Review of Related Studies

59 to develop their own Android application since it is based on open source. The main features used in designing the Android application here is Text to speech and speech recogniser. In order to create the model of Android application the instructional system design used is Hybrid design model which was previously intended for asynchronous learning e-learning in which the steps in designing the Android application is based on the steps used in Hybrid design model. The reason for choosing the Hybrid model is because the designed has been implemented in designing the internet learning before and the steps are described in details when it is related to distance learning. The model of Android application itself is intended to help the nursing students to learn English speaking effectively which eventually will improve the nursing students’ speaking skill. The first step in Hybrid instructional design is analysis. The researcher analyses the nursing students’ need of learning English, as well as their learning characteristics in order to gain information to build the Android apps that suitable with their needs. The second step is designing in which in this process involves four activities: drafting instructional objectives, drafting test items for measuring performance, specifying instructional strategies, and selecting media. The third stage is development of the learning media, in this case the development of Android applications which focus on speaking skill to be built in one platform. After developing the Android applications, then it is implemented which means delivering the instruction to the learners or uploading the Android Apps through Google play. Stage four is evaluation. However, that evaluation is integral to every PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 60 phase of the Hybrid design model. It is not recommended to evaluate to the product by the end of the project, since there will be less things to be able to do to uncover the inevitable weaknesses. In general, there are two types of evaluation, formative and summative. As their names imply, the formative evaluation can be conducted during the analysis, design, and development stages of the project, and summative evaluation during or after product or program implementation. The last phase is delivery in which the Android application is delivered to the students after going through the process of evaluation. The blueprint of the concept, sub concept and indicators related to the theories used in this study to develop the Android application is described below. Table 2.3. The blueprint of the Android application concept, sub concept and indicators. No Concept Sub concept Indicators 1. Speaking skill Fluency Hartman Stork, 1976 - Use correct structure of a language at normal speed - Focus on content rather than the form of structure of a language Fluency Filmore, 1979 in Yang, 2013 - Talk at the length with few pauses - Produce coherent sentence reasonably and semantically - Appropriate expressions based on the contexts - Creative and imaginative in using the language Fluency Brumfit, 1984 - Natural language use Nation 1989 in Yang, 2013 - Speed and flow of language production - The degree of control of language items i.e. pausing, rhythm, pronunciation, stress - The way of contents interrupting 61 No Concept Sub concept Indicators Fluency Brown, 2001 - produce flowing, natural language Fluency Richards, 2006 - Reflect natural use of language - Focus on achieving communication - Require meaningful use of language - Require the use of communication strategies - Produce language that may not be predictable - Seek to link language use to context Accuracy Brumfit, 1984 - Produce clear, articulate, grammatically and phonologically correct Accuracy Richards, 2006 - Reflect classroom use of language - Focus on the formation of correct examples of language - Practice language out of context - Practice small samples of language - Do not require meaningful communication - Control choice of language 2. Teaching speaking Types of classroom speaking performance Brown, 2001 - Imitative - Intensive - Responsive - Transactional dialogue - Interpersonal dialogue - Extensive monologue Teaching conversation Brown, 2001 - Indirect approach the learners acquire conversational competence by engaging meaningful tasks - Direct approach planning a conversation program around the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 No Concept Sub concept Indicators specific macro skills, strategies, and processes that involved in fluent conversation Teaching pronunciation Nation, 2009 - Patterns and rules to develop stable pronunciation Designing speaking techniques Brown, 2001 - Use techniques that cover the spectrum of learner’s need, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency - Provide intrinsically motivating techniques - Encourage the use of authentic language in meaningful context - Provide appropriate feedback and correction - Capitalize on natural link between speaking and listening - Give students opportunities to initiate oral communication - Encourage the development of speaking strategies 3 MALL Teaching speaking using technology Traxler 2007, in Muthukumarasa my, 2013:330 Content: - Open-endedness - Personalization - Time-critical nature - Portability - Measured delivery - Aural medium - Prioritizing medium - Alternative medium Learning activities: - Behaviourist type: quick feedback or reinforcement element - Constructivist type: immerse experiences by mobile investigations or games PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI