178
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
The last is Quiz 5 which is related to the topic of giving medication. This quiz is the complete one among others. The other four quizzes can be used for individual
learning, but this quiz enables the users to collaborate with their friends, since it provides an exercise to make a role play. Besides, it accommodates those who are
categorised as kinaesthetic learners which based on the result of need analysis questionnaire was high 4.23 in which the students stated that they prefer to have
direct practices The first part is the instruction in which it asks the student to make a role paly
based on the provided prescription. In order to give an example of how the users make the dialog, the researcher provided a link to
www.YouTube.com about the
topic. Since it was not compiled in the application, then the users must have internet connection.
179
Figure 4.28. Quiz 5 screen and the capture of video link from www.YouTube.com
After they watch the video, they should choose the prescription from the list picker. When one of the choices has been picked, then it will be displayed in the
quiz 5 screen. Next, after they choose the prescription, they have to make a dialog of explaining medication to the patients. The detailed direction of what the
userslearners should do in the role play is provided as well. The activity of making the dialog or practicing it could be conducted in class or outside the classroom.
Figure 4.29. the choices in the list picker and its display
180
After they are ready to perform the dialog, they can record it using the video in the application. The video can be played directly in the application or otherwise
it can be played outside the application since it will be saved in the phone gallery. The media features used in this screen are video recordingcamcorder and video
player. The teacher is able to give feedback when the students have sent their video recording through the teacher’s email. The media features used in this screen are
video recording and video player.
Figure 4.30. Record and play buttons
The presentation of SPINE application is based on the analysis on the students’ need, the theory of speaking skill, teaching speaking and theory of MALL.
The application focuses on the input and production of language so that the learners will able to use their mobile phone as the media for learning as well. However, it is
important to note that the role of teachers is still needed here to elaborate further materials, as well to explain the activities that need the elaboration from the teacher.
The application it still is still limited in terms of its sources because the application PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
181
could be built if it is more than 5 MB, and this application is 5.8 MB. The SPINE application is not perfect yet, therefore further development and evaluation are still
needed.
C. The Acceptability of SPINE Android Application
This section explains the application in order to answer the second research question. It is intended to elaborate how SPINE application is acceptable for the
users to help them learning speaking. The data gathered for second research question was obtained from the result of questionnaire in the implementation stage.
The result is presented previously in the delivery part in section A of this chapter in table 4.25. Therefore, the researcher would like to elaborate in details the result of
the questionnaire in this section. The development of SPINE Android application was based on the theories of
speaking, the result of need analysis especially related to learners’ characteristics and related to Mobile Assisted Language Learning MALL perspectives. The
questionnaire was based on the principles of evaluating hyper media proposes by Reeves 1993 in Passerini and Granger, 2000. It consisted of the aspects related to
the navigation pane, screen design, information presentation, media integration and overall functionality.
According to Reeves 1993 in Passerini and Granger, 2000 the navigation should promote user-orientation clues. It described the user perceived ability to
move through the contents in intentional manner. The navigation pane in the application includes easiness to move from one screen to another, the functions of
the buttons, and the clarity and the ability of instruction buttons perform the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
182
commands in the application. The navigation pane which shows its easiness to move from one screen to another is acceptable for the users 4.1. It also confirms
the functions of the buttons in the application in general, whether or not they work well, which based on the result of the questionnaire the function of the buttons is
acceptable for the users 4.1. Next, the function of buttons in listen and repeat sub- unit. It is important to discover how these buttons work since the listen button is
related to the audio player and the repeat button is related to the function of speech recogniser machine. The result shows that the buttons are able to work well which
means that they are acceptable for the users 4.1. Another question is in accordance with the instructions which were labelled
in the buttons, whether or not they show what the users need to do in the quiz sub- topic. The result shows that the instruction buttons in quiz sub-topic is
understandable from them, therefore the users state that they are acceptable 4.2. Besides giving clear instruction of what the users need to do, the buttons should be
able to function well. The result of the questionnaire state that the buttons are able to operate well so that the users state that those components are acceptable 4.1. In
conclusion, that the navigation pane is acceptable for the users 4.12. It means that the navigation pane has a user-friendly orientation clues and it eases the users to
move through the contents intentionally. The second aspect is screen design. Reeves 1993 in Passerini and Granger,
2000 suggests that screen design should concern with dimensions of interactive program. First, the screen of the application should have interesting display to
motivate them to learn speaking English. The result shows that the screen display PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
183
is acceptable for the users 4.1 in which it has interesting display. The text size on SPINE application is acceptable for the users 3.9 meaning that it is appropriate
with the mobile phone screen. In addition, the icons used in the application such as the icons for home button, menu button and next button are acceptable for the users
4.00. Besides the display, text size, and icons, the colours used in the application also take into consideration. The users state that the colours are acceptable for them
3.8. It means that the colours used in the application are interesting. Furthermore, the application also uses some images which according to the users the images are
acceptable 3.9, which means that the images used have good quality. Overall, the result shows that in terms of its screen design, SPINE application is acceptable for
the users 3.94. It means it meets the criteria in terms of the dimensions of text, icons, graphics, colour and other visual aspects of interactive program.
The third aspect that need to be evaluated is information presentation in the application, which according to Reeves 1993 in Passerini and Granger, 2000 the
information contained in the program should be comprehensive for the users. The information presentation states about the clarity of instructions on how to use the
features in the application, and the users state that the instructions clarity is acceptable 3.8 which means they are understandable for the users. The instruction
on sub-unit listen and repeat is considered as acceptable 4.2 in which it can guide the users of what they need to do in the activity and on how to do the exercise in
each unit are also acceptable for the users respectively. The instructions on how to do the exercise in each screen are also acceptable 4.0 which means that the
instructions do not confuse the users. The total score represents the information is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
184
categorised as acceptable 4.00. Therefore, it can be concluded that the instructions are clear for the users as a guidance to do the activity and they contained
comprehensive information for them. The fourth aspect is media integration, as it is suggested by Reeves 1993 in
Passerini and Granger, 2000 that different media included in the program should produce effective product and are able to work together to form cohesive program.
The media integration also relates to the media features used in the application and their functions to support learning speaking. The media features are audio player
for listening and audio recording to record their pronunciation. They are applied in listen and repeat sub-topic to help them check their listening and pronunciation.
Those media features are acceptable for the users to help them learning speaking English 4.2. Next, another feature used is speak to text which is applied in Quiz 2
about checking vital sign, which is acceptable for the users 4.1. Last, the video features which are attached in Quiz 5. The video features used are both video player
and video recording as explained previously in section B of this chapter. The users considered that those features are acceptable for them to learn speaking 4.0.
Overall, the media integration is categorised as acceptable for its users 4.1 which means that the media used in the application are effective and they are able to work
together to form cohesive program. The last aspect is the overall functionality. As suggested by Reeves 1993 in
Passerini and Granger, 2000, the overall functionality is related to the utility of the program. It should focus both on the design of instructions and on the matching of
learning objectives with instructional strategies. The overall functionality of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
185
application includes, such as the topics, sub-topics, sound, language expressions, examples given, and feedback. The users state that in terms of the units or topics
chosen for them to practice speaking is acceptable 4.5. They also confirm that the choice of topics provided in the application in line with the material they learn in
class, since the topics are based on the syllabus they use. Therefore, the selection of topics is acceptable 4.4. In addition, the selection of sub-topics in the
application such as pronunciation, listen and repeat, language focus, conversation and quiz are considered acceptable 4.4 in a way that those sub-topics are
appropriate to support them to learn speaking. Furthermore, the result of the questionnaire shows the acceptability of each
sub-topic. The sub-topic pronunciation is acceptable for them to practice saying the words or phrases 4.2. Moreover, the sound quality of the recorded audio in
this sub-topic is acceptable as well 4.1. The language focus sub-topic is also considered as acceptable because it provides the language expressions used in the
related topic 4.0 and it provides complete examples of the expressions 3.8. Related to sub-topic conversation, the users also state that this sub-topic is
acceptable for them in terms of giving them clear example of how to use the correct language expressions 4.0 and providing them with clear examples of intonation,
pronunciation and appropriate language expressions when communicating with patients 4.1.
In addition, the acceptability of quizzes provided in the application is validated as well. The result shows that sub-topic quiz is acceptable for them
because it helps them to review the material they have learned previously 4.4. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
