Types of classroom speaking performance

26 The use of mobile technologies has aroused the attention of teachers and researchers since it promotes the tag line of learning “anytime, anywhere” opposed to computed classroom Roschelle, 2003 in Stockwell, 2008. However, there is also a view such as the one proposed by Levy and Kennedy 2005 in Stockwell 2010 that the successful use of technologies in non-learning environment does not guarantee that it will be effective or valuable in terms of educational environment. Technology and its immersion in learning-teaching activities has influence the approach as well as the model of teaching. In terms of teaching speaking, technology is also designed and developed in order to fulfil the students’ need Stockwell 2007, Miangah 2012, Muthukumarasamy 2013. Technology used in the classroom may give benefits for the learners in which it may give changes as well challenges for the learners compared to traditional face to face traditional learning. Bahadorfar 2014 states that enables the learners to face new situation and learning environment in which they may deal with various experiences. Besides, the learners will be able to have “self-directed actions”, “opportunities for self-paced interactions”, “privacy”, and “a safe environment” since when they make errors they will get specific feedback. She further states that: Feedback by a machine offers additional value by its ability to track mistakes and link the student immediately to exercises that focus on specific errors. Studies are emerging that show the importance of qualitative feedback in software. When links are provided to locate explanations, additional help, and reference, the value of technology is further augmented 2014:11. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 27 Hence, feedback provided by the machine enables the learners to discover the mistakes they made which then not merely show the mistakes but also link them for further explanation and exercises. Modern technologies available in education today, for instance communication lab, speech recognition software, internet, TELL Technology Enhanced Language Learning, Podcasting, Quick Link Pen, Quicktionary as well as MALL Mobile-Assisted Language Learning. Besides the availability of those devices, it is also important to consider how they influence the enhancement of English learning. There are three factors that influence the improvement of learning English according to Traxler 2007, in Muthukumarasamy, 2013:330 those are the “learning content” or “learning objects LOs”, “learning activities” and “communication and collaboration features”. First, designing the content of mobile learning. There are some aspects that need to consider in designing mobile learning applications in terms of the size, format, compliance and delivery aspects as follows: Open-endedness in which the mobile phones can facilitate the learning when they the students are expected to construct some of the content and it can be accessed in various places. Personalization in which mobile devices are able to fulfil each student’s need in which the students can receive, assemble and carry around personally useful learning materials. Time-critical nature in which when the students are mobile, it should be make them ease to update the content. Portability in which task, such as portfolios will suit to develop on mobile devises since the students can carry them around. Measured delivery where mobile devices can ease the students to update