87 effective learning media to facilitate the students to practice their speaking outside
the classroom. The last step after selecting topics, materials, features and activities for the
application was designing the blueprints of the questionnaire and interview guidelines. Both blueprints were developed based on some concepts which were
taken from speaking and mobile learning theories. The research instruments were developed for both experts and users to validate the product.
3. Development
There were four major development processes in this research; developing materials, developing storyboard and flowchart, developing the application using
App Inventor, and building the application into apk. file. After the application was built into an apk. file, the writer tried it using a mobile phone to check whether the
application run well or not. The development processes were described into four sub headings below.
a. Developing the materials
The materials were developed from topics selected in the planning stage. The written materials were adapted from some books and the audio were taken
from www.twominsenglish.com. The writer took the audio from the internet because the writer wanted some authentic materials. The writer chose authentic
materials to enable the students get the correct pronunciation. Pronunciation is one of the main aspects needs to be considered in the application since the writer
focused on developing the students‟ speaking skill.
88 According to Harmer 2001 pronunciation is one of five important
speaking aspects which needs to be mastered by learners to develop their speaking skill. In addition, Goh and Burns 2012 state that pronunciation is one of
speaking skills that learners need to develop. It is stated that pronunciation is producing the segmental and suprasegmental levels of the target language sounds.
The pronunciation specific skills include the articulation of vowels, consonants and blended sounds, assigning word stress and using different intonation patterns.
Meanwhile, Richard 1983 in Brown 2000 states that learners should be able to produce English stress patterns, word in stressed ad unstressed positions, rhytmic
structure, and notation contours. Both written and audio materials were modified and simplified based on
the students‟ needs. Most of the materials taken from the www.twominsenglish.com
were videos. Therefore, the writer converted those materials into audio. After converting the video into audio, the writer cut the
audio into words and sentences to develop the activities and tasks especially those which are related to pronunciation and conversation drill. The writer also took
some pictures from the internet to increase the students‟ interests and stimulate
them while they are doing the exercises. Both of the audios and pictures in this application were converted into small sizes because of the limitation of the
application capacity. After developing the materials, the writer developed the activities and
exercises. There were oral and written exercises in the application. The oral exercise dealt with the pronunciation and conversation while the written exercises
89 dealt with the grammatical rules needed in each topics. The written exercises were
in the forms of filling the blanks and true-false tasks. Besides written exercises, the writer added grammar explanation in the grammar feature because grammar is
essential for Communicative Language Teaching Calce Murcia, 1987 and it is included
in Harmer‟s 2001 important speaking aspects, and Richards‟ 1983 microskills of communication.
b. Developing the storyboard and flowchart
After the materials had completed, the writer developed the storyboard and flowchart of the application. A flowchart is the general construct of the
application which shows the main part of the content of the application. The function of a flowchart is to help the writer with the design of the application. It
gives the writer the description the activities and exercises in the application. The flowchart of the application can be seen in Appendix 3.
In this stage, the writer also developed a storyboard. The function of a storyboard is to describe the detailed components in the application to ease the
writer develop the application. The storyboard helps the writer show the connections among the components and create a clear navigation of the
application. This storyboard is important because it leads to a friendly-used application. The detailed of the storyboard can be seen in the Appendix 3.
Besides the flowchart and storyboard, the writer also presented the description of the parts and contents of the application. This description provides
the name of each part of the application and its brief explanation. The following table describes the parts and contents of the application.
90
Table 4.11 The Parts and the Contents of Each Part in e-talk Screen
Content
Home This screen contains the title of the application, start
button and exit button About
This screen contains the explanation about the application, enter button, exit and home button
Menu This screen provides the main menu of the application.
There are five menu in the application; vocabulary, grammar, expression, conversation and project.
Vocabulary There are two buttons in this screen; mini dictionary and
vocabulary quiz List of words, how to pronounce and feedback are
provided in the mini dictionary Vocabulary quiz contains a quiz. Feedback and score
will appear after completing the quiz This screen contains text to speech and speech
recognizer Grammar
The grammar contains grammatical rules learned in the topic
Each topic contains explanation, and two kinds of quizzes fill in the blanks and true-false tasks
Feedback and scores are provided after completing the quiz
Expression There are two buttons in this screen; expression list and
expression quiz List of expressions, how to pronounce and feedback are
provided in the expression quiz Expression quiz contains a quiz. Feedback and score will
appear after completing the quiz This screen contains text to speech and speech recognizer
Conversation There are five kinds of conversations in this screen
Each conversation is needed to be completed by recording the answer. Feedback and scores are available after
completing the conversation This screen contains text to speech and speech recognizer
Project This screen contains a label of instruction for the students
to create a video recording of a conversation based on the learned topic.
Since the writer focuses on speaking skill, this application uses text to speech and speech recognizer which are put in buttons. By clicking the button, the
91 students can record their answer and get the feedback after completing the
activity. There are only two main buttons which appear in each screen in the application; home and exit. The home button enables the students to go back to
the home screen, while the exit button enables the students to close the application. The check buttons are added in the end of each quiz to enable the
students check their answers and view their scores. c.
Developing the application using App Inventor The writer used App Inventor to create the Android application. App
Inventor is a drag-and-drop tool to build an Android application. The writer used App inventor to develop the application because App Inventor is easy to use. The
Writer did not need to remember and type instructions. In App inventor, the components are ready to be used. To create the design, the writer simple used the
web-based user interface provided in the web. To create the application behavior, the writer only needed to place the components which are presented in the forms
of blocks. The blocks are designed like puzzles. The “puzzles” are designed with
different colors to ease the App Inventor users differentiate the behavior of each component of the block. App Inventor can be used to build different kinds of
application such as games and educational software. The App Inventor can be accessed from ai2.appinventor.mit.edu.
In developing the application, the writer needed to work on the design of the application first. In designing the application, the writer needed to work on the
designer provided in the web. In this section, the writer created the application design by inserting some elements needed. There are many elements in the web-
92 based designer such as label, button, textbox, picture etc. The writer took some
elements needed in the application. Here, the writer can also adjust the size and color of the fonts, the background of the screen, etc. After the writer finished
designing the application, the writer needed to control the application using the blocks. The blocks are provided in the blocks component. Here, the writer worked
more on how the application will be programmed. Then, the writer inserted all the selected materials in the application. In
inserting the materials, the writer needed to convert the picture and audio files into the format which could be accepted by App Inventor. Besides changing the format
of the picture and audio files, the writer also needed to adjust the size of the files because of the limitation of the capacity. The maximum size of the file that can be
uploaded in App Inventor is only 5 MB. If the size if the file more than 5 MB it will not be able to be uploaded because the product cannot be more than 12 MB.
There were some problems faced by the writer in the process of developing the application. Internet connection is one main problem faced by the
writer. Since App Inventor is dependent on the internet connection, the development process took longer time if the internet connection was unstable. The
unstable internet connection made the file could not be uploaded especially if the capacity of the application was almost reach the limitation of the capacity. The
unstable internet connection could also cause the program stop and make the unsaved files disappeared.
93 d.
Building the application into .apk file Building the application into .apk file was not a complicated process.
After the writer had done with the application, the writer just needed to click the build button on the App Inventor web and wait for the process. The .apk file will
be automatically downloaded and saved in the computer. To test the application on the mobile phone, the writer just need to copy the .apk file or send it through
bluetooth and install it in the mobile phone. The project can also be built into a barcode by using MIT AI2 Companion which can be downloaded from playstore.
However, developing the application into barcode were rarely used because of the error happened during the process of scanning.
The Android emulator might be a great solution for those who do not have Android smartphones to try out the application. An Android emulator is a virtual
version of an Android smartphone including touch-screen, hardware keys, and typical functions. It is a way to build and test the application built which can be
used through a laptop. Even though building the application into .apk file was a simple process,
the writer needed to build the application many times due to some problems on the application design and blocks. The design in the App Inventor web designer
was not the same as the design on the mobile phone. Another problem was the application did not work properly because of the missing blocks. The problems
made the writer build and revise the application continuously to get the most appropriate application. The expected application then was given to the experts to
gain the experts‟ feedbacks, opinion and suggestions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94 e.
The Experts Validation After the writer had done with the application, the writer gave the
application to the experts to validate it. There were material and media experts in this research. The material experts were the English teacher of 3 Bantul Senior
High School and an English lecturer of English Language Education Program of Sanata Dharma University. The media experts were an IT lecturer of Duta
Wacana University and IT practitioner of Gadjah Mada University. Both of the material and media experts validated the product by giving feedbacks, opinions
and suggestions for the writer to produce the final version of the application. The material experts gave feedbacks related to the content of the application including
the topics, materials, exercises and how the application support the students to develop their speaking skill. On the other hand, the media experts gave
suggestions and opinions related to the design, layout as well as the navigation of the application.
Both of the material and media validation were conducted by distributing questionnaires and conducting interviews to the both experts. Both of the
questionnaires and interviews were to obtain the feedback and suggestions for the appropriateness of the application. The closed questions of the questionnaire
results were analyzed based on the conversion score stated by Best 1970 presented in table 3.5 in the previous chapter while the open ended questions and
the interview results were described in written form. The table below shows the descriptive statistics of the material
experts‟ opinion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Table 4.12 The Descriptive Statistics of Materials Experts’ Opinion
No. Statements
V1 V2
Mean Category
1. E-talk supports the students to
learn how to create both simple and complex sentences
1 2
1.5 Very High
2. E-talk helps the students recognize
their own mistakes 2
2 2
Very High 3.
E-talk helps the students learn how to create dialoguesconversations
naturally 1
2 1.5
Very High 4.
E-talk helps the students create sentences contextually
1 1
1 High
5. E-talk gives examples how to
pronounce words correctly 1
2 1.5
Very High 6.
E-talk provides useful vocabulary for each learning unit
1 2
1.5 Very High
7. E-talk helps the students increase
their grammatical understanding 1
2 1.5
Very High 8.
E-talk helps the students create sentences correctly
1 0.5
High 9.
E-talk increases speaking fluency 1
2 1.5
Very High 10.
E-talk eases speaking practice 1
2 1.5
Very High 11.
E-talk helps the students arrange understandable sentences
1 1
1 High
12. E-talk trains the students to
interact with the real conversation situation
2 1
High 13.
E-talk trains the students to create coherent sentences
2 1
High 14.
E-talk‟s design is simple 2
2 2
Very High 15.
E-talk‟s design is interesting 2
2 2
Very High 16.
E-talk provides understandable materials
1 2
1.5 Very High
17. E-talk can be accessed through
hand phone and tablet easily 1
1 1
High 18.
E-talk uses common instructions used in the English learning
1 2
1.5 Very High
19. E-talk uses materials needed by the
students 1
1 1
High 20.
E-talk provides useful explanations and feedback for the students
1 2
1.5 Very High
21. E-talk can be used independently
by the students 1
1 1
High PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
No. Statements
V1 V2
Mean Category
22. E-talk uses understandable
instructions 1
2 1.5
Very High
Total Score 30
Very Good
Mean 1.4
After conducting the material validation, the writer conducted the media validation. The validation was also conducted by distributing questionnaires and
conducting interviews to the experts. The questionnaire results of the media validation were also presented statistically. The table below shows the descriptive
statistic s of the media experts‟ opinion.
Table 4.13 The Descriptive Statistics of Media Experts’ Opinion
No. Statements
V3 V4 Mean Category
1. E-talk‟s layout is simple
2 -1
0.5 High
2. E-talk‟s layout is interesting
2 -1
0.5 High
3. E-
talk‟s layout is appropriate with the students‟ need
2 1
1.5 Very High
4. The font used in e-talk is clear
-1 2
0.5 High
5. The font used in e-talk is readable
-1 2
0.5 High
6. The font color used in e-talk is clear
1 2
1.5 Very High
7. The paragraph in e-talk is neat
1 1
1 High
8. The text alignment in e-talk is clear
1 1
1 High
9. Each feature is separated clearly
2 1
1.5 Very High
10. The symbols and colors used
consistently especially those that show the same purposes
2 1
1.5 Very High
11. The instructions provided are clear
2 1
1.5 Very High
12. The navigations used are clear
1 -1
Fair 13.
The instructions and the contents are designed with different colors to help
the students differentiate them easily 1
1 1
High 14.
The symbols in e-talk are used to make the instruction clearer
1 1
1 High
15. The pictures used in the application
are used to give more information about the content
2 1
1.5 Very High
16. The same design shows the same
content 2
1 1.5
Very High PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
No. Statements
V3 V4 Mean Category
17. The quality of the audio is good
1 2
1.5 Very High
18. The material of the audio is clear
1 2
1.5 Very High
19. E-talk can be accessed easily in both
hand phone or tablet with Android operating system
2 2
2 Very High
20. E-talk is a simple application
2 2
2 Very High
21. E-talk can be installed easily in both
hand phone or tablet with android operating system
2 1
1.5 Very High
22. E-talk can be used easily
2 2
2 Very High
Total Score 27
Very Good
Mean 1.23
The data both from the material and media experts were analyzed using the five scales conversion stated by Sukarjo 2006. The conversion scale is
determined by the mean scores of the questionnaire results. There are five categories based on the mean score intervals; very good, good, fair, poor and very
poor. Those five categories are considered as the basic standard of the product revision. If the mean scores range from 1.2
– 2, the result is considered as good which means that the product does need to be revised. If the scores range from 0.4
– 1.1, it is considered as good which means that the revision is optional. The product is considered as fair if the scores range from -0.4
– 0.3. It means that the writer needs to explore more on the part of the design. Revision is recommended
if the scores range from -1.2 – 0-3 which means that the product is considered
as poor. At last, if the scores range from -2 – -1.1 the revision is highly
required and the product is categorized as very poor. The table below shows the categorization of the scores.
98
Table 4.14 The Description of the Categorization of the Scores Score Interval
Category Meaning
1.2 – 2
Very HighVery Good No revision
0.4 – 1.1
HighGood Revision is optional
-0.4 – 0.3
Fair Explore more on the part
of the design -1.2
– -0.3 LowPoor
Revision is recommended -2
– -1.1 Very LowVery Poor
Revision is highly required
From the material experts, it is found that the mean score was 1.4 from the scale of 2. It means that the materials applied in e-talk were good and acceptable
for the tenth grade students of 3 Bantul Senior High School. From the questionnaire results, the material experts stated that the materials used in e-talk is
understandable. The material experts stated that e-talk can help the students practice their speaking skill by providing vocabulary in each learning unit, giving
examples of pronouncing words, learning grammatical rules, and creating sentences and dialogues. The material experts also stated that e-talk can help the
students improve their speaking fluency because it gives the students opportunities to have pronunciation and conversation drills. It was also stated that
e-talk can promote independent learning for the students because it gives automatic feedbacks for both oral and written activities.
However, there were some points which need to be considered by the writer such as the statement number 8 which scored 0.5. According to the score
interval, it is still categorized as good and revision is optional. However, the writer decided to revise the material which related to the statement 8 about
sentence making. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99 Besides gaining quantitative data from the material experts, the writer also
gained qualitative data which were collected from the open ended questionnaires and interviews. Both in the open ended questionnaires and interviews, the writer
found that the material experts stated the strength and weaknesses of e-talk. There are three strengths mentioned by the material experts. First, the material experts
stated that the application provides various kinds of exercises which are interesting and the materials are not too complicated for the students.
... the variation of the exercises can help the students to practice their speaking. The materials provided is also fair for the students, it is not too
easy nor too hard. That is the most important one.Appendix 11, V1
The writer made various kinds of exercises in the application. There are at least five kinds of exercises provided in the application; pronunciation practice,
fill in the blanks, true-false, conversation practice and creating a dialogue. Those exercises were designed based on the syllabus and were customized based on the
students‟ need. All of the exercises were intended as the supplementary materials for the students to practice their speaking outside the classroom.
Second, the material experts stated that the application can motivate the students to practice their speaking by having pronunciation and conversation
practice. The material experts stated that the students will be challenged to practice their pronunciation because the application expect the students to
pronounce the words correctly based on what was programmed in the application. ... I think it can motivate the students to practice their speaking because
they can practice and repeat the pronunciation as what it is programmed in the application. The students do not need to play a video or check the pronunciation
in the dictionary for the provided words in the application. They can directly PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100 repeat the right pronunciation, I think it will motivate the students to
study.Appendix 11, V2
At last, the material experts stated that the application can promote independent learning because it can be used by the students anywhere. The
application also provided with automatic feedbacks which can help the students to be more independent.
... the students can learn independently, they can also learn anywhere by using
the application.
It also
provides feedbacks
for the
students.Appendix 9, Q2V2
Besides the strengths, the material experts also stated some weaknesses of the application. The weaknesses were related to the number of the exercises and
some vocabulary which related to text types. In the strength stated above, the experts mentioned that the exercises have many variations. However, the material
experts stated that the writer should add the number of the exercises to make the application more challenging.
... for the variation of the exercises is enough. However, you should add the number of the exercises because you only provide one exercise for each
variation. If you could add the exercise more, it will be more powerful.Appendix 11, V1
Besides conducting material validation, the writer also conducted media validation which was done by an IT lecturer and an IT practitioner. The results of
the closed questions of the questionnaire were also calculated statistically and was analyzed using the using the five scales conversion stated by Sukarjo 2006.
101 From the media experts, it is found that the mean score was 1.23 from the scale of
2. It means that the built application was indicated as good and acceptable to facilitate the
students‟ learning. From the questionnaire results, the media experts stated that e-talk is a
simple application which can be installed and accessed easily in Android smartphones and it is appropriate for the tenth grade students of Senior High
School. The media experts stated that the color of the application is nice and the paragraph is neatly arranged. It is also stated that the pictures and audio used in
the application is clear and it can enhance the students practice their speaking. However there were three points that need to be considered by the writer.
The first thing was related to statement 1 and 2 about the layout of the application. Statement 1 and 2 were related to the color and design of the application. Those
statements were only scored 0.5. According to the score interval, it is still categorized as good and revision is optional. The second thing was related to
statement 4 and 5 which were related to the font used in the application. Those statements were also scored 0.5 and it is still categorized as good and revision is
optional. The last thing was related to the navigation which was shown in statement 12. This statement only scored 0 which means that the writer needs to
explore more on the part of the design. The media experts also gave the suggestions through the open ended
questionnaire and interview. From both data the writer found that the media experts mentioned the strength and the weaknesses of the application. There are
four strengths mentioned by the media experts. There were three strengths PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102 mentioned by the media experts both in the open ended questionnaires and
interviews. First, it deals with the application in general. The media experts stated that the application is interesting because it can promote a mobile learning for
those who want to learn speaking outside the classroom. Second, the application was provided with various kinds of exercises and activities.
In general, this application is good and interesting, especially for those who want to have a mobile learning. This application is also provided with
various kinds of interesting exercises.Appendix 9, Q1V3
The last strength is about the quality of the audio and the instructions in the application. The media experts stated that the quality of the audio used in the
application is good and the instructions used are clear. ... the sound is clear and the instruction helps the users to use the
application.Appendix 9, Q2V3 The media experts also mentioned some weaknesses of the application
about the layout of the application and the number of the exercises provided in the application. The media experts stated that some of the fonts are too dark and the
size was too small. Another weakness mentioned by the media experts was related to the navigation of the application.
The fonts in some screen are too small and the color of the foreground and background are not contrast which make the texts are not readable. There
are some problems with the navigation. Sometimes the back button goes to the home screen instead of get the screen back to the previous
screen.Appendix 9, Q3V3
In general, both of the material and media experts stated that the e-talk is good to facilitate the students learning. E-talk is considered as an interesting
mobile learning media which can enhance the students to learn speaking outside PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103 the classroom. Even though the experts stated that e-talk is good, the writer still
needs to revise the application.
f. The Revision of the Application
After conducting the material and media validation, the writer summarized the feedbacks, comments and suggestions from both experts.
The experts‟ feedbacks, comments and the suggestions about the application are elaborated in
the table below.
Table 4.15 The Comments and Suggestions from the Experts No.
Aspects Comments
Suggestions 1.
Design
Some of the font colors are not readable
Use light color to make it readable
2. Materials
