Development Process of Developing the Iconic Model
developers just need to copy the downloaded .apk file from their computer to their mobile phone to test the application. After the .apk file was copied into a mobile
device, the developers need to install it.
There is another way to try out the application without building the application into .apk file format. It was by using Android application named MIT
AI2 Companion. It can be downloaded from the play store. It is easier to try out a project by using MIT Companion than using .apk file. After the developers build
the project in App Inventor, there will be a barcode and the developers just need to scan it. However, in the process of barcode scanning, error sometimes happens.
In developing the product, the researcher built the project by using building the .apk file. The consideration of the choice was the building .apk file
was less error than using barcode scanning. By building the .apk file, the file was automatically saved in computer. However, it took longer time than using barcode
and needed stable internet connection. To get the expected result, the researcher did revisions and tryouts many
times. The revisions were due to problems on design and blocks. The layout in the designer component might look well, but the result on the phone was sometimes
quite different. Therefore, the researcher took longer time to revise the layout. The other problems, sometimes there was an error in navigation or the score did not
turn up well. It might be caused by the blocks did not work well. Then the researcher needed to recheck the blocks and found out the mistakes and revised it.
The hardest part was to build the block structures for each activities and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
navigation. Overall, all the revisions were done many times until the product dealt with the expectation and then it was given to the experts to be validated.
b. Preliminary Field Testing
As stated by Borg 1983, this step provides a qualitative evaluation of the product. It requires expert verification to analyze the product, thus this phase
is called as expert validation. The researcher gained the data through distributing questionnaires and conducting interview to some experts. Then the data were
gained in the form of opinion, comments, and suggestions for revision of the final product. This step involved the processes of validating the product by experts
materials and media and users students. The explanation will be discussed as follows.
1 Expert Validation
There were two kinds of experts in this research, namely materials experts and media experts. The materials validators gave feedback, comments,
and suggestion about the materials aspects, including; the appropriateness with the syllabus, the content appropriateness, and how the content support speaking skills.
meanwhile, the media experts gave feedback, comments, and suggestions to the design, layout, as well as the navigation of the application.
After the product developed, the product was validated to the experts of materials and media for improvements. The respondents for the materials
validation were an English lecturer of Sanata Dharma University and an English teacher of SMA Bopkri 2 Yogyakarta. While the respondents for the media
validation were the IT lecturer of Duta Wacana Christian University and IT lecturer of Sekolah Vokasi UGM. The validation was conducted by distributing
questionnaires and conducting interviews to the experts. The questionnaire for the English lecturer was distributed on Tuesday, February 9th, 2016, while for the
English teacher was done on Saturday, February 11th, 2016. The questionnaire for the first IT lecturer was distributed on Saturday, February 6th, 2016, while for the
second IT lecturer was on Wednesday, February 17th, 2016. The questionnaires were analyzed using the conversion scores as presented in the previous chapter.
The mean scores were then interpreted to obtain the meaning about the quality of the product. The result was converted by using the mean criteria
Sukarjo, 2006. The technique of analysis was also the same as the need analysis which showed in the previous Table 4.6. However, the interpretation of the mean
criteria was different from the need analysis. In accordance with the mean criteria, if the scores range from 1.2
– 2, it considered as very high which means that it is good and does not need any revision. Then, the scores are classified as good and
useful when they range from 0.4 – 1.1 high, it means that the revision is
optional. When the scores range from -0.4 – 0.3, it considered as fair. It means
that it is necessary to conduct more exploration on the existing part of the design. When the score range from -1.2
– -0.3, it is considered as poor. Therefore, it is recommended to revise some parts of the application. Furthermore, if the category
was very low with the range score from -2 – -1.1, it is highly required the
revision. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The questionnaire results were presented by using descriptive statistics. The mean scores were used to define the parts which still needed several revision.
The following are the descriptive stati stics of Materials Experts’ Opinion.
Table 4.11. The Descriptive Statistics of Materials Experts Opinion No.
Statement V1
V2 Mean
Score
Category
1. EEL can help students to produce
words or phrases as well as their speaking ability
1 1
1 High
2. EEL can help students to speak
English fluently 1
1 1
High 3.
EEL helps students in learning grammar
1 0.5
High 4.
EEL can help students in practicing pronunciation in easy way
1 1
1 High
5. EEL can be used to enrich the
students’ vocabulary mastery 1
1 1
High 6.
Listening practice helps the students to understand the meaning from a
conversation 2
2 2
Very high
7. EEL can help the students to get
opportunity to listen and to orally repeat
some words, phrases or
sentences 1
2 1.5
Very high
8. EEL can facilitate the students in
responding the dialog in certain situations
1 2
1.5 Very
high 9.
The materials used in the application is appropriate to the syllabus of the
semester for the XI students 2
1 High
10. The materials in the EEL are suitable to the syllabus
1 0.5
High 11. The exercises in the EEL can help the
students to learn speaking 1
1 1
High 12. The division of the activities in the
application Let’s start, let’s practice, and let’s have fun facilitates the
students to learn speaking easily 2
1 1.5
Very high
continued PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.11 continued 13. By using EEL, the students are able to
learn speaking by themselves didactic learning
2 2
2 Very
high 14.
Let’s start section can build the students’ knowledge to learn speaking
in each topics 1
1 1
High 15.
Let’s Practice section is interesting because it contains the activities which
can help students to understand about the language and practice speaking
1 1
1 High
16. Let’s have fun can help students to
practice speaking orally based on the certain situations
1 2
1.5 Very
high 17. EEL can be used as a supplementary
media for
students in
learning speaking
2 1
1.5 Very
high 18. The teacher should be as a facilitator
to guide the students in implementing the EEL
2 2
2 Very
high 19. EEL is simple because it can be
installed by using mobile device hand pone or tablet
2 1
1.5 Very
high 20. EEL can be used as a media to learn
speaking either in or out the classroom 2
1 1.5
Very high
21. The instructions of the application are clear
1 1
1 High
Total score 26.5
Very high
Mean 1.26
The above result showed that the general opinions of the materials in the product were good. The total mean score was 1.26. It indicated that the materials
in the product were good and useful for the eleventh grade students of Senior High Schools. From the questionnaire results, the validators agreed that the
materials in the application were interesting, easy to understand and useful to help the students to practice their speaking skills. They also considered that this
application could help students to practice speaking because the materials of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
application consisted activities that arouse the students speaking skills, i.e. pronunciation drills, vocabulary practice, listening to conversations and role-plays
that contain language function expressions. So far, the experts considered that EEL was practical because it can be easily accessed by using mobile devices, such
as smartphones and tablets. This is in line with the principles of m-learning proposed by Stockwell Hubbard 2013 and Elias, 2011. Therefore, it could
be concluded that the materials in EEL are good and suitable to support the learning speaking for the eleventh grade students’ speaking skills.
Furthermore, the materials validators said that EEL could help students to learn speaking because the students could install the application by themselves. It
was proven by the material validator’s statement in the open-ended questions. It can help the students to master speaking by themselves because
the students can install the application and they can learn fun English.
Appendix7OEQ1Q1
By implementing EEL, it is expected that the students can learn speaking as well as they can speak in English with good speaking proficiency. Since the
application is simple, and it can encourage the students to learn by using their mobile phones, they will consider their phones as one of the learning tools.
Based on the result of the open-ended questions in the questionnaire see Appendix 7, both material validators agreed that EEL was interesting and easy to
use for the students to learn speaking by optimizing the use of technology so that the students can get benefits from the application. The materials experts also
stated the good things of EEL. First, it is very interesting and sophisticated mobile PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learning model. Next, it can facilitate the students to learn English more. Then, the design is consistent and easy to use. Next, the application does not need much
space to install so it can be used for most android devices. The last one is the application will support the main material as well. Therefore, EEL can be used as
supplementary materials to learn speaking. The second part was media experts. The researcher continued to gather
validation from the media validator. The technique of analysis was also the same as the materials validation. The results of the questionnaires of the media
validation are as follows.
Table 4.12. The Experts Opinions of Media Aspects in the Application No.
Statement V3 V4
Mean Category
1. EEL is really practical because it
can be accessed by using mobile devices such as hand phones and
tablets 2
2 2
Very high 2.
EEL can be used as a media to learn speaking either in the
classroom or
outside the
classroom 1
1 1
High 3.
The instructions in the application are clear
2 1
1.5 Very high
4. EEL can be used as the supporting
media for students to learn speaking
1 -1
Fair 5.
The activities in EEL were designed in attractive format
modern, not conventional, using multimedia feature
2 1
High 6.
EEL has
consistent color,
navigations, icons, symbols, and buttons
2 1
1.5 Very high
7. The
layout design
in this
application is attractive 1
1 1
High continued
Table 4.12 continued 8.
All contents can be presented in one screen
1 0.5
High 9.
The font size and color in this application is appropriate
2 1
High 10. Texts are clearly legible
2 1
1.5 Very high
11. The layout in this application can be seen and legible
2 1
1.5 Very high
12. The presence in each screens is appropriate to the principle of
contrast, repeat
navigation buttons, aligned parallel, and
contiguous 2
1 1.5
Very high
13. The navigation in this application is easy to understand
2 1
1.5 Very high
14. The audio
quality in
this application is good
2 2
2 Very high
Total score 17.5
High Mean
1.16
The above table showed the experts opinions about the aspects of media in the application. From the statistical results, the mean score of 1.16 indicated
that the results were high. It means that overall of the media validation showed that the product was good enough as the media. Both experts agreed that the
product is practical and easy to be accessed in mobile devices. It was showed that the mean score was 2, which means that the application was very good, simple
and easy to be accessed in mobile device. The navigation in the application is also easy to understand. It was showed by the mean score of 1.5 high. This is in line
with the principles of m-learning Elias, 2011, number 1 equitable use and 3 simple and intuitive. The result showed that EEL had a high tolerance of error
principle number 5. Because the instruction was clear, EEL was easy to operate and helpful to learn English.
However, there were some aspects which needed some improvements, such as navigation, icon, error function, layout background, and audio. According
to the open-ended question in the questionnaire see also Appendix 7, there were some parts that needed to be improved in the application. They gave some
feedbacks in the application. The validator said that there was no exit button in the application. It was presented in the statement below.
There is no exit button, so that the memory of smartphone will always run although the application is not being used.
Appendix7OEQ2Q3
From the above statement, the researcher needed to revise the application and developed the application to create the exit button. The following Interview
Transcript also supported it. And also the exit button which needed to be revised. If there is no exit
button, we have to go back, back, and back. After I checked in the ram memory, it was not exit, but it was only minimized. So, it will make the
mobile device be heavy because it runs its RAM. As the consequence, the mobile devices will be easily to get low battery. So, it is better to
create exit button to quit the application.
Appendix8IT06Q4
From the above result, the researcher realized that the application needed some improvements soon in order to get better learning media. Furthermore, the
validator also added that the navigation button need to be revised in order to get its consistency.
The navigation button need to be revised its size in order to get its consistency.
Appendix7OEQ2Q3 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In addition, the validator suggested that it was necessary to add icon button since it would be the characteristic of the application. It was stated in the
following statement. .... The icon of the application need to be created in order to show the
characteristic of this application. Appendix7OEQ2Q5
Based on the above statement, the researcher should create the icon as the feature of the application when it is installed in the mobile device. Moreover, the
application sometimes had error function. The media validator stated that the application sometimes crashed and stopped by itself. When the hand phone was
running the application, sometime it occurred crashed and the application would stop by itself.
Sometimes, the application crashed and stopped by itself while it was running.
Appendix7OEQ2Q3
The above statement showed that when the validator ran the application, it sometimes got error and stopped by itself. It would disrupt the users in using the
application. The following statement from open-ended question in the questionnaire also supported it.
Some functions did not work properly. Appendix7OEQ1Q3
It pointed out that some functions in the application sometimes did not work properly because the error occurrence. It was also supported by the
following Interview Transcript. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
When I tried to run this application, it sometimes occurred crashed, suddenly it stopped by itself, and the restarted again.
Appendix8IT08Q1
Because of the error, it will make the users not comfortable in running the application. Thus, the researcher would soon revise and repair the error
occurence. In addition, the material validator also gave feedback about the layout. He stated that the layout was only in one color. Consequently, it would reduce the
students’ motivation to learn, so it would be better to improve the layout design. The following Interview Transcript proved the statement.
......however, the layout is only in one color, it was all blue and the text was also blue. And I think it will reduce the students’ motivation
to learn, it is less interesting. Thus, it will be better to add some pictures or make color variation, not only in blue color I mean, it
might be interesting. Because it consists of 9 lesson, each lesson has 4 buttons, and the color is all blue, it will make confusion on its
navigation. That should be concerned.
Appendix8IT07Q1
Due to the same color of the layout background, it will make the users not to be interested to use the application as the learning media. The statement of
the expert below also supported it. The choice of color for the text dark blue might cause difficulties in
reading. For long period of use, the choice of color might create boredom needs variation of color or images
Appendix7OEQ1Q3
The above statement pointed out that the layout and text color had the similar color. They were supposed to be contrast
in color. The buttons’ navigation was also in the same color. For long period of use, the choice of color might
create boredom, so it needs variation of color or images. Therefore, it will reduce the students’ intention and motivation to use the application as the learning media
to learn speaking. In order to get better application, the researcher needed some improvements to the revised application.
The last aspect is about the audio. Overall, the audio is audible and clear enough to be listened as stated in the questionnaire result. However, the IT expert
stated that the volume of the audio was not consistent. It means that when he played the audio with the same volume setting in the mobile device, the output of
the volume was different. It was supported by the following Interview Transcript. ....and then about the volume of the audio. By using the same volume
condition, the output of the audio volume in one lesson is not same as the audio of other lessons. So, it is not balanced.
Appendix8IT08Q1
Furthermore, the other expert also gave comment about the audio. He said that some of audio files was noisy. It was stated in the following Interview
Transcript. ...then the audios are clear, but some of them had noise. For example
you may use audacity to filter the noise. Appendix8IT07Q9
In accordance with the above statement, the validator said that several audios had noise so it might bother the users when they ran the
application. Thus, he suggested the researcher to use the audacity application to filter the noise. It would help the application be better.
In conclusion, the results of questionnaires and interviews of both material experts and media experts pointed out that EEL is good and useful to
support the eleventh grade students of speaking skills. They also agreed that EEL could give the students more exposures and opportunities to practice their
speaking skills since this application is useful as supplementary materials that can be used anytime and anywhere. However, there were some aspects of the
application that needed to be improved and revised. The following table is the experts’ comments and suggestions about the product.
Table 4.13. The E xperts’ Comments and Suggestions about the Product
No. Aspects
Comments Suggestions
1. Navigation
There is no exit and back button
The navigation button color should be different with the
layout color The size of the navigation
button need to be Add back and exit
button
2. Icon
There is no icon as the feature of the application
Add icon
of the
application 3.
Error function
Some functions did not work properly
When the
application is
running, sometimes it stopped or crashed by itself
Revise the error
4. Layout
Background The layout color, navigation
button color and the text are similar
The choice of color of the text dark
blue might
cause difficulties in reading
Use contrast color
5. Audio
The volume of the audio is different
Some audio files need some editing clarity and noise
It is optional to revise the volume
of the audio Use
audacity application
to filter the noise
According to the above table, it would be very useful for the researcher as the feedback to make some improvements on the product. The revision and the
improvement on the product would be based on the comments, feedback, and suggestion from the both material and media validators.
2 Users Validation
The researcher conducted the users’ validation in Preliminary Field
Testing on Thursday, February 11
th
, 2016. There were nine students selected as the participants in this step. The researcher asked the selected students to install
and use the product. After learning the product with some explanation from the researcher, the students then filled in the questionnaires. The questionnaire results
then were analyzed using the interpretation scores like those in the need analysis and
experts’ questionnaire analysis. The following are the result of the users’ opinion toward the application.
Table 4.14. The Users’ Opinion toward the Materials Aspects
No Categories
Indicators Total
Score Mean
Criteria
1. Micro
and Macro-skills of
speaking The students are able to produce
words and phrases 9
1 high
The students are able to speak fluently
8 0.89
high The
students have
more understanding about grammar
8 0.89
high The students are able to pronounce
the words correctly 8
0.89 high
The students’ vocabulary mastery is better
13 1.44
very high The students are able to understand
the English function of each activities
10 1.11
high continued
Table 4.14 continued 2.
Types of
speaking activity
The students are able to imitate words, phrases or sentences
10 1.11
high The students are able to give short
replies to initiate questions or comments
12 1.33
very high 3.
Material Appropriateness
The content of the materials are appropriate to the syllabus of the
semester 8
0.89 high
In relation to the above result, it could be seen that the application was good and useful to be implemented to the eleventh grade students to improve their
speaking skill. It was in line with the result of the open-ended question stated by the student.
In my opinion, this application can support and improve the speaking skill on how to communicate directly.
Appendix7OEQ3Q1 One of the students stated that the application was useful to help the
students practice speaking. It was stated from the aspect of micro and macro skills, after learning the application, the students were able to produce words and
phrases. It was proved by the mean score of 1, which considered as high. The students would be able to produce chunks of language that would lead them to be
able to speak English fluently 0.89 which also considered as high. The students also had more understanding about grammar 0.89. By using the application, the
students will be more careful in speaking by using correct grammar. Since the application provided pronunciation drill, the students were able to pronounce the
words correctly 0.89. It was supported by the result of Interview Transcript below that the student could learn pronunciation well using this product.
R : What are the good things of this application?
S8 : It can be used to improve speaking and to learn pronunciation
Appendix8IT09Q5
Since the application provides pronunciation practice, the students were able to pronounce the difficulty words as well. It was proven by the following
Interview Transcript. ... There are some dialogues, and actually, I do not know
how to pronounce it well. After I listen to the dialogue and practice the pronunciation, so I know how to pronounce it.
Appendix8IT13Q3
In line with the statements, those students were able to pronounce the words correctly since the researcher developed the application which provided
some audio conversation and also pronunciation practice. Therefore, the students agreed that the product was useful to support the students’ speaking skills. Then,
after learning the application, the stud ents’ vocabulary mastery would be better
with the mean score of 1.44 high. After the students understood the aspects of speaking skills, they would also be able to understand the English function of each
activity with the mean score of 1.11 high. The next aspect is the types of speaking activity, proposed by Brown
2001. He suggests that there are two types of speaking activity, i.e. imitative and responsive. Imitative is focusing on some particular element of language form
rather than for the purpose of meaningful interaction. While responsive is focusing on the students’ short replies to initiate questions or comment. In this
aspect, the students are able to imitate words, phrases, or sentence. It was showed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
by the mean score of 1.11, which is classified as high. Students would get opportunity to listen and repeat orally to the certain language expressions. Then,
the students are able to give short replies to initiate questions or comment 1.33 which are considered as high. In this aspect, the students will respond based on
the situation given. Overall, the aspects of the speaking skills were suitable to the students.
Related to the material appropriateness, the researcher designed the materials in the product based on the school-based curriculum. As mentioned
earlier in the development stage, the researcher analyzed the syllabus and then determined the topics to create the content of the application. In this section, the
students’ opinion about the content of the materials are appropriate to the syllabus was high, with the mean score of 0.89. Therefore, it can be said that the materials
of the application were supported to improve the students’ speaking skill,
especially for the eleventh grade students since the content of the materials was appropriate to the syllabus and the aspects of speaking skills.
The researcher also gathered information about the parts of EEL as a learning media which assist students in learning speaking. The parts of the
application were the division of the menu and lessons, the exercises and activities. The following are the students’ opinion toward the parts of EEL.
Table 4.15 . The Users’ Opinion about the Parts of EEL application
No Category
Indicators Total
Score Mean
Criteria
1. The
relation between
the mobile activities
with the
language learning
The exercises in the Easy English application can help the students to
learn speaking 9
1 high
2. The activities to
lower distraction and drive the
learners’ attention
The division of the activities in the application Let’s start, let’s
practice, and let’s have fun facilitates the students to learn
speaking easily 9
1 high
3. The activities to
accomodate learners’
learning styles By using Easy English, the students
are able to learn speaking by themselves didactic learning
10 1.11
high 4.
Keep mobile
language learning
activities and
tasks short and summarize
when possible Let’s start section can build the
students’ knowledge to learn speaking in each topics
10 1.11
high Let’s Practice section is interesting
because it contains the activities which
can help
students to
understand about the language 12
1.33 very high
Let’s have fun can help students to practice speaking orally based on
the certain situations 12
1.33 very high
7. The language
learning task fit the technology
and environment Easy English can be used as a
supplementary media for students in learning speaking
11 1.22
very high 8.
The role of the teacher as a
facilitator and guidance
The teacher should be as a facilitator to guide the students in
implementing the Easy English application
9 1
high 9.
Equitable use Easy English is simple because it
can be installed by using mobile devices, such as hand phones and
tablets 11
1.22 very high
10. Flexible use Easy English can be used as a
media to learn speaking either in or out the classroom
13 1.44
very high continued
Table 4.15 continued 11. Simple
Intuitive The instructions of the application
are clear 10
1.11 high
12. Instructional climate
The activities
in EEL
were designed
in attractive
format modern, not conventional, using
multimedia feature 10
1.11 high
13. Good use of space
The layout
design in
this application is attractive
3 0.33
fair 14. Legibility
Texts are clearly legible 10
1.11 high
15. High quality playback
The audio
quality in
this application is good
4 0.44
high Total mean score
25.44 Mean
1.06
Based on the above result, the students agreed that the exercises in the Easy English application could help the students to learn speaking. It was showed
by the mean score of 1 which is considered as high. In line with the result, mobile activities, tasks, and applications connected with the principle of second language
learning. The students agreed that the product could be utilized to learn and improve their speaking skills. The product was also easy to operate, simple and
helpful to learn English especially speaking skill. Furthermore, the students also agreed that the division of the activities in the application
Let’s start, Let’s practice, and Let’s have fun could facilitate the students to learn speaking easily.
It was supported by the mean score of 1, which was classified as high. They also agreed that
Let’s start section could build the students’ knowledge to learn speaking,
let’s practice section was interesting because it contained the activities which could help students to understand about the language. And also,
let’s have fun section could help them to practice speaking orally based on the certain
situation given. Since the product could be applied by using mobile devices, i.e. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
hand phones or tablets, the students also agreed that the application could be used as their didactic learning. It was proved by the mean score of 1.11, which was
considered as high. By using the application, the students were able to learn speaking by themselves. The activities in the application accommodated the
students’ learning styles. The product was in accordance with the principles of mobile learning.
The students stated that EEL was useful to help them practice speaking. They also mentioned about some strength of the application. It is very simple, easy to
operate, practical, and also interesting. It is also in line with the result of open- ended questionnaires.
It is interesting and creative because it employs gadget as learning media, especially smartphone.
Appendix7OEQ3Q1
The researcher developed the learning media by employing the current technology i.e. mobile devices, such as hand phones or tablets. As the students
recently had their own mobile phones, the purpose of utilizing those mobile devices was in order to support the students in learning speaking in the form of
application in the mobile devices. In addition, because the application could be accessed by using mobile phone, the students stated that the product was simple,
easy, and practical. The following statement supported it. It is simple, portable, interesting, and not boring.
Appendix7OEQ3Q2
However, there were some weaknesses of this application. Some of the quality of the audio was not really good. It was shown by the mean of 0.33 which
was categorized as fair. Furthermore, most students stated that the design and layout were not attractive. The following statement supported it.
It is necessary to develop more on the design layout. The audio should be improved in order to be more clear.
Appendix7OEQ3Q4
In addition, the application sometimes crashed and force closed and also not responding. It might interrupt the students while using the application. The
statement below proved it. It sometimes force closed and not responding, and also the audio is
not clear. The design also is not attractive. Appendix7OEQ3Q3
The above statement represents the weaknesses of EEL. Based on the result from the questionnaire in the preliminary field-testing, the researcher used
the results to make the revision toward the application. The researcher made some consideration to some possible suggestion which could be done to revise the
application.
c. Main Product Revision
The statistic result of the evaluation on the experts’ material validation showed that the mean was 1.26 out of 2 total converted score, and it means that
the application did not any revision. The statistic result of the evaluation on the experts’ media validation revealed that the mean score was 1.16 out of 2 which
means that the revision is optional. Moreover, based on the statistic result of the evaluation on the users validation presented that the mean score was 1.06 which
means that the revision is also optional. Nevertheless, based on the experts and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
users’ input in the open question of the questionnaires, and also based on the result of interview, the researcher made some revision for the betterment of the
application. After analyzing and gathering the opinions, comments, feedback, and
suggestions from the validators and also the users in the preliminary field testing, the researcher made revision and improvement on the product. The aspects which
needed to be revised were the navigation, icon, error function, layout background, and also audio. The following figure shows the layout before doing revision.
Figure 4.1. The layout before revision
Based on the result of experts and users validation, most of them said that layout needed some improvements since it was not attractive. Therefore, the
researcher tried to create the layout by using Corel Draw. The following figure presents the layout after revision.
Figure 4.2. The layout after doing revision
After all aspects had been revised, i.e. the navigation, icon, error function, layout background, and also audio, it was then the application was
ready to be implemented in the main field-testing.