Let’s Have Fun

then determined the topics and learning indicators. The topics and learning indicators then were elaborated to create appropriate materials. The materials are also in line with the aspects of speaking skill Brown, 2001; Nunan, 2003; Richard Renandya, 2002. The aspects are the students’ oral proficiency communicative competence, and types of speaking activities. 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. Therefore, EEL contains activities and exercises which are related to those speaking aspects. It is aimed to help the students to learn English speaking skill either in the classroom or outside the classroom. Those speaking aspects were integrated to be used as the guideline in developing the materials and activities in the application. In this part, the researcher would elaborate several aspects related to speaking skills. They are pronunciation, vocabulary, and grammar. Those aspects are also related to each other and also in line with fluency, comprehension, and other speaking aspects. Related to pronunciation aspect, EEL can help students in practicing pronunciation in easy way. As mentioned earlier in the interview result, the students are able to pronounce the difficult words as well since the researcher developed the application, which provided some audio conversation and pronunciation practice. The pronunciation task is available in the Let’s Start section in each lesson. This section provides the correct pronunciation that can be heard by the students since it consists of the feature of App Inventor, namely Text PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI to Speech. This feature enables the students to listen to the correct pronunciation. In other activities that related to pronunciation is listening practice. The activities are listening to the dialogues or monologues and songs. As the application provides audio listening about the conversation, the students are also able to check the pronunciation by listening to the audio provided. This is in accordance with Harmer 2002 that the successful pronunciation activity is not merely getting students to produce correct sounds or intonation tunes, but rather than to have them listen and notice how English is spoken. Besides, the students also learn listening comprehension practice. The listening practice is available at all sections of each lesson in the application. It is necessary for them as second language learners to understand what other people say. Listening comprehension, which is a receptive skill, will lead the students to have productive skill that is speaking skill. This is in line with Byrne Jondeya, 2011 that speaking is a two-way process between speaker and listeners and it involves the productive skills of language and the receptive skills of understanding. Therefore, it can be said that as EEL provides pronunciation and listening practice, the students are able to pronounce the words well while they perform their speaking. The next aspect is Vocabulary. Vocabulary is important to support speaking skill because in a conversation, there must be words, phrases, or sentences. EEL provides activity, which can enrich the students’ vocabulary mastery by filling in the blanks with the provided words’ choice or by listening to an audio conversation. The activities related to Vocabulary are varied, such as sometimes it completed with pronunciation, listening activity, or jumbled sentences or words. This activity encourages the students to be able to determine which words that is suitable to the context of the conversation. By learning the vocabulary, it will be useful to understand the words and expressions in the spoken language. As stated by Richard Renandya 2002, in order to convey meaning, the students should have the knowledge of words and sentences. It will influence the students’ fluency while communicating with others. Next, the grammatical aspect deals with how to arrange correct sentences in conversation. Richard Renandya 2002 stated that grammatical competence enables the students to understand and use the English-language structures accurately, which is in line with the fluency. ELL also provides activities that support grammar, i.e. rearrange the jumbled words into good sentences, and arrange the dialogue into correct order. By learning those activities, it is expected that the students are able to use correct grammar while speaking. The grammar aspect is in line with the micro-skills proposed by Brown 2004 that is use grammatical word classes nouns, verbs, etc., systems e.g. tense, agreement, pluralization, word order, patterns, rules, and elliptical forms. By learning grammatical activity, the students have more understanding about grammar. By providing the speaking activities, those will encourage the students with as many opportunities to practice the language orally as well as possible. Thus, 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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;