Materials Content Research Design
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Screen Menu
Content
Submit button to check whether the answer is correct or not.
13 QUIZ 5
Screen title: Quiz 5. Explaining Medication. Direction for the users.
You Tube link Image of the direction for the role play
List picker to choose the prescription. Record button to record the video of the role
play Play button to play the video recording.
The arrangement of topics then sub topics was based on the theory proposed by Bygate Carter, R Nunan, D, 2001 related to nature and conditions of speech
which involves four processes, namely conceptualisation, formulation, articulation and self-monitoring. Conceptualisation draws its attention on planning the message
content, in which it concerns with the background knowledge, knowledge about the topic, about the speech situation and on knowledge patterns of discourse. Therefore,
the topics were selected based on the students’ background knowledge of health
which was also based on the selection of topics provided in the syllabus. The formulation process is when words and phrases are found, sequenced and
put in appropriate grammatical markers such as inflections, auxiliaries, and articles. In this process, sound patterns and pronunciation are prepared as well since the L1
speaker usually makes error in pronunciation, therefore it should be prepared prior to interaction. Hence, after the topics were selected, the sub-topic was arranged
which starts from pronunciation. The pronunciation becomes the first sub-topic to prepare the learners practicing saying the words as well as to prepare them for the
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next step of speech. The words or phrases were designed for them to practise their pronunciation.
The articulation process involves the articulatory organs such as the lips, tongue, teeth, alveolar plate, velum, glottis, mouth cavity and glottis. Even though
articulation is closely related to pronunciation, it becomes the consideration when choosing the sub-topic of listen and repeat. In this sub-topic the learners listen then
repeat not only a word or a phrase, but a sentence. It also gave input for the learners in forms of sound before they produced the sentences. Besides the listen and repeat
sub-topic, the conversation sub-topic also provided the input for the learners of how to communicate with patients in forms of audio. After they listen to the audio, they
can practise the conversation. The last is self-monitoring which concerns with how the language users are
able to identify and self-correct mistakes. Therefore, the quiz sub-topic was provided for the learners to be able to practice what they have learnt before as well
as to provide feedback for their practice. Besides providing direct feedback, the quiz in unit 5 also gave opportunity for the learners for collaborative work, and the
feedback would be from the teacher. In the designing phase, besides choosing the materials for the learning
content, the researcher chose the features that are suitable for speaking. Those features were determined based on the theory of MALL Traxler, 2007 in
Muthukumarasamy, 2013 specially related to designing communication of learning activities in which it should provide audio recording, video recording
which can support spontaneous communication and collaboration. In addition, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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features provided in Android operation system were chosen as well such as text to speech and speech recogniser. Therefore, there are six main features of media
selected to design the Android application to help the nursing students speaking English. Those features are: audio, video, text to speech TTS, speech recogniser,
audio and video recordings. First feature is the audio. Since speaking is a productive skill, then it is
important to provide audio for the learners as their input. As stated by Krashen 1985 in acquiring the language, a comprehensible input plays an important role
model for the learners to produce a language. Speaking itself is the result of acquisition and not its cause. When input is understood, then necessary grammar
will be able to produce. Besides considering listening as the input for the learners, the influential items of speaking i.e. fluency and accuracy took into account as well.
The audio was recorded directly in which the sound is recorded from the researcher’s voice herself, researchers’ friends who are considered fluent in
speaking English. The dialogs were provided by the researcher based on the topics of the application. The researcher provided ten audios since the application has five
unitstopics. However, because of the limitation of the application, during the development of the application only five audios were used. Since the size of the
audio was numerous, then the researcher chose the audio which had small size. The second feature is video. When developing the application, the video was
intended as one of the sources for the students to learn the fluency as well as the accuracy. However, as stated before that the size of the application became one of
the boundaries for the researcher to build the application, then the video was linked PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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to www.YouTube.com. Therefore, when the students used the application they have to be on line in order to be able to see the video.
Portable video is also one of the components that a MALL should have as stated by Traxler 2007 in Muthukurasamy, 2013. It is one of the features to
support the communication among the students when they have to work with their peers. The video then will support the learning of anytime and anywhere in which
the students will be able to gain information from the video and then practice their own conversation.
The third feature that supports speaking is Text to speech TTS. Text to speech is one of the media in ai2.appinventor.mit.edu which enables the developer
to make a sound based on the text typed in the blocks editor. It could be said as a component to speak a message ai2.appinventor.mit.edu, n.d.. The messages are
written in the strings in the blocks editor. It could be a word or a sentence. The result of the message spoken by the machine will depend on the setting
of language in the mobile devices. For instance, when the language setting is set in Bahasa Indonesia then it will influence the fluency resulted from the text to speech
component. Moreover, text to speech is a third-party component in the mobile device which then it also affects the success of the application installation since
different gadget has its own TTS component which may not compatible with the TTS programmed in SPINE application.
The fourth feature which is the vice versa of TTS, which is Speech to text. Speech to text is another feature used in the application in which it works based on
the utterance said by the users, then it will be displayed in forms of text. This feature PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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would appear for the users as google speech recogniser in which the user had to speak when it gave instruction “speak now”. After it caught the utterance, then it
would show the result of the recording. Fifth and sixth feature is audio and video recording respectively. The audio
recording was intended for the users to be able to record their own voice after they listen to the audio. While the video recording was intended for the learners to be
able to listen their own video recording. The second consideration in designing the application is need analysis. In
addition to the theory of MALL that an application should provide the media that enable the learners to interact in real communication situation, those features were
chosen based on the need analysis as well. As stated by Passerini and Granger 2000, the need analysis is not merely related to the learning objectives, but the
intended population is also important to consider as well. Therefore, the learners’ cognitive, social, physical and personal characteristics were considered as well.
The first is related to their cognitive characteristics, specially speaking, the learners have fair functional literacy 3.09 which means that they need to practice
speaking more. They have high visual literacy 3.82 and the use of Android-based cellular phone was high 3.96 as well. It means that they have ability to use the
technology and ‘ease of use’ still becomes the priority as suggested by Passerini
and Granger 2000 because it will increase the user satisfaction and motivation. Next, the learning styles which is according to the result of the need analysis
the highest learning style was visual 4.38, the second was kinaesthetic 4.23, the third is auditory 4.00 and the last was reading and writing 3.96. Therefore, the
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application was designed to fulfil the various learning style of the learners without neglecting the purpose of the lesson itself. Hence, the researcher designed the
application that has images and video for the visual learners, role-playing recorded by video for the kinaesthetic learners, listening for the auditory learners as well as
reading and writing exercise for those who have readwrite learning style even though they do not become the main activity.
The other two-characteristic are personality characteristics and social characteristics in which the first one showed that the learners have high motivation
to learn using mobile devices 3.64 and they were interested to learn speaking using Android application was categorised as high 3.69 as well. In addition, they were
interested to use Android application to learn speaking outside the class which was in high category 3.69. The second characteristic, the social one, showed that they
prefer to study in groups, even though it also told that the teacher’s role is still
needed to explain the material. Therefore, the researcher designed an application that would be able to motivate their learning, and be able to be used either in class
or outside the class to learn speaking. The application would also suit to their preference of studying in groups, in forms of role-playing in pair, and having
teacher to explain the lesson. In other words, the application would be used as a device to support the learning in class or as the supplementary activity as well as
supplementary material. In terms of content of learning, the result of the need analysis questionnaire
showed that their background knowledge of learning English about nursing was categorised as high 3.62. However, it also showed that their listening, speaking
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and reading skills were in fair category for 2.92, 3.38 and 3.27 respectively except for reading skill that was categorised as high 3.69. Therefore, listening as the input
became the consideration of developing the Android that would also give them example for speaking.
The third consideration is related to MALL, which is according to Traxler 2007, in Muthukumarasamy, 2013 there are three basics components for MALL
namely learning objects, learning activities, and communication and collaboration features. The learning objects consists of eight aspects. First, open-endedness in
which the learners are expected to construct some of the content and it can be accessed in various places. The application was designed for the learners to access
it various places by providing the materials that make it possible for them to move around. Second, the personalization aspect in which it enables to fulfil each
student’s need. The application facilitated the learner’s need in terms of that they were able to receive and carry personally the learning content.
Third, time critical nature, in which when the students are mobile they can update the content. However, this application was offline version so that to update
the content, the researcher or developer would do that. In terms of the video recorded by the learners, they would be able to send it through social media for their
teacher or friends. Fourth, portability aspect in which the task should be able to develop on mobile devise because the learners will carry them around. In order to
facilitate this aspect, the application was designed to have video-recording built directly as one of the components in the screen in which the learners could record
then it would be saved in the gallery in their devices. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The fifth aspect is measured delivery intended for the learners to update content little by little over a period of time. As stated previously, the application is
offline, therefore, it would be a constraint for the learner to update the content. Except for the video recording which they can save it and compare it to their
previous video. The sixth until eight aspects related to the delivery aspects of aural medium, prioritising medium and alternative medium respectively. The application
provides listening, media in forms of audio and video, and it can be as alternate medium of learning.
The second component of MALL is learning activities in which Naismith et.al 2004 in Muthukumarasamy, 2013 suggest that mobile technologies should be able
to fulfil five types of learning activity such as behaviourist, constructivist, situated, collaborative learning. Naismith et.al further explain that for the collaborative
activity type, mobile devices are intended for handy additional means of communication and portable means of information sharing. Therefore, even though
mobile devices are usually for individual learning, collaborative aspect still became one of the main concerns. The researcher designed the collaborative aspect in the
quiz in which the students were asked to work in pairs to perform a role play then it would be recorded in forms of video.
The third component of MALL is designing communication which sometimes technical and cost become considerations. The main idea of this
component is that how mobile devices will be able to promote communication and collaborative work among the users by texting or sending message in a forum, as
well as sharing information and files. In addition, the application was designed to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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be able to promote communication among their peers as well as with the teacher using social media or email.
In conclusion, there are three considerations in designing the application according to the theory of speaking, the result of need analysis, and the theory
MALL, which related to the content, learning activities and communication design. The features which are suitable to help the nursing students to learn speaking were
determined as well. Therefore, in order to produce an application that is intended to help the nursing students learn speaking English, the SPINE application has main
media features such as audio player, video player, text to speech, speech recogniser, audio recording and video recording.