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As proposed by Derwing and Munro 2005, in Nation 2009 that having a good pronunciation is important to develop a normal pronunciation of a new
language, especially intelligibility. Therefore, the pronunciation was the first lesson in each unit. In addition, according to Bygate Carter, R Nunan, D, 2001 the
second speech process is formulation in which words and phrases are found, sequenced and put in appropriate grammatical markers such as inflections,
auxiliaries, and articles. In this process, sound patterns and pronunciation are prepared as well since the L1 speaker usually makes error in pronunciation,
therefore it should be prepared prior to interaction. The result of the questionnaire
showed that the students’ vocabulary mastery and the ability to find the correct diction which was fair category 2.85 and 2.92
respectively. It means that the pronunciation section will enable the students to both practice their fluency and master new words.
5. Listen and Repeat Screen
This screen enables the users to listen to a sentence then repeat what they have listened. Instead of just repeating the word, this screen also provides a record button
which will enable the users to record their own voice. There are three buttons provided when the user wants to record hisher voice based on the sentence their
listened. The record button is to start recoding, the stop button to stop the recording and play button to listen the sentence heshe just recorded. The media features used
here are audio, audio recorder and player. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Figure 4.20. Listen and repeat screen
The listen and repeat section is provided based on the fifth principle of speaking technique Brown, 2001, to capitalize on natural link between speaking
and listening. Even though the goal of the lesson is to reinforce the speaking skill, it is undeniable that listening as the input to oral communication plays an important
role too. Skills in producing the language are often initiated through comprehension and those two skills may reinforce each other.
6. Conversation screen
The conversation section enables the users to listen to the conversation and practice it. They can create their own conversation by referring to the example
given, or they can just imitate the conversation based on the provided text. There are three main buttons provided there; the play, pause and stop buttons working for
the audio, the slider is to control the volume of the audio. The media feature provided in this screen is audio.
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Figure 4.21. Conversation screen
The conversation section is provided 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.
Result of the questionnaire showed that their ability to speak English in appropriate pace is fair 2.88. Besides that, the result of the questionnaire showed
that their ability to express their ideas in good sentences when they have to communicate it in English is considered as fair 3.38. Related to conveying the
message when speaking, the result was considered in fair category 3.46 that they were more concerned with the content of the message rather than the structure of
