certain situation. Those aspects are in line with the related theories as stated previously as well as the learning objectives.
In conclusion, it can be inferred that EEL is considered good and useful to support the XI grade students to learn speaking skill. It is supported by the
result of the quantitative data with the mean score of 1.41 out of 2, which classified as very high or very good. The application is also flexible and practical,
which is in line with the principle of m-learning, Elias, 2011 since the product is easy to operate, simple and helpful to learn English speaking skills. Furthermore,
all the activities and exercises in EEL facilitate the students to have opportunity to practice their speaking skill as well. It is in line with the principle of MALL
Stockwell Hubbard, 2013 that the activities in the application learning media should accommodate
the students’ learning. There are three main sections in the application, i.e.
Let’s start, Let’s practice, and Let’s Have Fun. Those sections provide several activities for the students to learn speaking. It is also in
line with the principle of MALL Stockwell Hubbard, 2013 that is limiting multi-tasking and environmental distraction. Many students are not good at multi-
tasking that can cause stress levels, errors, and lower productivity. Therefore, the activities should lower distraction and drive the students’ attention. In the
application, the division of the activities Let’s start, Let’s practice, and Let’s
Have Fun facilitates the students to learn speaking easily. Besides, the activities in each section in the application contains integrated speaking aspect to support
the students speaking skills. The aspects are the students’ oral proficiency communicative competence, and types of speaking activities Brown, 2001;
Nunan, 2003; Richard Renandya, 2002. The consideration of designing materials and activities are in accordance with the micro and macro skills of
speaking Brown, 2004, types of speaking activities, i.e. imitative and responsive Brown, 2000, and also the material appropriateness which according to School-
based curriculum BSNP, 2006. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions of this research. In the first part, the researcher concludes the result of the study based on the previous
chapters. Meanwhile, the second part presents the suggestions for the learning media and further research which is very useful to improve future research and the
product.
A. Conclusions
In this part, the researcher would like to draw some conclusions based on the result of the study which has been discussed in the previous chapter. An
Android application, Easy English Learning Android Application EEL was developed as a supplementary media to help the XI grade students to learn
speaking skill. The first question is about the iconic model of Android application for
eleventh grade students of Senior High School. The application was developed using the combined model of ADDIE model Roger, 2002 and Research and
Development cycle Borg Gall, 1983. The application consists of 9 lessons which covered the materials for Semester 1 and 2 based on the Syllabus for grade
XI. In each unit consists of some activities and exercises which support the students’ speaking skill. The application was designed based on the theory of
principles of mobile learning Elias, 2011, characteristics of well-designed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
software Egbert Hanson-Smith, 1999, principles of MALL Stockwell Hubbard, 2013, aspects of speaking skill Brown, 2001; Brown, 2004; Nunan,
2003; Richard Renandya, 2002. The last version of the application was considered as good and useful to be used as one of supporting media to learn
speaking for eleventh grade students by the mean score 1.41 out of -2 to 2, the maximum score. The application consists of three main sections in each lessons,
namely Let’s Start, Let’s Practice, and Let’s Have Fun. The Let’s Start section
contains activities related to building the students’ knowledge to lead them understand the content of the topic. It consists of listening section, question
section, and pronunciation section. The Let’s Practice section contains several
activities which are supporting their speaking skills. The activities consist of filling in the blanks while listening to dialogue, multiple choice, rearranging the
jumbled words into good sentences, rearranging the dialogue into correct order while listening to the audio, and role play based on the certain situations provided.
The last section is Let’s Have Fun which designed to arouse the students’ interests
after learning all sections. It contains some fun materials like role play activities, interview tasks, multiple choice while listening to monologues dialogues,
creating a card, and fill in the missing lyrics on songs. The second question is on how the iconic model supports
the students’ speaking skill. EEL is considered as good and useful to support the XI grade
students to learn speaking skill. It is supported by the result of the quantitative data with the mean score of 1.41 out of -2 to 2, which is classified as very high
or very good. The application is also flexible and practical, which is in line with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the principle of m-learning, Elias, 2011 since the product is easy to operate, simple and helpful to learn English speaking skills. Furthermore, all the activities
and exercises in EEL facilitate the students to have opportunity to practice their speaking skill as well. It is in line with the principle of MALL Stockwell
Hubbard, 2013 that the activities in the application learning media should accommodate the students’ learning. The application provides materials and
activities related to students’ oral proficiency such as pronunciation, vocabulary, fluency, grammar, and comprehension. It was supported by the mean score of
1.16 which is considered as high related to pronunciation. The students pronunciation proficiency is better since there were activities in the application
which support how to pronounce words correctly. Next, the students vocabulary mastery was good after learning vocabulary practice and listening practice in
EEL. It was supported by the mean score of 1.11 which is classified as high. Moreover, the students were able to speak fluently by learning speaking using
EEL. It was also proved by the mean score of 0.89 which is considered as high. The students also had more understanding about grammar. They were able to
speak English using correct grammar and minimum grammatical mistakes. It was also supported by the mean score of 1.05, which was considered as high. In
addition, the students were able to understand the English function of each activities in EEL. It is also proved by the mean score of 1 high. By learning
speaking using listening practice in EEL, the students were able to understand the meaning from a conversation. Those speaking activities are in accordance with
aspects of speaking skill. T he aspects are the students’ oral proficiency
communicative competence, and types of speaking activities Brown, 2001; Nunan, 2003; Richard Renandya, 2002. The consideration of designing
materials and activities are in accordance with the micro and macro skills of speaking Brown, 2004, types of speaking activities, i.e. imitative and responsive
Brown, 2000, and also the material appropriateness which according to School- based curriculum BSNP, 2006. Those speaking activities in the application
encourage the students with as many opportunities to practice the language orally as well as possible. Therefore, the students are able to communicate by using
correct grammar, using correct vocabulary in the conversation, pronouncing the words correctly, understanding the meaning of the conversation, and responding
to dialogs in certain situation.
B. Suggestions
In this part, the researcher provides suggestions for English teachers, for students, and future researchers who are intended to conduct research in similar
studies. The first suggestion is assigned to the English teachers, especially in Senior High Schools. English teachers should be aware of the advance
development of technology. Since mobile technology develops, it creates new opportunities for improving learning experience of students at all level of
education. It facilitates students to access educational resources without need to be present at the working environment. As a consequence, teachers are better to
implement the use of mobile devices as learning media. Before implementing technology in the classroom, teachers should have sufficient knowledge and
ability how to use the technology. Furthermore, it is necessary for them to develop their creativity in designing the various activities tasks and assessment for
students. Besides, they should monitor and control the students in using the learning media in the classroom.
The second suggestion goes for the students. Since the application provides materials that is significant to the syllabus of XI grade students of Senior
High Schools, students can use the application as one of supplementary media to learn speaking either in the classroom or outside the classroom. This also provides
opportunities for students to be autonomous learners. Nevertheless, students should realize that using mobile phones for learning has some distractions.
Therefore, they should be able to manage their time well in order to avoid some distractions occurred when they learn through their mobile phones. Students
should be able to monitor they own progress and difficulties in learning so that the learning media will be effective and efficient.
The last suggestion is intended for the future researchers who want to conduct similar studies. As this research developed an Android application using
App Inventor, it has some limitations, such as related to size and multimedia. Since the application has only limited capacity not more than 10 MB, the
contents should be packaged as brief as possible. If the size exceeds the limit, the application will not work well and hard to be built from the App Inventor to the
computer. The other limitation is about the multimedia. Considering to the data storage, the images, audios, or videos which will be inserted in the application
should not be in bigger size of file. Due to some limitations on App Inventor, it is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
