Android application to improve Senior High School students` speaking skill.

ABSTRACT

Malasari, Susanti. 2017. Android Application to Improve Senior High School Students’ Speaking Skill. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Being able to communicate in English fluently is the concern of every individual in this world because it gives some advantages in this life. For example, a fluent English speaker can get more opportunities to study or work overseas. The importance of being fluent in English influences the Senior High School students to improve their speaking fluency. In order to be able to communicate in English fluently, the students should practice it frequently. However, they have limited English exposures and opportunity to use English. In the classroom, the opportunity to use English is limited because of the limited time. In addition, the students rarely have chances to use English outside the school because the environment has limited English exposure. Therefore, the writer is interested in designing an Android application for Senior High school students. The application can be used as the supplementary materials for the students to practice their speaking both inside and outside the school.

There are two questions formulated in the problem formulation, they are: (1) What does the Android application for Senior High School students look like? (2) How does the Android application improve Senior High School students’ speaking skill?

In order to answer the problems, the research combined ADDIE model with Borg and Gall’s (1983) R & D cycle. The quantitative and qualitative data were used as the main data of this study. The quantitative data were obtained from qustionnaire; while the qualitative data were obtained from the open ended questions in the questionnaire and interview.

The answer of the first question shows the description of the Android application. The application is named e-talk. E-talk is an English learning application which is aimed to improve Senior High School students’ speaking skill. This application consists of five main features: vocabulary, grammar, expression, conversation and project which are developed based on the speaking theories proposed by Harmer (2001), Goh and Burns (2012) and Louma (2004). On the other hand, the application was designed based on the principles of mobile learning proposed by Elias (2011) and Egbert and Handson-Smith (1999). Each feature in the application provides some activities based on the aspects of speaking which is developed based on the learning objectives stated in the syllabus. The answer of the second question concerns with how the application improve the Senior High School students’ speaking skill. The result shows that the application eases speaking practice by the mean score 1.5 out of 2. It helps the students improve their vocabulary, pronunciation, fluency and comprehension through the features and activities provided in the applications

ABSTRAK

Malasari, Susanti. 2017. Aplikasi Android untuk Meningkatkan Kemampuan Speaking Siswa Sekolah Menengah Atas. Yogyakarta: Program Pascasarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Berbahasa Inggris secara lancar menjadi perhatian setiap individu di seluruh dunia karena memberikan beberapa keuntungan. Contohnya, seseorang yang dapat berkomunikasi dengan Bahasa Inggris mempunyai kesempatan yang lebih banyak untuk dapat belajar maupun bekerja di luar negeri. Pentingnya berbahasa Inggris dengan lancar mempengaruhi siswa Sekolah Menengah Atas untuk meningkatkan kemampuan berhahasa Inggrisnya. Untuk itu, siswa perlu mempraktikkannya secara rutin. Akan tetapi, mereka mempunyai kesempatan terbatas untuk menggunakan Bahasa Inggris. Di kelas, siswa hanya mempunyai sedikit kesempatan untuk praktik karena keterbatasan waktu. Sedangkan di luar kelas, siswa jarang menggunakan Bahasa Inggris karena mereka tidak bersosialisasi dengan Bahasa Inggris. Oleh karena itu, penulis tertarik untuk mendesain sebuah aplikasi Android yang dapat digunakan para siswa sebagai materi tambahan untuk praktik berbahasa Inggris baik di dalam maupun di luar kelas.

Terdapat dua pertanyaan yang dinyatakan dalam rumusan masalah, yaitu: (1) Seperti apakah aplikasi Android untuk Siswa Sekolah Menengah Atas? (2) Bagaimanakah aplikasi Android tersebut meningkatkan kemampuan speaking siswa Sekolah Menengah Atas?

Untuk menjawab pertanyaan tersebut, penelitian ini menggabungkan model instruksional ADDIE dan siklus Penelitian dan Pengembangan milik Borg dan Gall (1983). Data kuantitatif dan kualitatif digunakan sebagai data utama pada penelitian ini. Data kuantitatif diperoleh dari kuesioner, sedangkan data kualitatif diperoleh dari pertanyaan uraian yang terdapat pada kuesioner serta wawancara.

Jawaban dari pertanyaan pertama adalah deskripsi aplikasi Android. Aplikasi tersebut diberi nama e-talk. E-talk adalah aplikasi pembelajaran Bahasa Inggris yang ditujukan untuk meningkatkan kemampuan speaking siswa Sekolah Menengah Atas. Aplikasi ini terdiri dari lima fitur utama, yaitu: vocabulary, grammar, expression, conversation dan project yang dikembangkan berdasarkan teori-teori speaking yang dikemukakan oleh Harmer (2001), Goh dan Burns (2012) dan Louma (2004). Sedangkan aplikasi tersebut didesain berdasarkan prinsip-prinsip pembelajaran mobile yang dikemukakan oleh Elias (2011) dan Egbert dan Handson-Smith (1999). Setiap fitur pada aplikasi tersebut

menyediakan aktivitas-aktivitas berdasarkan aspek-aspek speaking yang dikembangkan berdasarkan tujuan pembelajaran pada silabus. Jawaban dari pertanyaan kedua membahas tentang bagaimana aplikasi tersebut membantu siswa Sekolah Menengah Atas meningkatkan kemampuan speakingnya. Hasil penelitian menunjukkan bahwa aplikasi tersebut meningkatkan kemampuan speaking dengan skor rerata 1.5 dari skor maksimal 2. Aplikasi tersebut membantu siswa

meningkatkan kosakata, pengucapan, kelancaran dan pemahaman mereka melalui fitur-fitur dan aktivitas-aktivitas yang terdapat pada aplikasi tersebut.

ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILL

A Thesis Presented to

The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M. Hum.) in English Language Studies

by

Susanti Malasari Student Number: 136332038

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

ANDROID APPLICATION TO IMPROVE SENIOR HIGH SCHOOL

STUDENTS’ SPEAKING SKILL

A Thesis Presented to

The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M. Hum.) in English Language Studies

by

Susanti Malasari Student Number: 136332038

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

DEDICATION PAGE

life is about to choose ...

... whether you want to be strong or weak...

happy or sad ...

whatever your choice is, live your life fully ...

because your life depends on how you shape it ...

This thesis is gratefully dedicated to



_{My beloved parents}



_{My younger brother and his family}



_{My friends and Colleagues}

vii

ACKNOWLEDGEMENTS

First of all, I would like to praise my God, Allah SWT, for the Most Gracious love, mercy and guidance. His strength empowers me to face this life especially in writing my thesis.

My greatest gratitude goes to my thesis advisor, Dr. B. B. Dwijatmoko, M. A. for his time, advice, ideas, comments, suggestions and also his patience in guiding me during the writing process of my thesis. I would also thank F. X. Mukarto, Ph. D. for his best guidance, advice and support for SEAMOLEC students. My deepest gratitude goes to all the lecturers of The Graduate Study Program Of English Language Studies for sharing their knowledge and helping me broaden my knowledge and skill. My gratitute also goes to the Director of SEAMOLEC, Dr. Ir. Gatot Hari Priowirjanto, and SEAMOLEC for funding and sharing useful knowledge about technology for the future education. A great appreciation goes to Henny Herawati, S. Pd., M. Hum. for inspiring my life through her drawings and poems. My deepest thank goes to all the staff at secretariat and Pak Mul for their help during my study. I would also thank Sanata Dharma University librarians for their kindness in helping me finding references that were useful for my study and my thesis.

I truly thank the principal of SMAN 3 Bantul Drs. H. Endah Hardjanto, M. Pd. for giving me the opportunity to conduct my research there. I also appreciate Sri Rachmawati, S. Pd., Fidelis Chosa Kastuhandani, M. Hum, Willy Sudiarjo Raharjo, S. Kom, M. Cs., and Guntur Sarwohadi, S. T for

viii

spending their time to be my research validators. Your suggestions and advice are very useful for the process of writing my thesis. I thank Mas Oki and Ika for helping me dealing with the Android application. I also appreciate Grade X3 students of SMAN 3 Bantul for their willingness to be my research participants.

My gratitude goes to my family: My Father, Murjoko Maiyanto, my mother, Warsih, my younger brother, Ari, my sister-in-law, Dhesi and my little niece, Meisya. I thank them for their love, support, prayers and encouragement. I also thank for every smile, every joke, every great moment in my life and everything they have given to me. May God always give us a great amount of peace so that we can have such a great live in this world.

My special thanks go to my colleagues in my office for coloring my working days. They all have been so nice and great friends in the office. I also thank Rizal for his help and support. My deepest thanks go my SEAMOLEC and KBI 2013 friends, who are so friendly and kind. I would express my gratitude for Mbak Pipit, Anin and Askar for encouraging me to finish this study. I also thank Mas Kasan Kurdi for the photo that beautifies my dedication page.

Last but not least I would like to express my deepest thanks to everybody who has helped and supported me in writing my thesis and for those who have come and beautified my life. I cannot mention one by one but I truly thank them for everything they have given to me. May God bless you all.

ix

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE ... iii

DEDICATION PAGE ... iv

STATEMENT OF ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

ABSTRACT ... xv

ABSTRAK ... xvi

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study . ... 1

B. Problem Identification ... 4

C. Research Questions ... 5

D. Research Goals ... 5

E. Research Benefits ... 6

CHAPTER II: LITERATURE REVIEW ... 7

A. Theoretical Review ... 7

1. Speaking ... ... 7

a. The Nature of Speaking ... 8

b. Microskills of Speaking ... 10

c. Speaking Aspects ... 11

d. Types of Classroom Speaking Performance ... 14

e. Teaching Speaking ... 15

f. Teaching Speaking with Technology ... 18

2. Mobile Learning ... 20

a. The Nature of Mobile Learning ... 20

b. MALL ... 23

3. Android ... 27

a. The Nature of Android ... 27

b. Android Features ... 30

c. MIT App Inventor ... 31

x

4. Instructional Design ... 36

a. ADDIE Model ... 37

b. Dick and Carey Model ... 39

5. English for Senior High School ... 43

a. Senior High School ... 44

b. Speaking for the Tenth Grader in 3 Bantul Senior High School ... 45

B. Review on Related Studies ... 45

C. Theoretical Framework ... 47

CHAPTER III: RESEARCH METHODOLOGY ... 50

A. Research Method ... 50

B. Research Design ... 52

C. Research Setting and Participants ... 55

1. Research Setting ... 55

2. Research Participants ... 55

D. Data Gathering Technique ... 56

E. Research Instruments ... 58

1. Questionnaire ... 58

2. Interview ... 60

F. Data Analysis Technique ... 61

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ... 66

A. The Processes of Developing the Learning Media (ETALK) ... 66

1. Information Collecting ... 66

a. Syllabus Analysis ... 67

b. Need Analysis Questionnaire and Interview Script Design ... 70

c. The Need Analysis from Questionnaire Results ... 72

d. The Need Analysis from Interview Results ... 80

2. Planning ... 84

3. Development ... 87

a. Developing the Materials ... 87

b. Developing the Storyboard and Flowchart ... 89

c. Developing the Application Using App Inventor ... 91

d. Building the Application into.apk File ... 93

e. The Experts Validation ... 94

f. The Revision of the Application ... 103

4. Implementation ... 104

5. Evaluation ... 111

B. The Presentation of e-talk ... 111

xi

2. Introductory Page of the Application ... 114

3. The Menu of the Application ... 115

4. The Vocabulary Feature ... 116

5. The Grammar Feature ... 120

6. The Expression Feature ... 124

7. The Conversation Feature ... 129

8. The Project Feature ... 131

C. How E-talk Improves Senior High School Students’ Speaking Skill ... 132

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 137

A. Conclusions . ... 137

B. Suggestions ... 139

BIBLIOGRAPHY ... 141

xii

LIST OF TABLES

Table 2.1 Micro Skills of Oral Communication ... 11

Table 2.2 Four Categories of Speaking Skill ... 13

Table 3.1 The Combined Model of R & D and ADDIE Model ... 51

Table 3.2 The Description of the Expert Validators ... 56

Table 3.3 Stages, Instruments, Participants, Data and Aims ... 56

Table 3.4 The Description of Need Analysis Questionnaire Results ... 62

Table 3.5 The Conversion Table of the Raw Scores into Converted Score ... 63

Table 3.6 The CRE Scales ... 63

Table 3.7 The Description of the Validation Questionnaire Results ... 65

Table 4.1 The Competency Standard and the Basic Competence of Speaking Skill for Grade X ... 67

Table 4.2 Grade Tenth’s Semester 1 and 2 Speaking Materials ... 68

Table 4.3 The Selected Speaking Materials for the Application ... 69

Table 4.4 The Working Concepts of Need Analysis Questionaire and Interview Script ... 70

Table 4.5 The Teaching of Speaking in the Classroom ... 73

Table 4.6 The Students’ Speaking Strategies ... 75

Table 4.7 The Media Used by the Students to Practice Speaking ... 76

Table 4.8 The Students’ Aspects of Speaking ... 78

Table 4.9 The Topics, Materials, Activities and Learning Objectives ... 85

Table 4.10 Features and Activities ... 86

Table 4.11 The Parts and the Contents of Each Part in e-talk ... 90

Table 4.12 The Descriptive Statistics of Material Experts’ Opinion ... 95

Table 4.13 The Descriptive Statistics of Media Experts’ Opinion ... 96

Table 4.14 The Description of the Categorization of the Scores ... 98

Table 4.15 The Comments and Suggestions from the Experts ... 103

Table 4.16 The Students’ Opinion about the Materials ... 106

Table 4.17 The Students’ Opinion about the Media ... 107

Table 4.18 The Students’ Opinion about the Use of E-talk to Practice Speaking ... .. 108

xiii

LIST OF FIGURES

Figure 2.1 Android System Architecture ... 29

Figure 2.2 The Designer Interface ... 34

Figure 2.3 The Blocks Editor ... 35

Figure 2.4 The Emulator ... 35

Figure 2.5 The ADDIE Model ... 39

Figure 2.6 The Dick and Carey Model ... 42

Figure 2.7 Theoretical Framework Model ... 48

Figure 3.1 The Writer’s Combined Model of ADDIE and R & D ... 54

Figure 4.1 Home page of e-talk ... 113

Figure 4.2 E-talk Introductory Page 1 ... 114

Figure 4.3 E-talk Introductory Page 2 ... 114

Figure 4.4 Menu Screen of E-talk ... 116

Figure 4.5 The Vocabulary Screen of E-talk ... 116

Figure 4.6 The Vocabulary Topic Screen of E-talk ... 117

Figure 4.7 The Vocabulary List ... 118

Figure 4.8 The Pronunciation Practice ... 118

Figure 4.9 The Pronunciation Drill Feedback ... 119

Figure 4.10 Vocabulary Quiz Screen ... 120

Figure 4.11 The Feedback and Score ... 120

Figure 4.12 The Grammar Topic ... 121

Figure 4.13 The Grammar Activity ... 121

Figure 4.14 The Grammar Explanation Screen ... 121

Figure 4.15 The Grammar Exercise 1a ... 122

Figure 4.16 The Grammar Exercise 1b ... 122

Figure 4.17 The Grammar Exercise 1 Score ... 123

Figure 4.18 The Grammar Exercise 2a ... 124

Figure 4.19 The Grammar Exercise 2b ... 124

Figure 4.20 The Grammar Exercise 2 Feedback and Score ... 124

Figure 4.21 The Expression Screen of E-talk ... 125

Figure 4.22 The Expression Topic Screen of E-talk ... 126

Figure 4.23 The Expression List ... 127

Figure 4.24 The Pronunciation Practice Screen ... 127

Figure 4.25 The Pronunciation Drill Feedback ... 127

Figure 4.26 The Speak Up Screen ... 129

Figure 4.27 The Feedback and Score ... 129

Figure 4.28 The Conversation Screen a ... 130

Figure 4.29 The Conversation Screen b ... 130

Figure 4.30 The Feedback and Score ... 131

xiv

LIST OF APPENDICES

Appendix 1 English Syllabus of Senior High School Grade X ... 146

Appendix 2 The Blueprint of Questionnaires ... 154

Appendix 3 The Flowchart and Storyboard of E-talk ... 160

Appendix 4 Need Analysis Questionnaire ... 183

Appendix 5 Experts Validation Questionnaire ... 188

Appendix 6 Users Validation Questionnaire ... 194

Appendix 7 Interview Guidelines ... 197

Appendix 8 The Results of Need Analysis Questionnaire ... 199

Appendix 9 The Results of Experts Evaluation Questionnaire ... 203

Appendix 10 The Results of Users Validation Questionnaire ... 210

Appendix 11 Interview Transcription ... 216

Appendix 12 Photo Documentation ... 229

xv ABSTRACT

Malasari, Susanti. 2017. Android Application to Improve Senior High School

Students’ Speaking Skill. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Being able to communicate in English fluently is the concern of every individual in this world because it gives some advantages in this life. For example, a fluent English speaker can get more opportunities to study or work overseas. The importance of being fluent in English influences the Senior High School students to improve their speaking fluency. In order to be able to communicate in English fluently, the students should practice it frequently. However, they have limited English exposures and opportunity to use English. In the classroom, the opportunity to use English is limited because of the limited time. In addition, the students rarely have chances to use English outside the school because the environment has limited English exposure. Therefore, the writer is interested in designing an Android application for Senior High school students. The application can be used as the supplementary materials for the students to practice their speaking both inside and outside the school.

There are two questions formulated in the problem formulation, they are: (1) What does the Android application for Senior High School students look like? (2) How does the Android application improve Senior High School students’ speaking skill?

In order to answer the problems, the research combined ADDIE model with Borg and Gall’s (1983) R & D cycle. The quantitative and qualitative data were used as the main data of this study. The quantitative data were obtained from qustionnaire; while the qualitative data were obtained from the open ended questions in the questionnaire and interview.

The answer of the first question shows the description of the Android application. The application is named e-talk. E-talk is an English learning application which is aimed to improve Senior High School students’ speaking skill. This application consists of five main features: vocabulary, grammar, expression, conversation and project which are developed based on the speaking theories proposed by Harmer (2001), Goh and Burns (2012) and Louma (2004). On the other hand, the application was designed based on the principles of mobile learning proposed by Elias (2011) and Egbert and Handson-Smith (1999). Each feature in the application provides some activities based on the aspects of speaking which is developed based on the learning objectives stated in the syllabus. The answer of the second question concerns with how the application improve the Senior High School students’ speaking skill. The result shows that the application eases speaking practice by the mean score 1.5 out of 2. It helps the students improve their vocabulary, pronunciation, fluency and comprehension through the features and activities provided in the applications

xvi ABSTRAK

Malasari, Susanti. 2017. Aplikasi Android untuk Meningkatkan Kemampuan Speaking Siswa Sekolah Menengah Atas. Yogyakarta: Program Pascasarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.

Berbahasa Inggris secara lancar menjadi perhatian setiap individu di seluruh dunia karena memberikan beberapa keuntungan. Contohnya, seseorang yang dapat berkomunikasi dengan Bahasa Inggris mempunyai kesempatan yang lebih banyak untuk dapat belajar maupun bekerja di luar negeri. Pentingnya berbahasa Inggris dengan lancar mempengaruhi siswa Sekolah Menengah Atas untuk meningkatkan kemampuan berhahasa Inggrisnya. Untuk itu, siswa perlu mempraktikkannya secara rutin. Akan tetapi, mereka mempunyai kesempatan terbatas untuk menggunakan Bahasa Inggris. Di kelas, siswa hanya mempunyai sedikit kesempatan untuk praktik karena keterbatasan waktu. Sedangkan di luar kelas, siswa jarang menggunakan Bahasa Inggris karena mereka tidak bersosialisasi dengan Bahasa Inggris. Oleh karena itu, penulis tertarik untuk mendesain sebuah aplikasi Android yang dapat digunakan para siswa sebagai materi tambahan untuk praktik berbahasa Inggris baik di dalam maupun di luar kelas.

Terdapat dua pertanyaan yang dinyatakan dalam rumusan masalah, yaitu: (1) Seperti apakah aplikasi Android untuk Siswa Sekolah Menengah Atas? (2) Bagaimanakah aplikasi Android tersebut meningkatkan kemampuan speaking siswa Sekolah Menengah Atas?

Untuk menjawab pertanyaan tersebut, penelitian ini menggabungkan model instruksional ADDIE dan siklus Penelitian dan Pengembangan milik Borg dan Gall (1983). Data kuantitatif dan kualitatif digunakan sebagai data utama pada penelitian ini. Data kuantitatif diperoleh dari kuesioner, sedangkan data kualitatif diperoleh dari pertanyaan uraian yang terdapat pada kuesioner serta wawancara.

Jawaban dari pertanyaan pertama adalah deskripsi aplikasi Android. Aplikasi tersebut diberi nama e-talk. E-talk adalah aplikasi pembelajaran Bahasa Inggris yang ditujukan untuk meningkatkan kemampuan speaking siswa Sekolah Menengah Atas. Aplikasi ini terdiri dari lima fitur utama, yaitu: vocabulary, grammar, expression, conversation dan project yang dikembangkan berdasarkan teori-teori speaking yang dikemukakan oleh Harmer (2001), Goh dan Burns (2012) dan Louma (2004). Sedangkan aplikasi tersebut didesain berdasarkan prinsip-prinsip pembelajaran mobile yang dikemukakan oleh Elias (2011) dan Egbert dan Handson-Smith (1999). Setiap fitur pada aplikasi tersebut menyediakan aktivitas-aktivitas berdasarkan aspek-aspek speaking yang dikembangkan berdasarkan tujuan pembelajaran pada silabus. Jawaban dari pertanyaan kedua membahas tentang bagaimana aplikasi tersebut membantu siswa Sekolah Menengah Atas meningkatkan kemampuan speakingnya. Hasil penelitian menunjukkan bahwa aplikasi tersebut meningkatkan kemampuan speaking dengan skor rerata 1.5 dari skor maksimal 2. Aplikasi tersebut membantu siswa meningkatkan kosakata, pengucapan, kelancaran dan pemahaman mereka melalui fitur-fitur dan aktivitas-aktivitas yang terdapat pada aplikasi tersebut.

1 CHAPTER I

INTRODUCTION

This chapter consists of five major parts. The first part, background of the study, explains the writer‟s reasons in choosing the topic. The second part, problem identification, formulates the problems that the writer wants to discuss. The third part, research questions, presents the questions to be answered in this study. The fourth part, research goals, presents the goals of this study. In addition, the last part, research benefits, explains some benefits of this study.

A. BACKGROUND OF THE STUDY

As an international language, English is widely used in every aspect of life such as science, technology and trade. This condition encourages people to be able to communicate in English because they consider that English is an important language in the globalization era. Besides important, English is also considered as beneficial because it can help people communicate with people around the world, get better access of technology and have better education and jobs. There are four skills that people need to acquire when they are learning English; listening, speaking, reading and writing. Speaking is one of the English skills that plays an important role in language studies because it is related to the development of communication skill. Speaking is defined as a process of building and sharing meaning through the use of verbal or oral form (Chaney, 1988 and Gebhard,

2 1996). Speaking consists of producing systematic verbal utterances to convey meaning (Nunan, 2003).

There are four components underlying speaking competency proposed by Canale and Swain (1980); grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Grammatical competence deals with the construction of grammatical sentences including vocabulary and pronunciation. Sociolinguistic competence deals with how the utterances are produced and understood in different contexts. Discourse competence deals with the rules of cohesion and coherence. Strategic competence deals with how the speaker uses the language to achieve the communicative goals. Those four aspects are important points for English learners to consider if they want to be able to speak English well.

In fact, most people have difficulties to accomplish those components in their speaking. Therefore, they feel reluctant to practice their speaking skill. Moreover, they have limited English exposure in their environment because Indonesia is not an English speaking country. From the stated problem, it can be seen that limited English exposure makes students rarely practice their English. It makes students get difficulties in pronouncing words, recognizing new vocabulary and producing grammatical sentences. To overcome the problems, teachers need to facilitate their students to practice their English inside and outside the classroom by providing a tool which can provide them with enough English exposure.

3 The development of technology makes significant changes in people‟s life. Technology helps people to be more efficient by providing some tools which ease people‟s work. Technology can also help people in the educational systems such as teaching English as a foreign language. Since the object of the study is Senior High School Students, technology is used to facilitate them because they are enthusiastic about technology. In addition, they like spending their time to use gadgets to play games, listen to music, and mingle with friends in social media. This is an opportunity for teachers to develop technology in teaching and learning processes.

In this case, technology can be used as a tool which can help teachers to teach English easily and practically by using the mobile technology in language learning. Mobile learning as an educational activity makes sense only when the technology in use is fully mobile and when the users of the technology are also mobile while they learn (El-Hussein and Cronje 2010). It means that mobile learning enables students to have a mobile learning process which can be accessed anytime and anywhere. The use of technology in English language learning also enables English learners to have an enjoyable learning because it provides the learners with some interesting features which will make the learners become more motivated and become independent learners.

Android is one of the examples of the development of technology which is useful for people. Android is a mobile operating system that is based on a modified version of Linux Li (2012). There are many features provided by Android such as Storage, Connectivity, Messaging, Web browser, Media support,

4 Hardware support, Multi-touch, Multi-tasking, Flash support and Tethering (Li, 2012). Those features makes android has similar systems to computer systems. Therefore, it enables teachers to use android to make teaching media which can make English teaching and learning processes easier; especially speaking skill.

By using Android, teachers can make interesting and interactive speaking activities which can motivate students to practice their English. The more the students practice their speaking, the better English communication they have. Therefore, it would be more effective to learn through practicing rather than attending lectures or trying to understand theories. The Android application will provide accessible English exposures which enable the students to practice their English anytime and anywhere to facilitate the students to improve their speaking skill.

B. PROBLEM IDENTIFICATION

Speaking is considered as hard by many students because they do not have enough time to practice it both at school and outside the school. Besides, the students feel shy to practice their English because they are not good at pronouncing the English words. The lack of vocabulary is also one of the problems in improving their speaking skill at school. Commonly, teachers ask the students to speak English in the classroom or have a role play while they are learning some expressions. Those ways are good but they are less effective for the students because they only have limited time to those kinds of activities in the classroom. The lack of English exposure inside and outside the class makes the

5 students have difficulties in acquiring the language which have bad effects for their speaking skill.

C. RESEARCH QUESTIONS

There are two research questions in this study. They are listed as follows:

1. What does the Android application for Senior High School students look like? 2. How does the Android application improve Senior High School students‟

speaking skill?

D. RESEARCH GOALS

In this study, there are two objectives that the writer wants to achieve. The first is goal is the final version of the iconic model of the Android application. The materials provided in the android application model are designed according to the Senior High School learning objectives stated in Curriculum 2006. The model will provide the students with various kinds of learning materials such as vocabulary, grammatical rules and also conversation practice. The Android application model is designed to help the students improve their speaking skill.

The second goal is to describe how the Android application improves Senior High School students‟ speaking skill. The writer presents the Android application to the research participants and asks them to use the application to practice their speaking skill. After the participants using the application, the writer distributes questionnaires and conducts interviews to get the participants‟ opinion about the application.

6 E. RESEARCH BENEFITS

The writer hopes that this research is beneficial for some groups of people such as English teachers, students and further writers. The Android application made by the writer will help English teachers facilitate the students to practice their speaking skill both inside and outside the classroom since they have limited time to practice their English at school. The Android application will help teachers to teach useful expressions, vocabulary and grammatical rules needed by the students in order to improve their speaking skill. This android application will also ease the teachers in teaching pronunciation because it provides features which enable the students to practice how to pronounce words.

The Android application will also be beneficial for the students because it can help the students to practice their English everywhere. The students will be able to learn and practice various kinds of English expressions, vocabulary and also grammar. It is hoped that students will have more practical, interesting and easier English learning which can motivate them to practice their English. The Android application model made by the writer will help the students to have enough English exposures that can help them improve their speaking skill.

At last, the writer hopes that this study gives contribution to the readers and the students who want to take the same study. It is expected that further writers can use this study as one of references which can help them exploring some new ways to improve Senior High Students‟ speaking ability.

7 CHAPTER II

LITERATURE REVIEW

This chapter includes the theories that the writer takes in the research to support the analysis of the formulated problems stated in chapter I. This chapter is divided into three parts. They are theoretical review, review on related studies and theoretical framework. Theoretical review covers the theories of speaking, mobile learning, Android, Instructional Design and English for Senior High School. Review on related studies presents the similar studies conducted by some previous writers. In addition, theoretical framework describes the application of all theories used in this study.

A. THEORETICAL REVIEW

The theoretical review consists of four concepts. They are speaking, mobile learning, Android and Instructional Design. The concepts are described as follows.

1. Speaking

Since the writer attempts to design an Android application to improve Senior High School students‟ speaking skill, the writer provides some theories of speaking. The theories provided by the writer discuss the nature of speaking, problems in speaking, speaking aspects, teaching speaking and teaching speaking with technology.

8 a. The Nature of Speaking

Speaking is one of four English skills that people usually want to learn because they want to be able to communicate in English. Speaking is the basic language which is developed in early stages or in a childhood. Tarigan (1990) defines that speaking is a language skill that is developed in child life, is preceded by listening skill, and at that period speaking skill is learned. This statement is supported by Brown (2000) who stated that from communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined which especially apply to conversation.

Speaking is a verbal language which is used to communicate with others. Speaking consists of producing verbal utterances to convey meaning (Nunan, 2003). Speaking is not merely verbal utterances that convey meaning but it is also defined as the process of expressing ideas and information to the listener. This statement is supported by Brown and Yule (1983), who state that speaking is to express the needs-request, information, service and etc. In this context, the speakers say what they have in mind as well as the information they want to convey to the listeners.

There are many ways to define speaking. Hymes (1972) in Louma (2004) defines speaking by providing the framework of speaking in the form of acronym speaking. S stands for Situation; refers to the setting and the nature of event. This is the time and place where the speaking activity is done. P stands for Participant, refers to the speaker, listener, audience. In other words, it refers to the participants and what role they take. E stands for Ends, refers to the conventional outcomes of

9 the event it also includes the individual participants‟ goal. This is the expected outcomes and the personal goals of accomplishing particular occasions. A stands for Act sequence; refers to the form and the content of the speech acts. It contains the words used, how they are used and the relationship of the topic and what is said. K stands for Key; refers to the tone, manner, or spirit of act. I stands for instrumentalities or it is called as the channel or the mode and form of speech. N stands for Norms; refers to the norms of interpretation and norms of interaction. In addition, G stands for Genre, refers to categories or types of the utterance such as poems, proverbs, etc.

Speaking has some important components which can influence its effectiveness. Canale and Swain (1980) in Renandya (2002) propose that communicative competence consist of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. The four areas of communicative competence they identified are grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Grammatical competence is the mastery of second language phonological and lexico grammatical rules and rules of sentence formation; that is, to be able to express and interpret literal meaning of utterances (e.g., acquisition of pronunciation, vocabulary, word and sentence meaning, construction of grammatical sentences, correct spelling, etc.). Sociolinguistic competence is the mastery of sociocultural rules of appropriate use of second language; that is, how utterances are produced and understood in different sociolinguistic contexts (e.g., understanding of speech act conventions, awareness of norms of stylistic

10 appropriateness, the use of a language to signal social relationships, etc.). Discourse competence is the mastery of rules concerning cohesion and coherence of various kinds of discourse in second language (e.g., use of appropriate pronouns, synonyms, conjunctions, substitution, repetition, marking of congruity and continuity, topic-comment sequence, etc.). Strategic competence is the mastery of verbal and non-verbal communication strategies in second language used when attempting to compensate for deficiencies in the grammatical and sociolinguistic competence or to enhance the effectiveness of communication (e.g., paraphrasing, how to address others when uncertain of their relative social status, slow speech for rhetorical effect, etc.) to help the learners to be good at English communication.

b. Microskills of Speaking

In order to develop speaking skill, it is important to consider the microskills of oral communication. The microskills of speaking stated by Richards (1983) in Brown (2000) is presented in the table below.

11 Table 2.1. Micro Skills of Oral Communication Adapted from Brown (2000)

1. Produce chunks of language of different lengths.

2. Orally produce differences among the English phonemes and allophonic variants.

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

4. Produce reduced forms of words and phrases

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

6. Produce fluent speech at different rates of delivery

7. Monitor your own oral production and use various strategic devices-pauses, fillers, self-corrections, backtracking-to enhance the clarity of the message. 8. Use grammatical words classes (nouns, verbs, etc), systems (e.g. tense,

agreement, pluralization) word order, patterns, rules and elliptical forms. 9. Product speech in natural constituents-in appropriate phrases, pause groups,

breath groups, and sentences.

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

12.Accomplish appropriately communicative functions according to the situations, participants, and goals.

13.Use cohesive devices in spoken discourse.

14.Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

15.Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings

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

c. Speaking Aspects

There are some aspects that should be fulfilled in order to have good and effective speaking. There are five aspects proposed by Harmer (2001), pronunciation, vocabulary, grammar, fluency and comprehension. First, pronunciation is a set of habit for producing sounds which includes segmental features such as stress and intonation pattern. Pronunciation is one of the important aspects in speaking because correctness of pronunciation directly

12 affects the appropriate communication in conversation. Second, vocabulary is a speaking aspect which is also important for good speaking ability. The more vocabulary that English learners have, they more they will be able to find appropriate diction for their conversation which results to the speaking effectiveness. Third, grammar, it is the aspect which is related to the structure or rules of the language such as word order, inflection and derivation of the meaningful features of English. Calce Murcia (1987) states that grammar is essential to the communicative language in teaching. Fourth, fluency, it is the ability to speak smoothly and easily without any hesitation of what is being spoken. Fluent speakers can speak fluently even though they make some grammatical or pronunciation mistakes. Fluency has a big role in speaking because it will influence the speakers‟ confidence in their speaking performance. Fifth, comprehension is the ability to comprehend the meaning of what is said. Comprehension becomes one of the aspects of good speaking ability because it influences the conversation process. If both speakers comprehend what they are speaking, they will be able to grasp the information conveyed.

Besides mastering grammar, vocabulary, pronunciation, speaking fluency and comprehension, language learners need to put the those skills into action in the speech productions. According to Goh and Burns (2012), there are four categories of speaking skills that the learners need to develop which is presented in the table below.

13 Table 2.2 Four Categories of Speaking Skill

Core skills Specific skills

a. Pronunciation

Produce the sounds of the target language of the segmental and suprasegmental levels.

 Articulate the vowels and consonants and blended sounds of English clearly.  Assign word stress in prominent words

to indicate meaning.

 Use different intonation patterns to communicate new and old information. b. Speech function

Perform a precise communicative function or speech act.

 Request: permission, help, clarification, assistance, etc.

 Express: encouragement, agreement, thanks, regret, good wishes, disagreement, disapproval, complaints, tentativeness, etc.

 Explain: reasons, purposes, procedures, processes, cause and effect, etc.

 Give: instructions, directions, commands, orders, opinions, etc.

 Offer: advice, condolences, suggestions, alternatives, etc.

 Describes: events, people, objects, settings, moods, etc.

c. Interaction management

Regulate conversations and discussions during interactions

 Initiate, maintain, and end conversation  Offer turns

 Direct conversations  Clarify meaning  Change topics

 Recognize and use verbal and non-verbal cues.

d. Discourse organization

Create extended discourse in various spoken genres, according to socioculturally appropriate conventions of language.

 Establish coherence and cohesion in extended discourse through lexical and grammatical choices.

 Use discourse markers and intonation to signpost changes in the discourse, such a change of topic

 Use linguistic conventions to structure spoken texts for various communicative purposes, e.g. recounts and narratives.

Meanwhile, there are some other speaking aspects which can influence speaking effectiveness. Louma (2004) states that speaking cover some categories

14 such as fluency, accuracy, interaction and coherence. First, fluency is the ability to express comprehensible language smoothly. Fluent speakers will speak without any hesitation and many pauses in their communication. They will express the information communicatively, „effectively and naturally. Second, accuracy, refers to the speakers‟ ability to produce correct sentences including grammar, vocabulary and pronunciation. Third, interaction refers to the situation between the speakers and listeners. Interaction plays a big role in speaking. In influences the atmosphere of the conversation created by both speaker and listener. It will create new topics to be discussed that can encourage the speaker and listener to communicate to one another. Fifth, coherence refers to the appropriateness of the discourse in the conversation. In this case, coherence is closely related to how the speakers use appropriate cohesive devices.

d. Types of Classroom Speaking Performance

There are six categories of oral production that the learners are expected to perform in the classroom stated by Brown (2000), they are imitative, intensive, responsive, transactional, interpersonal, and extensive. Imitation in this context refers to practicing an interaction contour or try to pinpoint a certain vowel sound. This activity is not purposed for the meaningful interaction but it is focused on some particular element of language form. Drilling is the part of this communicative language classroom which offers limited practice through repetition of certain strings of language with some linguistics difficulties either phonological or grammatical. The successful drilling activity are often short, simple, snappy, communicative, and limited in phonology and grammar point.

15 Intensive speaking is designed to practice some phonological or grammatical aspect of language. It can be done by doing the activity both individually or in groups where learners are practicing certain forms of language. It is described as short replies to teacher or student-initiated questions or comments. This responses are usually sufficient and do not extend into dialogue. It is usually authentic and meaningful.

The transactional language is aimed to convey or exchange specific information or it is called as the extended form of responsive language. In this case, conversation may have more of negotiative nature that responsive speech. The interpersonal dialogue is aimed to maintain social relationship than to transmit facts and information. These kind of conversations can involve a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm or a covert agenda. The extensive speech refers to the planned extended monologues usually in the form of oral reports, summaries or short speeches. These monologues are often planned and formal.

e. Teaching Speaking

Speaking nowadays becomes a standalone subject with little attention paid to its process of learning. There are seven stages of learning activities presented by Goh and Burns (2012) highlighting the importance of the teacher‟s role in facilitating learning and providing input and feedback for the learners. Those stages are presented as follows.

16 In the first stage, the learner‟s metacognitive awarness about second language is developed. In this stage, the learners are encouraged to have a self-observation on their speaking performace and development.

2) Provide input and / or guide planning

This is the stage where the learners are given some support to prepare what they are going to do/say and how they will say it. In this stage, the learners are given appropriate vocabulary related to their speaking needs. They are also explained about the social and linguistic conventions of speech and speakers‟ roles and relationships for particular contexts.

3) Conduct speaking tasks

In this stage, the learners are provided with context where they can practice speaking. The learners are also encouraged to develop their speaking fluency in expression of meaning.

4) Focus on language / skills / strategies

Stage four of the cycle is aimed to create the learners‟ opportunity to improve their language accuracy and enhance the use of skills and strategies effectively. In this stage, the learners are also encouraged to select the language features of the fluency task they have completed such as pronunciation, grammar, text structures and vocabulary.

5) Repeat speaking task

In stage five, the learners have a chance to analyze and practice the selected language items. In this stage, repetitions are recommended for example by giving the learners a new task that is similar to the task that the learners have

17 done. These repetitions can improve the learners‟ confidence because they have at least one attempt at a task.

6) Direct learners‟ reflection on learning

In the stage six, the learners are encouraged to monitor and evaluate what they have learned in overall stages.

7) Facilitate feedback on learning

In this final stage, the learners are given important feedback on their performances in the previous stages of the cycle. It is explained that the feedback does not always given by the teacher but it can be a form of peer feedback.

Those seven stages proposed by Goh and Burns (2012) enable the learners to work together and get many opportunities to speak. In addition, the teachers can select or plan different learning activities depend on the objective chosen. Besides, Shumin (n. d) in Richard and Renandya (2002) states that being able to interact in a language is essential. It is stated that language instructors should be able to provide the learners with a meaningful communicative behavior about relevant topics to enable the learners create discourse that conveys in a real-life communication. Shumin states that small talk and interactive activity are two activities for learners that can maintain their communicative behavior. Small talk is described as the ability to get along with people in society in brief. In this stage, learners are expected to develop their skill in short interactional exchanges. However, in interactive activity, the learners are provided with extensive exposure and opportunities to use the language.

18 According to Harmer (2001), knowledge of language features and the ability to process information „on the spot‟ are two elements of speaking that the learners should master in order to speak fluently. To improve the knowledge of language features, teachers should develop the learners‟ connected speech, help them to be able to deploy some suprasegmental features and devices, supply a variety of phrases for different functions, and help the learners to structure discourse. In addition, the success of speakers‟ productive ability also depends on the rapid processing skills that talking necessitates which expected the teachers to help learners to process the language to be comprehensible, understandable, interactive and convey the intended meaning of a communication.

f. Teaching Speaking with Technology

Since English becomes an international language, more people want to be able to communicate in English. As a result, more people are interested in learning English either in formal or informal institution in order to improve their English communication skill. Some people might be good at written English communication however; they are not good at oral English communication. For those who are not good at oral English communication, they usually hesitate to express their ideas to others because the feel unconfident. This unconfident feeling is not merely caused by the lack of vocabulary of the speakers but it might be caused by other aspects such as, grammatical accuracy or pronunciation. This condition will create a problem in English teaching.

Teaching speaking is training learners to produce English words and utterance by using appropriate stress, intonation and the correct situation and

19 social condition. Richard and Renandya (2002) state that speaking is used for many different purposes involving different skills. They state that these different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationship, and the kind of activity the speakers are involved in. However, it is hard for teachers to teach their students if their students have lack of confident to practice their speaking ability in the classroom. In this case, teachers must be able to create a learning atmosphere which encourages their students to practice their speaking and enable them to build their speaking performance. Therefore, teachers must be able to create tools for their students to enable them to practice their speaking ability anytime and anywhere without having direct interaction with other speakers.

Providing a tool which enables them to record their own voice to practice their pronunciation might be useful for English learners because they will not be ashamed of making mistakes in front of others. This kind of tool will help the students recognize their mistakes and correct them over and over again. It is easier for the students to recognize their own weaknesess when they see themselves on videotape (Healey, 1999). The provided tool is not always a videotape, it can be another form of tool like recording tool which have the same function as videotape which can ease the students recognize their mistakes.

20 2. Mobile Learning

Mobile learning is now widely used in education in order to make learners have a portable device to learn (El-Hussein and Cronje, 2010). Advanced mobile devices such as smart cellular telephones are very popular among people primarily because they are wireless and portable. These functionalities enable users to communicate while on the move. The popularity of these devices is therefore a consequent of their ability to function at multiple levels.

a. The Nature of Mobile Learning

The development of techology offers a dynamic approach for learning which is called e-learning. E-learning is a portable learning which is supported by information technology. It gives learners the idea that learning is something portable which they can do everywhere by using internet access. It is a learning that takes place with the help of mobile devices, or the intersection the application of small, portable, and wireless computing and communication devices and learning facilitated and supported through the use of information and communications technology (Quinn, 2000). That statement is supported by Pinkwart, et al., 2003 which states that e-learning as a learning supported by digital electronic tools and media, and by analogy, mobile learning as e-learning that uses mobile devices and wireless transmission. E-learning is widely used because it enables the learners to connect with their colleagues or professional by using the e-learning system. It can also help the learners choose the materials and activities based on their needs.

21 However, the demand for learning anytime and anywhere encourages people to invent a new type of learning which is called m-learning. O‟Malley et al. (2003) defines that mobile learning is when the learners are not in a fixed location and they use mobile technologies as their learning opportunities. It can be stated that m-learning is a learning that use any kinds of portable learning which usually related to the most recent technologies. Mobile learning as learning environmental based on mobility of technology, mobility of learners and mobility of learning that augments the higher educational landscape (El-Hussein and Cronje, 2010). Mobile learning becomes one of the distance learning alternatives which enable learners to have an easy access of learning. It gives learners more learning opportunities since they can learn anytime and anywhere. Geddes (2004) states that m-learning is identified by being available anywhere, anytime and by the tools used. Mobile learning gives learners flexibility of learning since they can access it anytime and anywhere. This kind of learning eases learner to learn inside or outside the school. Mobile device is a pervasive medium that may assist us in combining work, study and leisure time in meaningful ways (Turunen, et al. 2003). It is any educational provision where the sole or dominant technologies are handheld or palmtop devices (Traxler, 2005).

More and more people develop mobile learning because mobile learning brings some positive effects for both teachers and students. It eases teachers and students to have a learning environment without having a formal situation in the classroom. There are five advantages of mobile learning stated in http://www.mobl21.com/Basics_Of_Mobile_Learning.pdf. (n. d) First, it

22 encourages „anywhere, anytime‟ learning. Mobile devices allow students to gather, access, and process information outside the classroom. They can encourage learning in a real-world context, and help bridge school, after school, and home environments. Second, it reaches underserved children. Handheld devices can help advance digital equity, reaching and inspiring populations „at the edges‟ – children from economically disadvantaged communities and those from developing countries because of their relatively low cost and accessibility in low-income communities. Third, it improves twenty-first century social interactions. Mobile technologies have the power to promote and foster collaboration and communication, which are deemed essential for twenty-first century success.

Fourth, it fits with learning environments. Mobile devices can help overcome many of the challenges associated with larger technologies, as they fit more naturally within various learning environments. At last, it enables a personalized learning experience. Not all children are alike; instruction should be adaptable to individual and diverse learners. There are significant opportunities for genuinely supporting differentiated, autonomous, and individualized learning through mobile devices.

Regarding its advantages, it is interesting to develop mobile learning in education system. Before developing the mobile learning, there are eight principles of m-learning extracted by Ellias (2010) that should be fulfilled. First, equitable use. This first principle means that the course content provided should be accessible to people with different abilities and locations. Second, flexible use. In this context, flexible use means that the course design should facilitate a wide

23 range of people abilities, preferences, schedules, level of connectivity and choices in methods. Third, simple and intuitive. It means that the design must be simple and intuitive. Any kinds of complicated design should be eliminated. Fourth, perceptible information. It means that the the content should be clear. Fifth, tolerance of error; means that the design should minimize the errors in the software operation. This can be done by designning learning environment with a tolerance of error. Sixth, low physical and technical effort. It means that the design requires a low physical and technical error such as providing the learners with the simple way of inputting text into the device. Seventh, community of learners and support. It means that the learners should be facilitated with a community which can support one another. This kind of community can reduce the sense of missing out on specific delivery features. At last, instructional climate. It means that the instructor should interact with the learners in various ways to generate discussions and get feedback from the students.

b. MALL

MALL stands for Mobile Assisted Language Learning. It is the use of mobile technology in language learning. MALL is different from computer-assisted language learning because it use personal and portable devices which emphasizes the continuity or spontaneaty of access and interaction accross the different context of use. According to Valarmathi (2011) MALL is described as an approach of language learning which is assisted with the use of mobile devices such as mobile phones, MP3s, MP4s and PDAs. In addition, Chen (2013) states

24 that MALL is the formal or informal learning of a foreign language with the assistance of mobile devices. A similar definition is stated by to Miangah and Nezarat (2012) who describe MALL as the use of mobile technology in language learning. According to Miangah and Nezarat (2012) MALL can help the students have the opportunity study a second language using the mobile device when they want and where they are. MALL is a way to promote the learners to have a convenient learning environment that can support the learning needs difference which help the learners to achive their personal success. Chen (2013) describes that the study with mobile phones can be used to foster grammatical accuracy, improve speech fluency, learn vocabulary, promote reading comprehension, etc. On the other hand, Miangah and Nezarat (2012) state that MALL can develop different aspects of language learning such as vocabulary, listening, grammar, phonetics, reading comprehension etc. Besides helping the students learning the languange, there are some advantages offered by MALL devices. It fosters self-study which can increase the acquisition of the language. According to Hulme and Shield (2008) in Small, language learners who study individually outside the classroom develop such language skills and areas. Next, it provides the material which can be accessed anytime and anywhere and mobile device is a fast language learning tool because there is no time to wait for the computer to boot up (Stockwell, 2008).

According to Small (n. d), there are some selected MALL applications which can be used to assist language learning such as social networks, SMS texting, videos, virtual worlds, voice recognition and blackboard virtual learning

25 software. The social networks can be used as a tool for the students to foster community and provide language practice outside the classroom, guide the conversation and grammar. The SMS texting can be used to help the learners learn vocabulary. Lu (2008) explains that the students can memorize, practice literating meaning, and check the words in the dictionary if they are not sure just using the mobile phone to verify the information. The videos can help the students practice listening skills. The virtual worlds help the students learn new words and expressions, improve their language skills and provide more English exposure to the students. The voice recognition can help the learners practice the pronunciation. According Godwin-Jones, (2009) the voice recognition software is a helpful tool in language learning because it let the learners listen to language learners practicing pronunciation and repeat back the correct pronunciation spoken by the learner. At last, the blackboard virtual learning software can offer a collaborative learning environment for the students.

There are ten principles proposed by Stockwell and Hubard (2013) as the initial basis for developing and implementing mobile language learning. First, the mobile activities, tasks and apps should distinguish both the limitations and affordances of the environment in which the device will be used. These affordances and limitations should be directly connected to the principles of language learning research and theory. Second, multi-tasking and environmental distractions should be limited. Many people are not good at multi-tasking which can increase stress, error rates and lower productivity. Third, push but respect boundaries. The push mechanism has the potential to prompt learners to do an

26 action but it can also help the learners have the idea of when and how frequently they would receive the reminders. This idea can disturb the learners‟ activities, especially when they are in the workplace. Therefore, a reccomendation is to allow the learners to plant and control when these push events occur. Fourth, strive for maintain equity. It means that it is important to know whether the learner have a mobile device, what kind of device the learners has, the connectivity and the expense is for using the device for the planned operation. Fifth, acknowledge and plan for accomodating language learner differences. It means that the mobile learning should facilitate learners with various learning styles. Sixth, be aware of language learners‟ existing uses and culture of use. The learners often use their mobile devices for personal and social use rather than as educational tools. Therefore, the task or application provided should be consistent based on their needs. Seventh, keep the mobile learning activities and tasks short and succinct. The short and succinct tasks will make the application accessible for the students. Eighth, let the language learning task with the technology and vice versa. The task should consider the learners‟ mobility and also the technology. Nihth, most learners need guidance and training for effective mobile devices for language learning. Therefore, providing guidance and training for the learners are important in order to make their use efficient. The last principle is recognizing and accomodating multiple stakeholders. Consider the needs of involving other parties when implementing the mobile learning.

27 3. Android

Android is now widely used by people because it has many features which are similar to the computer‟s features. Those features enable android to be used in education to make people have mobile learning which is practical and portable for learners.

a. The Nature of Android

Android is a kind of operating system which is popular recently. Android is an operating system based on Linux with a Java programming interface which is developed by Google (Vogel, 2013). It provides all necessary tools to develop Android applications such as compiler, debugger , emulator and virtual machine to run Android programs. “Android allows background processing, provides a rich user interface library, supports 2-D and 3-D graphics using the OpenGL libraries, access to the file system and provides an embedded SQLite database” (Vogel, 2013). Android is a comprehensive platform designed for mobile devices, championed by Google and owned by Open Handset Alliance (Gargenta, 2011).

Android is a comprehensive platform means that Android is a complete software stack for a mobile device. It allows developers to develop mobile application easily and quickly. It also allows users to customize their phone experience substantially. In addition, it is a complete manufactures to run their devices. Open Source Platform means “the entire stack, from low-level Linux modules all the way to native libraries, and from the application framework to complete applications, is totally open” (Gargenta, 2011). Android is licensed

28 under business-friendly licenses (Apache/MIT) which does not need license. Therefore, it can be freely extended, modified and used for variety purposes. Android is a purpose-built platform for mobile devices which can run on all sorts of physical devices. Since Android is portable, it doesn‟t make any assumptions about a device‟s screen size, resolution, chipset, etc. Android is an operating system designed for low powered devices that run on battery and are full of hardware such as Global Positioning System (GPS) receivers, cameras, light and orientation sensors, WiFi and UMTS (3Gtelephony) connectivity and a touchscreen (Brahler, 2010).

Android enables applications to make use of the hardware features through abstraction and provide a defined environment for applications. Android applications are written in Java and run in virtual machines. Applications for Android can be obtained from a central place called Android Market. The platform was created by Android Inc. which was bought by Google and released as the Android Open Source Project (AOSP) in 2007. According to Lee, Android is a mobile operating system that is based on a modified version of Linux. It was originally developed by a startup of the same name, Android, Inc. In 2005, as part of its strategy to enter the mobile space, Google purchased Android and took over its development work (as well as its development team). http://www.educause.edu/ir/library/pdf/ELI7067.pdf defines android as a Linux-based, open-source operating system designed for use on cell phones, e readers, tablet PCs, and other mobile devices.

29 The Android software stack can be subdivided into five layers: The kernel and low level tools, native libraries, the Android Runtime, the framework layer and on top of all the applications (Brahler, 2010).

Figure 2.1 Android system architecture

The kernel in use is a Linux 2.6 series kernel, modified for special needs in power management, memory management and the runtime environment. Right above the kernel run some Linux typical daemons like bluez for Bluetooth support and wpa supplicant for WiFi encryption. As Android is supposed to run on devices with little main memory and low powered CPUs, the libraries for CPU and GPU intensive tasks are compiled to device optimized native code. Basic libraries like the libc or libm were developed especially for low memory consumption and because of licensing issues on Android. In this layer the surface manager handles screen access for the window manager from the framework layer. Opposing to other frameworks, the media framework resides in this layer, as it includes audio and video codecs that have to be heavily optimized. The

30 Android Runtime consists of the Dalvik virtual machine and the Java core libraries. The Dalvik virtual machine is an interpreter for byte code that has been transformed from Java byte code to Dalvik byte code. Dalvik itself is compiled to native code whereas the core libraries are written in Java, thus interpreted by Dalvik. Frameworks in the Application Framework layer are written in Java and provide abstractions of the underlying native libraries and Dalvik capabilities to applications. Android applications run in their own sandboxed Dalvik VM and can consist of multiple components: Activities, services, broadcast receivers and content providers. Components can interact with other components of the same or a different application via intents.

b. Android Features

There are many features provided in the android operating system. All of the features can support the information and technology. Lee (2012) states that Android is open source and freely available to manufacturers for customization, there are no fixed hardware or software configurations. Android supports some important features such as storage, connectivity, messaging, web browser, media support, hardware support, multi-touch, multi-tasking, flash support and tethering. Storage uses Uses SQLite, a lightweight relational database, for data storage. Connectivity supports GSM/EDGE, IDEN, CDMA, EV-DO, UMTS, Bluetooth (includes A2DP and AVRCP), Wi-Fi, LTE, and WiMAX. Messaging supports both SMS and MMS. Web browser is based on the open source WebKit, together with Chrome‟s V8 JavaScript engine. Media support includes support for the following media: H.263, H.264 (in 3GP or MP4 container), MPEG-4 SP, AMR,

31 AMR-WB (in 3GP container), AAC, HE-AAC (in MP4 or 3GP container), MP3, MIDI, Ogg Vorbis, WAV, JPEG, PNG, GIF, and BMP. Hardware support is accelerometer Sensor, Camera, Digital Compass, Proximity Sensor, and GPS. Multi-touch supports multi-touch screens. Multi-tasking supports multi-tasking applications. Flash support such Android 2.3 supports Flash 10.1. In addition, tethering supports sharing of Internet connections as a wired/wireless hotspot.

c. MIT App Inventor

App Inventor is widely used by Android developer to create Android application because it is a simple mobile applications builder. “App Inventor is a visual, drag-and-drop tool for building mobile apps on the Android platform” (Wolber et all, 2011). In the App Inventor, the visual appearance of Android application is designed by using a web-based graphical interface builder. The application‟s behavior is set by using the puzzle bocks which contain programming tools provided by the App Inventor. There are many activities provided by App Inventor. First, People can play using the App Inventor because App Inventor promotes exploration and discovery. Users can simply open App Inventor, connect the phone and start putting together blocks. By doing this, users can immediately see and interact with the app that is built on the phone. Second, users can build a quick prototype; incomplete and unrefined working models of idea. “Expressing an idea in text is like writing to a friend or loved one with prose; think of an App Inventor prototype as poetry to a venture capitalist. In this way, App Inventor can serve as an electronic napkin for mobile app development”

225 sudah cukup lah pas lah untuk anak SMA. Tambahin lagi vocabulary yang lebih kontekstual untuk anak SMA gitu. Dan kalau untuk belajar bahasa Inggris mendingan konten diambil dari server sehingga bisa update konten terus.

R Apa saja kekurangan aplikasi tersebut?

V3 Kalau kekurangan cuman untuk masalah warna sama navigasi sih kalau lainnya mungkin, oh ini! Ini memang selalu selisih satu spasi gitu ya? terlalu mudah ya! Lebih divariasi lagi kalau seperti ini kan jadi mudah ditebak.

V4 Perlu mempertimbangkan yang aspek long term. R Apa saja kelebihan aplikasi tersebut?

V3 Desain konsisten, sederhana dan mudah dipelajari baik oleh pengguna yang belum pernah menggunakan sekalipun. Kualitas suara jelas dan instruksi yang tersedia sudah membantu penguna dalam menggunakan aplikasinya.

V4 Kelebihannya itu ya tadi itu yang untuk conversation. Kalau yang saya lihat itu kebanyakan memang seperti, saya pernah nyoba itu, saya lupa judulnya, tapi dia seperti buku belajar bahasa gitu ya, dia

memperkenalkan vocabulary trus memperkenalkan kata-kata, kalimat-kalimat yang umum dipakai misal berkunjung ke negara ini kata-kata apa yang sering dipakai, tapi keungulannya dia adalah daily challenge gitu, itu tu tiap hari dia ngasih tau hari ini yok kerja lagi gitu, trus dia tracking progress misalnya kita lupa kosa kata tertentu nanti dia nurunin sendiri levelnya jadi dia kurangin lagi kata-kata itu mengulang-ngulang terus gitu lo, pengulangannya yang bagus sih, tapi tidak berbentuk conversation nah itu kekurangannya menurut saya, jadi kalau ini kan dia ada yang berbentuk conversation sehingga ya kita bisa expect kalau kita berkunjung kesana beneran itu bisa njawabnya gitu lo instead of just menghafalkan kata-kata.

R Apa saja saran Anda untuk aplikasi tersebut?

V3 Cuman saya suka warnanya sih simple gitu, lucu, cuman ya tadi ada satu yang miss item itu item sama backgroudnya juga ijo jadi ga kontras tapi lainnya udah oke kok pemilihan font nya udah cukup jelas cuman ada satu yang tadi mungkin ada beberapa yang kelewatan yang terlalu kecil tadi itu, itu sih paling.

V4 Bisa mengambil beberapa aplikasi yang sudah ada. Mengambil yang bagus-bagus, jadi kita sesuai dengan visinya trus dikembangkan lebih jauh sih.

226 4. User Validation

S1 : Alvian Hanif Permana S2 : Muffida Hanum Nur’aini S3 : Riznadia Fitria Mellani S4 : Fiqih Amanda Andriani

R: Bagaimana pendapat Anda mengenai aplikasi e-talk?

S1: Bagus sebenernya, enak digunakan, itu juga simpel, kata-katanya juga banyak yang biasa kita pakai buat kita pelajaran, itu bisa buat ngecek buat kita speaking nya udah bener apa belum nah itu.

S2: Kalau menurut saya e-talk tu lebih praktis aja soalnya ya ga ribet trus barangnya juga enak dibawa kemana-mana gitu lo kan anak muda jaman sekarang juga sukanya yang simpel gitu sih.

S3: Kalau menurut saya e-talk itu aplikasinya sangat membantu bagi pelajar yang ingin belajar Bahasa Inggris dengan praktis dan tanpa ribet.

S4: Kalau e-talk itu bagus bisa membuat untuk belajar speaking secara mandiri dan simpel juga.

R: Bagaimana dengan desain e-talk?

S1: Kalau desainnya tu ya sudah bagus cuman kurang penataan kata-katanya aja itu lo kalau pas di grammar nya nah itu kan masih untuk tulisan deret ke bawah nah itu ditata biar misalnya ada jarak dari satu sama satunya lagi biar kita tu tau ini tu sebenernya yang bagian yang mana yang harus yang sama sama kata-katanya nah itu.

S2: Ya desainnya udah OK sih trus kalo bisa warnanya mungkin lebih bisa di apa ya kaya dijrengin lagi biar bisa lebih mudah buat nginget gitu. S3: Kalau untuk aplikasi ini desainnya udah bagus tapi kalau bisa ya lebih

ditingkatin lagi.

S4: Kalau aku bagus kalo bisa ya definisinya diringkas lagi biar lebih gampang.

R: Apa kelebihan aplikasi e-talk?

S1: Kelebihannya itu biasanya kan kalau di aplikasi yang lain itu kurang ada buat ngecek speaking nya kita udah bener apa belum. Kalau di e-talk tu udah ada kita bisa ngecek speakingnya bener apa nggak jadi kita udah tau gimana caranya.

S2: Ya lebih praktis sama simpel gitu sih.

S3: Aplikasinya termasuk aplikasi offline terus ya praktis. S4: Kelebihannya praktis juga tidak memerlukan kuota R: Apa kekurangan aplikasi e-talk?

S1: Itu kalau misalnya kita nemuin kata-kata baru yang tidak ada di mini dictionary, jadi kalau bisa dionline in jadinya kita bisa nyari kata-kata yang lain yang belum diketahui.

227 speakingnya tergantung sinyal.

S3: Agak terdapat gangguan pada Google voice, tergantung sinyal. S4: Voice nya kadang terganggu.

R: Fitur apa yang Anda sukai?

S1: Bisa liat simple past tense nya jadi bisa tau itu lo runtutannya gimana, trus kita juga bisa ngecek speakingnya juga.

S2: Itu sih vocabulary sama grammar karena bisa nambah vocab.

S3: Saya lebih menyukai fitur grammar sama expression, karena kalau yang expression itu ada fitur speak up dan itu sangat membantu.

S4: Grammar sama vocabulary karena pas mempelajarinya bisa enak aja gitu.

R: Fitur apa yang tidak Anda sukai?

S1: Apa ya, itu kan misalnya kalau ada itu lo apa mini dictionarynya ha itu diperbanyak aja gitu lo, jadi bisa lebih tau kata-kata yang lain lagi kalo ga tambahin apanya kata turunannya dari itu apa.

S2: Conversation soalnya harus lihat pilihannya yang di atas. S3: Vocab, soalnya ada yang ga tercantum disitu, gitu udah.

S4: Waktu jawab kadang, ga ada yang benerin, jadi ga tau yang bener apa. R: Apakah menurut Anda aplikasi ini cocok untuk praktik speaking? S1: Ya cocok, soalnya kan bisa tau kalau udah bener apa belum susunan

katanya yang kita tau, nah jadi nanti misalnya kalau mau sama temen juga udah tau gini caranya yang bener gimana speakingnya.

S2: Cocok lah trus soalnya kan bisa tau yang salah dimana.

S3: Cocok soalnya tu yang di expression tu ada fitur untuk speak up juga jadi itu sangat membantu untuk proses praktik speaking.

S4: Cocok karena simpel juga sama komplit karena ada fitur lain gitu. R: Fitur apa yang bermanfaat untuk belajar speaking?

S1: Anu pas kita conversation, jadi bisa tau kita gimana kalau ngadepin sama seseorang udah tau gimana cara balesnya yang bener gimana. S2: Conversation soalnya ada tanya jawabnya juga trus ada timbal

baliknya, ya lebih interaktif lah.

S3: Kalau saya conversation, soalnya ya ada dua pihak, jadi pihak penanya dan penjawab trus sama yang expression yang bagian speak up.

S4: Conversation karena juga ada tanya jawabnya juga. R: Apakah e-talk memotivasi Anda belajar speaking?

S1: Iya, soalnya kan itu ada banyak vocabulary jadi yang mau belajar tu tinggal lihat disitu kalau yang belum tau tinggal dicari-cari lagi buat grammarnya juga kan ada tambahan apa susunannya tu yang bener gimana jadi bisa tau sama speakingnya juga kita bisa ngecek jadi ya bisa tertarik lah kalau mau apa nambah gimana caranya belajar Bahasa Inggris yang baik.

228 S2: Ya memotivasi soalnya banyak fitur yang bisa apa bermanfaat buat belajar kaya speaking – trus ya kaya grammar, susunan kata pokoknya lebih praktis sih.

S3: Bisa soalnya juga terdapat banyak fitur yang disediakan nggak hanya buat speaking tapi listening juga yang di conversation.

S4: Tertarik karena ada definisi susunannya yang benar dan simpel bisa dibawa kemana-mana.

R: Apakah saran-saran untuk aplikasi ini?

S1: E-talk tu ya dibuat lebih menarik lah habis itu vocabularynya tu dikasih kata turunannya jadi tu bisa kalau misalnya simple past tense nya nanti apa abis tu nanti grammarnya dari kata itu apa jadi bisa lebih tahu banyak.

S2: Itu yang di fitur vocabulary tu dibikin online biar bisa lebih tahu kata-kata yang ingin dicari.

S3: Saran dari saya itu dari segi desain lebih ditingkatkan lagi trus yang di vocab juga lebih dikomplitin lagi kata-katanya biar ga bingung tentang kata-kata yang biasanya sulit dimengerti.

S4: Sarannya ya pokonya dibuat lebih dikomplitin lagi sama yang voice biar tidak terganggu lagi.

229 APPENDIX 12

PHOTO DOCUMENTATION

The students are using the features provided in the application (e-talk) in their classroom.

230 APPENDIX 13