1

.

1

5

3

8

1

.

1

5

3

8

1.

00

00

1.

23

08

1.

07

69

1.

07

69

1.

38

46

0.

84

62

0.

84

62

1.

00

00

1.

00

00

1.

23

08

1.

07

69

1.

00

00

1.

30

77

1.

15

38

1.

61

54

1.

53

85

1.

53

85

1.

23

08

1.

23

08

1.

07

69

1.

46

15


212

THE RESULTS OF USERS EVALUATION QUESTIONNAIRE

(OPEN-ENDED QUESTIONS)


Q1N1 Bagus. Bisa lebih paham tentang Bahasa Inggris.

Q1N2 Aplikasi e-talk berguna bagi saya untuk mempermudah dalam

mempelajari Bahasa Inggris.

Q1N3 E-talk sangat membantu dalam pembelajaran Bahasa Inggris.

Q1N4 E-talk merupakan aplikasi untuk belajar Bahasa Inggris yang mudah

digunakan dan sangat membantu belajar speaking, listening maupun

writing.

Q1N5 Sudah baik.

Q1N6 E-talk membantu siswa dalam belajar Bahasa Inggris.

Q1N7 E-talk membantu meningkatkan kelancaran berbicara Bahasa

Inggris.

Q1N8 E-talk merupakan aplikasi yang dapat membantu siswa untuk

meningkatkan pembelajaran Bahasa Inggris.

Q1N9 E-talk membantu saya dalam pembelajaran Bahasa Inggris terutama

dalam pengucapan Bahasa Inggris.

Q1N10 Aplikasi ini mudah digunakan dan membantu dalam proses

pembuatan kalimat kompleks.

Q1N11 Sudah bagus. Hanya saja terdapat kesalahan pada bagian audio.

Bagian audio sering error, tidak bekerja. Tetapi selain di bagian

audio sudah bagus.

Q1N12 E-talk adalah aplikasi yang membantu kita untuk melatih

pronounciation kita ataupun grammar kita.

Q1N13 E-talk merupakan aplikasi yang bagus dan dapat meningkatkan

kemampuan Bahasa Inggris.


Q2N1 Meningkatkan kelancaran berbicara.

Q2N2 Terdapat kosakata yang mempermudah dalam menyusun kalimat

dalam Bahasa Inggris.

Q2N3 Dapat meningkatkan dan melancarkan pembelajaran speaking dan

kelancaran berbahasa dan dapat digunakan pada saat offline juga

bisa.

Q2N4 Mudah dipasang di Android, apikasinya berukuran kecil,

memermudah belajar speaking, listening, maupun writing, disertai

gambar dan suara yang menarik.

Q2N5 Dapat melatih pembelajaran speaking dan listening.

Q2N6 Menambah pengetahuan tentang ucapan yang salah/benar dan

membantu siswa dalam penambahan kosakata.


213

Q2N7 Mudah dipasang di perangkat Android, aplikasinya berukuran kecil.

Q2N8 Mudah dipasang di Android, mempermudah belajar speaking,

listening dan writing.

Q2N9 Aplikasi offline dan tersedia banyak fitur.

Q2N10 Terdapat fitur speaking dan aplikasi ini offline dan online.

Q2N11 Dapat melatih dan mempermudah pembelajaran speaking dan

listening. Merupakan aplikasi offline.

Q2N12 Kita dapat berinteraksi dengan cara bercakapan dengan

menggunakan Google voice.

Q2N13 Layoutnya simpel, kualitas audio bagus, dapat meningkatkan

kemampuan Bahasa Inggris saya.


Q3N1 Speakingnya kadang menjadi tidak jelas.

Q3N2 Ucapannya terkadang tidak bisa diterima oleh aplikasi jadi harus

mengulang berkali-kali.

Q3N3 Saat offline aplikasi menjadi lemot.

Q3N4 Kosa katanya kurang banyak

Q3N5 Bagian audio error.

Q3N6 Dalam penggunaan ucapan kadang tidak jelas dengan yang

diucapkan/kalimat yang keluar berbeda.

Q3N7 Tidak bisa digunakan di perangkat Ios

Q3N8 Kosa katanya kurang, bagian audio sering error.

Q3N9 Tidak bisa digunakan pada saat sinyal lemah dan terkadang

loadingnya terlalu lama.

Q3N10 Saat mencari jawaban dari suara, harus online.

Q3N11 Bagian audio sering error.

Q3N12 Layoutnya kurang menarik.

Q3N13 Ada fitur yang tidak bisa dibuka.

Code Q4: Fitur apakah yang paling kamu sukai? Mengapa?

Q4N1 Grammar. Karena dapat pengetahuan.

Q4N2 Vocabulary. Karena membantu kita dalam menguasai kosa kata

yang belum kita paham/ketahui.

Q4N3 Vocabulary. Karena saya dapat memperbanyak kosa kata dari fitur

tersebut.

Q4N4 Fitur quiz. Karena melatih kemampuan writing (spelling).

Q4N5 Saat quiz. Karena melatih spelling.

Q4N6 Vocabulary. Karena terdapat beberapa quiz yang menarik.




214

Q4N9 Vocabulary. Karena disitu disitu saya dilatih mengucapkan kosa kata

dengan benar.

Q4N10 Fitur expression quiz, grammar dan conversation. Karena dapat

membantu spelling, memperbaiki grammar dan dapat membuat

dialog dengan benar.

Q4N11 Grammar, expression dan conversation. Karena menambah

pengetahuan grammar dengan cara yang simpel dan dapat

membantu pelajaran speaking.

Q4N12 Quiz. Karena kita dapat mengetahui kemampuan kita dalam Bahasa

Inggris.

Q4N13 Fitur quiz. Karena melatih kemampuan writing.

Code Q5: Fitur apakah yang tidak kamu sukai? Mengapa?

Q5N1 Saat menggunakan Google voice kadang tidak jelas jika digunakan.

Q5N2 Harus menggunakan Google voice yang memerlukan situs online.

Q5N3 Conversation. Karena terlalu banyak yang harus dihafal.

Q5N4 Saat menggunakan Google voice. Karena terkadang tidak sesuai

dengan apa yang saya ucapkan.

Q5N5 Saat menggunakan Google voice. Karena yang saya ucapkan beda

dengan hasilnya.

Q5N6 Menggunakan Google voice. Karena harus tergantung sinyal.

Q5N7 Menggunakan Google voice. Karena terkadang tidak sesuai dengan

apa yang saya ucapkan.

Q5N8 Saat menggunakan Google voice. Karena kadang tidak sesuai

dengan yang saya ucapkan.

Q5N9 Conversation. Karena kosa kata terlalu banyak.

Q5N10 Fitur saat google voice. Karena kata yang ditampilkan tidak sesuai

dengan yang diucapkan.

Q5N11 Saat menggunakan Google voice. Karena sering tidak bisa

digunakan.

Q5N12 Saat menggunakan „voice’. Karena sering terjadi misunderstanding.

Q5N13 Saat menggunakan Google voice. Karena tidak sesuai dengan apa

yang saya ucapkan.

Code Q6: Apakah aplikasi ini cocok untuk mempraktikkan speaking?

Q6N1 Bisa. Karena jika salah bisa dibenarkan.

Q6N2 Ya. Karena dapat membantu kita dalam meningkatkan berbicara

dalam Bahasa Inggris.

Q6N3 Cocok. Karena dapat membantu melancarkan membenarkan

pengucapan.

Q6N4 Cocok. Karena kita dapat mendengarkan dengan jelas.


215

Q6N5 Cocok. Karena kita dapat mendengarkan pengejaan yang benar.

Q6N6 Cocok. Karena dapat meningkatkan kemampuan bicara.

Q6N7 Cocok. Karena bisa didengar dengan jelas.

Q6N8 Cocok. Karena jika kita salah dapat dibenarkan.

Q6N9 Cocok. Saya menjadi lebih lancar mengucapkan kosa kata Bahasa

Inggris. Melancarkan dan membenarkan.

Q6N10 Sangat cocok. Karena dapat membantu proses speaking.

Q6N11 Ya cocok. Karena selain ada fitur speaking juga ada fitur listening.

Q6N12 Cocok. Karena bisa mendengarkan pengucapan dengan benar.

Q6N13 Cocok. Karena dapat mendengarkan dengan jelas.

Code Q7: Berikanlah saran-saran untuk aplikasi ini!

Q7N1 Saat menggunakan Google voice bisa jelas jika digunakan.

Q7N2 Materi perlu ditambah agar kita bisa mengetahui lebih luas lagi

tentang Bahasa Inggris.

Q7N3 Materi perlu lebih banyak, ditambah dengan desain yang lebih

menarik.

Q7N4 Materinya perlu ditambah, kosakatanya juga ditambah.

Q7N5 Kosakata perlu ditambah.

Q7N6 Materi perlu ditambah dan Google voice lebih jelas.

Q7N7 Materinya perlu ditambah, kosakatanya juga ditambah.

Q7N8 Materi dan kosakata perlu ditambah.

Q7N9 Fiturnya lebih diperbanyak lagi.

Q7N10 Fitur Google voice lebih ditingkatkan dan diperbaiki. Vocabulary

diperbanyak.

Q7N11 Sudah baik. Ditingkatkan lagi fitur voicenya, kosakata ditambah

lagi.

Q7N12 Berikanlah tampilan yang lebih menarik.

Q7N13 Materi dan kosakata perlu ditambah.


216

APPENDIX 11

INTERVIEW TRANSCRIPTION

1. Need Analysis

a. English Teacher

R: Researcher

T: Teacher

R Apakah bahasa pengantar anda pada saat mengajar?

T Bahasa pengantar di kelas adalah bilingual. Pada awal pelajaran

biasanya menggunakan Bahasa Inggris namun jika siswa belum paham

diterjemahkan. Misalnya pada saat tema introducing, mindset siswa jika

ingin menanyakan kabar adalah selalu menggunakan ekspresi “How are

you”. Lalu saya jelaskan bahwa ada beberapa ekspresi lain yang

digunakan untuk menanyakan kabar, seperti; “How are you doing”,

“How is life” dan sebagainya.

R Seberapa sering anda mengajar speaking di kelas?

T Pengajaran Bahasa Inggris di kelas saya petakan berdasarkan skillnya

secara urut. Dalam satu minggu terdapat 2x pertemuan masing-masing 2

jam pelajaran. Setiap pertemuan membahas satu skill, sehingga skill

speaking diajarkan 2 minggu sekali. Pada pembelajaran speaking ini

biasanya saya memberikan model terlebih dahulu dengan menggunakan

video atau praktik oleh siswa. Setelah itu dilanjutkan dengan kegiatan

tanya jawab, penjelasan dan praktik. Biasanya ketika praktik saya hanya

meminta beberapa siswa saja karena keterbatasan waktu. Kegiatan

praktik biasanya dilakukan dengan berpasangan karena jika dalam satu

kelompok lebih dari dua siswa, sebagian siswa hanya pasif. Kegiatan

praktiknya sendiri berupa membuat dialog, menghafalkan dan

mempraktikkannya di depan kelas. Pada kegiatan praktik terkadang saya

meminta siswa untuk maju, namun terkadang tidak karena keterbatasan

waktu.

R Apakah fokus pembelajaran speaking di kelas?

T Fokus pembelajaran speaking di kelas adalah fluency. Biasanya saya

memberikan feedback grammar siswa di akhir karena jika saya

memberikan feedback pada saat siswa berbicara siswa akan menjadi

minder. Sehingga biasanya saya membiarkan siswa untuk keliru dulu

tidak apa-apa karena feedback bisa diberikan sambil jalan.

R Apakah tujuan pembelajaran speaking di kelas?

T Tujuannya adalah agar siswa dapat menggunakan Bahasa Inggris secara

lisan, dapat berkomunikasi dengan Bahasa Inggris sekalipun hanya


217

sederhana.

R Kesulitan apa yang biasanya dihadapi siswa dalam belajar

speaking?

T Vocabulary, rasa percaya diri dan grammar. Namun saya memberikan

toleransi kesalahan kepada siswa agar siswa tidak takut untuk praktik.

R Apakah yang anda lakukan untuk mengatasi kesulitan siswa pada

saat belajar speaking?

T Membiarkan siswa untuk berbicara walaupun masih salah, membiarkan

siswa untuk mencari kosakata di kamus pada saat membuat dialog.

R Apakah yang anda lakukan untuk meningkatkan kemampuan

speaking siswa? Apakah cara tersebut efektif?

T Mengajar speaking dengan role play, permainan, mencari kosakata di

kamus elektronik di HP siswa. Cukup efektif.

R Apakah anda memfasilitasi siswa untuk mengembangkan

kemampuan speakingnya di luar kelas? Sebutkan caranya!

T Iya. Dengan cara memberikan tugas, misalnya membuat dialog.

R Media apakah yang anda gunakan untuk mengajar speaking?

T Kamus elektronik dari aplikasi, Koran, Majalah.

R Apakah anda pernah menggunakan smartphone untuk mengajar

speaking?

T Belum pernah.

R Apakah pendapat anda jika smartphone dilengkapi aplikasi yang

dapat memfasilitasi siswa untuk dapat mempraktikkan

kemampuan speaking anda di luar kelas?

T Senang sekali jika aplikasi tersebut dapat ditularkan kepada siswa. Jika

bermanfaat, saya akan melanjutkan penggunaannya.

R Fitur apa yang anda harapkan pada aplikasi pendukung

pembelajaran speaking?

T Fitur yang dapat membuat kosakata bertambah, membuat siswa lebih

percaya diri untuk berdialog dan mempraktikkan Bahasa Inggris karena

jika menggunakan aplikasi siswa mempunyai waktu lebih panjang untuk

mempersiapkannya daripada di kelas sehingga speaking mereka menjadi

lebih lancar. Hal ini juga diharapkan dapat membantu dan mendukung

pemahaman teks bacaan dan menulis.


218

b. Students

S1 : Alvian Hanif Permana

S2 : Feri Kurnia D. A.

S3 : Riznadia Fitria Mellani

S4 : Shinta Sukowati

S5 : M. Daryell L.

R: Apakah mengembangkan kemampuan speaking itu penting?

Mengapa?

S1: Penting. Karena untuk mencari kerja di masa depan.

S2: Penting. Karena untuk masa depan, jika menguasai Bahasa Inggris

mencari kerja lebih mudah. Selain itu untuk mempermudah berinteraksi

dengan orang luar negeri, misalnya ketika jalan-jalan ke luar negeri.

S3: Penting karena speaking merupakan bagian dari kehidupan sehari-hari

kita dan kita tidak pernah terlepas dari masalah speaking..

S4: Penting. Karena sudah memasuki pasar bebas sehingga dapat bersaing

dengan negara lain dan untuk menambah wawasan.

S5: Penting Karena pada zaman sekarang semua sudah serba canggih.

Apalagi pada tahun 2015 ini persaingan pekerjaan semakin ketat,

otomatis kita harus bersaing dengan orang luar negeri. Salah satunya

adalah kita harus dapat menguasai bahasa mereka untuk dapat

bersosialisasi dengan mereka.

R: Bagaimana cara Anda mengembangkan kemampuan speaking

Anda di luar kelas?

S1: Dengan cara belajar, mendengarkan sesuatu yang berbahasa Inggris lalu

mencari artinya di kamus.

S2: Dengan cara les, latihan berinteraksi dengan orang lain, belajar dari

aplikasi-aplikasi di HP.

S3: Menonton drama luar dan mendengarkan lagu.

S4: Sering-sering menggunakan Bahasa Inggris. Bagi saya berbicara Bahasa

Inggris sudah menjadi kebiasaan karena keluarga saya mempunyai

usaha dan sering didatangi oleh turis asing yang membuat saya

berinteraksi dengan mereka, namun saya masih takut salah.

S5: Dengan cara mengikuti kursus atau belajar sendiri dengan menulis

vocabulary dengan target tertentu untuk menguasai vocabulary tersebut.

R: Bagaimana cara Anda mengatasi kesulitan yang Anda hadapi pada

saat belajar speaking?

S1: Saya mengatasi kesulitan dengan cara mempelajari kembali apa yang

sudah dipelajari serta mencari tahu yang belum saya ketahui. Saya juga

membiasakan menggunakan Bahasa Inggris dengan mengulang-ulang

serta sharing dengan teman.


219

S2: Untuk kata-kata yang susah diucapkan, menanyakan cara

pengucapannya yang benar lalu diulangi terus menerus sampai bisa.

S3: Semakin mempelajari masalah speaking, semakin banyak belajar dan

membiasakan diri.

S4: Belum menemukan cara mengatasinya karena kadang ada kata-kata

yang hampir mirip pengucapannya.

S5: Bertanya dengan guru, menginstal aplikasi kamus untuk mengetahui

pronunciation yang benar serta artinya karena sering lupa cara

penyebutannya.

R: Apakah Anda mempunyai alat bantu belajar speaking yang dapat

meningkatkan motivasi Anda untuk mengembangkan kemampuan

speaking?

S1: Ya. Saya menggunakan aplikasi kamusku.

S2: Game sismsimi, yaitu aplikasi untuk chatting menggunakan Bahasa

Inggris.

S3: Tidak.

S4: Belum ada. Saya biasanya langsung praktik. Apalagi sewaktu SMP saya

sering berkomunikasi dengan Bahasa Inggris.

S5: Belum punya.

R: Alat bantu belajar apakah yang Anda harapkan?

S1: Ada fitur vocabulary dan pronunciation untuk membantu belajar

Bahasa Inggris.

S2: Mudah dipelajari dan mengasyikkan sehingga membuat lupa waktu.

S3: Yang dapat berguna untuk meningkatkan kemampuan Bahasa Inggris.

S4: Kamus yang lengkap seperti Oxford.

S5: Dapat memberi cara pronunciation dan dapat digunakan sebagai kamus.

Intinya dapat membantu mengembangkan kemampuan speaking.


220

2. Material Validators

R : Researcher

V1 : Fidelis Chosa Kastuhandani, M. Hum.

V2 : Sri Rahmawati, S. Pd.

R Menurut pendapat Anda, bagaimana aplikasi e-talk ini?

V1 Aplikasinya sudah bagus dalam artian variasinya sudah cukup bisa

membantu untuk speaking practice siswa selain itu juga gampang dan

tidak terlalu berat juga itu yang paling utama.

V2 Ya kalau menurut saya sih itu bagus ya untuk pembelajaran paling tidak

kan sekarang eranya sudah era lewat ini ya lewat mobile phone gitu bisa

atau aplikasi-aplikasi yang ada di mobile phone itu bisa diterapkan tidak

hanya untuk apa ya tidak hanya untuk saling ngobrol chatting atau

bagaimana tapi untuk pembelajaran saya kira itu ya bagus untuk

diterapkan.

R Menurut Anda, apakah aplikasi tersebut sudah layak untuk

memfasilitasi pembelajaran speaking siswa kelas X?

V1 Layaknya sudah dalam artian sesuai bisa dimasukkan dalam SK KD nya

jadi bisa membantu anak-anak SMA juga dalam artian mereka bisa

berlatih untuk berbicaranya.

V2 Ya kalau layak sih ya layak mbak karena itu sudah sesuai dengan materi

dengan materi yang akan kita capai ya sudah sesuai dengan silabus,

hanya saja mungkin ada kendala anak yang tidak mempunyai HP

Android, namun di SMA 3 hampir semua siswa mempunyai HP

Android, hanya satu anak saja yang memakai iphone.

R Apakah materi yang disajikan pada aplikasi tersebut sudah sesuai

dengan siswa kelas X?

V1 Sudah cukup, tidak terlalu susah dan tidak terlalu gampang yang paling

menantang itu adalah bagian di pronunciation itu karena voice

recognitionnya itu jadi sering kalau umpamanya si anak tidak jelas

ngomongya jadi tidak bisa recognized.

V2 Kalau materinya saya sudah sesuai dengan silabus akan tetapi mungkin

karena apa ya tu belum semua KD teraplikasi disini mungkin hanya

ditambahkan saja tapi pada prinsipnya sudah sesuai.

R Apakah aplikasi tersebut dapat memotivasi siswa untuk

mempraktikkan speaking skill?

V1 Jelas kalau itu karena fitur yang paling menonjol yang saya highlight itu

adalah fitur perekam video nah nek kemarin itu kan usul saya ini kalau

umpamanya ini diupload bisa diupload ke YouTube itu akan menjadi

lebih menyenangkan jadi anak-anak akan menjadi lebih tertantang untuk

melakukan sesuatu yang terbaik kalau umpamanya hanya dikumpulkan

ya mungkin hanya seadanya saja itu menurut saya.


221

V2 Saya pikir juga bisa lebih memotivasi karena siswa disana bisa

mempraktikkan atau menirukan ucapan yang betul yang sudah

diprogramkan dalam aplikasi itu ya jadi tidak harus mencari apa ya atau

memutar video atau melihat kamus ya untuk kosakata yang sudah

dicantumkan disana sekaligus sudah bisa menirukan pronunciation yang

betul saya kira ini bisa memotivasi anak untuk semangat belajar.

R Fitur apa yang menurut Anda dapat membantu siswa

mempraktikkan speaking skill? Mengapa?

V1 Speakingnya itu yang pertama itu adalah yang pronunciation itu yang

pertama yang kedua video recording itu kalau itu bisa diintegrasikan

lagi ke YouTube atau langsung upload kemana it will be very very nice.

Kalau yang conversation, itu juga bisa jadi itu lebih ke drilling nya jadi

lebih ke latihan response nya tapi untuk praktik bener-bener yang

speakingnya itu lebih ke recording kalau menurut saya itu

V2 Fitur yang menyediakan pronunciation yang benar. Jika memungkinkan,

kosakatanya ditambah sehingga nanti lebih banyak kosakata yang

mereka ketahui cara pengucapannya sehingga siswa mempunyai

tabungan kosakata beserta cara pengucapannya yang betul.

R Fitur apa yang perlu ditambahkan pada aplikasi ini? Mengapa?

V1 Untuk variasi sudah cukup cuma jumlahnya saja itu yang perlu

ditambahkan karena kan kalau yang kemarin itu kan hanya variasi yang

ini satu exercise variasi itu satu exercise kalau bisa dua atau tiga

exercises lebih powerful.

V2 Bercerita tentang sebuah legenda atau sebuah cerita apa ya selain

legenda tu, fabel mungkin begitu jadi nanti mungkin nanti fiturnya itu

juga berkaitan dengan kosakata yang tentang cerita atau legenda itu

ditambah itu kemudian ada lagi misal deskriptif disana text type yang

bentuknya deskriptif itu juga ada disana KD yang menyebutkan mereka

harus mengungkapkan dengan cara lisan dan tertulis nah itu nanti

mungkin Mbak Santi mencermati lagi yang deskriptif itu ada deskriptif

fabel ada clip ada animal begitu nanti Mbak Santi mencermati lagi

mungkin fiturnya ditambah itu kemudian mungkin text type yang

announcement, anouncement blom ya atau sudah? Mungkin ditambahi

itu juga nanti yang berkaitan dengan kosakata dengan announcement

misalkan announcement di stasiun kereta api apa saja yang dibutuhkan

disana kosakatanya kemudian mungkin announcement di bandara

kemudian di rumah sakit itu mungkin ada announcement seperti itu

kemudian kalau text type selain deskriptif recount nanti procedure itu

juga ada nanti mereka harus ke depan begitu speaking tentang

procedure begitu membuat resep masakan atau bagaimana

mengoperasikan komputer lha itu nanti Mbak Santi bisa pilih kemudian

news item itu juga mereka harus juga itu mengungkapkan secara lisan


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tapi itu nanti Mbak Santi bisa menyempurnakan dengan memilih milih

kosakata yang berkaitan dengan itu gitu tapi pada prinsipnya sudah

bagus semua ekspresi disanakan sudah mewakili ya kosakatanya juga

sudah berkaitan gitu lo sudah match gitu ya.

R Apakah saran-saran Anda untuk aplikasi ini?

V1 Kemarin itu kalau tidak salah masalah background itu ya nah itu kalau

umpamanya bisa itu akan menjadi lebih enak karena kan kalau

umpamanya backgroundnya bisa ikut scrolling itu tidak distracting atau

kalau umpamanya tidak bisa diubah ya udah polosan aja tidak usah

pakai yang header itu kan sebenernya kan ada semacam headernya itu to

kalau umpamanya headernya bisa scrolling naik it would be nice tapi

kalau ga polosan aja polos aja katakanlah ada corak dikit ga masalah

tapi jangan sampai distracting.Sama yang YouTube kalau umpamanya

bisa upload kalau umpamanya tidak ya itu tidak bisa langsung ke

YouTube offline tapi terus instruksinya dibuat please upload it to

YouTube, kalau tidak umpamanya memungkinkan ya sudah instruksi

saja supaya kan anak-anak juga melihat oh disuruh upload ke YouTube,

itu menurut saya.

V2 Untuk saran ya Mbak Santi harus anu lagi membuka silabus kemudian

menambahkan tadi yang saya sebut tadi kemudian disesuaikan dengan

semesternya juga semester satu itu text apa saja kemudian text ya kalau

announcement segala itu kayaknya invitation announcement itu

semester satu dan dua njengenan lihat kembali kemudian disesuaikan

dengan semesternya begitu.


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3. Media Validation

R : Researcher

V3 : Willy Sudiarto Raharjo, S. T, M. Cs.

V4 : Guntur Sarwohadi, S. T.

R Menurut Anda, bagaimana aplikasi e-talk ini?

V3 Ya itu semua sudah saya masukkan ke form nya itu sih sebetulnya kalau

secara umum sudah bagus cuman ya itu tadi kesalahan kesalahan kecil

itu mungkin karena form nya saking banyaknya jadi ada yang mungkin

kelewatan satu gitu mungkin ini ya kalau saya ga tau ini kalau saya

ngeliatnya ibu pakai model web gitu ya, jadi modelnya html 5 gitu ya

bukan native bawaan Android gitu karena saya liat navigasinya

sepertinya itu bukan aplikasi Android kalau aplikasi Android biasanya

kan pakai menu sebelah kiri itu kalau apa namane panduan desainnya

bikin aplikasi di Android itu kan biasanya ada yang kalau kita liat di

Google play itu kan bagian kiri atas itu kayak ada menu nanti dari situ

kita bisa liat samping menu bawahnya itu lo (sambil menunjukkan) nah

ini menunya kan yang ini, ini kan yang bawaannya kan Google kan

pasti semua seperti ini, nah kalau tipikal seperti ini brarti dia native

aplikasi Android tapi kalau misalkan yang seperti ini brarti itu dari

halaman web tapi dijadikan aplikasi gitu ya bisa sebetulnya bisa tapi

kalau yang native biasanya seperti ini.

Tugas mata kuliah juga waktu awal awal juga kami mintanya pakainya

ini dulu tapi ini cuma sebatas desain sih kalau disini cuma sebatas

desain karena memang mereka kan belum dapat yang pemrograman

untuk Android jadi cuman suruh bikin desain dulu pakai App Inventor

aja yang penting bisa bikin modelnya dulu alurnya jelas dulu nah nanti

baru mata kuliah berikutnya ketika mereka ambil yang pemrograman

mobile memang baru dibikin aplikasi native nya.

Kelemahannya kalau menggunakan App Inventor itu navigasinya

seringkali ketika itu sudah masuk terlalu dalam mau kembali itu jadi

kacau karena kan sudah terlalu panjang nah itu.

Harusnya exit nya itu bingung juga karena waktu saya klik exit itu tidak

langsung keluar dari aplikasi ada yang malah back gitu jadi fungsi exit

nya itu masih rancu antara dia back dengan dia exit dari program.

Tapi harusnya exit keluar dari aplikasi ya? tapi untuk home nya sudah

bener selalu kembali ke menu utama sih.

V4 Oke, eee yang saya sih yang pertama kali lihat itu kayaknya menarik ya

karena itu saya pernah nyobain aplikasi yang serupa yang untuk bahasa

tapi dia cukup universal bahasanya lha ini kan khusus ya trus bentuknya

itu tidak berbentuk seperti conversation kalau di tempatnya mbak kan

lebih kayak conversation ada apa trus kita ngomong apa gitu,


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highlightnya menurut saya itu tapi yang lain itu kayak navigasi

terutama yang tidak mengikuti standarnya kan Google punya material

design ya di Android nah itu menjadi base template practice untuk user.

Jadi kalo misalnya exit gitu ada lokasi yang tertentu misalnya kalau kita

nyediain side bar kemudian log out atau exit misalnya gitu jadi hal – hal

yang semacam itu lah jadi kayak kagok aja gitu kok aku merasa ini tu

maksudnya back tapi kok malah nutup gitu.

R Bagaimana dengan desain dan isi aplikasinya?

V3 Kalau isi nya sudah bagus cuman ini tadi kurang banyak tapi kan ini

prototype ya, kalau dari sisi variasi sih sudah bagus sih, variasinya itu

jadi modelnya itu ada yang cuma isian singkat, ada yang dikasih clue

ada yang bahas simple past tense, simple present dan segala macem itu

sudah ada bagus lalu ada juga yang model ngrekam nah cuman saya ga

tau kalau ngrekam itu nanti ngecek bener nggaknya gimana ya.

Pakai Google voice yang ada feedbacknya ya. OOO tapi kadang tidak

terbaca dengan baik ya?

V4 Desainnya secara nyamannya tu kalau kita mbaca teksnya sih gitu bisa

dibaca, tapi kalau kayak layoutnya gimana ya kayak somehow masih

kurang rapi gitu lo, kalo secara fungsionalistasnya jalan, tapi kemudian

estetikanya itu yang belum dapet sih. Jadi kayak mungkin kalau

targetnya masih diantaranya, kalau mau rapi kan brarti kan untuk

teenagers ke atas gitu ya tapi kalau mau lebih fun gitu yang diluar

standar itu mungkin untuk anak-anak itu lebih cocok.

R Bagaimana desainnya untuk anak SMA kelas X?

V3 Kalau anak sekarang sih mudah bisa ya, nggak masalah sih kalo anak

sekarang, cukup simple artinya untuk dipelajari bisa sebetulnya artinya

tidak butuh waktu terlalu lama untuk menggunakan.

V4 Kalau untuk anak SMA mendingan out of the box sekalian aja gitu.

R Bagaimana jika aplikasi tersebut digunakan sebagai media untuk

membantu mempraktikkan Bahasa Inggris?

V3 Cuma kendala tadi sih, variasi soal, gitu aja sih, kalau variasi itu suatu

saat bisa katakan bisa ditambahkan begitu ya mungkin bisa sangat

membantu sih, karena kemarin saya mencoba ngetes pake rekam itu

meskipun ya katanya sederhana begitu dia juga mampu mendeteksi sih

artinya kemampuan dari Android sendiri itu sudah cukup untuk

menerima inputan selama inputannya cukup jelas begitu dia sudah bisa

nangkep dan aplikasi ini kan sebetulnya sudah bisa langsung memproses

feedback dari inputan user tadi artinya dia bisa langsung mendeteksi

oooo ini jawabannya betul atau jawabannya salah gitu artinya kan nggak

perlu harus online kan nah itu aku rasa juga sudah cukup jelas juga

untuk kualitas suara untuk pengucapan juga oke.

V4 Core nya sih udah cocok dari IT nya sudah bagus. Secara vocabulary


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sudah cukup lah pas lah untuk anak SMA. Tambahin lagi vocabulary

yang lebih kontekstual untuk anak SMA gitu. Dan kalau untuk belajar

bahasa Inggris mendingan konten diambil dari server sehingga bisa

update konten terus.

R Apa saja kekurangan aplikasi tersebut?

V3 Kalau kekurangan cuman untuk masalah warna sama navigasi sih kalau

lainnya mungkin, oh ini! Ini memang selalu selisih satu spasi gitu ya?

terlalu mudah ya! Lebih divariasi lagi kalau seperti ini kan jadi mudah

ditebak.

V4 Perlu mempertimbangkan yang aspek long term.

R Apa saja kelebihan aplikasi tersebut?

V3 Desain konsisten, sederhana dan mudah dipelajari baik oleh pengguna

yang belum pernah menggunakan sekalipun. Kualitas suara jelas dan

instruksi yang tersedia sudah membantu penguna dalam menggunakan

aplikasinya.

V4 Kelebihannya itu ya tadi itu yang untuk conversation. Kalau yang saya

lihat itu kebanyakan memang seperti, saya pernah nyoba itu, saya lupa

judulnya, tapi dia seperti buku belajar bahasa gitu ya, dia

memperkenalkan vocabulary trus memperkenalkan kata-kata, kalimat-

kalimat yang umum dipakai misal berkunjung ke negara ini kata-kata

apa yang sering dipakai, tapi keungulannya dia adalah daily challenge

gitu, itu tu tiap hari dia ngasih tau hari ini yok kerja lagi gitu, trus dia

tracking progress misalnya kita lupa kosa kata tertentu nanti dia nurunin

sendiri levelnya jadi dia kurangin lagi kata-kata itu mengulang-ngulang

terus gitu lo, pengulangannya yang bagus sih, tapi tidak berbentuk

conversation nah itu kekurangannya menurut saya, jadi kalau ini kan dia

ada yang berbentuk conversation sehingga ya kita bisa expect kalau kita

berkunjung kesana beneran itu bisa njawabnya gitu lo instead of just

menghafalkan kata-kata.

R Apa saja saran Anda untuk aplikasi tersebut?

V3 Cuman saya suka warnanya sih simple gitu, lucu, cuman ya tadi ada satu

yang miss item itu item sama backgroudnya juga ijo jadi ga kontras tapi

lainnya udah oke kok pemilihan font nya udah cukup jelas cuman ada

satu yang tadi mungkin ada beberapa yang kelewatan yang terlalu kecil

tadi itu, itu sih paling.

V4 Bisa mengambil beberapa aplikasi yang sudah ada. Mengambil yang

bagus-bagus, jadi kita sesuai dengan visinya trus dikembangkan lebih

jauh sih.


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4. User Validation

S1 : Alvian Hanif Permana

S2 : Muffida Hanum Nur’aini

S3 : Riznadia Fitria Mellani

S4 : Fiqih Amanda Andriani

R: Bagaimana pendapat Anda mengenai aplikasi e-talk?

S1: Bagus sebenernya, enak digunakan, itu juga simpel, kata-katanya juga

banyak yang biasa kita pakai buat kita pelajaran, itu bisa buat ngecek

buat kita speaking nya udah bener apa belum nah itu.

S2: Kalau menurut saya e-talk tu lebih praktis aja soalnya ya ga ribet trus

barangnya juga enak dibawa kemana-mana gitu lo kan anak muda jaman

sekarang juga sukanya yang simpel gitu sih.

S3: Kalau menurut saya e-talk itu aplikasinya sangat membantu bagi pelajar

yang ingin belajar Bahasa Inggris dengan praktis dan tanpa ribet.

S4: Kalau e-talk itu bagus bisa membuat untuk belajar speaking secara

mandiri dan simpel juga.

R: Bagaimana dengan desain e-talk?

S1: Kalau desainnya tu ya sudah bagus cuman kurang penataan kata-katanya

aja itu lo kalau pas di grammar nya nah itu kan masih untuk tulisan

deret ke bawah nah itu ditata biar misalnya ada jarak dari satu sama

satunya lagi biar kita tu tau ini tu sebenernya yang bagian yang mana

yang harus yang sama sama kata-katanya nah itu.

S2: Ya desainnya udah OK sih trus kalo bisa warnanya mungkin lebih bisa

di apa ya kaya dijrengin lagi biar bisa lebih mudah buat nginget gitu.

S3: Kalau untuk aplikasi ini desainnya udah bagus tapi kalau bisa ya lebih

ditingkatin lagi.

S4: Kalau aku bagus kalo bisa ya definisinya diringkas lagi biar lebih

gampang.

R: Apa kelebihan aplikasi e-talk?

S1: Kelebihannya itu biasanya kan kalau di aplikasi yang lain itu kurang ada

buat ngecek speaking nya kita udah bener apa belum. Kalau di e-talk tu

udah ada kita bisa ngecek speakingnya bener apa nggak jadi kita udah

tau gimana caranya.

S2: Ya lebih praktis sama simpel gitu sih.

S3: Aplikasinya termasuk aplikasi offline terus ya praktis.

S4: Kelebihannya praktis juga tidak memerlukan kuota

R: Apa kekurangan aplikasi e-talk?

S1: Itu kalau misalnya kita nemuin kata-kata baru yang tidak ada di mini

dictionary, jadi kalau bisa dionline in jadinya kita bisa nyari kata-kata

yang lain yang belum diketahui.

S2: Kalo menurut aku sih ya hampir sama kaya alfian, dan buat aktivitas


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speakingnya tergantung sinyal.

S3: Agak terdapat gangguan pada Google voice, tergantung sinyal.

S4: Voice nya kadang terganggu.

R: Fitur apa yang Anda sukai?

S1: Bisa liat simple past tense nya jadi bisa tau itu lo runtutannya gimana,

trus kita juga bisa ngecek speakingnya juga.

S2: Itu sih vocabulary sama grammar karena bisa nambah vocab.

S3: Saya lebih menyukai fitur grammar sama expression, karena kalau yang

expression itu ada fitur speak up dan itu sangat membantu.

S4: Grammar sama vocabulary karena pas mempelajarinya bisa enak aja

gitu.

R: Fitur apa yang tidak Anda sukai?

S1: Apa ya, itu kan misalnya kalau ada itu lo apa mini dictionarynya ha itu

diperbanyak aja gitu lo, jadi bisa lebih tau kata-kata yang lain lagi kalo

ga tambahin apanya kata turunannya dari itu apa.

S2: Conversation soalnya harus lihat pilihannya yang di atas.

S3: Vocab, soalnya ada yang ga tercantum disitu, gitu udah.

S4: Waktu jawab kadang, ga ada yang benerin, jadi ga tau yang bener apa.

R: Apakah menurut Anda aplikasi ini cocok untuk praktik speaking?

S1: Ya cocok, soalnya kan bisa tau kalau udah bener apa belum susunan

katanya yang kita tau, nah jadi nanti misalnya kalau mau sama temen

juga udah tau gini caranya yang bener gimana speakingnya.

S2: Cocok lah trus soalnya kan bisa tau yang salah dimana.

S3: Cocok soalnya tu yang di expression tu ada fitur untuk speak up juga

jadi itu sangat membantu untuk proses praktik speaking.

S4: Cocok karena simpel juga sama komplit karena ada fitur lain gitu.

R: Fitur apa yang bermanfaat untuk belajar speaking?

S1: Anu pas kita conversation, jadi bisa tau kita gimana kalau ngadepin

sama seseorang udah tau gimana cara balesnya yang bener gimana.

S2: Conversation soalnya ada tanya jawabnya juga trus ada timbal

baliknya, ya lebih interaktif lah.

S3: Kalau saya conversation, soalnya ya ada dua pihak, jadi pihak penanya

dan penjawab trus sama yang expression yang bagian speak up.

S4: Conversation karena juga ada tanya jawabnya juga.

R: Apakah e-talk memotivasi Anda belajar speaking?

S1: Iya, soalnya kan itu ada banyak vocabulary jadi yang mau belajar tu

tinggal lihat disitu kalau yang belum tau tinggal dicari-cari lagi buat

grammarnya juga kan ada tambahan apa susunannya tu yang bener

gimana jadi bisa tau sama speakingnya juga kita bisa ngecek jadi ya bisa

tertarik lah kalau mau apa nambah gimana caranya belajar Bahasa

Inggris yang baik.


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S2: Ya memotivasi soalnya banyak fitur yang bisa apa bermanfaat buat

belajar kaya speaking – trus ya kaya grammar, susunan kata pokoknya

lebih praktis sih.

S3: Bisa soalnya juga terdapat banyak fitur yang disediakan nggak hanya

buat speaking tapi listening juga yang di conversation.

S4: Tertarik karena ada definisi susunannya yang benar dan simpel bisa

dibawa kemana-mana.

R: Apakah saran-saran untuk aplikasi ini?

S1: E-talk tu ya dibuat lebih menarik lah habis itu vocabularynya tu dikasih

kata turunannya jadi tu bisa kalau misalnya simple past tense nya nanti

apa abis tu nanti grammarnya dari kata itu apa jadi bisa lebih tahu

banyak.

S2: Itu yang di fitur vocabulary tu dibikin online biar bisa lebih tahu kata-

kata yang ingin dicari.

S3: Saran dari saya itu dari segi desain lebih ditingkatkan lagi trus yang di

vocab juga lebih dikomplitin lagi kata-katanya biar ga bingung tentang

kata-kata yang biasanya sulit dimengerti.

S4: Sarannya ya pokonya dibuat lebih dikomplitin lagi sama yang voice biar

tidak terganggu lagi.


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APPENDIX 12

PHOTO DOCUMENTATION

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

classroom.


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APPENDIX 13

PERMISSION LETTER


Documents

ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL