Mobile learning Elias, 2011. Meanwhile, the data gained from the interviews were analyzed in the form of written paragraphs. The qualitative data gathered
from the interviews were also selected as necessary to support the quantitative data from the questionnaire result.
78
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter discusses the findings that answer the two research questions in this study as the result of this study. This chapter is divided into three
parts. The first part presents the process of developing the iconic model. The second part presents the iconic model of Android Application. While the third part
presents the description on how the iconic model support the students’ speaking skill. The first and second parts answer the first research question. Meanwhile, the
third part answers the second research problem.
A. Process of Developing the Iconic Model
The researcher adapted the steps of Research and Development cycles that were combined in the ADDIE model and Research and Development cycle
Borg and Gall, 1983. In this part, the researcher elaborated the two instructional design steps. The steps are: 1 information collecting, 2 planning 3
development, 4 main field-testing, and 5 evaluation.
1. Information Collecting Analysis
In this stage, the researcher conducted literature study and needs analysis. The objective was to specify the product to be made and to collect the information
in developing the product. To gather the information, the researcher investigated and analyzed the syllabus, conducted class observation, distributed questionnaires,
and did interviews with the teacher and the students. First, the researcher analyzed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the syllabus of English lesson for grade XI. The school applied School-Based curriculum which known as Kurikulum Tingkat Satuan Pendidikan KTSP.
According to the Badan Standar Nasional Pendidikan BSNP, 2006, the aim of the school-based curriculum for English lesson in Senior High School SMAMA
is to develop communicative competence in spoken and written English through the development of the related skills. It was assumed that the aspect language that
was emphasized is speaking. In addition, the description was elaborated in the standard of competence and basic competence of the course will be presented as
follows.
Table 4.1. Standard of competence and basic competence of senior high school grade XI BNSP, 2006
Standard of competence Basic competence
Semester 1 3.
Expressing the
meaning of formal and sustained transactional
and interpersonal
conversation in
everyday life context. 3.1.Expressing meaning in formal and informal
transactional to get things done and interpersonal socialization conversation
accurately, fluently, and acceptably using oral language in everyday life context and
involving speech act of expressing opinion, asking opinion, expressing satisfaction and
dissatisfaction
3.2.Expressing meaning in formal and informal transactional to get things done and
interpersonal socialization conversation accurately, fluently, and acceptably using
oral language in everyday life context and involving speech act of giving advice,
warning, granting request, and expressing relief, pain and pleasure
continued PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.1 continued Semester 2
9. Expressing
the meaning of formal and
sustained transactional and
interpersonal conversation
in everyday life context.
9.1.Expressing meaning in formal and informal transactional to get things done and
interpersonal socialization conversation accurately, fluently, and acceptably using
oral language in everyday life context and involving speech act of expressing attitude,
expressing love, and expressing sadness.
9.2.Expressing meaning in formal and informal transactional to get things done and
interpersonal socialization conversation accurately, fluently, and acceptably using
oral language in everyday life context and involving speech act of expressing
embarrassment, anger, and annoyance.
Based on the above description, the aims of English lesson in Senior High School are developing communicative competence in oral and written forms
to reach the level of informational literacy, having awareness about the nature and importance of English for improving nation competitiveness in the global
community, and developing an understanding of students about the relationship between languages with classroom. The Standard of Competence and Basic
Competency were then analyzed. After analyzing the syllabus, the researcher found out the language functions of the materials for Grade XI that focus on
speaking skills for Semester 1 and 2. The language functions of the materials will be presented as follows.
Table 4.2. The Language Functions for Speaking Skills of Senior High School Grade XI for Semester 1 and 2
Semester Language Functions
Semester 1 -
Asking and giving opinion -
Expressing satisfaction and dissatisfaction -
Expressing advice and warning -
Expressing relief, pain, and pleasure -
Expressing requests Semester 2
- Expressing love and sadness
- Expressing embarrassment
- Expressing annoyance and anger
- Expressing attitude: opinion, agreement
Based on the above language functions, there are various language expressions in the form of dialogues. The selection of the materials, including
conversation, audios, expressions, or exercises was organized to those language functions.
The researcher also conducted the need analysis to the eleventh grade students in SMA Bopkri 2 Yogyakarta to know their difficulties and attitudes
toward the speaking skill and the teaching and learning process of speaking. In collecting the data, the need analysis was done by conducting class observation,
distributing questionnaires to the students, and interview to the students and also English teacher. The class observation was conducted on November 5
th
, 2015 at 12 pm
– 13.30 pm in XI Language class of SMA Bopkri 2 Yogyakarta. It was to find out the students’ performance on their speaking skills in the classroom. The
questionnaires were distributed to 17 students in XI Language class to attain the information on the students’ need based on their points of view. Then the
interview was conducted after the class was over to several students and English teacher. It was aimed to their interests and difficulties in learning English
especially speaking. The questionnaire presented the students’ opinion based on their point of view about learning English especially in speaking skills by stating
their agreement, disagreement, and doubt by choosing one of five points of agreement. Table 4.3. shows the working concepts of the needs analysis
questionnaire. Besides, an interview was also conducted to the English teacher in SMA Bopkri 2 Yogyakarta. It was aimed to obtain the necessary information
related to the teaching and learning process, especially which focused on speaking skills.
The concepts of need analysis questionnaire are based on the role of English at school Richards, et.al., 1985, speaking skills which proposed by
Brown 2004, Nunan 2003 and Richard Renandya 2002, and the last one is about mobile learning Ali, 2003. Table 4.3. presents the blueprint of need
analysis questionnaire.
Table 4.3. The Blueprint of the Need Analysis Questionnaire NO. CONCEPT
CONSTRUCT INDICATORS
1. Role of English
at school
Richards, et.
al. 1985 English as one
of the subject matters in
school The
students’ interests in learning English
2. Speaking skill
Brown, 2004 ; Nunan,
2003; Richard
Renandya, 2002
Students’ oral proficiency
Students’ grammatical sentence production
Students’ vocabulary mastery Students’ comprehension
Students’ pronunciation ability Students’ understanding through
task Students’ speaking fluently
The students’ interests in learning speaking
continued PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
