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classmates. However, based on the limitation of capacity of the application, the conversation applied in the application was only one for each topic. The
conversation text was provided in form of image.
Figure 4.12. The conversation material
The idea of giving the conversation is that for the users to listen the conversation and then imitate the conversation, either using the provided text or
creating their own conversation. As stated by Richards 1990 in Brown, 2001 that teaching conversation compromises two approaches, direct and indirect
approaches. The indirect approach tends to let the learners engage interaction freely then they acquire conversational competence by engaging in meaningful task. On
the other hand, the direct approach tends to have planned conversation which involved fluent conversation on its process. Therefore, this section provided the
audio of the conversation that worked as the input for the learners and it would enable the learners to be able to produce fluent and accurate conversation.
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The last section is quiz. There are five quizzes in this section, in which each quiz represents the exercise of each topic and feedback for the users. According to
Brown 2001 as one of the techniques in designing speaking is to provide feedback and correction. Related to speaking using technology, Bahadorfar 2014 proposed
that the feedback provided by machines enables the learners to discover the mistakes, which means that it does not merely show the mistakes but lead the
learners for further explanation, reference or exercises. The first and the third quizzes are in forms of fill in the blanks, in which in
the first quiz the users need to read a patient’s admission form and then write the answer in the provided space. The third quiz is related to p
atient’s positioning in which the users will
be given some pictures of patient’s position then answer it in the provided space. The idea of giving these quizzes is based on the result of the
need analysis that some of the learners have read and write learning style. Hence, this kind of quiz will accommodate their learning style. The feedback for this quiz
was in form of correct, incorrect by “great you’re awesome” or “sorry, that’s not the answer”.
Figure 4.13. The example of material for quiz fill in the blank.
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The second quiz is listen and repeat in which the users will listen to a statement, then heshe would click “repeat” then google speech to text handler
would show up. After the machine catches what is being said by the user, it will transform the speech into text. The idea of this quiz is to give the learners feedback
of their pronunciation whether they speak accurately or not. This kind of speaking is imitative speaking Brown, 2001 in which the focus is on some elements of
language form.
Figure 4.14. The material for listen and repeat quiz
The third kind of quiz is multiple choice questions in which the users have to listen to a conversation between a nurse and a patient to explain about a dietary
program. The users are free to choose whether they want to listen then answer the questions, or they might also listen along while answering the questions. The
feedback of their answer is provided in the last page of the question, whether or not their answers are correct. It also provided the correct answers for the questions. In
developing this quiz in the ai2.app.inventor.mit.edu, the researcher uploaded the audio which was taken from
www.YouTube.com which was changed the format
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from mp.4 video into mp.3 audio then wrote the questions and the correct answers in the block editor. The complete material for this quiz is attached in
appendix 17. The last type of quiz is intended to promote collaborative learning as proposed
by Naismith et.al 2004 in Muthukumarasamy, 2013 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. This quiz includes video playing and video recording for the users to record their role playing.
The detailed of this quiz can be seen in appendix 17. After the materials were ready, then the researcher built the application to
evaluate the content and the function of the buttons. The building processes that were not only once were considered as evaluation as well. As suggested in hybrid
model, the evaluation may take place in every stage of it.
c. Building into apk.file
The last stage in developing the Android was building the application into apk.file. There are two ways to see how it works in the mobile phone to know
whether it has some errata or not, how the size of the pictures is, the function of the buttons, etc. First, is using the USB cable in which it will download the apk.file in
the computer then it is copied in the mobile phone file system to be installed. Second, using MIT AI2 Companion which will enable the developer to see how the
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application works using Wi-Fi connection. First of all, the MIT AI2 Companion needs to be installed in the mobile phone via play store, when it is about to connect
it will scan the barcode displayed from the ai2.appinventor.mit.edu platform or else the developer can type the number displayed in the barcode.
However, there were some problems in building the application into. apk file, such as the internet connection or it is unable to be built in terms of the capacity.
The capacity of the application build using ai2.appinventor.mit.edu is only limited to 5 MB, when it more than 5 MB sometimes it refuses to build. Nevertheless, it is
sometimes able to build to more than 5 MB.
Figure 4.15. Error limited capacity
4. Evaluation
The evaluation stage consists of two phases, the formative and summative evaluation. Even though it is divided into two phases, but actually the evaluation
was conducted in each stage of this kind of hybrid model.
a. Formative
The formative evaluation is conducted during the production to give feedback on the process and the technical feedback related to the application. In this
formative evaluation the feedback from the IT experts were gained through close- ended and open-ended questionnaire and also interview. The IT experts are the
lecturers of University of Muhammadiyah who are teaching at information and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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technology study program. The result of the questionnaire is presented in table 4.15. below.
Table 4.15. The result of IT experts’ validation
CODE STATEMENT
N MEAN
CATEGORY Valid Missing
EA1 Navigation pane is easy to
operate 2
5 Very Good
EA2 The text size is appropriate
with the screen of the mobile device.
2
3.5 Fair
EA3 The icons size is appropriate
with the screen of the mobile device.
2 4.5
Good EA4
The display of each screen is suitable with the session.
2 5
Very good EA5
The colour is suitable with the purpose of the application.
2 4
Good EA6
The application
has interesting design.
2 4.5
Good EA7
The application represents information
comprehensively. 2
3.5 Fair
EA8 There are clear instructions
for the users. 2
2 Poor
EA9 The media used texts and
images are able to work in integrated manner.
2 4
Good EA10
The audio used is able to work integrated manner with
other media
texts and
images. 2
3.5 Fair
EA11 The video used is able to
work in integrated manner with other media audio, text
and pictures. 2
3.5 Fair
EA12 Overall,
this Android
application is suitable with the learning purpose.
2 5
Very good Total:
4 Good
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Based on the result from the IT experts, it could be concluded that the researcher needed to revise the application in terms of how it represented the
information comprehensively, the instructions, the audio and video to integrate with the text, images to form cohesive manner.
First, the application was considered lack of giving information comprehensively since it did not provide information related to the application
itself. Who the target learners are, the purpose of the application also needs to be provided so that the users will not be confused when they are going to use it. It is
also clarified based on the interview with one of the IT experts.
“Probably, you can use a kind of disclaimer, the application is intended for... it is
suitable for those who have experiences so that they won’t get surprised... how come it is like this... oh, it is my fault, it’s not my level to use it. Probably
a kind of disclaimer or about... appendix 16Q2V1
He further explains that in the IT world, it is called as “human interaction” how the
machine represents its usage to its users. Therefore, the researcher added “about”
button in the application. The second revision was related to the instructions. Some sub topics did not
give clear instruction on what the users need to do. Therefore, if the students were studying alone without the help from the teacher, then it may lead to confusion. It
is especially related to the buttons and features used in the application. Therefore, clear and comprehensive instruction is added for each activity.
The third aspect that need to be revised is the use of images and the audio. The focus was not on the quality of the audio, but how the audio represented the
images or the vice versa. For instance, the image of “surname” in the application was not really represented the meaning since it was only in forms of picture without
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any meaning followed to explain it. However, the second expert explained that if the focus was only on how to pronounce it, it would not matter. It is the same with
the picture in pronunciation part for “GP” the picture did not really represent the doctor since the doctor was with a young girl. If a person does not know the
meaning of GP previously, then it will mislead for himher. However, he further stated that once again it needs to check with the purpose of giving the pronunciation
practice, if it is merely for practicing how to say the word then the picture will not affect a lot.
“There was a picture of general practitioner which by chance the picture was a doctor and a child, if the purpose is only to give information ... but if the
purpose of the picture is to educate, then it was not quite suitable, because it tends to be confusing which one is the GP, the doctor or the little
girl”appendix 16Q2V1 Another IT expert also stated that the text in the pronunciation needs to
represent its usage which will ease the users to find how to pronounce it using the phonetic symbols, the punctuation or the meaning if heshe does not know the
meaning.
“Maybe, phonetic symbols need to be added in the pronunciation part, so it’s not only listening what need to is stated but maybe there is punctuation
and the information about it, maybe that will be good for learning English. So when he finds words that do not exist there, he can mark the difficulties of
the words that he read. appendix 16Q2V2
b. Summative
The summative evaluation was intended for the overall function of the application, the data gained from the expert validation on the learning content and
the users’ validation in preliminary study were conducted. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
