ANDROID APPLICATION TO IMPROVE SENIOR HIGH … · This thesis is gratefully dedicated to ......
Transcript of ANDROID APPLICATION TO IMPROVE SENIOR HIGH … · This thesis is gratefully dedicated to ......
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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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 4.27 The Feedback and Score .............................................................. 129
Figure 4.28 The Conversation Screen a .......................................................... 130
Figure 4.29 The Conversation Screen b .......................................................... 130
Figure 4.30 The Feedback and Score .............................................................. 131
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
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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
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appropriateness, the use of a language to signal social relationships, etc.).
Discourse competence is the mastery of rules concerning cohesion and coherence
of various kinds of discourse in second language (e.g., use of appropriate
pronouns, synonyms, conjunctions, substitution, repetition, marking of congruity
and continuity, topic-comment sequence, etc.). Strategic competence is the
mastery of verbal and non-verbal communication strategies in second language
used when attempting to compensate for deficiencies in the grammatical and
sociolinguistic competence or to enhance the effectiveness of communication
(e.g., paraphrasing, how to address others when uncertain of their relative social
status, slow speech for rhetorical effect, etc.) to help the learners to be good at
English communication.
b. Microskills of Speaking
In order to develop speaking skill, it is important to consider the
microskills of oral communication. The microskills of speaking stated by
Richards (1983) in Brown (2000) is presented in the table below.
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Table 2.1. Micro Skills of Oral Communication Adapted from Brown (2000)
1. Produce chunks of language of different lengths.
2. Orally produce differences among the English phonemes and allophonic
variants.
3. Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonational contours.
4. Produce reduced forms of words and phrases
5. Use an adequate number of lexical units (words) in order to accomplish
pragmatic purposes.
6. Produce fluent speech at different rates of delivery
7. Monitor your own oral production and use various strategic devices-pauses,
fillers, self-corrections, backtracking-to enhance the clarity of the message.
8. Use grammatical words classes (nouns, verbs, etc), systems (e.g. tense,
agreement, pluralization) word order, patterns, rules and elliptical forms.
9. Product speech in natural constituents-in appropriate phrases, pause groups,
breath groups, and sentences.
10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse.
12. Accomplish appropriately communicative functions according to the
situations, participants, and goals.
13. Use cohesive devices in spoken discourse.
14. Convey links and connections between events and communicate such
relations as main idea, supporting idea, new information, given information,
generalization, and exemplification.
15. Use facial features, kinesics, body language, and other nonverbal cues along
with verbal language to convey meanings
16. Develop and use a battery of speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well your interlocutor is
understanding you
c. Speaking Aspects
There are some aspects that should be fulfilled in order to have good and
effective speaking. There are five aspects proposed by Harmer (2001),
pronunciation, vocabulary, grammar, fluency and comprehension. First,
pronunciation is a set of habit for producing sounds which includes segmental
features such as stress and intonation pattern. Pronunciation is one of the
important aspects in speaking because correctness of pronunciation directly
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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
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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.
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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
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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
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done. These repetitions can improve the learners‟ confidence because they have at
least one attempt at a task.
6) Direct learners‟ reflection on learning
In the stage six, the learners are encouraged to monitor and evaluate what
they have learned in overall stages.
7) Facilitate feedback on learning
In this final stage, the learners are given important feedback on their
performances in the previous stages of the cycle. It is explained that the feedback
does not always given by the teacher but it can be a form of peer feedback.
Those seven stages proposed by Goh and Burns (2012) enable the learners
to work together and get many opportunities to speak. In addition, the teachers
can select or plan different learning activities depend on the objective chosen.
Besides, Shumin (n. d) in Richard and Renandya (2002) states that being able to
interact in a language is essential. It is stated that language instructors should be
able to provide the learners with a meaningful communicative behavior about
relevant topics to enable the learners create discourse that conveys in a real-life
communication. Shumin states that small talk and interactive activity are two
activities for learners that can maintain their communicative behavior. Small talk
is described as the ability to get along with people in society in brief. In this stage,
learners are expected to develop their skill in short interactional exchanges.
However, in interactive activity, the learners are provided with extensive exposure
and opportunities to use the language.
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According to Harmer (2001), knowledge of language features and the
ability to process information „on the spot‟ are two elements of speaking that the
learners should master in order to speak fluently. To improve the knowledge of
language features, teachers should develop the learners‟ connected speech, help
them to be able to deploy some suprasegmental features and devices, supply a
variety of phrases for different functions, and help the learners to structure
discourse. In addition, the success of speakers‟ productive ability also depends on
the rapid processing skills that talking necessitates which expected the teachers to
help learners to process the language to be comprehensible, understandable,
interactive and convey the intended meaning of a communication.
f. Teaching Speaking with Technology
Since English becomes an international language, more people want to be
able to communicate in English. As a result, more people are interested in
learning English either in formal or informal institution in order to improve their
English communication skill. Some people might be good at written English
communication however; they are not good at oral English communication. For
those who are not good at oral English communication, they usually hesitate to
express their ideas to others because the feel unconfident. This unconfident
feeling is not merely caused by the lack of vocabulary of the speakers but it might
be caused by other aspects such as, grammatical accuracy or pronunciation. This
condition will create a problem in English teaching.
Teaching speaking is training learners to produce English words and
utterance by using appropriate stress, intonation and the correct situation and
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social condition. Richard and Renandya (2002) state that speaking is used for
many different purposes involving different skills. They state that these different
purposes for speaking implies knowledge of the rules that account for how spoken
language reflects the context or situation in which speech occurs, the participants
involved and their specific roles and relationship, and the kind of activity the
speakers are involved in. However, it is hard for teachers to teach their students if
their students have lack of confident to practice their speaking ability in the
classroom. In this case, teachers must be able to create a learning atmosphere
which encourages their students to practice their speaking and enable them to
build their speaking performance. Therefore, teachers must be able to create tools
for their students to enable them to practice their speaking ability anytime and
anywhere without having direct interaction with other speakers.
Providing a tool which enables them to record their own voice to practice
their pronunciation might be useful for English learners because they will not be
ashamed of making mistakes in front of others. This kind of tool will help the
students recognize their mistakes and correct them over and over again. It is easier
for the students to recognize their own weaknesess when they see themselves on
videotape (Healey, 1999). The provided tool is not always a videotape, it can be
another form of tool like recording tool which have the same function as
videotape which can ease the students recognize their mistakes.
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2. Mobile Learning
Mobile learning is now widely used in education in order to make learners
have a portable device to learn (El-Hussein and Cronje, 2010). Advanced mobile
devices such as smart cellular telephones are very popular among people
primarily because they are wireless and portable. These functionalities enable
users to communicate while on the move. The popularity of these devices is
therefore a consequent of their ability to function at multiple levels.
a. The Nature of Mobile Learning
The development of techology offers a dynamic approach for learning
which is called e-learning. E-learning is a portable learning which is supported by
information technology. It gives learners the idea that learning is something
portable which they can do everywhere by using internet access. It is a learning
that takes place with the help of mobile devices, or the intersection the application
of small, portable, and wireless computing and communication devices and
learning facilitated and supported through the use of information and
communications technology (Quinn, 2000). That statement is supported by
Pinkwart, et al., 2003 which states that e-learning as a learning supported by
digital electronic tools and media, and by analogy, mobile learning as e-learning
that uses mobile devices and wireless transmission. E-learning is widely used
because it enables the learners to connect with their colleagues or professional by
using the e-learning system. It can also help the learners choose the materials and
activities based on their needs.
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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
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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
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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
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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
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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
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action but it can also help the learners have the idea of when and how frequently
they would receive the reminders. This idea can disturb the learners‟ activities,
especially when they are in the workplace. Therefore, a reccomendation is to
allow the learners to plant and control when these push events occur. Fourth,
strive for maintain equity. It means that it is important to know whether the
learner have a mobile device, what kind of device the learners has, the
connectivity and the expense is for using the device for the planned operation.
Fifth, acknowledge and plan for accomodating language learner differences. It
means that the mobile learning should facilitate learners with various learning
styles. Sixth, be aware of language learners‟ existing uses and culture of use. The
learners often use their mobile devices for personal and social use rather than as
educational tools. Therefore, the task or application provided should be consistent
based on their needs. Seventh, keep the mobile learning activities and tasks short
and succinct. The short and succinct tasks will make the application accessible for
the students. Eighth, let the language learning task with the technology and vice
versa. The task should consider the learners‟ mobility and also the technology.
Nihth, most learners need guidance and training for effective mobile devices for
language learning. Therefore, providing guidance and training for the learners are
important in order to make their use efficient. The last principle is recognizing and
accomodating multiple stakeholders. Consider the needs of involving other parties
when implementing the mobile learning.
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3. Android
Android is now widely used by people because it has many features which
are similar to the computer‟s features. Those features enable android to be used in
education to make people have mobile learning which is practical and portable for
learners.
a. The Nature of Android
Android is a kind of operating system which is popular recently. Android
is an operating system based on Linux with a Java programming interface which
is developed by Google (Vogel, 2013). It provides all necessary tools to develop
Android applications such as compiler, debugger , emulator and virtual machine
to run Android programs. “Android allows background processing, provides a rich
user interface library, supports 2-D and 3-D graphics using the OpenGL libraries,
access to the file system and provides an embedded SQLite database” (Vogel,
2013). Android is a comprehensive platform designed for mobile devices,
championed by Google and owned by Open Handset Alliance (Gargenta, 2011).
Android is a comprehensive platform means that Android is a complete
software stack for a mobile device. It allows developers to develop mobile
application easily and quickly. It also allows users to customize their phone
experience substantially. In addition, it is a complete manufactures to run their
devices. Open Source Platform means “the entire stack, from low-level Linux
modules all the way to native libraries, and from the application framework to
complete applications, is totally open” (Gargenta, 2011). Android is licensed
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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.
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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
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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,
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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”
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(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
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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
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and their basic look and feel, as well as layout tools for arranging them
horizontally or vertically in the interface.
Figure 2.2 The Designer Interface
Second, the Blocks Editor; it is a simplified way of visualizing program behavior.
Traditionally, the program behavior is represented by code. By using the Blocks
Editor, users only need to drag out and clip together puzzle-piece shaped „blocks‟
of behavior. There are blocks representing common Android-app behavior and
many of the basic computer-science logical elements. Each block has hints for
what sort of blocks may be attached to it to build behavior sequences.
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Figure 2.3 The Blocks Editor
Third, The Android Device Emulator; it is a virtual version of an Android
smartphone including touch-screen, hardware keys, and typical functions. The
Android Device Emulator is a way to build to build and test the application built.
It can also be used to make a change the design or blocks, switch to the emulator
and test the results immediately.
Figure 2.4 The Emulator
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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
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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
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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.
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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
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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
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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
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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
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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
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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.
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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.
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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
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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
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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.
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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.
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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
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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.
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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
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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.
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Figure 3.1 The Writer’s Combined Model of ADDIE and R & D
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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
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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
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Stages Instruments Participants Obtained Data Aim
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
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Stages Instruments Participants Obtained Data Aim
- 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
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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
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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.
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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
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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.
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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)
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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.
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Table 3. 7 The Description of the Validation Questionnaire Results
No. Statements Converted Score Mean Category
Total Score
Mean
Table 3. 7 was made to describe the whole results of the quantitative data
of the questionnaires. It can be seen that in the table that each statement had its
category based on the mean. It can also be seen clearly that the final mean
described the quality of the product. Meanwhile, the data from the open ended
questions were selected and categorized into some aspects to support the
quantitative data. The data were also used as the main suggestions for the writer to
revise the product if needed.
In addition, the interview results were selected accordingly and interpreted
in written form. The data was used to support the quantitative data collected from
the questionnaires.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter deals with the analysis of the two problems in the problem
formulation in the first chapter. This chapter is divided into three parts. The first
part aims to describe the processes of developing the Android application. The
second part aims to present the Android application. The third part is the
descriptions of how the Android application improves Senior High School
students‟ speaking skill.
A. The Processes of Developing the Learning Media (E-TALK)
The process of developing the Android application uses the combination R
& D model and ADDIE model which has been modified by the writer into five
stages; information collecting, planning, development, implementation and
evaluation. The model was modified in order to have more effective research
considering the focus of the research is developing a model of an Android
application to improve the tenth grade of senior High School students‟ speaking
skill. In this part, the writer would discuss each stage to give a depth explanation.
1. Information Collecting
In this stage, the writer collected the information by conducting literature
study and need analysis. In the literature study, the writer collected some
information on how teaching speaking is conducted in 3 Bantul Senior High
School by conducting a syllabus analysis, designing a need analysis questionnaire
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
4. Expressing the meaning of
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
3.2 Expressing the meaning in transactional (to
get things done) and interpersonal (to socialize)
conversations, formally and informally by
using simple expressions accurately, fluently
using some speech acts such as expressing
happiness, showing attention, expressing
sympathy and giving instructions.
4.1 Expressing the meaning in short functional
texts (announcement, advertisement, invitation)
by using various speech acts in daily contexts.
4.2 Expressing the meaning in simple monolog
texts (recount, narrative and procedure) in daily
contexts by using some speech acts accurately
and fluently
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Competency Standards Basic Competence
Semester 2
9. Expressing the meaning of
transactional and
interpersonal conversations
in daily contexts
10. Expressing the meaning of
short functional and simple
monolog texts (recount,
narrative and news item) in
daily contexts
9.1 Expressing the meaning in transactional (to
get things done) and interpersonal (to socialize)
conversations, formally and informally by
using simple expressions accurately, fluently
using some speech acts such as thanking,
giving compliment and congratulating someone
9.2 Expressing the meaning in transactional (to
get things done) and interpersonal (to socialize)
conversations, formally and informally by
using simple expressions accurately, fluently
using some speech acts such as expressing
surprise, expressing disbelief and accepting
invitations and offerings
10.1 Expressing the meaning of short
functional speech (announcement,
advertisement, invitation) formally and
informally using simple expressions in various
daily contexts
10.2 Expressing the meaning of simple
monolog texts using various expressions
accurately and fluently in the contexts of daily
life in the form of narrative, descriptive and
news items.
The syllabus analysis was also aimed to know the materials learned by
Grade X of Senior High School students both in semester 1 and 2. From the
syllabus analysis, it can be seen that the speaking materials for Grade X of Senior
High School Students are listed in the table below.
Table 4.2. Grade Tenth’s Semester 1 and 2 Speaking Materials Taken from 3
Bantul Senior High School English Syllabus
Semester Topics
Semester 1
Introduction, Greeting/Leave Taking,
Accepting/Cancelling Invitation,
Accepting/Cancelling Promises
Expressing Happiness, Showing
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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
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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
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No. Concept Sub Concept Indicators Item
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
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No. Concept Sub Concept Indicators Item
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.
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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?
a. Yes, it is very helpful
b. Yes, it is helpful
c. Yes, it is less helpful
d. No, it is not helpful
e. It is very unhelpful
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
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second, third and fourth questions of the need analysis questionnaire. The second
question in the questionnaire stated whether the teaching speaking in the
classroom help the students develop their speaking or not. The answer of the
question showed that there were 74.1% of the students state that the teaching and
learning processes in the classroom help the students develop their speaking skill
in the classroom.
The third question dealt with the situation of the teaching and learning
process in the classroom. The writer tried to find out whether the situation of the
teaching and learning process of speaking is enjoyable for the students. From the
questionnaire, it is found that 74.1% of the students state that the teaching
learning in the classroom is enjoyable. Moreover, the fourth question was
intended to know whether the activities conducted in the classroom help the
students to develop their speaking skill. The results show that 63% of the students
state that the classroom activities help them develop their speaking skill. From the
first aspect of the need analysis questionnaire, it can be inferred that the students
are not interested in speaking even though the situation in the classroom supports
them to learn more.
Classroom situation is not merely a factor that influences the students to
develop their speaking skill. The students need to have their own strategies to
develop their speaking by practicing it by themselves. The table below shows the
students‟ frequency in practicing their speaking.
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Table 4.6 The Students’ Speaking Strategies
No Question Answer Total Percentage
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.
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Table 4.7 The Media Used by the Students to Practice Speaking
No Question Answer Total Percentage
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
practice your speaking
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
practice your speaking
skill?
a. Yes, it is very helpful
b. Yes, it is helpful
c. Yes, it is less helpful
d. No, it id not helpful
e. It is very unhelpful
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%
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No Question Answer Total Percentage
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.
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However, 70.4% of the students stated that they have never been asked to create a
video conversation on topics they are learning. Therefore, the writer put such kind
of activity in the learning media.
The next important factor to develop the students‟ speaking skill is
mastering the speaking aspects. There are five basic speaking aspects stated by
Harmer (2001); pronunciation, vocabulary, grammar, fluency and comprehension.
Based on the theory, the writer tried to find more information on the students‟
speaking aspects in order to create the most appropriate learning media that can
help the students develop their speaking skill. The table below shows how the
students master the speaking aspects.
Table 4.8 The Students’ Aspects of Speaking
No Question Answer Total Percentage
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%
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No Question Answer Total Percentage
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
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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)
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Even though the teacher stated that she used electronic dictionary from a
mobile application, she stated that she has never used smartphone as her teaching
media in conducting speaking class. She stated that if there is a special application
to develop the students‟ speaking fluency she feels happy with that and stated that
she would use the application to teach speaking. She added that she wanted some
features that can improve the students‟ vocabulary, and boost the students‟
confidence to practice their speaking which can improve the students‟ speaking
fluency.
I’m happy if the application can be used by my students. If it is helpful, I
will continue using it. ... The feature that can improve the students’
vocabulary and boost the students’ confidence when they are practicing
their English. If the students use the application, they will have more time
to practice. So, they will be more fluent. I hope this application can help
the students with their reading and writing. (Appendix 11, T)
There were five students chosen for the interview. Those students were
given the same questions, but they were interviewed separately. The student
interview was focused on the importance of speaking for the students, the
students‟ speaking strategies outside the classroom and the learning media needed
by the students.
From the interview, it was found that the five students stated that speaking
skill is an important thing in their life because they will need it in the future. Most
of the students stated that globalization was the main reason for developing
English speaking skill. The students also stated that it will be easier to find a job if
they can speak English fluently.
It is important for our future. If we can speak English fluently, it is easier
to find a job. (Appendix 11,S1)
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Since the students stated that speaking skill is important, they have their
own learning strategies to develop their skill. The students stated that they learn
speaking by listening to some English conversation and find the meaning in the
dictionary, having an English course, having an English conversation with friends,
learn speaking using mobile applications, watching and listening English movies
and songs, and practice it continuously.
I overcome the difficulties by reviewing the lesson learned and try to find
the lesson I have not learned. I also try to get myself accustomed to use
English by repeating it continuously and sharing with my
friends.(Appendix 11, S1)
Even though the students have already had their speaking strategies with
many kinds or learning media, they stated that they want a learning media which
can help them develop their speaking skill outside the classroom. The students
implied that the learning media they are using doesn‟t fulfill their needs. The
students stated that they want a learning media which can enrich their vocabulary,
help them know how to pronounce English words, help them practice their
speaking, compatible and accessible.
A learning media which has a vocabulary feature and how to pronounce
it. (Appendix 11, S1)
In conclusion, the students in grade X3 of 3 Bantul Senior High School
were expected to be able to communicate with English fluently. The teacher and
students have cooperated well in developing the speaking skill both inside and
outside the classroom by using some learning media. However, the learning media
they were using did not meet their needs. The students stated that they need an
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interactive learning media which can help them with pronunciation and
conversation.
2. Planning
After the need analysis, the writer decided to design an Android
application based on the students‟ need. In this step, the writer selected the topics,
materials, contents, kinds of features in the designed learning media and designed
the research instruments.
The writer selected the topics and materials based on the syllabus analysis.
Based on the analysis, the writer selected some excerpts of the materials without
neglecting the learning objectives stated in the syllabus. There were five major
topics taken from semester 1 and 2 materials which were selected based on the
students‟ needs. All the topics were selected as the supplementary materials for
the students to practice their speaking outside the classroom. The selected topics
were adjusted with the materials learned by the students in the classroom and its
usage in the students‟ daily life. The aim of taking the excerpts of the materials
from the syllabus was to stimulate the students to develop their speaking skill
through the provided activities in the Android application. The topics were (1)
introduction, (2) invitation, (3) instruction, (4) gratitude, (5) surprise.
After selecting the topics, the writer defined the learning materials,
activities and learning objective of each topic. Those components are presented in
the following table.
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Table 4.9 The Topics, Materials, Activities and Learning Objectives
No. Topics 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
- accepting/cancelling
invitation/offering
- instruction/procedure
- expressing gratitude
- expressing surprise and disbelief
The students are able to use
grammatical rules commonly used in
each topic
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.
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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
- accepting/cancelling
invitation/offering
- giving
instruction/procedure
- expressing gratitude
- 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
- accepting/cancelling
invitation/offering
- instruction/procedure
- expressing gratitude
- 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
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effective learning media to facilitate the students to practice their speaking outside
the classroom.
The last step after selecting topics, materials, features and activities for the
application was designing the blueprints of the questionnaire and interview
guidelines. Both blueprints were developed based on some concepts which were
taken from speaking and mobile learning theories. The research instruments were
developed for both experts and users to validate the product.
3. Development
There were four major development processes in this research; developing
materials, developing storyboard and flowchart, developing the application using
App Inventor, and building the application into apk. file. After the application was
built into an apk. file, the writer tried it using a mobile phone to check whether the
application run well or not. The development processes were described into four
sub headings below.
a. Developing the materials
The materials were developed from topics selected in the planning stage.
The written materials were adapted from some books and the audio were taken
from www.twominsenglish.com. The writer took the audio from the internet
because the writer wanted some authentic materials. The writer chose authentic
materials to enable the students get the correct pronunciation. Pronunciation is one
of the main aspects needs to be considered in the application since the writer
focused on developing the students‟ speaking skill.
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According to Harmer (2001) pronunciation is one of five important
speaking aspects which needs to be mastered by learners to develop their speaking
skill. In addition, Goh and Burns (2012) state that pronunciation is one of
speaking skills that learners need to develop. It is stated that pronunciation is
producing the segmental and suprasegmental levels of the target language sounds.
The pronunciation specific skills include the articulation of vowels, consonants
and blended sounds, assigning word stress and using different intonation patterns.
Meanwhile, Richard (1983) in Brown (2000) states that learners should be able to
produce English stress patterns, word in stressed ad unstressed positions, rhytmic
structure, and notation contours.
Both written and audio materials were modified and simplified based on
the students‟ needs. Most of the materials taken from the
www.twominsenglish.com were videos. Therefore, the writer converted those
materials into audio. After converting the video into audio, the writer cut the
audio into words and sentences to develop the activities and tasks especially those
which are related to pronunciation and conversation drill. The writer also took
some pictures from the internet to increase the students‟ interests and stimulate
them while they are doing the exercises. Both of the audios and pictures in this
application were converted into small sizes because of the limitation of the
application capacity.
After developing the materials, the writer developed the activities and
exercises. There were oral and written exercises in the application. The oral
exercise dealt with the pronunciation and conversation while the written exercises
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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.
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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
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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-
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based designer such as label, button, textbox, picture etc. The writer took some
elements needed in the application. Here, the writer can also adjust the size and
color of the fonts, the background of the screen, etc. After the writer finished
designing the application, the writer needed to control the application using the
blocks. The blocks are provided in the blocks component. Here, the writer worked
more on how the application will be programmed.
Then, the writer inserted all the selected materials in the application. In
inserting the materials, the writer needed to convert the picture and audio files into
the format which could be accepted by App Inventor. Besides changing the format
of the picture and audio files, the writer also needed to adjust the size of the files
because of the limitation of the capacity. The maximum size of the file that can be
uploaded in App Inventor is only 5 MB. If the size if the file more than 5 MB it
will not be able to be uploaded because the product cannot be more than 12 MB.
There were some problems faced by the writer in the process of
developing the application. Internet connection is one main problem faced by the
writer. Since App Inventor is dependent on the internet connection, the
development process took longer time if the internet connection was unstable. The
unstable internet connection made the file could not be uploaded especially if the
capacity of the application was almost reach the limitation of the capacity. The
unstable internet connection could also cause the program stop and make the
unsaved files disappeared.
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d. Building the application into .apk file
Building the application into .apk file was not a complicated process.
After the writer had done with the application, the writer just needed to click the
build button on the App Inventor web and wait for the process. The .apk file will
be automatically downloaded and saved in the computer. To test the application
on the mobile phone, the writer just need to copy the .apk file or send it through
bluetooth and install it in the mobile phone. The project can also be built into a
barcode by using MIT AI2 Companion which can be downloaded from playstore.
However, developing the application into barcode were rarely used because of the
error happened during the process of scanning.
The Android emulator might be a great solution for those who do not have
Android smartphones to try out the application. An Android emulator is a virtual
version of an Android smartphone including touch-screen, hardware keys, and
typical functions. It is a way to build and test the application built which can be
used through a laptop.
Even though building the application into .apk file was a simple process,
the writer needed to build the application many times due to some problems on
the application design and blocks. The design in the App Inventor web designer
was not the same as the design on the mobile phone. Another problem was the
application did not work properly because of the missing blocks. The problems
made the writer build and revise the application continuously to get the most
appropriate application. The expected application then was given to the experts to
gain the experts‟ feedbacks, opinion and suggestions.
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e. The Experts Validation
After the writer had done with the application, the writer gave the
application to the experts to validate it. There were material and media experts in
this research. The material experts were the English teacher of 3 Bantul Senior
High School and an English lecturer of English Language Education Program of
Sanata Dharma University. The media experts were an IT lecturer of Duta
Wacana University and IT practitioner of Gadjah Mada University. Both of the
material and media experts validated the product by giving feedbacks, opinions
and suggestions for the writer to produce the final version of the application. The
material experts gave feedbacks related to the content of the application including
the topics, materials, exercises and how the application support the students to
develop their speaking skill. On the other hand, the media experts gave
suggestions and opinions related to the design, layout as well as the navigation of
the application.
Both of the material and media validation were conducted by distributing
questionnaires and conducting interviews to the both experts. Both of the
questionnaires and interviews were to obtain the feedback and suggestions for the
appropriateness of the application. The closed questions of the questionnaire
results were analyzed based on the conversion score stated by Best (1970)
presented in table 3.5 in the previous chapter while the open ended questions and
the interview results were described in written form. The table below shows the
descriptive statistics of the material experts‟ opinion.
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Table 4.12 The Descriptive Statistics of Materials Experts’ Opinion
No. 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
8. E-talk helps the students create
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
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No. Statements V1 V2 Mean Category
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
No. Statements V3 V4 Mean Category
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
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No. Statements V3 V4 Mean Category
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.
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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.
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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
4. E-talk provides understandable
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
No. Statements N Total Mean Category
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
show the same purposes
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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No. Statements N Total Mean Category
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
No. Statements N Total Mean Category
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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No. Statements N Total Mean Category
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
9. E-talk provides useful explanations
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
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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
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(2000) describes responsive as a short replies to teacher or student-initiated
questions or comments. The theory is made as the basic idea of the “speak up”
activity since it is designed as an interactive learning media for the students to
develop their speaking skill. According to Shumin in Richard and Renandya
(2012), interactive activity can maintain the students‟ communicative behavior. It
is stated that interactive activity can be done by providing learners with extensive
exposure and opportunities to use the language. In “speak up” activity, the
students are to response to a question with two choices of answers. . The students
are to read the choices before they click the listen button. After reading the
choices, the students are to click the listen button to listen to the
statement/question. To answer the question, the students are to click the record
button. Once the record button is clicked, the Google voice feature appears and
the students can directly record their answer. After the students finished recording
the answer, there is an automatic feedback which indicates whether the answer is
correct or wrong. The score automatically appears at the same time with the
feedback. Once the students have finished doing the first number, the students
need to click next button for the next statement/question and do the same thing as
what they did in the first question. The total score is the accumulation of all the
questions. The figure below shows the descriptions of the expression list of speak
up screen.
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Figure 4.26 The Speak Up Screen Figure 4.27 The Feedback and Score
7. The Conversation Feature
This feature is the development of the speak up activity provided in the
expression feature. Therefore, the conversation feature provides a complex
activity which let the students complete a conversation which some parts of it are
omitted by choosing the choices of answers provided. This activity is designed
based on the idea of transactional language. According to Brown (2000),
transactional language is the extended form of responsive language. In this case,
the learners are provided with a situation as if they are exchanging information
with a partner. The same as speak up feature, the conversation feature is
interactive. It is designed as an interactive activity because an interactive activity
can help learners develop their communicative behavior. The aim of this activity
is to drill the students with some English conversations to make them practice
their speaking before they have a real conversation with their friends or in the real
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situation. To do the activity, the students are to read the choices before they click
the listen button. After reading the choices, the students are to click the listen
button to listen to the statement/question. To answer the question, the students are
to click the record button. Once the record button is clicked, the Google voice
feature appears and the students can directly record their answer. After the
students finished recording the answer, there is an automatic feedback which
indicates whether the answer is correct or wrong. The score automatically appears
at the same time with the feedback. Once the students have finished with the
activity, the total score appears. The figure below shows the description of the
conversation screen.
Figure 4.28 Conversation Screen a Figure 4.29 Conversation Screen b
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Figure 4.30 The Feedback and Score
8. The Project Feature
The project feature is the simplest feature in this application because it
only consists one button which leads to a screen containing a label which is used
to write the instruction. This feature is called project because it only contains an
instruction for the students to create a video of conversation. In this activity, the
students are to choose the topic they have learned and they have to work in
groups. After the students have finished doing their assignment, they have to
submit their work to the teacher and upload it on YouTube. The figure below
shows the description of the project screen.
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Figure 4.31 The Project Screen
This activity is aimed to to bring the students to the real situation. The
students are asked to interact with their partner with a certain context. Louma
(2004) states that interaction can encourage the students to communicate to one
another. In this activity, the communication among the students is developed by
giving opportunities to use the language in the real situation.
C. How E-talk Improves Senior High School Students’ Speaking Skill
In this part, the writer would describe how the application facilitates the
senior High School Students‟ improve their speaking skill. There are four ways of
how the application improve the students‟ speaking skill.
1) E-talk Improves the Students‟ Pronunciation and Vocabulary by Providing
Mini Dictionary Feature
According to Harmer (2001), pronunciation is one of the important aspects
in speaking because correctness of pronunciation directly affects the appropriate
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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
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correct sentences including grammar, vocabulary and pronunciation.In the need
analysis, the writer found that the students want a tool which can help them study
grammatical rules. Considering the importance of grammatial skill, the he writer
provided the application with “grammar” feature. In this feature, the students are
provided with some explanation of grammatical rules and exercises to enable the
students to use the grammatical rules appropriately.
.... I know the structure of simple past tense from the application
(Appendix 11, S1)
3) E-talk Improves the Students‟ Fluency and Comprehension by Providing
Expression and Conversation Feature
According to Harmer (2001) fluency is the ability to speak smoothly and
easily without any hesitation of what is being spoken. It has a big role in
speaking because it will influence the speakers‟ confidence in their speaking
performance. In addition, Louma (2007) states that fluency is the ability to
express comprehensible language smoothly. Fluent speakers will speak without
any hesitation and many pauses in their communication. They will express the
information communicatively, „effectively and naturally. Meanwhile, Harmer
(2001) states that comprehension becomes one of the aspects of good speaking
ability because it influences the conversation process. It is stated that
comprehension is the ability to comprehend the meaning of what is said. If both
speakers comprehend what they are speaking, they will be able to grasp the
information conveyed.
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The expression and conversation feature provide the students with
expressions and conversations drill. In the “expression” feature, the students are
provided with some expressions that are useful for their daily conversation. Here,
the students can also have pronunciation drill on the expressions provided. In the
“conversation” feature, the students are provided with some conversation
examples which can help the students comprehend some conversation in many
different situations.
... the conversation feature helps us to know how to give an appropriate
answer in a real conversation (Appendix 11, S2).
4) E-talk Promotes Independent Learning by Providing Feedbacks on Its
Features
Brown (2000) states that self correction is one of some strategies to
monitor the oral production. Goh And Burns (2012) state that facilitating
feedback on learning is important. It is stated that the feedback does not always
given by the teacher. In this case, e-talk is provided with automatic feedback in
its “mini dictionary”, “expression”, and “conversation” to monitor the students‟
oral productions.
... e-talk is good. Because it can help us practice speaking independently
and it is simple (Appendix 11, S3).
In conclusion, e-talk helps the tenth grade of Senior High School students
improve their speaking skill by poviding some features that are based on some
theories of speaking. The theories helps the writer both in planning and
developing the application. Meanwhile, the questionnaires and interviews help the
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writer determined whether the application is an appropriate learning media for the
tenth grade Senior High to improve their speaking skill or not. The finding shows
that e-talk is an appropriate learning media which can improve the tenth grade of
Senior High school students‟ speaking skill through its features.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is the conclusions of this
study as the answer to the problems formulated in the first chapter. These are
drawn from the analysis done in the previous chapter. The second part deals with
the suggestions for future researchers who take the same studies.
A. Conclusions
Based on the analysis in chapter four, there are two conclusions that are
drawn. The first conclusion is the description of the iconic Model of the Android
application for the tenth grade of senior High School students. The application is
named ETALK. There are five major features in this application: vocabulary,
grammar, expression, conversation and project. The vocabulary feature contains
two main activities: mini dictionary and vocabulary quiz. The mini dictionary
contains lists of vocabulary which enables the students to listen to the model of
pronunciation and to practice pronouncing the vocabulary. While the vocabulary
quiz contains some pronunciation practice quiz for the students. The grammar
feature consists of some grammatical rules related to the topics learned by the
students. It is provided with the explanation of the grammatical rules learned and
two kinds of exercises in the form of fill in the blanks and True False activities.
The expression feature contains expression list and speak up. The
expression list is provided with the the lists of expressions and how to pronounce
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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
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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
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sizes without reducing the quality of the media used in the application. Future
researchers also need to be creative. They need to consider about the design of the
activities as well as the features provided in the application. The more interesting
the media, the more attractive the media is.
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Kukulska-Hulme, A and Traxler, J. 2005. Mobile Learning:A Handbook for
Educators and Trainers.Oxon: Routledge.
Laouris, Yiannis & Nikleia Eteokleous. We Need an Educationally Relevant
Definition of Mobile Learning. Cyprus: Neuroscience & Technology
Institute Cyprus. Retrived on January 18, 2015 from
http://www.mlearn.org.za/CD/papers/Laouris%20&%20Eteokleous.pdf
Lee, Chunyi et all. Effects of Implementing C&U-Message through Smartphones
on English Grammar Learning for College Students. National Pingtung
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21, 2014 from www.tojdel.net/pdf/v02i01/v02i01-03.pdf
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Li, Wei Meng. 2012. Beginning Android 4 Application Development. John Wiley
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M, Mohamed Osman. 2010. Defining Mobile Learning in the Higher Education
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2014 from http://www.ifets.info/journals/13_3/3.pdf
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December 16, 2014 from https://www.cs.ucy.ac.
http://michelemartin.typepad.com/ADDIE.pdfcy/~nicolast/courses/cs654
/lectures/IDmodels.pdf
NN. The Instructional Design Process. Retrieved on December 16, 2014 from
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http://www.mobilearn.org/download/results/guidelines.pdf,
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw Hill
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Richard, Jack C. & Renandya, Willy A. 2002. Methodology in Language
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Stockwell, G., and Hubbard, P. 2013. Some Emerging Principles for Mobile-
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http://www.lincoln.edu.ar/comp/alice/Rapid%20Prototyping%20with%2
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Wolber, et all. 2011. App Inventor Create Your Own Android Apps. Canada: :
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http://cs.usfca.edu/~wolber/appinventor/appinv_0331.pdf
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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
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Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber/
Bahan/
Alat
menyetujui
ajakan/tawaran/undan
gan, menerima janji,
dan membatalkan
janji
3. 2 Mengungkapkan
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima dengan
menggunakan ragam
bahasa lisan
sederhana dalam
konteks kehidupan
dan melibatkan
tindak tutur:
mengungkapkan
perasaan bahagia,
menunjukkan
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
148
Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
149
Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber/
Bahan/
Alat
ragam bahasa lisan
secara akurat, lancar
dan berterima dalam
berbagai konteks
kehidupan sehari-hari
dalam teks berbentuk:
recount, narrative,
dan procedure
berbentuk recount
o Teks lisan
berbentuk
narrative
o Teks lisan
berbentuk
procedure
menceritaka
nnya kepada
teman
sekelas
menyampakan
sebuah peristiwa
Melakukan
monolog untuk
menceritakan
pengalaman
Melakukan
monolog untuk
melakukan sebuah
procedure
Mendongeng
Kaset
CD
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150
Nama Sekolah : SMA NEGERI 3 BANTUL
Mata Pelajaran : Bahasa Inggris
Kelas : X
Semester : 2
Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
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
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima dengan
menggunakan ragam
bahasa lisan
sederhana dalam
konteks kehidupan
sehari-hari dan
melibatkan tindak
tutur: berterima
kasih, memuji dan
mengucapkan
selamat.
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
151
Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber/
Bahan/
Alat
10. Berbicara
Mengungkapk
an makna
dalam teks
fungsional
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima dengan
menggunakan ragam
bahasa lisan
sederhana dalam
konteks kehidupan
sehari-hari dan
melibatkan tindak
tutur: menyatakan
rasa terkejut,
menyatakan rasa
tidak percaya, serta
menerima undangan,
tawaran, dan ajakan
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
152
Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
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
kehidupan sehari-hari
10. 2
mengungkapkan
makna dalam teks
monolog sederhana
dengan menggunakan
ragam bahasa lisan
secara akurat, lancar
dan berterima dengan
konteks kehidupan
sehari-hari daam teks
berbentuk: narrative,
descriptive dan news
item
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
153
Standar
Kompetensi
Kompetensi Dasar Materi Pembelajaran Kegiatan
Pembelajaran
Indikator Penilaian Alokasi
Waktu
Sumber/
Bahan/
Alat
g secara
berkelompo
k
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
154
APPENDIX 2
The Blueprint of Needs Analysis Questionnaire
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 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
155
No. Concept Sub Concept Indicators Item
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
156
The Blueprint of Media Expert Questionnaire
No. Concept Sub Concept Indicators Item
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
The Blueprint of Material Expert Questionnaire
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)
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158
The Blueprint of Users Validation
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)
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
159
No. Concept Sub Concept Indicators Item
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
Contrast, Repetition,
Allignment,
Proximity
The text allignment is used to differ one
section and another
Contrast, Repetition,
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
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APPENDIX 3
THE FLOWCHART OF E-TALK
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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
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Screen Name Description Information
Menu Screen
- Labels
- Buttons
Vocabulary Screen
- Labels
- Buttons
Menu
Vocabulary
start exit
home exit
vocabulary
grammar
expression
conversation
project
Vocabulary quiz
mini dictionary
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Screen Name Description Information
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
...
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Screen Name Description Information
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
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Screen Name Description Information
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
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Screen Name Description Information
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
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Screen Name Description Information
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
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Screen Name Description Information
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
...
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Screen Name Description Information
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
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Screen Name Description Information
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
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Screen Name Description Information
Project Screen
- Labels
- Buttons
Project
Create a conversation in pairs!
start exit
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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
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4. Apakah aktivitas pembelajaran di kelas membantu anda mengembangkan
kemampuan speaking anda dalam Bahasa Inggris?
a. Sangat membantu
b. Membantu
c. Sedikit membantu
d. Tidak membantu
e. Sangat tidak membantu
5. Apakah anda sering mempraktikkan kemampuan speaking anda di luar
kelas?
a. Sangat sering
b. Sering
c. Kadang-kadang
d. Jarang
e. Sangat jarang
6. Dengan siapa anda mempraktikkan kemampuan speaking anda di luar
kelas?
a. Orang tua
b. Guru les
c. Saudara
d. Teman
e. Lainnya ...............
7. Bagaimana kemampuan anda dalam mengucapkan kata-kata dalam
Bahasa Inggris?
a. Sangat baik
b. Baik
c. Kurang baik
d. Tidak baik
e. Sangat tidak baik
8. Bagaimanakah kemampuan grammar anda?
a. Sangat baik
b. Baik
c. Kurang baik
d. Tidak baik
e. Sangat tidak baik
9. Apakah anda menguasai vocabulary yang dipelajari di kelas?
a. Sangat menguasai
b. Menguasai
c. Kurang menguasai
d. Tidak menguasai
e. Sangat tidak menguasai
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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 ...............
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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!
______________________________________________________________
______________________________________________________________
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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?
______________________________________________________________
______________________________________________________________
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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
5. Font yang digunakan pada e-talk
mudah dibaca
6. Warna font yang digunakan pada
e-talk jelas
7. Paragraf yang terdapat pada e-talk
tertata rapi
8. E-talk menggunakan pengaturan
teks yang jelas
9. Bagian satu dengan yang lain
dipisahkan secara jelas
10. E-talk menggunakan warna dan
simbol yang konsisten untuk
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No. Pernyataan STS TS BS S SS
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!
_________________________________________________________________
_________________________________________________________________
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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!
_________________________________________________________________
_________________________________________________________________
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KUESIONER VALIDASI AHLI MATERI
e-talk (Electronic Talk)
C. Data Validator
1. Nama :
2. Jenis Kelamin : L / P
3. Pendidikan : ( ) S1 ( ) S2 ( ) S3
D. Evaluasi Materi
Bagian Pertama
Berilah tanda centang (√) untuk indikator yang sesuai dengan penilaian di bawah
ini.
Keterangan
STS : Sangat Tidak Setuju
TS : Tidak Setuju
BS : Biasa Saja
S : Setuju
SS : Sangat Setuju
No. Pernyataan STS TS BS S SS
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
4. E-talk membantu siswa untuk
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
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No. Pernyataan STS TS BS S SS
kalimat yang baik dan benar
9. E-talk meningkatkan speaking
fluency
10. E-talk mempermudah
pembelajaran speaking
11. E-talk membantu siswa untuk
menyusun kalimat yang mudah
dipahami
12. E-talk membantu siswa untuk
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
19. E-talk menggunakan instruksi
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
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Bagian Kedua
Jawablah pertanyaan-pertanyaan berikut sesuai dengan pendapat anda!
1. Berikan pendapat anda mengenai aplikasi e-talk!
_________________________________________________________________
_________________________________________________________________
2. Sebutkan kelebihan yang ada pada aplikasi tersebut!
_________________________________________________________________
_________________________________________________________________
3. Sebutkan kekurangan dari aplikasi tersebut!
_________________________________________________________________
_________________________________________________________________
4. Menurut anda, apakah aplikasi ini masih perlu ditingkatkan? Mengapa?
_________________________________________________________________
_________________________________________________________________
5. Sebutkan hal - hal yang masih perlu untuk ditingkatkan pada aplikasi ini!
_________________________________________________________________
_________________________________________________________________
6. Apakah anda menyukai aplikasi ini? Mengapa?
_________________________________________________________________
_________________________________________________________________
7. Sebutkan hal – hal yang harus dilakukan untuk pengembangan aplikasi ini!
_________________________________________________________________
_________________________________________________________________
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APPENDIX 6
KUESIONER VALIDASI PENGGUNA
e-talk (Electronic Talk)
E. Data Validator
1. Nama :
2. Jenis Kelamin : L / P
Isilah sesuai dengan keadaan yang sebenarnya.
F. Evaluasi Materi
Bagian Pertama
Berilah tanda centang (√) untuk indikator yang sesuai dengan penilaian di bawah
ini.
Keterangan
STS : Sangat Tidak Setuju
TS : Tidak Setuju
BS : Biasa Saja
S : Setuju
SS : Sangat Setuju
No. Pernyataan STS TS BS S SS
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
6. Font yang digunakan pada e-talk
jelas
7. Warna font yang digunakan pada
e-talk jelas
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No. Pernyataan STS TS BS S SS
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
11. E-talk menggunakan instruksi
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
16. Materi audio yang digunakan
pada e-talk jelas
17. Materi audio yang digunakan
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
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No. Pernyataan STS TS BS S SS
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
Jawablah pertanyaan-pertanyaan berikut sesuai dengan pendapat anda!
1. Berikan pendapat anda mengenai aplikasi e-talk!
_________________________________________________________________
_________________________________________________________________
2. Sebutkan kelebihan yang ada pada aplikasi tersebut!
_________________________________________________________________
_________________________________________________________________
3. Sebutkan kekurangan dari aplikasi tersebut!
_________________________________________________________________
_________________________________________________________________
4. Fitur apakah yang paling kamu sukai? Mengapa
_________________________________________________________________
_________________________________________________________________
5. Fitur apakah yang tidak kamu sukai? Mengapa
_________________________________________________________________
_________________________________________________________________
6. Apakah aplikasi ini cocok untuk mempraktikkan speaking? Mengapa?
_________________________________________________________________
_________________________________________________________________
7. Berikanlah saran – saran untuk aplikasi ini!
_________________________________________________________________
_________________________________________________________________
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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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX 8
THE RESULTS OF NEED ANALYSIS QUESTIONNAIRE
No Question Answer Total Percentage
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%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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No Question Answer Total Percentage
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
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
e. Sangat 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
speaking di luar kelas?
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
speaking di luar kelas?
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%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
201
No Question Answer Total Percentage
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
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%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
202
No Question Answer Total Percentage
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%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX 9
THE RESULTS OF MATERIAL EVALUATION QUESTIONNAIRE
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/converstations
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
8. E-talk helps the students create
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
16. E-talk provides understandable
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
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No. Statements V1 V2 Mean Category
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
22. E-talk uses understandable
instructions 1 2 1.5 Very High
Total Score 30 Very Good
Mean 1.4
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THE RESULTS OF MEDIA EVALUATION QUESTIONNAIRE
No. Statements V3 V4 Mean Category
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
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
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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No. Statements V3 V4 Mean Category
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2. Media Validation
Code Q1: Berikan pendapat Anda mengenai aplikasi e-talk!
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.
Code Q2: Sebutkan kelebihan yang ada pada aplikasi tersebut!
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.
Code Q3: Sebutkan kekurangan dari aplikasi tersebut!
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’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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THE RESULTS OF USERS EVALUATION QUESTIONNAIRE
(OPEN-ENDED QUESTIONS)
Code Q1: Berikan pendapat Anda mengenai aplikasi e-talk!
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.
Code Q2: Sebutkan kelebihan yang ada pada aplikasi tersebut!
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.
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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.
Code Q3: Sebutkan kekurangan dari aplikasi tersebut!
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.
Q4N7 Fitur quiz. Karena melatih kemampuan writing (spelling).
Q4N8 Fitur quiz. Karena melatih kemampuan writing (spelling).
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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
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