Information Collecting Analysis Process of Developing the Iconic Model

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 Table 4.3 continued Students’ communicative competence Students are able to differentiate between formal and informal language in communicating with other Students are able to use appropriate language in communicating with other Students’ speaking problems The problems in learning speaking The students’ motivation in learning speaking 3. Mobile Learning Ali, 2003 Learning style The students have already used technology as a media in learning English Students’ interest in using technology in learning English Mobile Phone Students’ activity in using mobile phones Learning Content The students use several application in supporting speaking activity The questionnaires presented the students’ opinion based on their point of view about learning English especially in speaking skills and the use of technology in their learning style. The students stated their agreement, disagreement, and doubt by choosing one of five points of agreement. The Likert Scale was used for scoring analysis by applying the points of agreement of 1 to 5 for strongly disagree to strongly agree. The point of agreement on students’ opinion about learning speaking is presented in Table 4.4. Table 4.4. The Meaning of Point of Agreement Point of Agreement Meaning 1 Strongly disagree 2 Disagree 3 Doubt 4 Agree 5 Strongly agree Meanwhile, the points of agreement were then converted according to the conversion table below. Table 4.5. The Conversion Table of the Raw Scores into the Converted Score Point of Agreement Meaning 1 -2 2 -1 3 4 1 5 2 After the data were converted, the researcher adjusted Sukarjo 2006 mean criteria formulation into the mean criteria to this research. Thus, the mean criteria can be seen in Table 4.6. Table 4.6. A Scale of Five using a Criterian Reference Evaluation CRE PAP Sukarjo, 2006 Category Score Interval Very high Very good X i + 1,80SB i X High Good X i + 0,60SB i x ≤ X i + 1,80SB i Fair X i - 0,60SB i x ≤ X i + 0,60SB i Low Poor X i - 1,80SB i x ≤ X i - 0,60SB i Very low poor X ≤ X i - 1,80SB i Notes: x = actual score X i ideal mean score = maximum ideal score + minimum ideal score SD Standard deviation = maximum ideal score - minimum ideal score According to the result of the questionnaires, most of the students were interested in learning English since they were the language department class. However, some of them still were not really interested in learning English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI especially speaking. They also found several difficulties to communicate using English because they could not express their idea to communicate well. The condition of the teaching speaking in the classroom can be seen as follows. Table 4.7. The Need of English and Speaking skill No Categories Statements Total Score Mean Criteria 1. Interests English lesson is interesting 17 1 high Learning English is practicing how to communicate using English 18 1.06 high 2. Oral Proficiency With my English proficiency, I am able to make grammatically correct sentences 5 0.29 fair With my English proficiency, I am able to express an idea with correct vocabulary 9 0.53 high With my English proficiency, I am able to understand the situation of a conversation 14 0.82 high With my English proficiency, I am able to speak in correct pronunciation 13 0.76 high With my English proficiency, I am able to understand and practice speaking strategy 13 0.76 high With my English proficiency, I am able to speak fluently 11 0.65 high I enjoy learning English especially speaking 4 0.24 fair I enjoy to be able to speak English 20 1.18 very high 3. Communicative competence I am able to differentiate between formal and informal language of English utterances 10 0.59 high I am able to communicate using English expression correctly 8 0.47 high continued PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.7 continued 4. Speaking problems I did not have difficulties in speaking English -4 -0.2 low I did not have difficulties in using English expressions correctly while speaking -3 -0.2 low I have limited vocabulary mastery -2 -0.1 low I make an effort to improve my speaking skills 20 1.2 very high I make an effort to practice speaking 14 0.82 high The result of the questionnaire showed that the students’ interest in learning English lesson was high 1.12 and they liked to practice how to communicate using English 1.35. It is also proved by the interview result. R : Do you like English lesson? S14 : Yes, I do R : Why do you like English lesson? S14 : I like English because I can learn to speak English, and also English lesson is fun. Appendix8IT02Q1 The first student stated that she was keen on English lesson because she was able to speak English. She thought that learning English is interesting. Another interview result supported the statement is presented below. R : Do you like English lesson? S13 : Yes, I like English lesson very much because when I was child I want to be able to speak English well. Appendix8IT03Q1 The second student also said that she was interested in learning English because she wanted to be able to speak English, so that is why she liked English lesson. Based on the supported statement about the students’ interests in learning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI English, it can be said that the way of teacher taught them was interesting for the students. The teacher gave fun activities in teaching and learning process in the classroom. This is proved by the teacher’s statement in interview result. The teacher said that she wanted to make the students interested in English, so she tried to applied several activities which also make the students improve their English skill, that are speaking, listening, writing, and reading. The following is the interview transcript. R : What is your opinion about teaching speaking? ET : In teaching speaking, I have several things that I should do. When I teach speaking, I also teach listening, writing and reading to students. Appendix8IT01Q1 The reason why the students were interested in learning English was the way of the teacher’s teaching was interesting. The teacher used competitive method in teaching the students. As the students are the Language Department students, they were asked to present their materials in front of the class by themselves. After doing presentation, the other students asked a question to the presenter. The Interview Transcript supports this by the English teacher. R : Can you give the example of the teaching learning activities in the class? ET : For example, I gave the students how to learn speaking which made them to do the best with their own way. I made a competition in my learning style, but the competition is in positive way. The students were able to choose their own topic based on the theme of the lesson. For example now is about Analytical Exposition, so they chose the interesting topic to be presented in front of the class, and they had to discuss it to me. After that, they had to find the references and create a text by writing so that they could produce a project. After that, they presented their project and one of their friends would ask them and every students should give score. I did not always give score in exam, but it can be daily score. So, for the students who have low ability can be more motivated to learn well. And the students should inserted videos to make it more interesting. Appendix8IT02Q2 Based on the interview transcript, the students were forced to be brave to perform in front of the class by themselves. The method used by the teacher was good and made the students more motivated in learning English. In addition, in mastering speaking skills the students should be able to understand several speaking proficiency, such as students grammatical sentence production, vocabulary mastery, comprehension, pronunciation ability, understanding through task, speaking fluency, interest in learning speaking. From the questionnaire result, the students’ speaking proficiency was good. It was proved by the score of their vocabulary mastery was 0.53 high. It means that most of them were able to express their ideas in English with correct vocabulary. Most of them had good vocabulary mastery. Then, their comprehension was 0.82 high. Some students were able to understand the conversation well. They had good comprehension in understanding the situation of the conversation. The next speaking proficiency was pronunciation ability. Their pronunciation ability was 0.76 high. Several students were able to pronounce the English expression correctly when they were speaking in English. Moreover, their understanding through task was also 0.76 high. It means that they were able to comprehend and practice speaking well. About the speaking fluency, the mean score was 0.65 high. Most of the students were able to speak English fluently. As mentioned earlier, they are language department students and they have high motivation in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI learning English. It was proved by the statement that they enjoyed to be able to speak English 1.18, which means that it is very high. Most of the students are motivated and interested to learn English especially speaking because their teacher always arouse them to be able to speak English since they are language department students. However, not all students mastered the speaking proficiency well. Not all students enjoyed learning English especially speaking. The mean score of 0.24 fair proved it. It means that the students still doubt whether learning English was important or not. It made the students have low awareness of the importance of speaking so some of them did not gave their best effort to improve their speaking skills. They were still confused what they were going to speak. The following Interview Transcript supported it. R : How was your English ability especially in speaking skill? S1 : Speaking, sometimes when I was going to speak, I was confused and I had to think first what I should talk about. R : So, what are your difficulties in learning speaking? S1 : I found many difficulties in stating the correct words in English Appendix8IT02Q4 Based on the result, the students had difficulties in determining correct utterances related to the topic what they were going to speak. They also had difficulties related to grammar so that they were hesitating and lack of confidence to speak English. In relation to the speaking proficiency, the students sometimes made grammatical mistakes when they practiced speaking. It was proved by the statement of they were still doubt in producing sentences or utterances with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI correct grammar. The mean score was 0.29 fair. When the students did presentation in front of the class, they mostly spoke with grammatical mistakes. The following Field Note proved the statement. “..... The formalyn is most used by on the body who..in the people who die because the bacteria inside the body was defeated by formalyn. Many formalyn used something for violate the roles like a fresh..e seller of fresh fish or fresh meat. Because the formalyn is can make cancer if we eat them repeatedly. So, it would be nice if the food producer or food seller didnt use formalyn in their.. em.. this is our..my presentation. Is there any question?” Appendix9FN01 From the above Field Note, the student was unaware to speak most used and is can that it was incorrect grammar. The other student who presented their materials in front of the class also spoke with grammatical error. The following is also the evidence when the student did grammatical mistakes in their presentation. “Ok, I will give presentation about headset. Is using headset one of our life style? Headset is handphone with a microphone. Headset is easy to use. Many people use headset in their computers. Firstly, overuse or too pushy use will cause damage to hearing loss or decrease in hearing or deaf. Secondly, not expensive, is a tool that is convenient for carrying to many people. Can with any level of volume or listening to the sound of anytime and anything. You may only use the headset arbitrary, but remember the negative things on the headset. Message, hear yourself keep your ears.” Appendix9FN01 In the previous Field Note, the student did grammatical mistakes several times when she spoke. Moreover, the following is also the other evidence when the students did grammatical mistakes in their presentation. “thesis, piercing the contemporary trends are gaining popularity among young people worldwide. Various types of piercing already available in price variations, but in addition to making its usefulness grow cool and handsome , piercings have side effects that need attention.....” Appendix9FN01 In line with the above statement, some students still had difficulties related to pronunciation. Although the result of the questionnaire was high, but there were still some students who often made pronunciation mistakes. It is because they had rarely practice how to pronounce words well. They also had lack of listening input. Consequently, they were not able to practice speaking with correct pronunciation and intonation. It was proved by the following Interview Transcript. R : How was your speaking ability? S2 : I think that my pronunciation was not correct, and I had to improve my vocabulary. R : Do you have any difficulties in learning English? S2 : I told before that was about pronunciation, and also my grammar was still low. Appendix8IT03Q3 From the result, the students stated that she had low ability in pronouncing the correct words or phrase. She also stated that her vocabulary mastery and grammar was still low. It was also supported by the Interview Transcript below. R : Do you find any difficulties in learning English? S3 : Yes, of course. Related to speaking skill, I had low vocabulary mastery, and also I was lack of grammar mastery and also the pronunciation. Appendix8IT04Q3 In class observation, the students did presentation one by one in front of the class and delivered their materials based on the topics given. The researcher found many pronunciation mistakes when the students did presentation. It was proved by the following Field Note. You may only use....”. ET interrupted Ss by correcting the pronunciation,”Use”. Then Ss repeated, “You may only use the headset arbitrary, but remember the negative things on the headset. Message, hear yourself keep your ears.” ET corrected her pronunciation”Ears”. Then Ss repeated again. Appendix9FN01 Based on the Field Note, the teacher corrected the student’s pronunciation several times. It is because they had rarely practiced how to pronounce words. They were also lack of listening input. Consequently, they were not able to practice speaking with correct pronunciation and intonation. It means that their pronunciation was still low and needed to be improved. In relation to the students’ communicative competence, the result of the questionnaire was good. The students were able to differentiate between formal and informal of English utterance. It was proved by the mean score of 0.59 high. Moreover, the students were also able to communicate using English expression correctly. It was showed by the mean score of 0.47 high. Thus, it can be said that the students had comprehension in differentiating the formal and informal language so they could be able to communicate using English expression in a correct way. In addition, the students of SMA Bopkri 2 had high motivation in learning English. They made such efforts to improve their speaking skills. It was supported by the mean score of 1.2 very high. Moreover, the students also made efforts to practice speaking. It was showed with the mean score of 0.82 high. Since they were Language Department students, they certainly were motivated in learning English especially speaking skill. However, the students still had several speaking problems to be solved. The statement of “I did not have difficulties in speaking”, the result of the mean score was low -0.1. From the statement, it can be concluded that the students had difficulties in speaking. It might derived from several aspects whether their speaking proficiency, their interest, or their communicative competence. The next statement was “I did not have difficulties in using English expressions correctly while speaking”, the mean score was also low -0.1. This means that the students still had difficulties to express their idea while speaking. Based on class observation, the teacher reprimanded the student when she was doing presentation. It is proved by the following Field Note. ET interrupted the student’s presentation and said,“You may have make it on your own sentences, don’t just read, right? Next”. Then Ss continued, ”Reiteration, based on the arguments, we can conclude that piercing is an ornament in the form of metal that inserted in the parts of the human body that are popular among teens and has become a trend today that only satis faction of each consumer.” Then ET interrupted again and said, “Okay, just a minute, you...em.. make your own reiteration based on your own sentences. Don’t read the slides. Don’t move, come on.” Then Ss spoke, “piercing is trend and can make be structure.” The above evidence showed that the student only read the statements stated in the presentation slide while doing presentation. It means that he could not express their ideas in English correctly. The other student also did the same mistakes. It is supported in the Field Note as follows. The way Ss of doing presentation was by looking at the slide behind and reading it. Therefore, ET commented,”Excuse me, would you like to have your own words and don’t see the slides please? Come on, just have your own sentences.. go back. You make your own arguments.” In accordance with the Field Note, the student did not do the presentation well. She did not speak with her own words, she only read the statements stated in the presentation slide. The teacher reprimanded that student several time not to read on the slide. In this case, some students still had difficulties in expressing their ideas to speak English well. It might cause by their lack of speaking proficiency in some aspects. Based on the class observation and interviews which had been elaborated before, it was proved that the students still had problems in their speaking performance. From the result, it could be inferred that most of the students still had difficulties in learning speaking although mostly they had great interest in learning English. In this study, the researcher intended to design the learning media that supported the students’ speaking skill. The learning media that was designed by the researcher dealt with technology. Therefore, in order to know the students’ interest with technology, the researcher provided several statements related to the students and technology. The table below shows the result of students’ engagement with technology. Table 4.8. Students and Technology No Categories Statements Total Score Mean Criteria 1. Learning style I made an effort to improve my English skills using technology computer laptop with internet 16 0.94 high I made an effort to improve my English skills by learning using web to learn English 8 0.5 high I like learning English using technology 13 0.76 high continued Table 4.8 continued 2. Mobile Phone I have smartphone 23 1.35 very high I use my smartphone to help me in learning English 17 1 high I use my smartphone to help me in learning speaking 5 0.3 fair 3. Learning Content I download English learning application from the Play store in my smartphone to develop my speaking skills -2 -0.1 low I use my smartphone to practice speaking, such as to practice speaking by using application downloaded from my smartphone -4 -0.2 low The data showed that the students had good efforts to improve speaking using technology such as computer or laptop as learning media which provided by internet to improve their English skills 0.94 which considered as high. They also often used web internet to improve their English skills 0.5 which also considered as high. In this globalization era, it is not surprised that the students had high interest related to technology. The students also had high interest to learn English using technology 0.76. Therefore, it can be inferred that the students used technology in learning English. The teacher also allowed the students to use technology as well as supporting learning media to learn English. It is proved by the following Interview Transcript with the English teacher. ....we have to be solid with IT. As we know that this is the information era, so we cannot be out of date. Teachers do not have to be like students, at least we have to be able to adapt with the technology development. We are also as facilitators; we are not the only source. So, so we have to be able to follow the globalization era. Appendix8IT01Q11 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI From the above statement, the teacher agreed to use technology as the learning media to be implemented in teaching and learning in the classroom. It is because that there are various media or device which can be used by students to improve their speaking skills, such as laptops, tabletsIpads and smartphone. In addition, the teacher often used such kinds of media as the various activities in teaching and learning English in the classroom. Related to the s tudents’ interests using technology, it is believed that most every student had their own Android phone. It was also stated by the mean score of 1.35 which categorized as very high. It shows that almost every student has their own smartphone which mostly used in their daily life. Based on the result, the students used their smartphone to support their learning English. It is proven by the mean score was 1 which categorized as high. However, their mobile phones were rarely used to learn speaking skill. It was showed by the mean score of 0.3 which considered as fair. It means that most of the students did not optimize their mobile devices to learn English speaking skills. It also showed that they did not have application which was downloaded in Play Store to improve their speaking, with the mean score of -0.1 low. Then, based on the statement that the students had never used smartphone to support English speaking skill. The mean score was -0.2 which categorized as low. Based on the result, it showed that technology especially smartphone was rarely used by the students and they thought that it cannot improve their speaking skill. The result of the questionnaire was also supported by the result of the interview. The teacher said that the she allowed the students to use their smartphone to support learning to find the resource from the internet and look at the online dictionary. Below is English Teacher’s statement which supported this. R : So, do the students often use their hand phone in learning in the class? ET : Yes, of course. For example, they want to find the references from the internet using their hand phone, or they want to make a movie maker, and etc. Sometimes we also used computer laboratory to support learning. Appendix8IT01Q6 Based on the fact, the students used the hand phone in the teaching and learning process in the classroom, but the function was not to support the learning process of speaking. Furthermore, the available applications only provide general materials. They do not provide specific materials especially for certain grades and skills. Most of the applications were e-dictionary. Therefore, the researcher intended to conduct the research by implementing the android application which support their speaking skill. Therefore, it generally showed that most students had their own mobile devices, smartphones or tablets, which could facilitate them in learning English. This condition supports the implementation of mobile phones as learning media or Mobile Learning m-learning. Based on the result of the observation, interview, and questionnaire, it can be inferred that both results are matched to each other. The findings of the need analysis will be explained further in this section. First, related to the speaking proficiency, not all students mastered the speaking proficiency well. Some students sometimes made grammatical mistakes when they practice PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI speaking. It was proved in the questionnaire result with the mean score of 0.29 which was considered as fair. When the students did presentation in front of the class, they mostly spoke in grammatical mistakes. Second, some students still had difficulties related to pronunciation. Based on the interview result, it was stated that the students had rarely practice how to pronounce words well. They also had lack of listening input. Therefore, they were not able to practice speaking with correct pronunciation. Third, the students’ vocabulary mastery was still low. It is also stated in the interview result. From the findings related to the students speaking proficiency, it could be inferred that most of the students still had difficulties in learning speaking although they had great interest in learning English since they were Language Department students. Furthermore, related to the technology, all students had their own hand phone in their life style, especially Android phones. However, the function of the hand phone was not to support the learning process. Moreover, the available applications in their Android phones only provide general materials. They do not provide specific materials especially for certain grades and skills. Based on the previous condition, it can be concluded that there was a great opportunity to explore mobile phones more as learning media which supports the students’ need. By using mobile phones as learning media to support the learning speaking is likely to be implemented because they were flexible, simple, practical and interesting to use. Easy English Learning Android Application EEL, therefore, will facilitate the students’ speaking skill.

2. Planning Design

After identifying and finding the solution to the problems in analyzing stage, the researcher then designed the proposed solution which was the mobile phones as learning media to learn speaking. In this stage, the researcher designed the learning media by selecting the topics in the syllabus, defining the learner indicators, selecting the appropriate materials, and designing the research instruments blueprint of questionnaire and interview guideline. The researcher determined the topics as the contents of the application by analyzing the syllabus. The researcher adapted School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan KTSP in developing the learning media. The standard competence of the materials design was the goal of the designed materials. The basic competences were the general objectives of the designed material. In addition, the researcher listed language functions that were used in the designed materials and then specified the indicators of each language function. The competence standard and basic competence describe the indicators which the students are expected to be able to do after learning English in certain of time. Therefore, the learning media would be designed in order to help the students in mastering these competences. The language function covered the materials for Semester 1 and 2. The consideration for determining the language function was to provide examples of materials and exercises to support the learning activities for both semesters so that later on the application can be used anytime during one- year period. The language functions for semester 1 were: 1 asking and giving opinion, 2 expressing satisfaction and dissatisfaction, 3 expressing advice and warning, 4 expressing relief, pain, and pleasure, and 5 expressing requests. While the language functions for semester 2 were: 6 expressing love and sadness, 7 expressing embarrassment, 8 expressing annoyance and anger, and 9 expressing attitude: opinion, agreement. The contents of materials and exercises and the audios were adjusted with those selected language functions. After considering the language functions, then the researcher defined the learning indicators. The learning indicator is intended to measure the competence of the students and become the guides to specify the goals of the materials in the application. The following is the detailed elaboration of the topics, language functions, learning indicators, and the activities of the learning materials. It will be presented in the Table 4.9 below. Table 4.9. The Topics, Language Functions, Indicators, and Activities No. Topics Language Functions Indicators Activities First Semester 1. What do you think? Asking and giving opinion Students are able to identify the expression of asking and giving opinion The students are able to respond the expression of asking and giving opinion Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Rearrange the dialogues exercise Role play exercise continued Table 4.9 continued 2. Am I satisfied? Expressing satisfaction and dissatisfaction Students are able to identify the expression of satisfaction and dissatisfaction Students are able to respond the expression of satisfaction and dissatisfaction Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Role play exercise 3. Watch out Expressing advice and warning Students are able to identify the expression of advice and warning Students are able to respond the expression of advice and warning Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Multiple choice exercise 4. Do you mind? Expressing relief, pain, and pleasure Students are able to identify the expression of relief, pain, and pleasure Students are able to respond the expression of relief, pain, and pleasure Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Filling Blanks with the answers in the box exercise Multiple choice exercise Interviewing friends exercise continued PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.9 continued 5. That’s Wonderful Expressing requests Students are able to identify the expression of requests Students are able to respond the expression of requests Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Role play exercise Multiple choice exercise while listening to the audios Second Semester 6. Do you know my feeling? Expressing love and sadness Students are able to identify the expression of love and sadness Students are able to respond the expression of love and sadness Listening to audio conversation Multiple choice exercise Pronunciation practice Filling Blanks exercise while listening to audios Making a valentine card Listen to the song and filling the missing lyrics 7. What a shame Expressing embarrassme nt Students are able to identify the expression of embarrassment Students are able to respond the expression of embarrassment Vocabulary practice multiple choice exercise Filling in the blank multiple choice exercise Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Interviewing friends exercise continued Table 4.9 continued 8. It’s very irritating me Expressing annoyance and anger Students are able to identify the expression of annoyance and anger Students are able to respond the expression of annoyance and anger Listening to audio conversation Responding to the conversation Pronunciation practice Rearrange the dialogues exercise while listening to audio Multiple choice exercise Role play exercise Listen to the song and filling the missing lyrics 9. Sorry, I have to say “No”. Expressing attitude: opinion, agreement Students are able to identify the expression of attitude: opinion, agreement Students are able to respond the expression of attitude: opinion, agreement Listening to audio conversation Responding to the conversation Pronunciation practice Filling Blanks exercise while listening to audios Filling Blanks exercise Role play exercise Interviewing friends exercise Listen to the song and filling the missing lyrics After selecting the appropriate materials and activities, the researcher then developed the blueprints for the questionnaires and guidelines for the interviews. The researcher designed the blueprints based on the concepts and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI