"Spine" (speak English for professional nurses) android application for nursing students to learn speaking English.

(1)

xvii ABSTRACT

Harmanto, Margaretha Dharmayanti. 2016. “SPINE” (Speak English for Professional Nurses) Android Application to Learn Speaking English for Nursing Students. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Speaking skill is one of the main focuses that nursing students need to gain in learning English because they need it to communicate with patients during intervention. Nowadays, mobile devices are also used as a medium of learning known as Mobile Assisted Language Learning (MALL) to promote learning anywhere, any time. This study aims to develop an Android application which is intended to help the nursing students to learn speaking English. There are two research questions in this study, the first is what the Android application to help the nursing students to learn speaking English looks like and the second research question is how the Android application is acceptable to the users.

This study used Research and Development (R&D) method proposed by Borg and Gall (1983) which was combined with the Hybrid instructional model developed by Passerini and Granger (2000). There were five stages in the Hybrid model namely analysis, design, development, evaluation and delivery. The data gathered were in forms of quantitative and qualitative data. The instruments used to obtain the data were classroom observation, questionnaires and interviews. The quantitative data was obtained from the questionnaires, while the qualitative data was from the result of open-ended questions in the questionnaire, interviews and classroom observation. Those instruments were used to answer the research questions. The research setting was STIKES Wira Husada Yogyakarta and the participants were the nursing students batch 2014.

The result of the study is an iconic model of Android application named SPINE which stands for Speak English for Professional Nurses. There are five topics in the application, which were chosen based on the syllabus. Each topic consists of five sub-topics namely pronunciation, listen and repeat, language focus, conversation and quiz. The second research question was answered based on the result of questionnaire in the implementation stage which measured the users’ perception about navigation pane, screen design, information presentation, media integration, and overall functionality of the application. The result shows that navigation pane is acceptable, the screen design is acceptable, the information presentation is acceptable, the media integration is acceptable, and the overall functionality is acceptable. Based on the total mean score, the application is also efficient and acceptable for the users (4.1) out of the maximal score (5.00).

In conclusion, SPINE application is also efficient and acceptable for the users in terms of its navigation pane, screen design information presentation, media integration, and overall functionality.

(2)

xviii ABSTRAK

Ketrampilan berbicara merupakan salah satu fokus utama pembelajaran Bahasa Inggris bagi mahasiswa keperawata karena ketrampilan tersebut diperlukan oleh mereka untuk berkomunikasi dengan pasien ketika sedang melaksanakan tugas keperawatan. Saat ini, handphone juga dipergunakan sebagai media pembelajaran yang dikenal dengan sebutan Mobile Assisted Language Learning (MALL) untuk menunjang proses pembelajaran di mana saja, kapan saja. Penelitian ini bertujuan untuk mengembangkan aplikasi Android yang dapat membantu mahasiswa keperawatan untuk belajar berbicara dalam Bahasa Inggris. Terdapat dua pokok permasalahan dalam penelitian ini, yang pertama, seperti apakah aplikasi Android untuk membantu mahasiswa keperawatan belajar berbicara Bahasa Inggris, dan kedua tentang bagaimana aplikasi Android ini dapat diterima oleh pengguna untuk membantu mereka belajar berbicara Bahasa Inggris.

Penelitian ini menggunakan metode Research and Development oleh Borg dan Gall (1983), yang dikombinasi dengan model pembelajaran Hybrid oleh Passerini and Granger (2000). Ada lima tahapan dalam Hybrid model ini, yaitu analis, desain, pembuatan, evaluasi dan implementasi. Data yang digunakan dalam penelitian ini adalah data kuantitatif dan kualitatif. Instrumen yang digunakan untuk menghimpun data adalah observasi, kuesioner, dan wawancara. Data kuantitatif berupa kuesioner dan data kualitatif berupa observasi kelas dan wawancara. Data tersebut digunakan untuk menjawab permasalahan pada penelitian ini. Tempat penelitian adalah STIKES Wira Husada Yogyakarta dan partisipan penelitian adalah mahasiswa keperawatan angkatan 2014.

Nama dari aplikasi ini adalah SPINE yang merupakan singkatan dari Speak English for Professional Nurses. Ada lima topik dalam aplikasi ini yang dipilih berdasarkan silabus. Dalam tiap unit terdapat lima sub-topik yaitu pronunciation, listen and repeat, language focus, conversation dan quiz. Pertanyaan kedua dijawab berdasarkan hasil kuesioner pada tahap implementasi yang mengukur persepsi pengguna tentang panel navigasi, desain layar, presentasi informasi, integrasi media dan fungsi keseluruhan aplikasi tersebut. Hasil kuesioner menunjukkan keberketerimaan aplikasi tersebut pada: panel navigasi, desain layar, presentasi informasi, integrasi media, dan fungsi keseluruhan. Total rerata menunjukkan aplikasi tersebut dapat diterima oleh pengguna (4.1) dari skor maksimal (5.00).

Kesimpulannya, aplikasi SPINE efisien and dapat diterima oleh pengguna dari segi panel navigasi, desain layar, presentasi informasi, integrasi media dan fungsi keseluruhan.

(3)

“SPINE” (SPEAK ENGLISH FOR PROFESSIONAL NURSES) ANDROID APPLICATION FOR NURSING STUDENTS TO LEARN

SPEAKING ENGLISH

A THESIS

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

in English Language Studies

Margaretha Dharmayanti Harmanto 136332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

(4)

“SPINE” (SPEAK ENGLISH FOR PROFESSIONAL NURSES)

ANDROID APPLICATION FOR NURSING STUDENTS TO LEARN SPEAKING ENGLISH

A THESIS

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

in English Language Studies

Margaretha Dharmayanti Harmanto 136332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

(5)

(6)

(7)

DEDICATION PAGE

This Thesis is dedicated to

My Beloved Parents ;

A.Y. Harmanto and PH.Dewi Lestari

My Beloved Family;

Joko Wilopo, Helena Pradnya

Shakuntala

(8)

(9)

(10)

vii

ACKNOWLEDGEMENT

My endless gratitude to Allah SWT for the blessings in my life, during my graduate study and during the hardship I have been through.

My deepest gratitude goes to my thesis advisor, Dr.B.B. Dwijatmoko, M.A. for the encouragement, feedback and help in finishing my thesis. I would like to thank to F.X. Mukarto, Ph.D., Dra. Novita Dewi M.S. M.A. (Hons) for the support during my study in English Language Study program. I would like to thank F.X. Mukarto, Ph.D., Dr. J. Bismoko and Jaslin Ikhsan, Ph.D. for the review, guidance and feedback for my thesis. I would like to thank Dr. Ir. Gatot Hari Priowirjanto and SEAMOLEC for the scholarship and introduce me to the technology used in learning.

My greatest gratitude goes to my beloved parents, Papa A.Y. Harmanto and Mama PH. Dewi Lestari for their never ending supports and love. My gratitude especially goes to my family, to my husband Joko Wilopo for his endless love, patient, and encouragement during the happy and hard time. My beautiful daughters, Helena Pradnya Shakuntala and Shaqeenarava Sekar Langit for their love, supports and understanding. And my endless thanks for my sisters especially Mbak Siska, for her understanding and supports, Mbak Nana and Lani for their encouragements.

I would like to thank my SEAMOLEC friends, Belinda, Shanti, Ika, Desi, Vendi and David for the lesson we learned together, the laughter and even the hard time we have been through. I also thank my KBI 2013 friends especially Pipit,

(11)

viii

Mbak Dian, Mbak Mimi, mbak Hening and those who I cannot mention one by one for the sharing and caring moments.

I would like to thank mas Oki Wicaksono, S.T., who has taught us in developing Android application and help me when I had some difficulties in building the application. My gratitude also goes to the validators of my Android application, Ners. Nurun Laasara, MSc., Fidelis Chosa Kastuhandani, M.Hum., Drs. Muradi for validating the learning content; Reza Giga Isnanda, S.T., M.Sc. and Chayadi Oktomy Noto Susanto, S.T., M.Eng. for validating the application and for the nursing students of STIKES Wira Husada Yogyakarta. Nevertheless, I would like to thanks to the head of Pusat Pelatihan Bahasa Universitas Muhammadiyah Yogyakarta, Noor Qomaria Agustina, S.Pd.,M.Hum for the support and my co-workers at PPB UMY, Miss Uke, Bu Sitta, Mbak Luluk, Arum, Mbak Daisy, Bu Ani, Dilla, Bu Yashinta and Pak Tama for the supports and encouragements. I would like to thanks to those who I cannot mention one by one for the prayers, supports and friendship. May God bless all of you.

(12)

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE ... iii

DEDICATION PAGE ... iv

STATEMENTS OF ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xvi

ABSTRACT ... xvii

ABSTRAK ... xviii

CHAPTER I INTRODUCTION ... 1

A. Background ... 1

B. Problem Identification ... 4

C. Problem Limitation ... 7

D. Research Problem ... 8

E. Research Goals ... 8

F. Research Benefits... 9

CHAPTER II LITERATURE REVIEW ... 11

A. Review of Related Literature ... 11

1. Speaking ... 12

a. Speaking skill ... 12

b. Developing Fluency and Accuracy ... 16

2. Teaching Speaking ... 21

a. Types of classroom speaking performance ... 22

b. Teaching conversation ... 23

c. Teaching pronunciation ... 23

d. Principles for designing speaking techniques ... 24

3. Mobile-Assisted Language Learning (MALL) ... 25

a. Android ... 31

b. AppInventor ... 32

c. Android Features ... 33

4. English for Specific Purposes ... 34

a. Definition ... 34

b. Classification of ESP ... 36

5. Nursing program ... 39

6. Instructional Design ... 41

a. ADDIE Model ... 41

b. ASSURE model ... 42

(13)

d. Kemp’s Model ... 46

e. McManus’ Model ... 47

f. The Hybrid model ... 48

B. Review of Related Studies ... 55

C. Theoretical Framework ... 58

CHAPTER III RESEARCH METHODOLOGY ... 64

A. Research Method ... 64

B. Research Design ... 68

C. Research Setting and Participants ... 71

1. Research Setting ... 72

2. Research Participants ... 72

D. Data Collection Technique ... 73

1. Questionnaire ... 74

2. Interview ... 74

3. Classroom Observation ... 75

E. Data Analysis Technique ... 80

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 85

A. Process of Developing the Android Application ... 85

1. Analysis ... 85

a. Learning Domain ... 85

b. Learner characteristics ... 90

2. Design ... 109

a. Story board ... 109

b. Materials /Content Research ... 110

3. Development ... 122

a. Design Implementation ... 122

b. Production of Lesson Material ... 129

c. Building into apk.file ... 136

4. Evaluation ... 137

a. Formative ... 137

b. Summative ... 140

5. Delivery ... 160

a. Implementation ... 160

b. Technical Consideration ... 163

c. Cost Consideration ... 164

B. Presentation of the Application ... 165

1. Home Screen ... 166

2. Menu Screen ... 166

3. Sub-topic screen ... 168

4. Pronunciation screen ... 169

5. Listen and Repeat Screen ... 170

6. Conversation screen ... 171

7. Language focus screen ... 173

8. Quiz Screen ... 174

(14)

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 187

A. Conclusions ... 187

B. Suggestions ... 190

BIBLIOGRAPHY ... 192

(15)

xii

LIST OF TABLES

Table 2.1. Steps in Dick and Carey Model... 45

Table 2.2. The Learners’ Characteristics ... 51

Table 2.3. The blueprint of the concept, construct and indicators of the study .. 60

Table 3.1. The Description of Expert Validators ... 73

Table 3.2. The stages, data collection technique, participants, instrument and research problem …... 76

Table 3.3. Scale value of Likert scale ... 81

Table 3.4. The Template of questionnaire result based on the mean and its category ... 82

Table 3.5. Criterion Reference Evaluation formula ... 82

Table 4.1. Syllabus for English for Nursing After the Midterm Exam... 87

Table 4.2. The topics provided in the application ... 89

Table 4.3. The working concept of need analysis ... 90

Table 4.4. The Category and interval of the Mean Data ... 92

Table 4.5. Result of Need Analysis Questionnaire on Cognitive Characteristic: General Aptitude Toward technology ... 93

Table 4.6. The Result of Need Analysis Questionnaire On Cognitive Characteristics: Functional Literacy ... 94

Table 4.7. The Result of Need Analysis Questionnaire On Cognitive Characteristics: Visual Literacy ... 96

Table 4.8. The Result of Need Analysis Questionnaire On Cognitive Characteristics: Computer Literacy ... 97

Table 4.9. The Result of Need Analysis Questionnaire On Cognitive Characteristics: Learning Style ... 99

Table 4.10. The Result of Need Analysis Questionnaire On Personality Characteristics: Motivation to Learn Using Mobile Phones and Interests ... 102

Table 4.11. The Result of Need Analysis Questionnaire On Personality Characteristics: Motivation to Learn ... 103

Table 4.12. The Result of Need Analysis Questionnaire On Social Characteristics... 105

Table 4.13. The Result of Need Analysis Questionnaire On Content of Learning ... 106

Table 4.14. SPINE application and its content in each screen ... 112

Table 4.15. The result of IT experts’ validation ... 138

Table 4.16. The result of expert validation on the learning content of speaking aspect (fluency) ... 141

Table 4.17. The result of expert validation on learning content of the speaking aspect (accuracy)... 143

Table 4.18. The result of expert validation on learning content of learning objects ... 144

Table 4.19. The result of expert validation on learning content of learning activities ... 146

(16)

xiii

Table 4.20. The result of expert validation on learning content of learning

design ... 147 Table 4.21. The result of users’ questionnaire in preliminary study for

navigation pane ... 149 Table 4.22. The result of users’ questionnaire in preliminary study for screen

design ... 150 Table 4.23. The result of users’ questionnaire in preliminary study for

information presentation ... 151 Table 4.24. The result of users’ questionnaire in preliminary study for media

integration ... 152 Table 4.25. The result in implementation stage ... 160

(17)

xiv

LIST OF FIGURES

Figure 2.1. Diagram of competences in speaking proficiency ... 15

Figure 2.2. Variable, array and visual block programming ... 33

Figure 2.3. ESP classification by experience ... 37

Figure 2.4. ESP classification by professional area ... 38

Figure 2.5. ADDIE diagram ... 42

Figure 2.6. ASSURE Model ... 44

Figure 2.7. Dick and Carey Model ... 46

Figure 2.8. Kemp’s Model ... 47

Figure 2.9. McManus model ... 48

Figure 2.10. The Hybrid Model ... 50

Figure 3.1. R &D combined with the Hybrid model ... 67

Figure 3.2. The research design ... 71

Figure 4.1. ai2.appinventor.mit.edu platform ... 123

Figure 4.2. The user interface components in palette section ... 124

Figure 4.3. the list picker component in the blocks editor ... 125

Figure 4.4. The layout components ... 125

Figure 4.5. The media components ... 126

Figure 4.6. Storage components and the tag in block editor ... 127

Figure 4.7. The connectivity components and the ActivityStarter in block editor ... 128

Figure 4.8. The SPINE logo ………. 128

Figure 4.9. Pronunciation material ... 129

Figure 4.10. Force to close of text to speech ... 130

Figure 4.11. The notifier of failed recording feature ... 132

Figure 4.12. The conversation material ... 133

Figure 4.13. The example of material for quiz fill in the blank... 134

Figure 4.14. The material for listen and repeat quiz ... 135

Figure 4.15. Error limited capacity ... 137

Figure 4.16. Home screen ... 166

Figure 4.17. Menu screen, disclaimer ... 167

Figure 4.18. Sub-topic screen ... 168

Figure 4.19. Pronunciation screen ... 169

Figure 4.20. Listen and repeat screen ... 171

Figure 4.21. Conversation screen ... 172

Figure 4.22. The language focus screen ... 173

Figure 4.23. Quiz Screen ... 174

Figure 4.24. The quiz 1 screen: questions and feedback for correct and incorrect answers ... 175

Figure 4.25. Quiz 2: text to speech and speech recogniser ... 176

Figure 4.26. Quiz 3 screen and the feedback ... 177

(18)

Figure 4.28. Quiz 5 screen and the capture of video link from

www.YouTube.com ... 179 Figure 4.29. The choices in the list picker and its display ... 179 Figure 4.30. Record and play buttons ... 180

(19)

xvi

LIST OF APPENDICES

Appendix 1. Syllabus English for Professional Nurses ... 197

Appendix 2. Blueprints of Need Analysis Questionnaire ... 201

Appendix 3. Blueprints of Expert validation for learning Content Questionnaire ... 203

Appendix 4. Blueprints of Questionnaire of Expert Validation for Android Application... 205

Appendix 5. Blueprints of Users Validation Questionnaire... 206

Appendix 6. The Blueprint of the interview for need analysis ... 207

Appendix 7. Interview Guidelines ... 208

Appendix 8. Flow Chart and Story Board of SPINE Application... 210

Appendix 9. Need Analysis Questionnaire…... 217

Appendix 10. Expert validation for learning Content Questionnaire… 220 Appendix 11. Expert Validation for Android Application Questionnaire... 223

Appendix 12. Users Validation Questionnaire ... 225

Appendix 13. Result of Need Analysis Questionnaire…... 230

Appendix 14. Result of questionnaire for Preliminary Study ... 232

Appendix 15. Result of Users’ Questionnaire in the implementation stage ... 238

Appendix 16. Interview Transcription... 242

Appendix 17. Material of SPINE application... 257

Appendix 18. Classroom observation ... 272

Appendix 19. Photo Documentation ... 273

(20)

xvii ABSTRACT

In conclusion, SPINE application is also efficient and acceptable for the users in terms of its navigation pane, screen design information presentation, media integration, and overall functionality.

(21)

xviii ABSTRAK

Kesimpulannya, aplikasi SPINE efisien and dapat diterima oleh pengguna dari segi panel navigasi, desain layar, presentasi informasi, integrasi media dan fungsi keseluruhan.

(22)

1 CHAPTER I INTRODUCTION

This chapter discusses six main parts; the first is the background that underlies the reason why the researcher develops Android application for learning speaking, the second part is problem identification in which the researcher clarifies the major concept and concept relation of Android application and speaking. The third part of this chapter is problem limitation, in which the researcher limits the scope of problem of the study. The fourth and the fifth is research problem and research goal respectively and the last part is research benefit.

A. Background

Learning is not merely involving the process but also the product, in which it involves the process of acquiring the knowledge and use it in their daily life. Learning English involves integrated skills of learning the language in which the students learn the four basic skills; listening, speaking, reading and writing. Listening and reading are the receptive skills while speaking and writing are the productive skills which those two components entailed each other. In another word, one skill can reinforce another skill in which we speak what we heard and we write what we read. The nursing students tend to learn English only in the classroom and use it only during the English classes. Since they lack of exposure of using the language, it also influences their achievements either in speaking or writing.

(23)

Teaching speaking is not restricted in the classroom, which in accordance with the sophisticated growth of information and technology, teachers are able to develop interesting materials as well as activities using technology. Speaking skill involves many aspects such as fluency and accuracy, it is expected that in teaching speaking the teachers are able to develop effective materials using technology to help the students achieving effectiveness and efficiency in learning. It is also important to consider that teaching speaking involves communicative competence, in which it is not only the matter of teaching how to use correct language grammatically but also how to use it based on the context of communication. Hence, when using technology to teach speaking the teacher needs to be able to see which technology can support the demand of the students.

Speaking, as one of the skills in learning a language, requires the ability of enhancing communicative competence in which the learners are expected to have the ability to learn not merely the grammar but also how to use the language based on the social and cultural rules. Learning speaking is important for the students since they learn how to use the language that they have acquired in the real situation, because in speaking practice the ability to produce the language fluently, appropriately and effectively is crucial in order to gain an understandable communication. Therefore, as stated by Nation (2009), it is important to create a situation where the students have a broad opportunity to practice speaking either in the classroom or outside the classroom so that they will enhance either the fluency or accuracy in the real situation.

(24)

It is undeniable that technology has been widely used either in social life or teaching-learning activities. Technology has also become the fond of learning in the classroom rather than traditional face to face classroom learning (Petty: 2009). Learning supported by the sophisticated growth of technology has influenced the use of it in the classroom such as computer. Moreover, the real-life learning now is involving computer use and one of it is the use of internet in the classroom for teaching-learning activities. In terms of language learning, technology has been used such as in internet-based application that is applied in learning the language to promote the learning anytime, anywhere. Recently, the on-line communication also takes part in teaching learning activities to support the learning process. Warschuer (Carter: 2001) describes the term on-line communication as the activity of reading, writing and communication via networked computers. He further explains that in terms of language learning, the on-line activities can support the objectives of language learning as long as they are implemented in a well-planned and purposeful manner.

However, the trend of the on-line learning nowadays has shifted on mobile learning or also known as M-learning to promote the real time learning using the gadgets. The emergence of M-learning has been influenced by the growth of mobile learning around the globe where people use gadgets such as mobile phones, tablets, and I-phone. The function of the gadgets has also shifted not only as the media to communicate such as telephoning or texting, but also supported by the growth of internet as the medium to promote open and distance learning. UNESCO as the part of United Nations support the use of M-learning and states that it is one of the

(25)

solutions to the challenges faced by education in which it will enable the achievement of education for All (UNESCO, 2016). The operation system of mobile phones itself is widely tend on the use of Android rather than other operating systems.

In accordance with the use of mobile phone for learning, then the term MALL (Mobile Assisted Language Learning) is used. The mobile phone operating system (OS) of Android is chosen since it is an open source to develop the application. The Android application focuses on the speaking skill for nursing students who learn English for specific purposes. The nursing students learn English for their future job as professional nurses, therefore they are demanded to be able to use English in their future job not merely to read and write appropriately the nursing documentation but also to communicate with the patients. The students need to practice more on how to speak fluently and accurately in order to achieve that goal. Therefore, Android application is developed in order to help them to learn speaking English which eventually will help them to improve their fluency and accuracy in speaking as well.

B. Problem Identification

Learning English nowadays is not only restricted in the classroom but also outside the classroom and with the growth of technology, the tag line of learning “everywhere”, “every time” is promoted as well. The internet provides the students for synchronous learning or “real-time” learning, which is also supported by rapid growth of smart phones and tablets with their wireless technology. Therefore, the

(26)

smartphones promote effectiveness in learning because they own some aspects such as easiness, practicality and economical.

Different from computer which has more fully operating system, the smart phones or tablets have a more slimmed down operating system. The operating system is a base infrastructure software component of a computerized system. Android is one of the operation systems for smart phones which enable people not only to use (as a user) but also to develop (a developer) their own mobile application and games. Google play is the marketplace for selling and distributing Android application.

Learning English using smart phones creates the opportunity for the students to learn everywhere and any time. Therefore, it aims to achieve higher effectiveness in learning the language, enhance the learning process and their language skills, as well as improve their English achievements. Moreover, they will be more motivated since they have already accustomed to use their gadgets every day.

Learning English for the nursing students is intended for specific purposes to prepare them of having sophisticated English for their future job. Tony Dudley-Evans (Carter 2001) states that English for Specific Purposes (ESP) has been seen as a separate branch of English Language Teaching for about 30 years and it focuses on materials-driven and as a classroom-based activity concerned with practical outcomes. Need analysis on developing the teaching and materials become the defining features in ESP in which it also underlies based on the discipline it serves for the methodology and teaching-learning activities. The language that consists of

(27)

grammar, lexis and register, skills, as well as the discourse become the main point in ESP (Carter, 2001: p. 132).

Further, Carter also states that ESP itself is divided into two main categories, namely English for Occupational Purposes (EOP) and English for Academic Purposes (EAP). While Kennedy & Bolitho (1984) as stated in Khan (2011) categorize ESP into three types. First, English for Academic Purposes (EAP), which is taught in an academic context, in a target situation according to learner’s needs and sponsor’s targets as a school subject (independent or integrated) and as a discipline-based (pre-study/pre-sessional or in-study/in-sessional). Second, English for Occupational Purposes (`EOP) is taught in a professional frame work. Learners learn English according to their professional needs which are sometimes before starting their profession as a pre-experience or mid their work as a simultaneous or after starting their work as a post-experience. Third, English for Science and Technology (EST). Therefore, learning English for the nursing students part of English for Occupational Purposes because it is intended for professional framework in which they will use the language for their professional need in their future job.

In addition, the nursing students are demanded to be able to master health sciences and they also need to practice what they learn in hospitals so that they lack of time in learning English and some of them are less motivated to learn English since English is not one of the mandatory subjects. Therefore, learning English using the Android application will help the students to be able to learn English at their convenience even for example when they do their practice at the hospital and

(28)

they even can learn English in their spare time. Moreover, it will also help them to achieve high effectiveness in learning English since it can be integrated in their face-to- face learning process as well as outside the classroom. Besides improving the effectiveness of the learning process in which their English skills are enhanced, it is expected that using the Android application help the students to improve their achievements in as well.

C. Problem Limitation

As stated previously, the wireless technology has become more and more advanced along with the growth of smart phones and tablets. There are various Operating System (OS) for the smart phones and tablets but the researcher creates a Mobile learning which is based on Android application. This application is used for the nursing students to learn English for specific purposes especially English for Occupational Purposes (EOP) since the language content in the application is based on the syllabus of English learning intended for their future job.

The Android application model focuses on speaking especially the fluency and accuracy. Moreover, the Android application can be integrated in their learning-teaching activities and they can learn English outside the classroom using the application in order to achieve higher effectiveness. Besides that, using the Android application will help the students to be more motivated to learn English and they are offered the opportunity to learn English anywhere and anytime as well as to improve their learning achievements. Nevertheless, the application also promotes open and distance learning.

(29)

D. Research Problem

It is expected that the Android application will help the students to speak English fluently and accurately. In addition, it is expected that the Android application is acceptable for the users in terms of its efficiency to learn speaking. Moreover, the students will gain effectiveness since the learn English anywhere and anytime, improve the English achievement and they will be more motivated in learning English as well. Therefore, the research questions are formulated as follows:

1. What does the Android application to help nursing students to learn speaking English look like?

2. How is the Android application acceptable for the users? E. Research Goals

The first goal of the research is to develop the Android application that are suitable to help the nursing students to learn speaking English theoretically. In this part the researcher elaborates the scientific features of Android application that support the English learning process in speaking based on certain theories of education, language learning and learning-teaching material development.

The second goal is the production of Android application which is acceptable for the users to help them learning speaking English skill. Moreover, it is expected that it will help learners to improve their fluency and accuracy as well as to enhance their learning activity. This Android application will help the students to learn English effectively and eventually they will be able to communicate in English

(30)

better either in spoken or written form, in their daily activity as well as in their future job as professional nurses.

F. Research Benefits

The benefits of this research and development study are to help the students to learn English skill using Android application theoretically and practically. Theoretically, this research is beneficial for ELS/ English education science, especially in teaching speaking. The Android application is useful to teach speaking skill, either as the main or supporting activities since it helps the teacher to promote how to speak fluently and accurately. The design of Android application also enriches the use of technology, in this case the use of mobile learning to promote better learning, particularly learning English for Occupational Purposes. Moreover, the Android application also promotes the use of technology to promote real time learning and education for all.

Practically, it is beneficial for the research participants, the audience and other researchers. First, for the research participants get more experiences in using the application for learning English, enhance their speaking skill, as well as achieving the effectiveness of gaining the knowledge in learning the language. Besides improving their learning process especially in speaking, it also helps them to improve the learning achievements. Moreover, they are more motivated and more independent in learning English.

Second, it is beneficial to the audience in which they could see how the Android application for enhancing the learning process effectively and efficiently,

(31)

improving the students’ English skills as well as how it promotes the real time learning. Moreover, the application is not only intended for the nursing students, but those who are interested in using the application for their learning as well as their professions may also use this application. Third, for the researchers, in which this research is beneficial to discover the appropriate model of Android application to enhance the students’ learning process in order to achieve high effectiveness and efficiency. Furthermore, this research and development study gives different perspective on how to help the students to be more independent and have higher motivation in learning English.

(32)

11 CHAPTER II LITERATURE REVIEW

This chapter is divided into three parts; review of related literature, review of related studies and theoretical framework. The first part elaborates the relation of the concept and concept relation of speaking as the skill applied to develop the application; teaching speaking in terms of using the application in learning English; Mobile-Assisted Language Learning (MALL) related to Android Operating System; English for Specific Purposes related to the use of English in the nursing program; nursing program as the context of the research; and theories of Instructional Design.

The second part of this chapter is review of related studies which deals with studies on the same topic, shows the need of the study and the position of the study in the field. The third part is theoretical framework which elaborates the theories discussed in the previous sub-chapter and their relationships in supporting this research.

A. Review of Related Literature

In this part, the researcher describes the theory of speaking which is related to speaking skill and theory of developing fluency and accuracy. The second theory is theory of teaching speaking which is elaborated into the types of classroom speaking performance, teaching conversation, teaching pronunciation, and principles for designing speaking techniques.

(33)

Third, theories of Mobile Assisted Language Learning (MALL) is elaborated since the Android application as the Operating System of developing the application is being used in learning the language. Besides that, the AppInventor as the application used in building the application and the Android features are elaborated as well. Fourth, theories related to English for Specific Purposes (ESP) is described based on the definition and classification of ESP. Fifth, the nursing program as the context of the research is described and the last related to Instructional Design is which the models of instructional design such as ADDIE, ASSURE, Dick and Carey model, Kemp’s model, McManus’ model and The Hybrid design model are explained.

1. Speaking

Speaking is one of the productive skills besides listening which also interrelated to other skills such as reading and writing as well. In this part, there are two things discussed here namely the speaking skill and developing speaking fluency and accuracy.

a. Speaking skill

Speaking, as the oral production skill, requires that it enables students to improve their communicative competence because it is crucial for them to learn how to follow the social and cultural rules and express themselves appropriately in communicative circumstance. Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13 in Kayi, 2006). Speaking is one of the productive skills in

(34)

which it closely intertwined with listening. Shumin (Richards, 2002) states that speaking requires not merely to produce the grammatical competence but also the semantic rules. In other words, the learners must be able to produce the language fluently, appropriately, and more importantly, effectively. Therefore, communicative competence is important in producing the language proficiently so that the learners need to know not merely the linguistics knowledge but also culturally acceptable ways of interacting with others. Hymes’s theory (1971) which then completed by Canale and Swain (1980 in Richards, 2002) propose the communicative competence which include grammatical competence, discourse competence, sociolinguistic competence and strategic competences which depicts the use of linguistics system and functional aspects of communication (Richards, 2002).

The communicative competence was first introduced by Hymes (in Yano, 2003), which describe that communicative competence consists of four types, such as what is formally possible, feasible, has social meaning or value of a given utterance and its occurrence. While Canale and Swain (1980) describe their view of communicate competence in the context of second language learning as

A synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and knowledge of how utterances and communicative functions can be combined according to the principles of discourse (Yano, 2003: 76).

They considere that using the language is not merely knowing the linguistics features but also know how to use it in real communication by considering the social context as well.

(35)

The first communicative competence is grammatical competence, also known as linguistics competence which requires the acquisition of phonological rules, morphological rules, syntactic rules, semantic rules and lexical items (Canale and Swain in Yano, 2003). Grammatical competence in speaking relies on the knowledge of words and sentences to convey meaning. It enables “The speaker to use and understand English language structures accurately and unhesitatingly, which contributes to their fluency” (Richards, 2002:207). Therefore, the ability to convey meaning requires the knowledge of how to pronounce the words correctly, the words rules so that the speakers will be able to say the utterances fluently and accurately. Bachman (1990 in Saleh 2013) put grammatical competence along with textual competence as part of “organizational competence” in which “compromises those abilities involved in controlling the formal structure of language for producing or recognizing grammatically correct sentences, comprehending their propositional content, and ordering them to form texts” (Bachman, 1990: 87 in Saleh 2013).

Discourse competence, as the second one, relies on the interessentential relationship, either formal or informal, the rules of cohesion and coherence apply, which aid in holding the communication together in a meaningful way. The third competence is sociolinguistic competence which proposes that the learners are expected to have competence that involve not only the knowledge of the language but also how to use the language effectively and appropriately, socially and culturally (Richards, 2002).

(36)

The fourth competence which is considered as the most important one is strategic competence. In accordance with speaking skill, (Richards 2002: p.208) states that:

…the strategic competence refers to the ability to know when and how to take floor in communication, how to keep the conversation going, how to terminate the conversation and how to clear up communication breakdown as well as comprehension problems.

Therefore, the strategic competence is needed in order to be able to take part in communication as well as handling the situation that may take place during or after the conversation.

Figure 2.1. Diagram of competences in speaking proficiency (Richards, 2002) It is also important to consider the nature and conditions of speech which approach is drawn from a psycholinguistics skills-processing model. Bygate (Carter, R & Nunan, D, 2001). describes the characteristics of speech which once proposed by Levelt (1989) that involves four processes: conceptualisation, formulation, articulation and self-monitoring. Conceptualisation draws its attention on planning the message content, in which it concerns with the background

Speaking proficiency Strategic

competence

Discourse competence

Sociolinguistics competence Grammatical

(37)

knowledge, knowledge about the topic, about the speech situation and on knowledge patterns of discourse. It also includes “a monitor” to check that the communication goes on plan.

Next, in the formulation process, the words and phrases are found, sequenced and put in appropriate grammatical markers such as inflections, auxiliaries, and articles. It also prepares the sound patterns or the pronunciation since the L1 speaker usually makes error in pronunciation, therefore it should be prepared prior to the interaction. The third process is articulation, which involves the articulatory organs such as the lips, tongue, teeth, alveolar palate, velum, glottis, mouth cavity and glottis. The last is self-monitoring which concerns with how the language users are able to identify and self-correct mistakes.

b. Developing Fluency and Accuracy

Fluency and accuracy are skills that essential to be developed in speaking and those terms are interconnected each other. There are some definitions related to fluency and accuracy that proposed by the scholars. Hartman and Stork (1976 in Yang, 2013) describe ‘fluent’ as the speaker’s ability “to use the correct structure of a language at normal speed, which means speaking naturally meanwhile concentrating on the content delivery rather than the form of structure of a language”. Fillmore (1979 in Yang, 2013) states that there are four aspects in speaking fluently which relate to the ability to ‘talk at the length with few pauses’, produce coherent sentence reasonably and semantically, have appropriate

(38)

expressions based on the contexts, and be creative and imaginative in using the language.

If Fillmore (1979) states that there are four aspects in fluency, Nation (1989 in Yang, 2013) elaborates that there are three aspects of fluency: ‘speed and flow of language production’, ‘the degree of control of language items i.e. pausing, rhythm, pronunciation and stress’, and ‘the way of content interrupting’. The similarity of what the scholars’ state about fluency is that it related to the length of speech which coherent with the control on language items and how the language content used based on the context.

Other scholars also made distinction between fluency and accuracy since both terms are interconnected. According to Hunter (2011) it was Brumfit (1979) who first made the distinction between fluency and accuracy. Brumfit (1979 in Hunter, 2011) proposes that fluency represents the learner’s ‘truly internalized grammar’, while accuracy emphasis in its original. Therefore, fluency should be “regarded as natural language use, whether or not it results in native-speaker-like language comprehension or production” (Brumfit 1984: 56 in Hunter 2011). In this term, he proposes that fluency is not the matter of producing the language in native-speaker-like but it tends to see how the learners are able to use the language naturally. Fluency and accuracy become parts of communicative language teaching in which the accuracy relates to how to produce “clear, articulate, grammatically and phonologically correct” and fluent means that the speaker is able to produce flowing, natural language (Brown, 2001). Hence, fluency is related to how to speak

(39)

naturally while accuracy is in accordance with correctness either grammatically or phonologically.

Based on fluency-oriented approach, it premises that in the early stages grammatical and pronunciation errors can be neglected. It is also influenced by the Natural Approach view that making errors is tolerable and probable since it is the sign of natural language development. Moreover, it also views that making correction on learners’ error can hinder their development in speaking (Willerman, 2011 in Dincer, 2012). Therefore, based on Natural approach, fluency which is related to grammar and pronunciation is signed as the part of language development in which the errors in production should not hinder the learners to speak especially when the learners are in the early stages. Willerman (2011 in Dincer, 2012) also explains how fluency is different from accuracy in terms of grammatical structures and forms. The accuracy approach views that grammatical errors cannot be neglected based on the consideration that the errors that due for a long time may resulted in fossilization. Based on this point of view, it is important then to give immediate error-correction to the learners as well as repeat new forms and grammatical structures in speaking in order to avoid fossilization.

However, in English speaking classes it is important to combine the two approaches, fluency and accuracy as well as using them separately based on students’ needs, English level, activity types, lessons’ purpose, etc. to enhance English speaking skills as well as to produce authenticity in oral communication. Further, Willerman (2011) states that those two approaches are not contradict each

(40)

other but they bond together and affect each other as accuracy influences fluency and fluency influences further accuracy.

Fluency needs to be developed since it involves not only how to speak in natural manner but also how to make the speech comprehensible. Fluency described by Schmidt (1992 in Nation, 2009) is not merely “the planning and delivery of speech” but it is also “the extended to the comprehension of speech”. According to Schmidt (1992 in Nation, 2009) fluency also has the characteristics in all of the four skills of listening, speaking and reading which consist of three aspects. The first characteristic is that fluency related to “message-focused activity” which means that it involves the language processing in real time in which the learners are able to show they can produce the language in meaning-focused activity and they are able to do it at ease and using appropriate speed as well as with smooth flow of talk. Second characteristic is related to easy task which means that it “does not require a great deal of attention and effort from the learner”. Based on this view, the learners should be able to acquire fluency easily. Third, fluency acquires “performance at high level” in which in order to be able to develop fluency as its best performance, it also needs to involve the new knowledge as well as the knowledge that the learners have acquired before.

Fluency and accuracy also become the main focus in Communicative Language Teaching (CLT). According to Richards (2006) fluency is “natural language use occurring when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence”. It is important to create classroom activities to

(41)

develop fluency in which students should be able to ‘negotiate meaning, use communication strategies, correct misunderstandings, and work to avoid communication breakdowns. Hence, the activities focusing on fluency must reflect the natural use of language, point out on how to achieve communication, use meaningful language, use communication strategies, produce unpredictable language, and use the language in context. On the other hand, accuracy focuses on “creating correct examples of language use” in which the activities will depict the classroom use of language, focus on the form of correct language, practice language which is not based on context, practice small samples of language, meaningful communication is not necessary, has control choice of language.

In order to develop fluency, there are three conditions required in which these conditions are related to the characteristics of fluency that have been described previously. Nation (2009) describes that fluency is developed when the condition such as meaning-focused, related to previous knowledge and best performance are able to gain. The first condition is “the activity is meaning-focused” means that the learners are required to be fluent in using the language in the real communication context and they are able to convey the message using the language fluently. The second condition relates to the learners’ previous knowledge of the language in which using this knowledge the learners are able to express their ideas related to familiar topics and the linguistics features they have gained before. The third condition relates to support and encouragement in which those aspects are needed by the learners to speak fluently, fast, without hesitation and use the language naturally. Based on those three conditions, it is important to create a situation in

(42)

learning where the learners have a broad opportunity for practicing speaking either in the classroom or outside the classroom so that they will enhance either the fluency or accuracy in the real situation.

2. Teaching Speaking

Teaching speaking relates to other skills such as listening, reading and writing. However, teaching speaking also requires not merely teaching the grammatical aspects of the language, but it also relates to other aspects such as social, discourse, as well as strategic (Richards, 2002). Teaching speaking itself is described by Nunan (2003) as:

…to teach ESL learners to produce the English speech sounds and sound patterns, use word and sentence stress, intonation patterns and the rhythm of the second language, select appropriate words and sentences according to the proper social setting, audience, situation and subject matter, organize their thoughts in a meaningful and logical sequence, use language as a means of expressing values and judgments, use the language quickly and confidently with few unnatural pauses, which is called as fluency.

It means that when teaching speaking, it is important to enhance the learners’ ability in producing the patterns, appropriateness, expressions which refer to the setting, the people they talk to, the topics as well as to consider the use of language as the means of communicating their ideas. It is also influential to develop fluency in order to develop meaningful communication.

In language teaching methodology, communicative approach gives its influence in which it encourages the method where learners are given changes to use language not merely based on linguistics features but also to communicate meaning (Bygate, 2003). This kind of activity also leads to fluency which was

(43)

firstly introduced by Brumfit (1984a, in Bygate, 2003) where the learners are able to use their knowledge of the language to communicate meaning. However, speaking skill is not merely about fluency but also accuracy. In order to gain those two aspects, Bygate (1984a in David, 2001) proposed ‘interaction routines’ or ‘information routines’.

a. Types of classroom speaking performance

Oral production or speaking performance involves certain criteria which the learners are expected to carry out in the classroom. According to Brown (2001) there are six speaking performances that the learners need to gain. First, imitative speaking performance in which usually gives a small portion in classroom speaking which intended not for the purpose of meaningful interaction rather than to focus on some particular element of language form. Second, intensive speaking which intended to practice some phonological or grammatical aspect of language. Intensive speaking may be resulted from part of some pair work activity or it can be self-initiated where learners are going over certain forms of language.

Third, responsive activity which includes short replies to teacher or student initiated questions or comments on one of the student speeches in the classroom which do not extend into dialogues, but it is meaningful and authentic. Fourth, transactional (dialogue) which is the extension of responsive language, it is carried out in order to convey or exchange information specific information. This kind of activity can be part of group activity as well. Fifth, interpersonal dialogue which is carried out in order to maintain the social relationships than the transmission of facts and information. The last is extensive monologue which can be in form of oral

(44)

reports, summary, or short speech in which the register is more formal and deliberative. The extensive monologue is usually given to the students in intermediate or advanced level which can be planned or impromptu.

b. Teaching conversation

There are two approaches that characterise current teaching conversation according to Richards (1990: 76-77) in Brown (2001); the indirect and direct approaches. The indirect approach tends to let the learners set loose in engaging the interaction, in which it implies that one does not actually teach conversation, but rather that the learners acquire conversational competence by engaging meaningful tasks.

The direct approach “involves planning a conversation program around the specific macro skills, strategies, and processes that are involved in fluent conversation.” It is more likely to focus on using the language to complete the task such as explicitly call students’ attention to conversational rules, conventions, and strategies. Hayriye Kayi (2006) states that there are some activities that can be used to promote speaking such as discussion, role play, simulations, information gap, brainstorming, storytelling, interviews, story completion, picture narrating, picture describing, find the differences and playing cards.

c. Teaching pronunciation

Having a good pronunciation is important to develop a normal pronunciation of a new language, especially intelligibility (Derwing and Munro, 2005 in Nation, 2009). Besides that, phonological loop is also the mechanism factor that is related

(45)

to working memory. “The phonological loop is the brain saying a word or phrase over and over to itself in order to keep it in working memory or to help it move into long-term memory” (Nation, 2009: p. 75). For the second language learners, the size of their working memory is affected by their knowledge of patterns of pronunciation and grammar in that language. Hence, it is important to teach pronunciation so that the learners will be familiar with the patterns and rules in order to develop stable pronunciation.

d. Principles for designing speaking techniques

In order to achieve the goal of speaking activities, it is important to consider some aspects which relate to the content, activities, and the learners. There are seven principles for designing speaking techniques according to Brown (2001). First, use techniques that cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency. It is important to provide interactive activities that are not focusing on grammatical pointers and pronunciation tips. Drilling can be done as long as it is meaningful and it does not make the students get bored with the repitious drilling. Second, provide intrinsically motivating techniques. The students need to know the activity the teacher provides will give them some benefits. It is also suggested to try to appeal to students’ ultimate goals and interests, to their need for knowledge, for status, for achieving competence and autonomy, and for “being all that they can be”. Third, encourage the use of authentic language in meaningful contexts. The use of the authentic material in meaningful contexts is necessary even though it is not easy to do.

(46)

Fourth, provide appropriate feedback and correction. It is important to give corrective feedback that is appropriate for the moment. Hence, the knowledge of English is very useful since the EFL learners usually depend on the teacher on giving the feedback. Fifth, capitalize on natural link between speaking and listening Even though the goal of the lesson is to reinforce the speaking skill, it is undeniable that listening as the input to oral communication plays an important role too. Skills in producing the language are often initiated through comprehension and those two skills may reinforce each other.

Sixth, give students opportunities to initiate oral communication. Part of oral communication competence is the ability to initiate conversations, to nominate topics, to ask questions, to control conversation and change the subject. Therefore, it is important to give a chance for the students to initiate the conversation. Seventh, encourage the development of speaking strategies. The learners may not have the thought of developing their own personal strategies for accomplishing oral communicative purposes. Therefore, it is important to introduce and apply the learning strategies for speaking.

3. Mobile-Assisted Language Learning (MALL)

Teaching language using technologies has been embarked in the last decades. The use of computers in Computer-Assisted Language Learning (CALL) appeared in the early 1980s. Along with the growth of Information and Communications Technology (ICT), CALL has moved to integrate the use of internet and web-based tools. In the 1990s the term TELL (Technology Enhanced Language Learning) appeared as the growth of ICT (Dudeney, 2007).

(47)

The use of mobile technologies has aroused the attention of teachers and researchers since it promotes the tag line of learning “anytime, anywhere” opposed to computed classroom (Roschelle, 2003 in Stockwell, 2008). However, there is also a view such as the one proposed by Levy and Kennedy (2005 in Stockwell 2010) that the successful use of technologies in non-learning environment does not guarantee that it will be effective or valuable in terms of educational environment. Technology and its immersion in learning-teaching activities has influence the approach as well as the model of teaching. In terms of teaching speaking, technology is also designed and developed in order to fulfil the students’ need (Stockwell 2007, Miangah 2012, Muthukumarasamy 2013).

Technology used in the classroom may give benefits for the learners in which it may give changes as well challenges for the learners compared to traditional face to face traditional learning. Bahadorfar (2014) states that enables the learners to face new situation and learning environment in which they may deal with various experiences. Besides, the learners will be able to have “self-directed actions”, “opportunities for self-paced interactions”, “privacy”, and “a safe environment” since when they make errors they will get specific feedback. She further states that: Feedback by a machine offers additional value by its ability to track mistakes and link the student immediately to exercises that focus on specific errors. Studies are emerging that show the importance of qualitative feedback in software. When links are provided to locate explanations, additional help, and reference, the value of technology is further augmented (2014:11).

(48)

Hence, feedback provided by the machine enables the learners to discover the mistakes they made which then not merely show the mistakes but also link them for further explanation and exercises.

Modern technologies available in education today, for instance communication lab, speech recognition software, internet, TELL (Technology Enhanced Language Learning), Podcasting, Quick Link Pen, Quicktionary as well as MALL (Mobile-Assisted Language Learning). Besides the availability of those devices, it is also important to consider how they influence the enhancement of English learning. There are three factors that influence the improvement of learning English according to Traxler (2007, in Muthukumarasamy, 2013:330) those are the “learning content” or “learning objects (LOs)”, “learning activities” and “communication and collaboration features”.

First, designing the content of mobile learning. There are some aspects that need to consider in designing mobile learning applications in terms of the size, format, compliance and delivery aspects as follows: Open-endedness in which the mobile phones can facilitate the learning when they the students are expected to construct some of the content and it can be accessed in various places. Personalization in which mobile devices are able to fulfil each student’s need in which the students can receive, assemble and carry around personally useful learning materials. Time-critical nature in which when the students are mobile, it should be make them ease to update the content. Portability in which task, such as portfolios will suit to develop on mobile devises since the students can carry them around. Measured delivery where mobile devices can ease the students to update

(49)

the content little by little over a period of time. Aural medium in which in order to access the listening content, a personal listening device should be able to suit the students’ need. Prioritizing medium in which the mobile devices can function as a media when the content needs to reinforce or prioritise over other content. The last is as alternative medium in which mobile devices can function as alternative medium for learning.

The second consideration is on designing the learning activities. The use of mobile devices related to learning that need to consider is related with the design of learning activities which Naismith et al. (2004 in Muthukumarasamy, 2013: 330-331) have demonstrated that mobile technologies can relate to six different types of learning activities. For behaviourist-type activity, the quick feedback or reinforcement element is facilitated by mobile devices. For constructivist activity, immersive experiences are provided by mobile investigations or games. For situated activity, learners can take a mobile device out into an authentic context, or use it to access information while moving around an environment in a specially equipped location such as a museum. For collaborative learning, a mobile device is a handy additional means of communication and a portable means of electronic information sharing. For informal and lifelong learning, mobile devices accompany users in their everyday experiences and become a convenient source of information or means of communication that assists with learning, or records it on the go for future consultation. Support, or coordination of learning and resources, can be improved by the availability of mobile technologies at all times for monitoring progress,

(50)

checking schedules and dates, reviewing and managing- activities that teachers and learners engage in at various times during the day.

Third, designing of communication is the last aspect of design for learning activities is often the most problematic, due to the concerns about the costs incurred by learners if communication and connectivity become additional financial burdens. Within this constraint, mobile and wireless devices can support: spontaneous communication and collaboration, e.g. one-to one or one-to many by texting on mobile phones, by sending a message to a forum or blog while travelling; beaming of stored information from device to device and portable sound-recording, voice-recording, photos and video clips that are used in communication.

The main characteristics of the use of mobile phones for learning are: it is portable; in which it is easy to bring everywhere along with the learning materials so that the learners are able to learn anywhere, anytime and it is also easy to connect using wireless network (Miangah, 2012). Besides the main characters that support the use of mobile phones for learning, there are some characteristics of MALL as stated by Klopfer et.al. (2002 in Miangah, 2012). There are six advantages of using Mobile phones for learning, the first one is its “portability”; the small use and its weight enables them to be brought easily to different places. Second, its “social interactivity” in which the learners are able to exchange data and collaborate with their peers. Third, “context sensitivity” in which it enables the data to be gathered and responded to the current location and time. Fourth, “connectivity” in which they can be connected by creating shared network to other devices, to data collection devices or a common network. Fifth, “individuality” in which each learner can

(51)

customise the activities platform. However, there are disadvantages of using mobile phones for learning devices which is stated by Kukulska-Hulme (2005 in Miangah, 2012) related to its small screen, data storage and multimedia limitations. He further states that educational purpose is not one of the reasons why the mobile phones designed for. Hence, the mobile devices have disadvantage in which the learners have difficulty in accomplishing the task. Moreover, it also related to the price of such sophisticated device that is too expensive to buy. Therefore, it needs the teacher’s awareness on what devices the students have and to choose the program that is compatible.

Instead of the advantages and disadvantages on the use mobile phones for educational purposes, the growth of technologies enables the development of mobile phone which also gives the opportunity for the users to develop their own mobile application like what Android has done with its open source. As stated previously that MALL was developed based on the concepts of CALL as the growth of Information and Communication Technology (ICT), then the Android application is developed based on the need to promote learning anywhere and anytime.

Hence, in teaching speaking using technology there are some aspects that need consider and when teachers want to develop their own application they also need to consider the aspects related to the content, learning activities, and communication. The use of technology should be able to encourage students to learn speaking and it will enable them to practise their fluency and accuracy as well. Moreover, it is expected that the use of mobile devices will also enhance the

(52)

students’ learning, support the speaking learning-teaching process and promote students’ autonomy.

a. Android

MALL requires the use of application in the mobile phones, in which those installed applications can be the ones which are developed by the teachers. One of the applications that can be developed and it is an open source is Android operating system. There are operating systems smart phones such as IOs, Android, and Symbian. The operating system discussed here is Android which is used to develop the application in order to teach speaking using mobile phones. According to Al-Rayes (2012: p. 46) android is “A software stack for mobile devices that includes an operating system, middleware and key applications”. Based on his explanation, Android is specialised for mobile platforms in which it has operating system, also serves as the system that connect between two separate or existing programs and key applications to run android or develop it. The Android operating system is based on Linux kernel. Brahler (2010) further states that:

Android is such an operating system for low powered devices, that run on battery and are full of hardware like Global Positioning System (GPS) receivers, cameras, light and orientation sensors, WiFi and UMTS (3G telephony) connectivity and a touch screen (p.3)

Mongia (2010) also describes that Android is an operating system for mobile devices developed by Google which is based on LINUX kernel (version 2.6). It is an open source that enables developers to write applications primarily in Java with support for C/C++.

(53)

b. AppInventor

Android gives tools for creating apps, and one of them is app Inventor which should be built online by visiting http://ai2.appinventor.mit.edu. Using this tool, those who want to create Android applications are able to develop their own application. App Inventor is an open-source web application provided by Google, and now managed by the Massachusetts Institute of Technology (MIT). It allows the novice user to the computer programming to create applications software for the Android operating system.

In programming environment there are some terms that appear such as variables and array. A variable is a symbolic name or a reference to information. The name of the variable represents the information of the content. It is named variables because the information represented may change but the operation system remains the same in the variable. An array is a series of objects that have the same size and type of. Array element is the object in the array, such as array integers, an array of text or anything that has a determined data type.

An array in each element has the same data type, even though they may have different values. In programming environment of AppInventor, the variables and array are frequently used. The programming on AppInventor is one of the examples of the application of Visual Language Programming in which it allows users to create programs by manipulating graphics and not texts (Mobiko Training Development, 2014).

(54)

Figure 2.2. Variable, array and visual block programming (Mobiko Training Development, 2014)

AppInventor is a free, cloud-based service that can be accessed using a web browser. In order to start using AppInventor, it needs to log in with a Google account. AppInventor is a visual, drag-and-drop tool – like playing the puzzle - to develop mobile apps on the Android platform. The design of user interface (the visual appearance) is using a web based graphical user interface (GUI) and the app’s behaviour is determined by matching the “blocks” like working on puzzles (Wolber, 2011).

c. Android Features

The features in Android are basically the same with the features with other mobile phones. The aspect that makes Android special is that it gives opportunity for the users to build their own application, either using Java script or blocks. Android 2.2 or higher has the features of password enabled, minimum password length, alphanumeric password required, maximum failed password attempts, maximum inactivity time lock, prompt user to set a new password, lock device immediately and wipe the device’s data (restore the device to its factory defaults).

(55)

Android 3.0 or higher has the features such as required complex password, minimum letters required in password, minimum lowercase letters required in password, minimum non-letter characters required in password, minimum numerical digits required in password, minimum symbols required in password, password expiration timeout, password history restriction, maximum failed password attempts maximum inactivity time lock and require storage encryption (Renner, n.d.).

The Android features that are used to develop the speaking skill are text to speech and speech recogniser. Text to speech enables the learners to write the words, then the machine will give the correct pronunciation on how to say the words. Speech recogniser is the machine in Android application that enables the learners to record their voice then check whether they pronounce or say the word correctly in which the machine will give the feedback in the form of written words. 4. English for Specific Purposes

English for Specific Purposes (ESP) is discussed in this study since it concerns with developing the materials used in Android application. Therefore, in this part of the study, it is important to elaborate the definition of ESP as well as the classification of ESP since there are lot of branches in ESP.

a. Definition

English for Specific Purposes is the branch of English Language Teaching in which it focuses on the analysis of students’ need on certain area of language. Dudley-Evans (Carter 2001) states that English for Specific Purposes (ESP) has been seen as a separate branch of English Language Teaching for about 30 years

(56)

and it focuses on materials-driven and as a classroom-based activity concerned with practical outcomes. There are some definitions on the terms of ESP. Hutchinson and Waters (1987) states that ESP does not relate to “a particular kind of language or methodology, or a particular type of teaching material” since ESP is considered as an approach rather than a product. ESP focuses on the learners, the language required and the learning context which then establishes the primary need in ESP. Hence, it can be said that ESP is an approach to language teaching which the goal, content and method are based on the learner’s need of learning.

Besides Hutchinson and Waters, another scholar also gives the definition of ESP in terms of its characteristics. Streven (1988 in Evans, 1998) describes that ESP consists of two kinds of characteristics, absolute characteristics and variable characteristics. The absolute characteristics compromise that ESP consists of English Language Teaching which is” designed to meet specified need of the learners”; related in content to particular disciplines, occupations and activities which is designed through its themes and topics; “centred on language appropriate to those activities in syntax, lexis, discourse, semantics and soon, and analysis of the discourse”; “in contrast with General English”. While the variable characteristics related to the teaching methodology which consists of two aspects, the first is the ESP “restricted as to learning skills to be learned” which means it may only consist of one language skill for instance writing only and the second one is that ESP “may not be taught according to any pre-ordained methodology”.

The characteristics of ESP differentiates it with ‘General English’ as well as support the definition of ESP which not merely focus on the need of the learners,

(1)

tab cap syr gtt ung cr tablet capsule syrup drop ointment cream od os po pr sq tsp tbsp right eye left eye by mouth rectally subcutaneous teaspoon (5 ml) tablespoon (15 ml)

4. CONVERSATION

Nurse : Mrs. Copler, the do tor has gi e ou a ouple pres riptio s. No , I’d like to explain the medicines you should take.

Patient : Alright, Nurse.

Nurse : The first medication is an anti-inflammatory.

This is medicine to prevent inflammation in your knee joints. You should take one capsule twice a day as needed.

Patient : OK. Will it help with the pain?

Nurse : Yes. The second medication is a diuretic. This medicine is for your high blood pressure. You should take one tablet once a day.

Patient : Thank you. I really appreciate it. 5. QUIZ

 Watch the video (link to YouTube.com)

Make a conversation based on one of the prescriptions below. 1) Che k the patie t’s a e a d age

2) Check if the patient has any allegies 3) Explain what kind of medication it is 4) Explain the function of the medication

5) Give the direction how to drink/use the medication 6) Give caution (if any)

(2)

 Record the role play then send the result to the teacher Sources:

Pamudya, L.A. (2005). English for Professional Nurses. Jakarta: EPN Consultant Allum, V. & Garr, Patricia. (2008). Cambridge English for Nursing. Cambridge: Cambridge University Press

https://www.youtube.com/watch?v=9VEBwWYO_nQ A doctor gave a presription to

65-year-old woman with osteoarthritis of the right hip

Tab. Naproxen 250 mg Mitte 100

sig. 1 tab. T.i.d

A doctor gave a presription to an insulin dependent 10-year-old boy accompanied by his parents

Human solule insulin 100 IU/ml

sig. 6 IU a.m. 4 IU p.m.

A doctor gave a presription to a 3 year-old baby girl suffering from atopic eczema, accompanied by her parents

Hydrocortisone cream 1% Mitte 30 g

sig. Apply thinly to the affected area b.i.d

(3)

Appendix 18. Classroom observation

Teacher’s activity Students’ activity

Greeted the students Answered the teacher’s greeting. (Some of the students were still busy with their gadgets and talking to their friends).

Asked some questions for ice breaking by asking why the weather was so hot that day.

Answered the teacher’s questions. Review the previous material

Elicitated today’s material about questioning to fill in assessment form. Reviewed parts of the body

Answered the teacher’s questions about parts of the body

Said the expressions used in useful expressions, the asked the students to repeat the expressions.

When the students had not correctly said the expressions then he would ask them to repeat it again.

Repeated the expressions stated by the teacher.

Asked the students to do the writing exercise in forms of giving the right expressions and translate sentences from Bahasa Indonesia into English.

The students did the exercise and some of them open the dictionary to translate either hard copy or from their mobile devices.

Listening part.

Asked the students to open the

listening exercise and fill in the blanks based on the recording.

Pronunciation drill

Played the recording for the pronunciation drill.

The students listened then completed the blanks.

Some of them asked the teacher to repeat the listening part.

Repeated the words they hear from the listening.

Asked the students to work in pairs to prepare a role play between a nurse and a patient. The preparation took for about 10 minutes.

The teacher moved around the class to check the students’ work.

The students prepared the role play with their peer.

Asked some students to come in front of the class to present the role play. Gave guidance of the correct

expressions when the students forgot their lines.

Some of the students came in front, but the conversation was still memorised eo that some of them forget the dialogue.

Gave feedback on students’ performance.

(4)

Appendix 19. Photo Documentation Preliminary study

Implementation

(5)

(6)

"Spine" (speak English for professional nurses) android application for nursing students to learn speaking English.

This Thesis is dedicated to

My Beloved Parents ;

A.Y. Harmanto and PH.Dewi Lestari

My Beloved Family;

Joko Wilopo, Helena Pradnya

Shakuntala

Parts

Dokumen yang terkait

Android Application For Helping Students Learn HTML And CSS Language.

EDMODO mediated English speaking materials for nursing students novice leve.

``Speak App`` android application model to improve the Midwivery Students speaking competence.

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

EDMODO mediated English speaking materials for nursing students novice leve

Active english for nursing (aforn): an m-learning model to enhance nursing students` speaking skill.

Designing professional english instructional materials for tourism academy students.

5. The use of ICT for motivating students to learn English - The use of ICT for motivating students to learn English

Learn to Speak Chinese Beginning Mandarin Chinese for Native English Speakers pdf pdf

Professional NFC Application Development for Android

Dukungan

Links

"Spine" (speak English for professional nurses) android application for nursing students to learn speaking English.

This Thesis is dedicated to

My Beloved Parents ;

A.Y. Harmanto and PH.Dewi Lestari

My Beloved Family;

Joko Wilopo, Helena Pradnya

Shakuntala

Parts

Dokumen yang terkait

Android Application For Helping Students Learn HTML And CSS Language.

EDMODO mediated English speaking materials for nursing students novice leve.

``Speak App`` android application model to improve the Midwivery Students speaking competence.

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

EDMODO mediated English speaking materials for nursing students novice leve

Active english for nursing (aforn): an m-learning model to enhance nursing students` speaking skill.

Designing professional english instructional materials for tourism academy students.

5. The use of ICT for motivating students to learn English - The use of ICT for motivating students to learn English

Learn to Speak Chinese Beginning Mandarin Chinese for Native English Speakers pdf pdf

Professional NFC Application Development for Android

Dokumen yang Anda mencari sudah siap untuk unduhkan