Easy English Learning android application (EEL): an m -learning model to learn speaking skill for grade XI students.

ABSTRACT

Dwiaji, Belinda Hana. 2016. Easy English Learning Android Application (EEL): An M-Learning Model to learn Speaking Skill for Grade XI Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Speaking should be acquired by students since they are supposed to be able to communicate using English both spoken and written. As mobile technology has grown rapidly in educational sector, it creates new opportunities for improving learning experience of students at all levels of education. In addition, the use of mobile technologies has supported the implementation of Mobile Learning (M-Learning). Therefore, the researcher felt necessary to utilize the mobile devices as a learning media to support the XI grade students’ speaking skill by developing a learning model using Android application as a media that were appropriate for their learning needs.

There were two research questions formulated in this thesis. The first question is what the iconic model of Android application for grade XI students looks like. Then, the second question is how the iconic model of Android application for grade XI students supports their speaking skill. To answer the research questions, the researcher combined an instructional ADDIE model by Roger (2002) and the steps of R & D cycle by Borg and Gall (1983). The application was designed based on some theories of mobile learning (Elias, 2011), characteristics of well-designed software (Egbert &Hanson-Smith, 1999), principles of MALL (Stockwell & Hubbard, 2013), and aspects of speaking skill (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The data were in the forms of quantitative and qualitative data. The quantitative data were gathered from questionnaire. Meanwhile, to obtain the qualitative data, open-ended questions in the questionnaires, interviews, and observation were conducted. The research was conducted in SMA Bopkri 2 Yogyakarta.

The result of this research was the iconic model of an Android Application, namely Easy English Android Application (EEL). EEL consists of three main sections in each lesson, namely Let’s Start, Let’s Practice, and Let’s Have Fun. Let’s start contains the materials to build the students’ knowledge about the topics. Let’s practice contains several activities which support their speaking skills. Let’s have fun contains some fun materials to arouse students’ interests. EEL was appropriate for XI grade students to learn speaking skill since it provided activities related to students’ grammatical sentence production, vocabulary mastery, comprehension, pronunciation ability, and fluency (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The findings showed that EEL was considered as good and useful by the mean score of 1.41 out of (-2) to 2 and useful to help the students in learning speaking. EEL 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 skill.

Keywords: Android, EEL, grade XI students, learning media, m-learning, speaking

ABSTRAK

Dwiaji, Belinda Hana. 2016. Easy English Learning Android Application (EEL): An M-Learning Model to learn Speaking Skill for Grade XI Students. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Berbicara (speaking) sebaiknya dicapai oleh siswa karena mereka diharuskan mampu berkomunikasi menggunakan bahasa Inggris baik lisan maupun tertulis. Karena mobile technology telah berkembang secara pesat pada sektor pendidikan, hal itu menciptakan kesempatan baru dalam meningkatkan pengalaman pembelajaran siswa di seluruh tingkat pendidikan. Selain itu, penggunaan teknologi mobile telah mendukung penerapan model pembelajaran Mobile Learning (M-Learning). Oleh karenanya, peneliti perlu memanfaatkan perangkat mobile sebagai media pembelajaran untuk mendukung kemampuan speaking siswa kelas XI dengan mengembangkan model pembelajaran aplikasi Android sebagai media yang sesuai dengan kebutuhan pembelajaran siswa.

Terdapat dua permasalahan inti dalam penelitian ini. Yang pertama adalah seperti apakah model ikonik aplikasi Android untuk siswa kelas XI. Sedangkan, yang kedua adalah bagaimana model ikonik aplikasi Android mendukung kemampuan speaking siswa. Untuk menjawab permasalahan tersebut, peneliti menggabungkan ADDIE model instruksional dari Roger (2002) dengan tahap siklus Penelitian dan Pengembangan dari Borg & Gall (1983). Aplikasi ini didesain berdasarkan teori m-learning (Elias, 2011), karakteristik desain software (Egbert &Hanson-Smith, 1999), prinsip MALL (Stockwell & Hubbard, 2013), dan aspek-aspek speaking (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). Ada dua jenis data dalam penelitian ini, yaitu data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari kuesioner. Sedangkan, untuk mendapatkan data kualitatif, dilakukan pertanyaan kuesioner terbuka, wawancara, dan observasi. Penelitian ini dilaksanakan di SMA Bopkri 2 Yogyakarta.

Hasil penelitian ini merupakan model ikonik aplikasi Android, bernama Easy English Android Application (EEL). EEL terdiri dari tiga bagian utama pada setiap lesson, yaitu Let’s Start, Let’s Practice, and Let’s Have Fun. Let’s start berisi materi untuk membangun pengetahuan siswa tentang topik yang akan dipelajari. Let’s Practice berisi beberapa kegiatan yang mendukung kemampuan speaking. Let’s Have Fun berisi berbagai materi dan kegiatan yang menyenangkan untuk menarik perhatian siswa. Aplikasi ini sesuai untuk siswa kelas XI dalam belajar speaking karena terdapat kegiatan-kegiatan yang berhubungan dengan penggunaan tata bahasa, penguasaan kosakata, pemahaman, kemampuan percakapan, dan kefasihan (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). Hasil penelitian ini menunjukkan bahwa aplikasi ini dianggap baik dan berguna dengan skor rerata 1.41 dari (-2) sampai 2 dan bermanfaat untuk membantu siswa dalam belajar speaking. EEL juga fleksibel dan praktis, sesuai dengan prinsip m-learning (Elias, 2011) karena produk tersebut mudah dioperasikan, praktis dan berguna untuk belajar speaking.

Kata kunci: Android, EEL, media pembelajaran, m-learning, siswa kelas XI, speaking

EASY ENGLISH LEARNING ANDROID APPLICATION (EEL): AN M-LEARNING MODEL TO LEARN SPEAKING SKILL FOR GRADE

XI STUDENTS A THESIS

Presented as Partial Fulfilment of the Requirements for the Degree of Magister Humaniora (M.Hum.)

in English Language Studies

by

Belinda Hana Dwiaji 136332032

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

iv

I dedicate my thesis for my beloved parents in heaven

Finally, I could finish my thesis, Dad...

Special for my late Father,

No one has ever been given more love, encouragement, and unconditional support than

you have,

vii

ACKNOWLEDGEMENT

First and foremost, praise to My Almighty Lord, Jesus Christ for His blessings, countless love and strength perfectly poured into my life, I could finally finish my thesis.

I would like to give deepest, sincere, and great appreciation to my thesis advisor, Dr. B.B. Dwijatmoko, M.A., who is willing to spend his precious time and giving his greatest advice, support, patience, and guidance during the accomplishment of my thesis. My deepest gratitude also goes to F.X. Mukarto, Ph.D., for his precious time guiding us, the SEAMOLEC students. I would also like to thank all lecturers in English Language Studies for sharing invaluable knowledge, lesson, and experiences that I have got throughout my study. My deepest gratitude also goes to Director of SEAMOLEC for the funding and their dedication to introduce how to use technology in education.

I would like to express my gratitude to F. Chosa Kastuhandani, S.Pd., M.Hum., Willy Sudiarto Raharjo, S.Kom., M.Cs, and Ronald Adrian, S.T., M.Eng, Ariatmi P.H., S.Pd., and all XI Language Department students of SMA Bopkri 2 Yogyakarta for their willingness to be the research participants during completing my thesis.

For my late father and late mother in heaven, thank you for endless love and everything. My one and only sister, Mbak Fani, thank you for unconditional support and caring, my lovely little brother, Jeremia Sasmita Aji, and mother, Kitin Sumaryati, thank you for being there for me.

My sincere thanks go to my SEAMOLEC friends, Mbak Marga, Ika, Mbak Desi, Mas David, Mas Vendi, and Mbak Shanti, thank you for sharing knowledge, wonderful moment, and struggling hard together during our study.I would also like to express my truly gratefulness to Mbak Mifta and Mbak Pipit, who always support me to finish my thesis. I also greatly express my deepest thanks to Oki Wicaksono, who being my tutor, thank you for the time and help in developing EEL application. My deepest gratitude also goes to Sandy, Mbak Ajeng, and Alans who helped me and be involved in creating learning audio. I would also like to thank my classmate class C in KBI 2013, thank you for

viii

sharing the ideas and discussion during my study. Special thanks to Pak Mul, Mbak Marni, and Mbak Eli for sharing information and giving help to me.

Last but not least, I would also thank to my friends and people whose names I could not mention, but surely, I cannot complete my thesis without their helps and supports. May God bless you.

ix

TABLE OF CONTENTS

TITLE PAGE... i

APPROVAL PAGE... ii

DEFENSE APPROVAL PAGE... iii

DEDICATION PAGE... iv

STATEMENT OF ORIGINALITY... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... vi

ACKNOWLEDGEMENT... vii

TABLE OF CONTENTS... ix

LIST OF TABLES... xi

LIST OF FIGURES... xii

LIST OF APPENDICES... xiii

ABSTRACT... xiv

ABSTRAK... xv CHAPTER I: INTRODUCTION... A. Background... B. Problem Identification... C. Problem Limitation... D. Research Questions... E. Research Objectives... F. Research Benefits...

1 1 7 8 9 10 11 CHAPTER II: LITERATURE REVIEW... A. Theoretical Review... 1. Learning Speaking Skill... a. The Nature of Learning... b. The Nature of Speaking Skill... c. Learning Speaking... d. Learning Speaking using Technology... 2. Android Application Model... a. Mobile Learning (M-Learning)... b. Mobile Assisted Language Learning (MALL)... c. Android... 1) The Nature of Android... 2) Android Development Program... 3. High School Context... a. Students... b. Curriculum... c. Core and Supplementary Materials... 4. Instructional Design Model... B. Review of Related Studies... C. Theoretical Framework...

12 12 12 12 14 19 23 25 25 29 33 34 37 40 41 42 44 44 49 52 CHAPTER III: RESEARCH METHODOLOGY... A. Research Method... B. Research Design... C. Research Setting and Participants... D. Data Collection Technique... E. Data Analysis Technique...

58 58 61 65 66 73

x

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS... A. Process of Developing the Iconic Model... 1. Information Collecting (Analysis)... 2. Planning... 3. Development... a. Develop preliminary form of product... b. Preliminary Field Testing... c. Main Product Revision... 4. Main field Testing... 5. Evaluation... B. The Description of the Iconic Model of Android Application... C. The Description on How EEL Supports the Speaking Skills...

78 78 78 99 104 105 109 128 130 139 140 154 CHAPTER V: CONCLUSIONS AND SUGGESTIONS...

A. Conclusions... B. Suggestions...

160 160 163 BIBLIOGRAPHY... 166 APPENDICES... 172

xi

LIST OF TABLES

Page

Table 2.1. Micro-skills and macro-skills of Speaking... 17

Table 2.2. UID Recommendations for M-Learning Adapted from Elias (2011)... 24

Table 2.3. Standard of Competence and Basic Competence of Senior High School grade XI... 42

Table 3.1. The Combined Model of Borg & Gall (R & D) and ADDIE Model... 60

Table 3.2. The Description of the Expert Validators... 66

Table 3.3. The Steps, Data Needed, Participants, Instrument, and Time... 67

Table 3.4. Conversion Table of the Raw Scores into the Converted Scores... 74

Table 3.5. The Description of the Questionnaire Result... 74

Table 3.6. A Scale of Five using a Criterian Reference Evaluation (CRE)/ PAP... 75

Table 4.1. Standard of Competence and Basic Competence of Senior High School grade XI... 79 Table 4.2. The Topics for Speaking Skills of Senior High School Grade XI for Semester 1 and 2... 81 Table 4.3. The Blueprint of the Need Analysis Questionnaire... 82

Table 4.4. The Meaning of Point of Agreement... 83

Table 4.5 The Conversion Table of the Raw Scores into the Converted Score... 84

Table 4.6. The Mean Criteria (Sukarjo, 2006)... 84

Table 4.7. The Need of English and Speaking Skill... 85

Table 4.8. Students and Technology... 94

Table 4.9. The Topics, Activities, and Learning Indicators... 100

Table 4.10. The Description of the Contents and parts of EEL... 106

Table 4.11. The Descriptive Statistics of Materials Experts Opinion... 111

Table 4.12. The Experts Opinions of Media Aspects in the Application... 114

Table 4.13. The Experts’ Comments and Suggestions about the Product... 120 Table 4.14. The Users’ Opinion toward the Materials Aspects... 121

Table 4.15. The Users’ Opinion about the Parts of EEL application... 125

Table 4.16. The Result of Users Validation Questionnaire in the Main Field Testing... 131

xii

LIST OF FIGURES

Page

Figure 2.1. The Architecture of App Inventor... 38

Figure 2.2. App Inventor Designer... 39

Figure 2.3. The Blocks of a screen in App Inventor... 40

Figure 2.4. The Adapted Rogers’ ADDIE Model (2002)... 45

Figure 2.5. The Combined Research Design between R & D and ADDIE model... 47 Figure 2.6. Figure of Theoretical Framework of the Research... 53

Figure 3.1. The Combined Research Design between R & D and ADDIE model... 64

Figure 4.1. The layout before revision... 129

Figure 4.2. The layout after doing revision... 130

Figure 4.3. The Icon of EEL in handphone screen... 141

Figure 4.4. The Home screen of the Final Version of EEL... 142

Figure 4.5. The Menu Screen of EEL... 143

Figure 4.6. The Section of Lesson Menu Screen of EEL... 144

Figure 4.7. The Let’s Start’s Screen Preview of EEL... 145

Figure 4.8. The Example of the Activities in Let’s Start Section of EEL... 146

Figure 4.9. The Activities in Let’s Practice Section... 148

Figure 4.10. The Scoring System in EEL... 150

xiii

LIST OF APPENDICES

Page

Appendix 1 Syllabus... 172

Appendix 2 Blueprint of Questionnaires... 176

Appendix 3 Interview Guideline... 183

Appendix 4 Flowchart... 185

Appendix 5 Storyboard... 189

Appendix 6 Questionnaires... 196

Appendix 7 The Result of Questionnaires... 211

Appendix 8 Interview Transcription... 223

Appendix 9 Field Note... 238

Appendix 10 Photo Documentation... 241

xiv ABSTRACT

Dwiaji, Belinda Hana. 2016. Easy English Learning Android Application (EEL): An M-Learning Model to learn Speaking Skill for Grade XI Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Speaking should be acquired by students since they are supposed to be able to communicate using English both spoken and written. As mobile technology has grown rapidly in educational sector, it creates new opportunities for improving learning experience of students at all levels of education. In addition, the use of mobile technologies has supported the implementation of Mobile Learning (M-Learning). Therefore, the researcher felt necessary to utilize the mobile devices as a learning media to support the XI grade students’ speaking skill by developing a learning model using Android application as a media that were appropriate for their learning needs.

There were two research questions formulated in this thesis. The first question is what the iconic model of Android application for grade XI students looks like. Then, the second question is how the iconic model of Android application for grade XI students supports their speaking skill. To answer the research questions, the researcher combined an instructional ADDIE model by Roger (2002) and the steps of R & D cycle by Borg and Gall (1983). The application was designed based on some theories of mobile learning (Elias, 2011), characteristics of well-designed software (Egbert &Hanson-Smith, 1999), principles of MALL (Stockwell & Hubbard, 2013), and aspects of speaking skill (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The data were in the forms of quantitative and qualitative data. The quantitative data were gathered from questionnaire. Meanwhile, to obtain the qualitative data, open-ended questions in the questionnaires, interviews, and observation were conducted. The research was conducted in SMA Bopkri 2 Yogyakarta.

The result of this research was the iconic model of an Android Application, namely Easy English Android Application (EEL). EEL consists of three main sections in each lesson, namely Let’s Start, Let’s Practice, and Let’s Have Fun. Let’s start contains the materials to build the students’ knowledge about the topics. Let’s practice contains several activities which support their speaking skills. Let’s have fun contains some fun materials to arouse students’ interests. EEL was appropriate for XI grade students to learn speaking skill since it provided activities related to students’ grammatical sentence production, vocabulary mastery, comprehension, pronunciation ability, and fluency (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). The findings showed that EEL was considered as good and useful by the mean score of 1.41 out of (-2) to 2 and useful to help the students in learning speaking. EEL 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 skill.

Keywords: Android, EEL, grade XI students, learning media, m-learning, speaking

xv ABSTRAK

Dwiaji, Belinda Hana. 2016. Easy English Learning Android Application (EEL): An M-Learning Model to learn Speaking Skill for Grade XI Students. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Berbicara (speaking) sebaiknya dicapai oleh siswa karena mereka diharuskan mampu berkomunikasi menggunakan bahasa Inggris baik lisan maupun tertulis. Karena mobile technology telah berkembang secara pesat pada sektor pendidikan, hal itu menciptakan kesempatan baru dalam meningkatkan pengalaman pembelajaran siswa di seluruh tingkat pendidikan. Selain itu, penggunaan teknologi mobile telah mendukung penerapan model pembelajaran Mobile Learning (M-Learning). Oleh karenanya, peneliti perlu memanfaatkan perangkat mobile sebagai media pembelajaran untuk mendukung kemampuan speaking siswa kelas XI dengan mengembangkan model pembelajaran aplikasi Android sebagai media yang sesuai dengan kebutuhan pembelajaran siswa.

Terdapat dua permasalahan inti dalam penelitian ini. Yang pertama adalah seperti apakah model ikonik aplikasi Android untuk siswa kelas XI. Sedangkan, yang kedua adalah bagaimana model ikonik aplikasi Android mendukung kemampuan speaking siswa. Untuk menjawab permasalahan tersebut, peneliti menggabungkan ADDIE model instruksional dari Roger (2002) dengan tahap siklus Penelitian dan Pengembangan dari Borg & Gall (1983). Aplikasi ini didesain berdasarkan teori m-learning (Elias, 2011), karakteristik desain software (Egbert &Hanson-Smith, 1999), prinsip MALL (Stockwell & Hubbard, 2013), dan aspek-aspek speaking (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). Ada dua jenis data dalam penelitian ini, yaitu data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari kuesioner. Sedangkan, untuk mendapatkan data kualitatif, dilakukan pertanyaan kuesioner terbuka, wawancara, dan observasi. Penelitian ini dilaksanakan di SMA Bopkri 2 Yogyakarta.

Hasil penelitian ini merupakan model ikonik aplikasi Android, bernama Easy English Android Application (EEL). EEL terdiri dari tiga bagian utama pada setiap lesson, yaitu Let’s Start, Let’s Practice, and Let’s Have Fun. Let’s start berisi materi untuk membangun pengetahuan siswa tentang topik yang akan dipelajari. Let’s Practice berisi beberapa kegiatan yang mendukung kemampuan speaking. Let’s Have Fun berisi berbagai materi dan kegiatan yang menyenangkan untuk menarik perhatian siswa. Aplikasi ini sesuai untuk siswa kelas XI dalam belajar speaking karena terdapat kegiatan-kegiatan yang berhubungan dengan penggunaan tata bahasa, penguasaan kosakata, pemahaman, kemampuan percakapan, dan kefasihan (Brown, 2001; Brown, 2004; Nunan, 2003; Richard & Renandya, 2002). Hasil penelitian ini menunjukkan bahwa aplikasi ini dianggap baik dan berguna dengan skor rerata 1.41 dari (-2) sampai 2 dan bermanfaat untuk membantu siswa dalam belajar speaking. EEL juga fleksibel dan praktis, sesuai dengan prinsip m-learning (Elias, 2011) karena produk tersebut mudah dioperasikan, praktis dan berguna untuk belajar speaking.

Kata kunci: Android, EEL, media pembelajaran, m-learning, siswa kelas XI, speaking

1 CHAPTER 1 INTRODUCTION

This chapter provides the general explanations of the research. There are research background, problem identifications, problem limitations, research questions, research objectives, and research benefits.

A. Background

As English becomes the global language in the world, people’s demand for mastering English is gradually increasing. The widespread need for English as a second language or foreign language needs a considerable pressure on the educational resources of many countries. In countries where English is regarded as a foreign language not as a second language, for instance in Indonesia, it may be an important school subject and necessary to pass an examination in English to enter a school or university. According to Richard, Platt, & Weber (1985:93), as a foreign language, English has a role as a subject in school but used as a medium of instruction in education not as a language of communication in government, business, or industry within the country.

English becomes a compulsory subject taught by most school in Indonesia, starting from kindergarten, elementary school, junior high school, senior high school until university. English as one of the subject matters in school covers the four basic language skills: listening, speaking, reading, and writing. As the main purpose of learning English is to interact and communicate with other people,

speaking skill take the highest place as the most important skill to master (Bright & McGregor, 1970). Speaking, which is said to be one of the productive skills of a language, is an essential part in learning a language. As stated by Spratt, Mary, et. al. (2005: 34), speaking is a productive skill, like writing which involves using speech to express meanings to other people. Therefore, speaking is a productive skill involves not only an active or productive participation but also receptive participation.

Speaking is crucial skill that should be acquired by the learners. It is also

as a part of people’s daily life. They have to communicate what they are thinking

to create an interaction with others until there will be a meaningful and purposeful interaction. In line with Lazarton (Kurniawati, 2013), speaking is an active interaction between speaker and listener as the process of building and sharing meaning involving the components of pronunciation, grammar, vocabulary, fluency and comprehension.

Nowadays people have been living in the globalization era in which the development of technology in most aspect of life grows rapidly. Consequently, they try to find a lot of information through the existence of technology for instance by using internet. People can browse a lot of information and news through internet. The development of English is related to the growth of technology as well. Technology can change the way people work, learn, interact, and spend the leisure time. It also helps to lead the way in improving the teaching and learning process in school. Nowadays, many schools have applied technology

as a learning media as well. It is remarkable when technology is implemented in teaching and learning process.

The implementation of English curriculum considers the use of technology. The use of technology is an essential part to support the process of teaching and learning in order to make it more interesting. So far, video, cassette, and power point presentation are used in teaching-learning processes. In addition, it will be one of the teaching and learning instructional that is used either in the class or outside the class. According to National Research Council (1995), technology offers new ways of teaching and learning, and provides new ways for all involved in education to be openly accountable to parents, communities, and

students. The use of technology can facilitate the learners’ achievement since it

provides interesting media to learn English to become more fun and effective. Technology has an important role in teaching and learning process. Bajcsy (2002) says that technology in teaching and learning as an enabler and suggests that technology can work to help organize and provide structure for material to students; help students, teachers, and parents interact, anytime and anywhere; facilitate and assist in the authentication and prioritization of Internet material; and simulate, visualize, and interact with scientific structures, processes, and models. For instance, the students are able to find the additional materials from the internet. As stated by Dudeney and Hockly (2007) that internet access is becoming increasingly available to learners, younger learners are growing in technology era, and English as an international language is being used in technological context. Therefore, it is significant to employ the technology as the

media to support the teaching and learning materials without the limitation of time.

As the use of technology grow rapidly in educational sector, many educational institutions have the opportunity to make use of the internet as a communication medium for the institution. Previously, the use of internet or technology is popularly referred to as CALL (Computer Assisted Language Learning). According to Warschauer (1996) states that CALL is an approach to teaching and learning foreign languages through which the computer and computer-based resources such as the internet are used to present, reinforce, and assess material to be learned. The use of internet has been widely spread everywhere especially for the students. They can easily browse any kind of sources they want by using internet not only students who utilize the technology but also the teachers. Teachers are not merely using textbook to teach their students, but they can adapt and develop the materials from the internet. Nowadays, the use of internet can be more easily accessed through mobile devices. Another term, MALL (Mobile Assisted Language Learning) has come to its existence to provide independent and effective learning. Kukulska-Hulme and Shield (2008) define MALL as an access to wireless device network that can communicate with such networks increase, the use of mobile devices in supporting language learning becomes more common. They also differ MALL from CALL related to its use of personal, portable devices that enable new ways of learning which emphasize access and interaction in different contexts. Furthermore, MALL deals with the use of mobile technology in language learning

(Miangah & Nezarat, 2012). They state that MALL can be considered an ideal solution to language learning barriers in terms of time and place.

As mobile technology has entered into the mainstream society, it

influences people’s lifestyle in recent years. It changes people’s way of work,

study, and daily act. (Calimag, Miguel and Conde, 2014) state that mobile devices can facilitate human interaction and access to information resources anytime and anywhere. People use these smart phones, for instance Android smartphones in the various ages. 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. Mobile devices are a useful tool and a way to access last recent events in the classroom (Calimag, Miguel and Conde, 2014).

However, related to the English teaching and learning in Senior High School, the students are supposed to be able to communicate using English both spoken and written. The problem that has arisen is that the students have less ability in speaking English. When the teacher triggers a question, the students did not answer the question whereas the topic had been taught before. Moreover, the students were lack of vocabulary mastery. The students were not able to express their ideas in English. They often have difficulties in finding appropriate words to express their ideas. It shows that they have limited language experiences. Another problem is sometimes they made pronunciation mistakes because they have rarely practice how to pronounce words.

Furthermore, since there are various English learning applications which can be downloaded in Google play store, the students should utilize the application since they have Android smart phones in their life style. As we know that there have been so many speaking application found in Google play store, the students should utilize the applications to improve their speaking skill to support their learning environment. They should be able to learn them by themselves. The learners can get more access to use those applications to give new experience in learning environment where they are given more opportunity to learn outside the classroom (Anderson et al., 2008). However, the content of the materials of the applications provided in the play store do not meet with the students’ needs. They are only provide general materials and not specifically intended to certain grades. Besides, the students also rarely use their smartphones effectively. They would rather use it for the social media rather than for supporting the learning activity.

Considering the facts, the researcher feels necessary to utilize the mobile

devices as a learning media to support the students’ speaking skill by developing a learning tool using Android application that are intended to the eleventh grade students and appropriate for their learning needs. The learning media provides English materials, vocabulary activity, pictures, audio learning, and kinds of tasks, which is appropriate to syllabus of grade XI. By using android as a media, the students will be easier to learn English anywhere since it is effective and efficient,

so the students’ can be more frequent to learn English. Therefore, this research attempts to develop an Android application-learning model of speaking skill to support the eleventh grade students.

B. Problem Identification

There are many problems occur faced by senior high school students related to speaking in teaching and learning process. The problem arises that the students have less ability in speaking English. The problems will be elaborated in the following.

First, the students were lack of vocabulary mastery. The students are not able to express their ideas in English. The students have less ability in speaking English well. When the teacher triggers a question, the students did not answer the question whereas the topic had been taught before. They often have difficulties in finding appropriate words to express their ideas. It shows that they have limited language experiences. Second, the students often make pronunciation mistakes. It is because they have rarely practice how to pronounce words. They were also lack of listening input. Consequently, they are not able to practice speaking with correct pronunciation and intonation.

The next is since most of students have mobile devices, such as Android phones in their life style, it has spread and considered as not-an-expensive things for them. They will be familiar with several Android applications such as social media, games, and other application. However, the use of Android smartphones in their life style has not been used effectively to support their learning environment. They would rather use it for the social media rather than for supporting the learning activity. Besides, although there are various applications that facilitate language learning, the content of the materials of the applications provided in the play store do not meet with the students’ need.

In conclusion, there is a great opportunity to use technology as a supporting media to learn English speaking for students. As they are supposed to be able to communicate in English, they need more exposure and speaking practice not only in the classroom where they have English lesson, but they are supposed to be able to get access to English speaking materials anytime and anywhere. In order to help the students to learn speaking skill, the researcher tried to develop a learning media as a supporting tool for learning English speaking which is flexible, portable, and attractive. This is in line with Trifonova & Ronchetti (2003b) cited in Trifonova, et.al (2014) which state that mobile learning is a field that recently has attracted the interest of lots of researchers in the learning domain. Therefore, the researcher would utilize the use of mobile devices such as smart phones and tablets using Android as the Operating System (Android OS). Android is an open source mobile operating system that has been supported by Google Corporation, the world-leading search Engine Company (Cabanban, 2013). By developing such Android application-learning model, the speaking problems that occurred need to be overcome soon.

C. Problem Limitation

In reference to the identification of the problem above, problems encountered in the teaching learning process are complex. Therefore, in this research, there are some limitations of the study. In this research, there is no experimental study to discover the effect after they have experienced using the application. It focuses more on the development of an application and its

validation. In addition, it concerns with the speaking skill for the eleventh grade students of Senior High School. As speaking is crucial skill that should be acquired by the students, they are supposed to be able to communicate with others. They need more exposure and speaking practices not only in the classroom when they have English lesson, but also they can learn speaking outside the classroom anywhere and anytime. Besides, the developed application contains supplementary materials that in accordance with the syllabus of the eleventh grade students.

The last, the limitation is the reason why this research focused on developing Android application as the learning model. Android is selected due to its flexibility and accessibility that can be downloaded freely by the users. Most gadgets which is accessible by users is Android. Android is an open source mobile operating system supported by Google Corporation (Cabanban, 2013). By using android smartphones or tablets, users can download many applications from Google play store such as social medias, tools, musics, games, books, etc. However, most users only use this kind of gadget for entertainment. Therefore, the researcher intends to utilize this gadgets, especially for students, as a media in learning English especially to support the eleventh grade students speaking skill.

D. Research Questions

This research proposes two questions to be answered, they are as follows. 1. What does the iconic model of Android application for Senior High School

2. How does the iconic model of Android application for Senior High School grade XI students support their speaking skill?

E. Research Objectives

In line with the presented research questions, therefore there are two objectives of this research. First is to present the final version of iconic model of Android application for Senior High School grade XI students. The researcher combines the steps in R & D model proposed by Borg and Gall (1983) and ADDIE model (Roger, 2002) in developing the application. The model is

designed based on the students’ need that consists of several materials and tasks that support students’ speaking ability. Those are pictures, audio-learning materials and tasks, multiple-choice tasks, and matching tasks. The construction of Android-based application learning model will consider the theory and nature of teaching speaking, Android application inventor, and also curriculum used as a guideline in designing the materials.

The second objective is to find out how the iconic model of Android application for Senior High School grade XI students supports their speaking skills. By implementing Android-based application learning model, the students will be easier to learn English speaking anywhere since it is effective and

F. Research Benefits

This research is expected to give some benefits to English speaking learning. The benefits of the study cover theoretical and practical significance. Theoretically, this study is expected to give contributions as a relevant study to enrich the educational researches that are related to develop English learning materials. Moreover, the mobile learning model in the research will support the implementation of Mobile Assisted Language Learning (MALL). Kukulska-Hulme and Shield (2008) define MALL as an access to wireless device network that can communicate with such networks increase, the use of mobile devices in supporting language learning becomes more common. This research also used principles in developing and implementing mobile language learning (Stockwell and Hubbard, 2013). Therefore, the findings of the research are expected to give more insight in developing the learning materials using mobile technology for other researchers who carry out same studies in different settings.

Practically, this study provides the learning model that contains materials that is significant for Senior High School grade XI students. The application is

designed based on students’ need and combined with learning objectives to

achieve their competence. It is expected that the students are able to practice their speaking skill easily and enjoyably. Moreover, this research encourages the students to get more English speaking skill practice using technology. By utilizing this learning model, it is expected that the students are able to use and practice this learning model without any boundaries of time. The application will be used as one of supplementary media to learn speaking skill.

12 CHAPTER II LITERATURE REVIEW

As the main objective of this study is to develop the iconic model of Android application for senior high school grade XI students to support their speaking skill, some related theories are presented in this part. This chapter presents the theoretical review, review of related studies, and theoretical framework related to learning speaking skill, Android application model, high school context, and instructional design model. The followings are the discussions of each item.

A. Theoretical Review

This section is divided into four major parts. They are the theory of learning speaking skill, EEL Android Application/ Android Application Model, High School Context, and Instructional Design Model. The further explanation will be presented as follows.

1. Learning Speaking Skill

This section deals with some points related to learning speaking skills involving the broad area of interest. They are the nature of speaking, the nature of speaking skill, learning speaking, and learning speaking using technology. They are presented as follows.

a. The Nature of Learning

Learning means acquiring knowledge by studying or experiencing something. There are various definitions of learning proposed by some experts.

According to Slavin (2003) cited in Brown (2007), learning defines as a change in an individual caused by experience. Meanwhile, Woofolk (1998:204) says that learning happens when experience causes a relatively permanent change in an

individual‟s knowledge or behavior. The similar concept that can be drawn from

the definition is “experience” which means that to learn is to experience. Therefore, learning is when people experience something, there will be a change related to their knowledge and behavior.

In addition, Brown (2007:8) defines learning as:

1. Learning is acquisition or “getting”.

2. Learning is retention of information or skill.

3. Retention implies storage systems, memory, and cognitive organization.

4. Learning involves active, conscious focus on and acting upon events outside or inside the organism.

5. Learning is relatively permanent but subject for forgetting. 6. Learning involves some form of practice, perhaps reinforced

practice.

7. Learning is a change in behavior.

From the above concepts of learning, it can be inferred that learning is acquiring the information or skill which involves storage systems, memory, cognitive organization, recall, motivation, conscious and subconscious learning styles and strategies, theory of forgetting, reinforcement, and the role of practices which can change the people‟s behavior.

Furthermore, Gagne (1965) cited in Brown (2007) proposes eight types of learning. The first is signal learning.which occurs in the total language process. It means that the learners make a general response of some kind of language (emotional, cognitive, verbal, or non-verbal). The second is stimulus or response learning, which is the acquisition of the sound system of a foreign language. In this case, the learners acquire a response to a stimulus. The next is chaining which

is the acquisition of phonological sequences and syntactic patterns. The fourth type of learning is verbal association which differs between verbal and nonverbal chains. The next is multiple discrimination. In this type, the learners respond to many different stimuli, which means that each word has several meaning based on the context. The sixth type is concept learning which includes the relationship between language and cognition. In this case, the learners should be able to give common response that identifies the entire class of objects or events. The next type is principle learning which is the extension of concept learning to the formation of linguistic system. In this type, the learners try to organize the experience and behavior. The last type is problem solving which is a kind of learning which refers to thinking. In this type, the learners faced some problems which need to be overcome that need creative interaction in solving the problems.

b. The Nature of Speaking Skill

Speaking is a communicative event that includes the use of verbal and non-verbal language to convey meaning. In line with Chaney (Jondeya, 2011: 28), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of context. According to this definition, speaking is aiming at exchanging meanings. To achieve the aim, people use their articulators to produce language so that they could express meanings to others. In addition, they also make use of non-linguistic symbols such as facial expressions and body language in order to make the meanings more clear.

Speaking is communication between two people or more to deliver messages, opinions, or feelings. People usually communicate their opinions, ideas,

feelings, and beliefs by talking it with other people and it usually involves the

speakers‟ physical, physiological, and psychological condition. This is in line with

Hybel (Ardiani, 2013: 10), speaking is any process in which people share information, ideas, and feeling, it involves all of body language mannerism and style-anything that adds meaning to a message.

Speaking is a productive skill. As stated by Spratt, et.al. (2005) speaking involves the speaker to use speech to express meanings to other people. In the same line, Nunan (2003) says that speaking is a productive oral skill that involves the production of verbal utterance to comprehend meaning. Chastain in Castillo (2007) also declares that speaking is a productive skill that involves many components. It is more than producing the right sounds, choosing the right words or getting construction of grammatically correct. It includes the background knowledge of speakers to create opinions or feelings to be communicated with listeners. Therefore, the listeners often judge others by evaluating and analyzing the messages of their speaking.

Furthermore, speaking is a productive skill involves not only an active or productive participation but also receptive participation. Byrne (Jondeya, 2011) also states that speaking is a two-way process between speakers and listeners and it involves the productive skills of language and the receptive skills of understanding. In the same respect, Nunan (2003: 48) supports Byrne‟s statement saying that speaking is the productive skill that consists of producing systematic verbal utterances to express meaning. The product of the activity of speaking is verbal utterances in which people usually have communicative purposes by producing it. They may want to retell stories, to give information, to express

feelings, to give commands, to make jokes, to agree or complain about something. This is also in line with Widdowson (1996: 59) who declares that the skill of speaking involves both receptive and productive participation. Receptive aspect of speaking is the skill which is conventionally referred to as‟ listening‟. While, productive aspect of speaking referred to as „saying‟. It can be concluded that speaking has a productive part when one participant in an interaction assumes the active role of speaker.

Speaking is a two-way process between producing language and receipting it. It is in line with Bygate (1997:5) that there are two ways which something we do in oral skill. They are motor-perceptive skills and interactional skills. Motor-perceptive skills involve perceiving, recalling, and articulating in the correct order of sounds and structures of the language. Then, interactional skill is a skill that uses the knowledge and basic perceptive skills to achieve the communication. It involves the making decisions of communication, for example; what to say, how to say, and whether to develop it, in accordance with one‟s intentions, while maintaining the desired relations with others. In line with Bygate, Brown and Yale as quoted by Nunan (1989:26-27) begin their discussion on the nature of spoken language by distinguishing spoken and written language. It is stated that written language is characterized by well-formed sentences which are integrated into highly structured paragraph. Spoken language, on the other hand, consists of short, often fragmentary utterances, in a range of pronunciations. In conclusion, speaking is the two-way process of productive and receptive skill, which include the use verbal and non-verbal language to to deliver messages, opinions, or feelings. When people are having a conversation with

others, they include the process of producing language and receipting messages. Therefore, speaking is one of important elements of communication because it could be used as the medium of social interaction.

In mastering speaking, it is necessary to understand some skills that underline it. There are some micro-skills and macro-skills of speaking which need to be considered in learning speaking. The micro-skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal words. The macro-skills imply the speaker‟s focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. The micro-skills and macro-skills of speaking, according to Brown (2004: 142-143), are presented on the following table.

Table 2.1. Micro-skills and macro-skills of Speaking Microskills

1) Produce difference among English phonemes and allophonic variants. 2) Produce chunks of language of different lengths.

3) Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours.

4) Produce reduced forms of words and phrases.

5) Use an adequate number of lexical units (words) to accomplish pragmatic purposes.

6) Produce fluent speech at different rates of delivery.

7) Monitor one‟s own oral production and use various strategic devices

-pauses, fillers, self-corrections, backtracking- to enhance the clarity of the message.

8) Use grammatical word classes (nouns, verbs, etc), systems (e.g. tense, agreement, pluralization), word order, patterns, rules, and elliptical forms.

9) Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups, and sentence constituents.

10) Express a particular meaning in different grammatical forms. 11) Use cohesive devices in spoken discourse.

Macroskills

12) Appropriately accomplish communicative functions according to situations, participants and goals.

(Table 2.1 continued)

13) Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor-keeping and –yielding, interrupting, and other sociolinguistic features in face-to-face conversations. Convey links and connections between events and communicative such as relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.

14) Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.

15) Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.

The above table shows that the students need to learn language as well as its function. It is expected that showing the micro-skills and macro-skills of speaking to them could help them convey and negotiate meaning of language.

Speaking is a very demanding activity for all ages of learner which is used for oral communication. Speaking skill needs a lot of practice. According to Pinter (2005), speaking practice starts with practicing and drilling set phrases and repeating models. Therefore, the learners need to practice with different activities in classroom in order to encourage them to develop their proficiency in speaking so that they are able to communicate effectively. Brown (2001) classifies that there are five basic types of speaking. The first type is imitative. Imitating is for focusing on some particular element of language form rather than for the purpose of meaningful interaction. Drills offer students an opportunity to listen and orally repeat to certain strings of language that may pose some linguistic problems. It covers the ability to imitate a word of phrase or possibly a sentence. The second one is intensive. Intensive speaking includes any speaking performance that is designed to practice some phonological or grammatical aspects of language. Responsive, this type means that students give short replies to initiate questions or

comments. These replies are usually sufficient and do not extend into dialogue. It includes interaction and comprehension test but at the somewhat limited level of very short conversations, standard greeting and small talk, simple request and comments. The stimulus usually happens in a spoken at the appointed time in order to maintain authenticity.

The next is transactional (dialogue) which has the purpose of conveying or exchanging specific information. Then, interpersonal (dialogue) is carried out more for the purpose of maintain and sustaining social relationship than for the transmission and information. The last type is extensive (monologue). This type of speaking covers extensive oral production tasks includes oral reports or presentations, summaries, short speech, and storytelling. In this type, the language style is frequently deliberative and formal. The five types of speaking that previously explained can be implemented in classroom speaking activity.

c. Learning Speaking

In learning to speak a foreign language, learners should understand the context on how the native speakers use the language. Richard and Renandya (2002) state that learners must acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact. In English as a foreign language (EFL) context, speaking is a crucial part of English language learning and teaching which needs special attention and instruction. When people communicate with others, their intention to speak is to express their ideas, thought, and feeling. It makes others understand

what they feel and what they think. Nunan (2003) says that in order to communicate well, people should understand with whom they are speaking.

In learning speaking, learners should be able to determine the purpose of their speaking so that it might influence the way of their speaking. Richard and Renandya (2002) define that the purpose of speaking can be describing things,

complaining people‟s behavior, making polite requests, or entertaining people

with jokes or anecdotes. Those different purposes for speaking infers knowledge of rules on how spoken language reflects the situation in which the speech occurs, th participants involved and their relationship, and the activities of the speakers are involved. Therefore, it can be inferred that learners have to be able to understand the purposes of their speaking in order to be able to speak fluently and appropriately.

In terms of learning the speaking skills, learning speaking is important to learners‟ language acquisition and academic learning. People are able to communicate with language by two ways, acquisition and learning. Krashen and Terrel (1983) state that language acquisition is knowing the language by subconscious process while learning language is knowing the language by conscious process. In this case, learning and teaching are related to each other. To learn means knowing something while teaching is letting learners know something. Language cannot be separated from language taching. Brown (2000) states that teaching cannot be defined apart from learning, teaching is guiding and facilitating learning. Therefore, in the context of language learning, teachers should be able to guide and facilitate students in using the language in communication. In the same line, Brown (2001) explains that in teaching

speaking, teachers need to show the details of how to convey and negotiate the meaning of language. It means that the teacher should have good techniques to teach the students so that they can learn language easily.

The objective of teaching speaking is to help learners communicate in the target language. The reach the goal, teachers should follow certain principles for teaching speaking, which could be useful for developing speaking tasks and materials for them. Nunan (2003: 54-56) sets the principle of teaching speaking. First, the teachers should be aware of the difference between second and foreign language. In learning speaking, the teachers should understand the context of second language and foreign language situation. The second language situation means the target language that is used in communication in the learners‟ society. Meanwhile, the foreign language context means the target of language that is not used in communication in the learners‟ society. Second, the teachers should give students chances to practice with fluency and accuracy. Next, the teachers should provide opportunity for students to talk in group or pairs in which teacher‟s talk is limit. The purpose is to give the opportunity to the students to talk more in order to facilitate them to communicate with others. Fourth, the teachers should plan speaking tasks to involve negotiation of meaning. It involves checking to see the understanding what people said, clarifying the students‟ understanding, and confirming that someone has understood the meaning. Last, the teachers should design classroom activities that involve guidance and practice in both transactional and interactional speaking.

According to the principles above, the teachers should facilitate students with tasks and activities which encourage them to negotiate meaning, to try out

what they know, to produce more language, and to take part in group work activities. Moreover, the English teachers need to give motivational feedback when they make mistakes. They should guarantee the students to use the target language both accurately and fluently. They also should give chance for them to experience transactional and interactional language. This may help them to survive in social interaction and professional life.

The principles in teaching speaking are important to enhance speaking in the teaching and learning process. In order to keep on the intentional communicative class, the teacher should considers those principles. The principles also help teacher to design the appropriate materials. Brown (2001: 275-276) also suggests some principles for designing speaking techniques. First is using techniques that cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency. This principle concerns with how to make meaningful activities without throwing away

the learners‟ needs. It means that the teacher should maintain balance among

accuracy, fluency, and meaning. The second is providing intrinsically motivating techniques. It is generally occurred that the students do not understand the objective of doing tasks giving and benefit of achieving linguistic competence. The teacher should give them understanding about them in order the students are interested and motivated to learn better. It means that the teacher should link the students‟ interest and their need for knowledge to achieve the competence. The next is encouraging the use of authentic language in meaningful contexts. Teaching and learning activities will be more interesting if the teacher provides students with authentic context and meaningful interaction. The teacher should

give the students the materials that are relevant to the students‟ knowledge, experience, and interest. It means that the meaningful interaction is important to encourage the students‟ willingness to speak in the target language. The fourth principle is providing appropriate feedback and correction. The teacher should give feedback appropriately now since the most EFL students are totally dependent on the teacher. The next is capitalizing the natural link between speaking and listening. As the teacher focuses on the speaking goals, listening goals may naturally precede. Skills in producing language are often initiated through comprehension.

The sixth is giving students opportunities to initiate oral communication. It means that the activities should give a lot of opportunities for the students to initiate the target language. The last principle is encouraging the development of speaking strategies. This means that the students do not have to worry about their low level of proficiency since they will build their personal speaking strategies for accomplishing oral communication purposes. In conclusion, the teaching of speaking should motivate the students to practice both fluency and accuracy activities for meaningful purposes. Thus, the English teachers have to use encouraging and motivating techniques that support the students in learning speaking.

d. Learning Speaking using Technology

As the development of technology today has given many advantages for people‟s life style, many experts and educators of institution believe that technology can be employed in educational sectors to support the teaching and

learning activities. Technology has a significant role in teaching and learning process. Bajcsy (2002) says that technology in teaching and learning as an enabler and suggests that technology can work to help organize and provide structure for material to students; help students, teachers, and parents interact, anytime and anywhere; facilitate and assist in the authentication and prioritization of Internet material; and simulate, visualize, and interact with scientific structures, processes, and models.

Related to speaking, technology can serve as media for learning speaking skill. By implementing the use of technology in learning speaking in the classroom, students will be motivated to learn more. Technology improves motivation to create authentic task to motivate, and it can be carried out by creating a reason from speaking in target language, and broadening the audience base. Technology can also increase communication which equipped with audios, videos and activities that are boosting the learners‟ ability to speak. In this case, the students have opportunity to record their performance, they can be able to evaluate their performance and practice more. In the same line, Banares (2010)

proposes the benefits of recording the students‟ performance for example students

have more speaking practices, the students pay more attention to pronounce the words since they will be listened to the rest of the group, motivation is high since the students are digital authors of the course content, shy students are not left behind. In this case, the students are able to recognize their speaking product. By recording their performance, the students will know what they do and what they need to improve their speaking skill.

In regard with advanced development of technology, there is an opportunity to develop mobile learning model to support the teaching and learning process. Therefore, the researcher intended to conduct a study by utilizing a mobile technology to develop learning model to support the students in learning speaking skill.

2. Android Application Model

In designing the android application model, there are some theories related to android application model. They are the theory of mobile learning (m-learning), mobile assisted language learning (MALL), and Android. The elaboration of each theory will be explained as follows.

a. Mobile Learning (M-Learning)

The advance development of technology grows rapidly in many sectors. In recent years, mobile technology has entered into the mainstream society which

affecting the people‟s life style. Calimag, et.al. (2014) state that mobile devices

can facilitate human interaction and access to information resources anytime and anywhere. Since mobile technology develops, it creates new opportunities for improving learning experience of students at all level of education. As stated by Tayebinik & Puteh (2012) mobile phones are popular in education due to its portability and wide access. In addition, mobile phones with high capabilities, i.e. smart phones have been extensively accessible among the society. Mobile technologies have been used in the teaching and learning process to facilitate the students to access educational resources without need to be present at the working environment. The mobile phones or smartphones have attracted researchers‟

interest in developing learning media. As stated by Trifonova & Ronchetti (2003b) cited in Trifonova, A. et.al. (2004), mobile learning is a field that recently has attracted the interest of lots of researchers in the learning domain. The use of mobile phone as the learning media is familiar with the term mobile learning (m-learning).

There are some point of views regarding the definition of m-learning. Cabanban (2013) defines m-learning as a type of e-learning that delivers educational contents and learning support materials through wireless communication devices. In the same line, Traxler (cited in Cabanban, 2013) describes mobile learning as the use of handheld computers in classroom which is personalized, connected, and interactive. Mobile learning is the implementation of delivering the educational learning materials through mobile devices. It is also supported by Trifonova, A. et.al. (2004) that basically m-learning is considered as any form of studying, teaching or learning that is delivered through a mobile device or in a mobile environment. Mobile learning includes the use of mobile phones, MP3 players, Personal Digital Assistants (PDAs) such as Palm hand-held computers and devices using Windows Mobile Computing platform such as the iPAQ (Dudeney and Hockly, 2007: 156). This is also in line with O‟Malley, et al. (2003), m-learning defines as learning that occurs through wireless devices such as mobile phones, personal digital assistants (PDAs), or laptop computers.

As m-learning becomes a new bridge in doing educational activities, it enables the learners to do the learning activities without boundary of time. M-learning has some characteristics which give positive benefits toward the learners. Miangah and Nezarat (2012) state some characteristics of m-learning, i.e.

spontaneous, informal, personalized, and ubiquitous. Ubiquitous defines as existing or being everywhere at the same time (Calimag, Miguel and Conde, 2014). Miangah and Nezarat (2012) also define two main characteristics of mobile devices, i.e. portability and connectivity. Portability enables learners to move mobile devices and bring the learning materials. In relation to the connectivity, developing the mobile system must have capability of being connected and communicated with the learning website using the wireless network of the device to access learning material ubiquitously. Besides, Huang et al. (2012) as cited in Viberg and Grounlund (2012) propose that mobile technologies provide many advantages. They have flexibility, low cost, small size and user-friendliness. Therefore the researcher explores on how mobile technology support language learning.

There are some principles of mobile learning proposed by Elias (2011). These Universal Instructional Design (UID) principles have been developed to combine the instructional design and operating system of educational materials so that they will be suitable to various students. Elias (2010) cited in Elias (2011) extracted the eight UID principles particularly useful in distance education (DE). The following table shows the comparison between the most relevant recommendations arising from UID principles for online learning and recommendation for m-learning.

Table 2.2. UID Recommendations for M-Learning Adapted from Elias (2011) UID Principles Online DE

recommendations M-learning recommendations 1. Equitable

use

Put content online Provide translation

Deliver content in the simplest possible format Use cloud-computing file storage and sharing sites 2. Flexible use Present content and

accept assignments in multiple formats

Offer choice and additional information

Package content in small chunks

Consider unconventional assignment options

Leave it to learners to illustrate and animate course 3. Simple and

Intuitive

Simplify interface

Offer offline and text-only options

Keep code simple

Use open-source software 4. Perceptible

information

Add captions, descriptors and transcriptions

5. Tolerance for error

Allow students to edit posts

Issue warnings using sound and text

Scaffold and support situated learning methods

6. Low

physical and technical effort

Incorporate assistive technologies

Consider issues of physical effort

Check browser capabilities

Use available SMS readers and other mobile-specific assistive technologies

7. Community of learners and support

Include study groups and tools

Easy-to-find links to support services

Encourage multiple methods of communication Group learners according to technological access and/or preferences

8. Instructional Climate

Make contact and stay involved

Push regular reminder, quizzes and questions to students

Pull in learner-generated content

The first principle is equitable use, means that the course content should be accessible to the various learners and different locations. It requires to develop content and assignments which can be accessed in wide variety of devices.

Second, flexible use means that the design should provide a wide range of individual abilities, preferences, schedules, levels of connectivity, and choices in methods of use. It allows the devices to provide songs, videos, or pictures. The next is simple and intuitive, which means that unnecessary complexity should be eliminated and the design should be simple and intuitive. Next, perceptible information means it is recommended to add captions, descriptors, and transcriptions. The fifth principle is tolerance of error. It minimizes hazards and adverse consequences of errors in software operation. The next is low physical and technical effort which means that m-learning should be developed requiring a low and physical effort which related to inputting text into devices. Then, for community of learners and support should be facilitated through the development of groups and support from appropriate tools. The last principle is instructional climate, which focuses on the interaction between the instruction and the learners in various forms.

b. Mobile Assisted Language Learning (MALL)

As the use of mobile devices in supporting language learning become more rapidly, many educational institutions develop learning model as a communication media. Previously, the use of internet or technology is popularly referred to as CALL (Computer Assisted Language Learning). According to Warschauer (1996) states that CALL is an approach to teaching and learning foreign languages through which the computer and computer-based resources such as the internet are used to present, reinforce, and assess material to be learned. Nowadays, the use of internet can be more easily accessed through

mobile devices. Another term, MALL (Mobile Assisted Language Learning) has come to its existence to provide independent and effective learning. MALL has so much in common with CALL (Stockwell & Hubbard, 2013). Kukulska-Hulme and Shield (2008) define MALL as an access to wireless device network that can communicate with such networks increase, the use of mobile devices in supporting language learning becomes more common. They also differentiate MALL from CALL related to its use of personal, portable devices that enable new ways of learning that emphasize access and interaction in different contexts. Furthermore, MALL deals with the use of mobile technology in language learning (Miangah & Nezarat, 2012). They state that MALL can be considered an ideal solution to language learning barriers in terms of time and place.

In line with the concepts of mobile learning, there are some values related to MALL proposed by Elias (2011). Firstly, MALL delivers content in the simplest possible format (equitable use). Secondly, MALL has flexible use (package content in small chunks). Thirdly, MALL allows tolerance for error. It scaffolds and supports situated learning methods. Lastly, MALL has instructional climate, for instance push regular reminders, quizzes, and questions to students.

Furthermore, since most of the developed mobile media contains software, it is necessary to be in accordance with some principle related to well-designed software in developing mobile language learning. Egbert & Hanson-Smith (1999) suggest some characteristics of well-designed software. The first characteristic is related to consistency. It means that the elements on the screen remain stable from one display to the next, such as color, layout, capitalization, and fonts which must be consistent. The second is good use of space. It means

that each section of content should fit onto one screen, and the different parts should be distinguished through variations in color, style, or other treatments. The next characteristic is Legibility, which means that the text on the screen must be legible (the letter form must be easy to see) and readable (the lines of text must be easy to scan in normal reading patterns). The fourth is contrast, repetition, alignment, and proximity. It means that different elements should be contrast clearly with each other, whereas logos and navigation buttons should be repeated in order to unify many kinds of screens in the same section. Besides, each element on the screen should be aligned either horizontally or vertically. The next is ease on navigation and recovery, which means that the software should ignore nonsensical commands and provide clear instructions for recovery if users get into trouble. The last is high quality playback, means that the audio and video playback must be high quality sufficiently (p.442-445). By considering those characteristics in designing mobile learning media, it enables users to use the software as well.

There are some considerations in developing mobile devices into the language learning. Stockwell and Hubbard (2013) propose ten principles as the guideline for developing and implementing mobile language learning. These principles concern with general lessons learned from implementing technology applications in language learning. The first principle is that mobile activities, tasks, and applications should distinguish both the affordances and limitations of the mobile devices and the affordances and limitations of the environment in which the device will be used. Since the goal is on language learning, the affordances and limitations should be connected to the principles in second

language learning. The second principle is limiting multi-tasking and environmental distractions. Many people are not good at multi-tasking which can cause stress levels, errors, and lower productivity. Therefore, the mobile environments and activities should be conformed in effective ways.

The third principle is pushing, but respecting boundaries. The push mechanism can support the learners to do an action, but the learners also have ideas to understand when and how frequently they will receive the reminders. The fourth principle is striving to maintain equity. It is necessary to know whether the learners have mobile devices, what devices they have, the connectivity, and the expense used. All those factors should be considered to maintain the equity of the learning environment. The next principle is acknowledging and planning for accommodating language learner differences. In developing mobile learning, various kinds of students‟ learning style should be taken into account. Mobile learning should provide various learner styles so that all learners can learn comfortably. Next, the sixth principle is being aware of language learners‟ existing uses and cultures of use for their devices. Students generally used their mobile devices for personal use and social media rather than for educational tools. Consequently, the application should be more consistent to provide useful task so that the students can accept and use it well.

The next principle is keeping mobile language learning activities and tasks short and brief when possible. The tasks should be designed in smaller and coherent chunks so that learners will get access into the task easily. In addition, the tasks should be dealt with the learning goals and objectives in the syllabus. The eighth principle is letting the language learning task fit the technology and

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ET memotong presentasi Ss tersebut dan mengatakan,“You may have make it on your own sentences, don‟t just read, right? Next”. Lalu Ss meneruskan, ”Reiteration, based on the arguments, we can conclude that piercing is an ornament in the form of metal that inserted in the parts of the human body that are popular among teens and has become a trend today that only satisfaction of each consumer.” Kemudian ET memotong lagi dan berkata, “Okay, just a minute, you...em.. make your own reiteration based on your own sentences. Don‟t read the slides. Don‟t move, come on.” Lalu Ss tersebut berbicara, “piercing is trend and can make be structure.” Lalu ET mengomentari,“Is it okay? next message.” Lalu Ss tersebut menjelaskan, “We can use the piercing for as long as we are ready to it.” ET mengomentari lagi, “Good”. Ss tersebut menutup,”That‟s all my presentation. Any question?” ET kembali berbicara, “Choose one, come on”. Kemudian Ss tersebut melihat banyak Ss yang lain mengangkat tangan, hendak bertanya. Ss tersebut akhirnya memilih salah satu temannya untuk bertanya, yaitu, “What will happen if we have many piercing in our body?” Kemudian Ss yang presentasi menjawab secara singkat dan jelas,”It will be exposed to infection.” Lalu ET menyuruh seluruh Ss untuk bertepuk tangan. Ss ketiga ini lumayan lancar dalam menyampaikan presentasi. Namun Ss ini terlalu melihat ke slide dan hanya membaca kata-kata yang ada di slide. Pronunciation dan grammar nya juga masih kurang.

Karena masih ada sedikit sisa waktu, ET mempersilakan Ss dengan giliran selanjutnya. Ss yang presentasi kali ini yaitu Ss putri, tampak malu-malu dan kurang yakin dengan penampilannya kali ini. Dia membuka percakapan,“Analytical exposition text, skin whitening. Many woman choose to make look beautiful and currently. Can make your bodies quickly white but the body‟s metabolism can be afraid and use your body be shock. Secondly syringes are insert of vitamin C to make pigment present in th skin to be changed”. Cara Ss tersebut presentasinya melihat ke belakang, melihat slide dan membacanya. Oleh sebab itu, ET mengomentari, “Excuse me, would you like to have your own words and don‟t see the slides please? Come on, just have your own sentences.. go back. You make your own arguments”. Ss putri tersebut malu-malu dan berbicara tidak yakin dengan penampilannya, tidak siap. ET mengomentari Ss yang presentasinya hanya melihat slide, ketika diminta membuat kata-kata sendiri, Ss tersebut tidak bisa. Diulang berkali-kali Ss tersebut belum siap dan tidak bisa presentasi dengan benar. Pronunciationnya juga banyak yang salah, presentasi dalam slide nya juga grammarnya masih banyak yang kurang tepat. Akhirnya, ET menyuruh Ss tersebut untuk langsung ke bagian reiteration dan message, tetap saja Ss tersebut tidak bisa jika tidak melihat slide.

Bel pulang sekolah akhirnya berbunyi, ET menyuruh Ss untuk bersiap-siap pulang. ET menyuruh salah satu siswa untuk memimpin doa di depan. Setelah itu ET menutup kelas, dan menyuruh anak-anak menyalami ET dan R di pintu keluar.

APPENDIX 10

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PHOTO DOCUMENTATION

The students filled the questionnaire

The researcher helps the students how to use EEL

The students are using EEL

APPENDIX 11

PEMERINTAHAN KOTA YOGYAKARTA

DINAS

PERIZINAN

Jl. Kenari No. 56 Yogyakarta 55165 Tetepon 514448, 515865, 515865, 515866, 562682 Fax(0274)555241 I

E-MAIL : perizinan@ogjakota.go.id

HOTLINE SMS : 081227625000 HOT L|NE EMATL: uoik@iooiakota.go.id WEBSITE : www. perizinan. ioqiakota.oo. id

SURAT IZIN

Membaca Surat :

Mengingat

Diijinkan Kepada

Lokasj/Responden Waktu

Lampiran

Dengan Ketentuan

Tanda Tangan Pemegang lzin

Tembusan Kepada :

Yth l.Walikota Yogyakarta (sebagai laporan) 2.Ka. Dinas Pendidikan Kota Yogyakarta 3.Kepala SMA Bopkri.2 Yogyakarta 4.Ketua PPs USD Yogyakarta 5 . Y b s .

N O M O R : 070/0956

1 7 t t _{/ 5 4}

Dari Ketua PPs USD Yogyakarta Nomor : 57 lK1 1.8.3.941KM12016

I

Tanggal : 17 Februari 2016

1. Peraturan Gubernur Daerah istimewa Yogyakarta Nomor: 18 Tahun 2O0g tentang Pedoman Pelayanan Perizinan, Rekomendasi Pelaksanaan Survei, penelitian, Pendataan, Pengembangan, Pengkajian dan Studi Lapangan di Daerah lstimewa Yogyakarta.

2. Peraturan Daerah Kota Yogyakarta Nomor 10 Tahun 2008 tentang pembentukan, Susunan, Kedudukan dan Tugas Pokok Dinas Daerahl

3. Peraturan Walikota Yogyakarta Nomor 29 Tahun 2007 tentang pemberian lzin Penelitian, Praktek Kerja Lapangan dan Kuliah Kerja Nyata di Wilayah Kota Yogyakarta;

4. Peraturan Walikota Yogyakarta Nomor 85 Tahun 2008 tentang Fungsi, Rincian Tugas Dinas Perizinan Kota Yogyakarta;

5. Peraturan Walikota Yogyakarta Nomor 20 tahun Perizinan pada Pemerintah Kota Yogyakarta; Nama : BELINDA HANA DWIAJI N o . M h s / N I M : 1 3 6 3 3 2 0 3 2

Pekerjaan : Mahasiswa PPs USD Yogyakarta Alamat : Jl. Affandi, Tromol Pos 29 Yogyakarta Penanggungjawab : Dr. B.B. Dwijatmoko, M.A.

Keperluan : Melakukan Penelitian dengan judul Proposal : EASY ENGLISH L E A R N I N G A N D R O I D A P P L I C A T I O N ( E E L P ) : M - L E A R N t N G M O D E L O F E N G L I S H S P E A K I N G S K I L L F O R G R A D E X I S T U D E N T S Kota Yogyakarta

1 0 M a r e t 2 0 1 6 s / d 1 0 J u n i 2 0 1 6 t Proposal dan Daftar Pertanyaan

1. Wajib Memberikan Laporan hasil Penelitian berupa CD kepada Walikota Yogyakarta (Cq. Dinas Perizinan Kota Yogyakarta)

2. Wajib Menjaga Tata tertib dan menaati ketentuan-ketentuan yang berlaku setempat 3. lzin ini tidak disalahgunakan untuk tujuan tertentu yang dapat mengganggu

kesetabilan pemerintahan dan hanya diperlukan untuk keperluan ilmiah 4. Surat izin ini sewaktu-waktu dapat dibatalkan apabila tidak dipenuhinya

ketentuan-ketentuan tersebut diatas

Kemudian diharap para Pejabat Pemerintahan setempat dapat memberikan bantuan sepenunya

Dikeluarkan di : Yogyakarta

2014 tentang Penyelenggaraan

: 11-=12]15 Dinas Perizinan

YAYASAN

B O P KRI YOGYAKARTA

SMA BOPKRI 2 YOGYAKARTA

TERAKRX,DITASI _"A"

Jalan Jenderal Sudirman 87 Yogakarta 55223,8 (0271) 513433, 540789,Fm (0274) 552335 Website: www smabopki2yk.sch. id ; e-mail: smabopkri2@yahoo.com

SURAT KETERANGAN

Nomor: 597lI. 1 3. 1/SMA.2BP|I120 1 6

Yang bertanda tangan di bawalrini saya: Nama

MY

PangkaVGol Jabatan Unit Ke{a

Dengan ini menerangkan: Nama

NIM Prodi Universitas

: SRI SULASTRI, M.Pd :014690173,

: Penata, IIyc : Kepala Sekolah,,

: SMA BOPKRI 2 Yogyakarta

: BELINDAHANADWIAJI :136332032

: Kajian Bahasa Inggris

: Universitas Sanata Dharma Yogyakarta

Bahwa Saudara tersebut diatas telah melakukan penelitian di SMA BOPKRI 2 Yogyakarla pada Bulan Februari s.d Maret 2016 dengan judul penelitian : Easy English leaming Aldroid Application (EELP) M-Leaming Model of English Speaking Skill for Grade XI Students. Demikian surat keternagan ini kami buat agar dapat dipergunakan sebagaimana mestinya.

23Maret2016 Sekolah,