researcher took quite long time to revise the layout. Meanwhile, the problems in the blocks can be identified when the system of the application did not work well and
suddenly closed. The researcher then rechecked the blocks and found out the mistakes. The hardest part was to figure out the blocks structures for the activities.
All in all, the revisions were done many times until the product met the expected result and then it was given to the experts for validation.
4. Implement
This stage discussed the implementation of the application to the research subjects. The subjects of the research were 21 midwifery students of Class 1B1 at
‘Aisyiyah Health Sciences College of Yogyakarta. The implementation of the product was conducted on November 19
th
, 2015. The researcher did not implement the product alone but he was helped by Mr. Titis Wisnu Wijaya, M.Pd who was the
English lecturer in that class. Initially, the researcher explained the application to the lecturer and how to use it
to support the teaching speaking in the class. After getting the product explanation, the lecturer gave some suggestions on how to use the product. The discussion resulted
that the product was not only used outside the class but also as media during the teaching and learning process in the class such as the listening audio and
pronunciation drilling. After getting a clear explanation about the product, the lecturer implemented the
product to the class. In the first implementation, the researcher guided the lecturer in the class. The researcher explained the purpose of the research to the class and then
shared the application to every student. Most of students could install it to their mobile phone. Few students could not install the application because their phones
were using ios operating system or the operating system did not suitable with the application.
After the application was distributed to the students, the lecturer then used the application as the learning media in the class. He used the application to give the
students input of new language by playing the audio in activity 1 which was connected with speaker and give pronunciations drills using activity 2 and 3. Then, he
continued teaching the students with the materials in the text book. At the end of the meeting the students were asked to do all the activities at home including the last
activity which was making a video. The students were asked to send the video to the lecturer via Whats App group before the next meeting lesson.
Controlling was needed in implementing the application. The class group in Whats App was made in order to control the students’ progress. Whats App was used
to support the controlling management in the Speak App. Through this group, the students could ask questions and send their videos. Speak App cannot share videos
because the video file type was not applicable in Speak App’s system. The lecturer also could give feedback toward the students’ works in this group. Besides Whats
App, the lecturer could also use other applications like mobile Edmodo, Line, Kakao Talk, or the likes to support the Speak App.
In conclusion, the Speak App could be implemented inside the classroom and outside the classroom. Inside the classroom, the Speak App could be used as learning
media such as audio listening and drilling pronunciation while outside the class, the
Speak App could accommodate the students to practice their speaking skills. The English lecturer needed to monitor students when using this application outside the
class to make sure that the student making progress. The monitoring can be conducted by using other applications such as Whats App or Edmodo because the
Speak App’s operating system is not compatible with such tasks.
5. Evaluate
