“spine” (speak english for professional nurses)...

“SPINE” (SPEAK ENGLISH FOR PROFESSIONAL NURSES)

ANDROID APPLICATION FOR NURSING STUDENTS TO LEARN

SPEAKING ENGLISH

A THESIS

Presented as Partial Fulfilment of the Requirements

for the Degree of Magister of Humaniora (M.Hum)

in English Language Studies

by

Margaretha Dharmayanti Harmanto

136332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

“SPINE” (SPEAK ENGLISH FOR PROFESSIONAL NURSES)

ANDROID APPLICATION FOR NURSING STUDENTS TO LEARN

SPEAKING ENGLISH

A THESIS

Presented as Partial Fulfilment of the Requirements

for the Degree of Magister of Humaniora (M.Hum)

in English Language Studies

by


136332039

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


iv

DEDICATION PAGE

This Thesis is dedicated to

My Beloved Parents ;

A.Y. Harmanto and PH.Dewi Lestari

My Beloved Family;

Joko Wilopo, Helena Pradnya

Shakuntala

and Saqeenarava Sekar Langit


vii

ACKNOWLEDGEMENT

My endless gratitude to Allah SWT for the blessings in my life, during my

graduate study and during the hardship I have been through.

My deepest gratitude goes to my thesis advisor, Dr.B.B. Dwijatmoko,

M.A. for the encouragement, feedback and help in finishing my thesis. I would like

to thank to F.X. Mukarto, Ph.D., Dra. Novita Dewi M.S. M.A. (Hons) for the

support during my study in English Language Study program. I would like to thank

F.X. Mukarto, Ph.D., Dr. J. Bismoko and Jaslin Ikhsan, Ph.D. for the review,

guidance and feedback for my thesis. I would like to thank Dr. Ir. Gatot Hari

Priowirjanto and SEAMOLEC for the scholarship and introduce me to the

technology used in learning.

My greatest gratitude goes to my beloved parents, Papa A.Y. Harmanto

and Mama PH. Dewi Lestari for their never ending supports and love. My

gratitude especially goes to my family, to my husband Joko Wilopo for his endless

love, patient, and encouragement during the happy and hard time. My beautiful

daughters, Helena Pradnya Shakuntala and Shaqeenarava Sekar Langit for

their love, supports and understanding. And my endless thanks for my sisters

especially Mbak Siska, for her understanding and supports, Mbak Nana and Lani

for their encouragements.

I would like to thank my SEAMOLEC friends, Belinda, Shanti, Ika, Desi,

Vendi and David for the lesson we learned together, the laughter and even the hard

time we have been through. I also thank my KBI 2013 friends especially Pipit,


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Mbak Dian, Mbak Mimi, mbak Hening and those who I cannot mention one by

one for the sharing and caring moments.

I would like to thank mas Oki Wicaksono, S.T., who has taught us in

developing Android application and help me when I had some difficulties in

building the application. My gratitude also goes to the validators of my Android

application, Ners. Nurun Laasara, MSc., Fidelis Chosa Kastuhandani,

M.Hum., Drs. Muradi for validating the learning content; Reza Giga Isnanda,

S.T., M.Sc. and Chayadi Oktomy Noto Susanto, S.T., M.Eng. for validating the

application and for the nursing students of STIKES Wira Husada Yogyakarta.

Nevertheless, I would like to thanks to the head of Pusat Pelatihan Bahasa

Universitas Muhammadiyah Yogyakarta, Noor Qomaria Agustina,

S.Pd.,M.Hum for the support and my co-workers at PPB UMY, Miss Uke, Bu

Sitta, Mbak Luluk, Arum, Mbak Daisy, Bu Ani, Dilla, Bu Yashinta and Pak

Tama for the supports and encouragements. I would like to thanks to those who I

cannot mention one by one for the prayers, supports and friendship. May God bless

all of you.



ix

TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... i APPROVAL PAGE ................................................................................................ ii

DEFENSE APPROVAL PAGE ............................................................................. iii DEDICATION PAGE ............................................................................................ iv STATEMENTS OF ORIGINALITY ...................................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK

KEPENTINGAN AKADEMIS ................................................................................ vi

ACKNOWLEDGEMENT .................................................................................... vii

TABLE OF CONTENTS ....................................................................................... ix LIST OF TABLES ................................................................................................ xii

LIST OF FIGURES ............................................................................................. xiv LIST OF APPENDICES ...................................................................................... xvi ABSTRACT ........................................................................................................ xvii ABSTRAK ......................................................................................................... xviii

CHAPTER I INTRODUCTION ............................................................................. 1 A. Background ........................................................................................................ 1

B. Problem Identification ........................................................................................ 4 C. Problem Limitation ............................................................................................. 7 D. Research Problem ............................................................................................... 8

E. Research Goals ................................................................................................... 8

F. Research Benefits................................................................................................ 9 CHAPTER II LITERATURE REVIEW ............................................................... 11 A. Review of Related Literature ........................................................................... 11

1. Speaking ..................................................................................................... 12 a. Speaking skill ........................................................................................ 12

b. Developing Fluency and Accuracy ....................................................... 16 2. Teaching Speaking ..................................................................................... 21

a. Types of classroom speaking performance ........................................... 22 b. Teaching conversation ........................................................................... 23 c. Teaching pronunciation ......................................................................... 23

d. Principles for designing speaking techniques ....................................... 24 3. Mobile-Assisted Language Learning (MALL) ......................................... 25

a. Android .................................................................................................. 31 b. AppInventor .......................................................................................... 32

c. Android Features ................................................................................... 33 4. English for Specific Purposes .................................................................... 34 a. Definition ............................................................................................... 34 b. Classification of ESP ............................................................................. 36 5. Nursing program ........................................................................................ 39

6. Instructional Design ................................................................................... 41 a. ADDIE Model ....................................................................................... 41 b. ASSURE model ..................................................................................... 42 c. Dick and Carey model ........................................................................... 45


x

d. Kemp’s Model ....................................................................................... 46 e. McManus’ Model .................................................................................. 47

f. The Hybrid model .................................................................................. 48 B. Review of Related Studies ............................................................................... 55 C. Theoretical Framework .................................................................................... 58 CHAPTER III RESEARCH METHODOLOGY ................................................. 64 A. Research Method .............................................................................................. 64

B. Research Design ............................................................................................... 68 C. Research Setting and Participants .................................................................... 71

1. Research Setting ........................................................................................ 72

2. Research Participants ................................................................................ 72 D. Data Collection Technique ............................................................................... 73

1. Questionnaire ............................................................................................ 74 2. Interview .................................................................................................... 74

3. Classroom Observation ............................................................................. 75 E. Data Analysis Technique .................................................................................. 80

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................... 85 A. Process of Developing the Android Application .............................................. 85

1. Analysis ..................................................................................................... 85 a. Learning Domain .................................................................................. 85 b. Learner characteristics ........................................................................... 90

2. Design ...................................................................................................... 109

a. Story board ......................................................................................... 109 b. Materials /Content Research ............................................................... 110

3. Development ........................................................................................... 122

a. Design Implementation ...................................................................... 122 b. Production of Lesson Material ............................................................ 129

c. Building into apk.file ........................................................................... 136 4. Evaluation ................................................................................................ 137

a. Formative ............................................................................................. 137

b. Summative .......................................................................................... 140 5. Delivery ................................................................................................... 160

a. Implementation ................................................................................... 160 b. Technical Consideration ..................................................................... 163

c. Cost Consideration ............................................................................. 164 B. Presentation of the Application ...................................................................... 165

1. Home Screen ............................................................................................ 166 2. Menu Screen ............................................................................................ 166 3. Sub-topic screen ...................................................................................... 168

4. Pronunciation screen ................................................................................ 169 5. Listen and Repeat Screen ......................................................................... 170 6. Conversation screen ................................................................................. 171 7. Language focus screen ............................................................................. 173 8. Quiz Screen .............................................................................................. 174

C. The Acceptability of SPINE Android Application ......................................... 181


xi

CHAPTER V CONCLUSIONS AND SUGGESTIONS .................................... 187 A. Conclusions .................................................................................................... 187

B. Suggestions ..................................................................................................... 190 BIBLIOGRAPHY ............................................................................................... 192 APPENDICES .................................................................................................... 196


xii

LIST OF TABLES

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

Table 2.2. The Learners’ Characteristics ............................................................ 51

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

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

Table 3.2. The stages, data collection technique, participants, instrument and

research problem …..........................................................................

76

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

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

category ..............................................................................................

82

Table 3.5. Criterion Reference Evaluation formula ............................................ 82

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

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

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

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

Table 4.5. Result of Need Analysis Questionnaire on Cognitive Characteristic:

General Aptitude Toward technology ................................................

93

Table 4.6. The Result of Need Analysis Questionnaire On Cognitive

Characteristics: Functional Literacy ...................................................

94


Characteristics: Visual Literacy .........................................................

96


Characteristics: Computer Literacy ....................................................

97


Characteristics: Learning Style ..........................................................

99

Table 4.10. The Result of Need Analysis Questionnaire On Personality

Characteristics: Motivation to Learn Using Mobile Phones and

Interests ............................................................................................

102


Characteristics: Motivation to Learn ...............................................

103

Table 4.12. The Result of Need Analysis Questionnaire On Social

Characteristics...................................................................................

105

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

Learning ...........................................................................................

106

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

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

Table 4.16. The result of expert validation on the learning content of speaking

aspect (fluency) ................................................................................

141

Table 4.17. The result of expert validation on learning content of the speaking

aspect (accuracy)..............................................................................

143

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

objects ............................................................................................

144


activities .........................................................................................

146


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design ..............................................................................................

147

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

navigation pane ...............................................................................

149

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

design ...........................................................................................

150


information presentation ..............................................................

151

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

integration .......................................................................................

152

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


xiv

LIST OF FIGURES

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

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

Figure 2.3. ESP classification by experience ........................................ 37

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

Figure 2.5. ADDIE diagram .................................................................. 42

Figure 2.6. ASSURE Model ................................................................. 44

Figure 2.7. Dick and Carey Model ........................................................ 46

Figure 2.8. Kemp’s Model .................................................................... 47

Figure 2.9. McManus model ................................................................. 48

Figure 2.10. The Hybrid Model ............................................................ 50

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

Figure 3.2. The research design ............................................................ 71

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

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

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

Figure 4.4. The layout components ....................................................... 125

Figure 4.5. The media components ....................................................... 126

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

Figure 4.7. The connectivity components and the ActivityStarter in

block editor ........................................................................

128

Figure 4.8. The SPINE logo …………………………………………. 128

Figure 4.9. Pronunciation material ........................................................ 129

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

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

Figure 4.12. The conversation material ................................................ 133

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

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

Figure 4.15. Error limited capacity ....................................................... 137

Figure 4.16. Home screen ..................................................................... 166

Figure 4.17. Menu screen, disclaimer ................................................... 167

Figure 4.18. Sub-topic screen ............................................................... 168

Figure 4.19. Pronunciation screen ........................................................ 169

Figure 4.20. Listen and repeat screen .................................................... 171

Figure 4.21. Conversation screen .......................................................... 172

Figure 4.22. The language focus screen ................................................ 173

Figure 4.23. Quiz Screen ...................................................................... 174

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

and incorrect answers ......................................................

175

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

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

Figure 4.27. Quiz 4 screen .................................................................... 177


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

www.YouTube.com ........................................................

179

Figure 4.29. The choices in the list picker and its display .................... 179

Figure 4.30. Record and play buttons ................................................... 180


http://www.youtube.com/

xvi

LIST OF APPENDICES

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

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

Appendix 3. Blueprints of Expert validation for learning Content

Questionnaire .....................................................................

203

Appendix 4. Blueprints of Questionnaire of Expert Validation for

Android Application...........................................................

205

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

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

Appendix 7. Interview Guidelines ........................................................ 208

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

Appendix 9. Need Analysis Questionnaire…........................................ 217

Appendix 10. Expert validation for learning Content Questionnaire… 220

Appendix 11. Expert Validation for Android Application

Questionnaire...................................................................

223

Appendix 12. Users Validation Questionnaire ..................................... 225

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

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

Appendix 15. Result of Users’ Questionnaire in the implementation

stage ................................................................................

238

Appendix 16. Interview Transcription................................................... 242

Appendix 17. Material of SPINE application........................................ 257

Appendix 18. Classroom observation ................................................... 272

Appendix 19. Photo Documentation ..................................................... 273

Appendix 20. Permission Letter .......................................................... 274


xvii

ABSTRACT

Harmanto, Margaretha Dharmayanti. 2016. “SPINE” (Speak English for

Professional Nurses) Android Application to Learn Speaking English for

Nursing Students. Yogyakarta: The Graduate Program in English Language

Studies, Sanata Dharma University.

Speaking skill is one of the main focuses that nursing students need to gain in

learning English because they need it to communicate with patients during

intervention. Nowadays, mobile devices are also used as a medium of learning

known as Mobile Assisted Language Learning (MALL) to promote learning

anywhere, any time. This study aims to develop an Android application which is

intended to help the nursing students to learn speaking English. There are two

research questions in this study, the first is what the Android application to help the

nursing students to learn speaking English looks like and the second research

question is how the Android application is acceptable to the users.

This study used Research and Development (R&D) method proposed by Borg

and Gall (1983) which was combined with the Hybrid instructional model

developed by Passerini and Granger (2000). There were five stages in the Hybrid

model namely analysis, design, development, evaluation and delivery. The data

gathered were in forms of quantitative and qualitative data. The instruments used

to obtain the data were classroom observation, questionnaires and interviews. The

quantitative data was obtained from the questionnaires, while the qualitative data

was from the result of open-ended questions in the questionnaire, interviews and

classroom observation. Those instruments were used to answer the research

questions. The research setting was STIKES Wira Husada Yogyakarta and the

participants were the nursing students batch 2014.

The result of the study is an iconic model of Android application named

SPINE which stands for Speak English for Professional Nurses. There are five

topics in the application, which were chosen based on the syllabus. Each topic

consists of five sub-topics namely pronunciation, listen and repeat, language focus,

conversation and quiz. The second research question was answered based on the

result of questionnaire in the implementation stage which measured the users’

perception about navigation pane, screen design, information presentation, media

integration, and overall functionality of the application. The result shows that

navigation pane is acceptable, the screen design is acceptable, the information

presentation is acceptable, the media integration is acceptable, and the overall

functionality is acceptable. Based on the total mean score, the application is also

efficient and acceptable for the users (4.1) out of the maximal score (5.00).

In conclusion, SPINE application is also efficient and acceptable for the users

in terms of its navigation pane, screen design information presentation, media

integration, and overall functionality.

Keywords: speaking skill, MALL, Android application, acceptable


xviii

ABSTRAK

Harmanto, Margaretha Dharmayanti. 2016. “SPINE” (Speak English for

Professional Nurses) Android Application to Learn Speaking English for

Nursing Students. Yogyakarta: The Graduate Program in English Language

Studies, Sanata Dharma University.

Ketrampilan berbicara merupakan salah satu fokus utama pembelajaran

Bahasa Inggris bagi mahasiswa keperawata karena ketrampilan tersebut diperlukan

oleh mereka untuk berkomunikasi dengan pasien ketika sedang melaksanakan tugas

keperawatan. Saat ini, handphone juga dipergunakan sebagai media pembelajaran

yang dikenal dengan sebutan Mobile Assisted Language Learning (MALL) untuk

menunjang proses pembelajaran di mana saja, kapan saja. Penelitian ini bertujuan

untuk mengembangkan aplikasi Android yang dapat membantu mahasiswa

keperawatan untuk belajar berbicara dalam Bahasa Inggris. Terdapat dua pokok

permasalahan dalam penelitian ini, yang pertama, seperti apakah aplikasi Android

untuk membantu mahasiswa keperawatan belajar berbicara Bahasa Inggris, dan

kedua tentang bagaimana aplikasi Android ini dapat diterima oleh pengguna untuk

membantu mereka belajar berbicara Bahasa Inggris.

Penelitian ini menggunakan metode Research and Development oleh Borg

dan Gall (1983), yang dikombinasi dengan model pembelajaran Hybrid oleh

Passerini and Granger (2000). Ada lima tahapan dalam Hybrid model ini, yaitu

analis, desain, pembuatan, evaluasi dan implementasi. Data yang digunakan dalam

penelitian ini adalah data kuantitatif dan kualitatif. Instrumen yang digunakan untuk

menghimpun data adalah observasi, kuesioner, dan wawancara. Data kuantitatif

berupa kuesioner dan data kualitatif berupa observasi kelas dan wawancara. Data

tersebut digunakan untuk menjawab permasalahan pada penelitian ini. Tempat

penelitian adalah STIKES Wira Husada Yogyakarta dan partisipan penelitian

adalah mahasiswa keperawatan angkatan 2014.

Nama dari aplikasi ini adalah SPINE yang merupakan singkatan dari Speak

English for Professional Nurses. Ada lima topik dalam aplikasi ini yang dipilih

berdasarkan silabus. Dalam tiap unit terdapat lima sub-topik yaitu pronunciation,

listen and repeat, language focus, conversation dan quiz. Pertanyaan kedua dijawab

berdasarkan hasil kuesioner pada tahap implementasi yang mengukur persepsi

pengguna tentang panel navigasi, desain layar, presentasi informasi, integrasi media

dan fungsi keseluruhan aplikasi tersebut. Hasil kuesioner menunjukkan

keberketerimaan aplikasi tersebut pada: panel navigasi, desain layar, presentasi

informasi, integrasi media, dan fungsi keseluruhan. Total rerata menunjukkan

aplikasi tersebut dapat diterima oleh pengguna (4.1) dari skor maksimal (5.00).

Kesimpulannya, aplikasi SPINE efisien and dapat diterima oleh pengguna

dari segi panel navigasi, desain layar, presentasi informasi, integrasi media dan

fungsi keseluruhan.

Kata kunci: ketrampilan berbicara, MALL, aplikasi Android, dapat diterima


1

CHAPTER I

INTRODUCTION

This chapter discusses six main parts; the first is the background that underlies

the reason why the researcher develops Android application for learning speaking,

the second part is problem identification in which the researcher clarifies the major

concept and concept relation of Android application and speaking. The third part of

this chapter is problem limitation, in which the researcher limits the scope of

problem of the study. The fourth and the fifth is research problem and research goal

respectively and the last part is research benefit.

A. Background

Learning is not merely involving the process but also the product, in which it

involves the process of acquiring the knowledge and use it in their daily life.

Learning English involves integrated skills of learning the language in which the

students learn the four basic skills; listening, speaking, reading and writing.

Listening and reading are the receptive skills while speaking and writing are the

productive skills which those two components entailed each other. In another word,

one skill can reinforce another skill in which we speak what we heard and we write

what we read. The nursing students tend to learn English only in the classroom and

use it only during the English classes. Since they lack of exposure of using the

language, it also influences their achievements either in speaking or writing.


2

Teaching speaking is not restricted in the classroom, which in accordance

with the sophisticated growth of information and technology, teachers are able to

develop interesting materials as well as activities using technology. Speaking skill

involves many aspects such as fluency and accuracy, it is expected that in teaching

speaking the teachers are able to develop effective materials using technology to

help the students achieving effectiveness and efficiency in learning. It is also

important to consider that teaching speaking involves communicative competence,

in which it is not only the matter of teaching how to use correct language

grammatically but also how to use it based on the context of communication. Hence,

when using technology to teach speaking the teacher needs to be able to see which

technology can support the demand of the students.

Speaking, as one of the skills in learning a language, requires the ability of

enhancing communicative competence in which the learners are expected to have

the ability to learn not merely the grammar but also how to use the language based

on the social and cultural rules. Learning speaking is important for the students

since they learn how to use the language that they have acquired in the real situation,

because in speaking practice the ability to produce the language fluently,

appropriately and effectively is crucial in order to gain an understandable

communication. Therefore, as stated by Nation (2009), it is important to create a

situation where the students have a broad opportunity to practice speaking either in

the classroom or outside the classroom so that they will enhance either the fluency

or accuracy in the real situation.


3

It is undeniable that technology has been widely used either in social life or

teaching-learning activities. Technology has also become the fond of learning in

the classroom rather than traditional face to face classroom learning (Petty: 2009).

Learning supported by the sophisticated growth of technology has influenced the

use of it in the classroom such as computer. Moreover, the real-life learning now is

involving computer use and one of it is the use of internet in the classroom for

teaching-learning activities. In terms of language learning, technology has been

used such as in internet-based application that is applied in learning the language to

promote the learning anytime, anywhere. Recently, the on-line communication also

takes part in teaching learning activities to support the learning process. Warschuer

(Carter: 2001) describes the term on-line communication as the activity of reading,

writing and communication via networked computers. He further explains that in

terms of language learning, the on-line activities can support the objectives of

language learning as long as they are implemented in a well-planned and purposeful

manner.

However, the trend of the on-line learning nowadays has shifted on mobile

learning or also known as M-learning to promote the real time learning using the

gadgets. The emergence of M-learning has been influenced by the growth of mobile

learning around the globe where people use gadgets such as mobile phones, tablets,

and I-phone. The function of the gadgets has also shifted not only as the media to

communicate such as telephoning or texting, but also supported by the growth of

internet as the medium to promote open and distance learning. UNESCO as the part

of United Nations support the use of M-learning and states that it is one of the


4

solutions to the challenges faced by education in which it will enable the

achievement of education for All (UNESCO, 2016). The operation system of

mobile phones itself is widely tend on the use of Android rather than other operating

systems.

In accordance with the use of mobile phone for learning, then the term MALL

(Mobile Assisted Language Learning) is used. The mobile phone operating system

(OS) of Android is chosen since it is an open source to develop the application. The

Android application focuses on the speaking skill for nursing students who learn

English for specific purposes. The nursing students learn English for their future

job as professional nurses, therefore they are demanded to be able to use English in

their future job not merely to read and write appropriately the nursing

documentation but also to communicate with the patients. The students need to

practice more on how to speak fluently and accurately in order to achieve that goal.

Therefore, Android application is developed in order to help them to learn speaking

English which eventually will help them to improve their fluency and accuracy in

speaking as well.

B. Problem Identification

Learning English nowadays is not only restricted in the classroom but also

outside the classroom and with the growth of technology, the tag line of learning

“everywhere”, “every time” is promoted as well. The internet provides the students

for synchronous learning or “real-time” learning, which is also supported by rapid

growth of smart phones and tablets with their wireless technology. Therefore, the


5

smartphones promote effectiveness in learning because they own some aspects such

as easiness, practicality and economical.

Different from computer which has more fully operating system, the smart

phones or tablets have a more slimmed down operating system. The operating

system is a base infrastructure software component of a computerized system.

Android is one of the operation systems for smart phones which enable people not

only to use (as a user) but also to develop (a developer) their own mobile application

and games. Google play is the marketplace for selling and distributing Android

application.

Learning English using smart phones creates the opportunity for the students

to learn everywhere and any time. Therefore, it aims to achieve higher effectiveness

in learning the language, enhance the learning process and their language skills, as

well as improve their English achievements. Moreover, they will be more motivated

since they have already accustomed to use their gadgets every day.

Learning English for the nursing students is intended for specific purposes to

prepare them of having sophisticated English for their future job. Tony Dudley-

Evans (Carter 2001) states that English for Specific Purposes (ESP) has been seen

as a separate branch of English Language Teaching for about 30 years and it focuses

on materials-driven and as a classroom-based activity concerned with practical

outcomes. Need analysis on developing the teaching and materials become the

defining features in ESP in which it also underlies based on the discipline it serves

for the methodology and teaching-learning activities. The language that consists of


6

grammar, lexis and register, skills, as well as the discourse become the main point

in ESP (Carter, 2001: p. 132).

Further, Carter also states that ESP itself is divided into two main categories,

namely English for Occupational Purposes (EOP) and English for Academic

Purposes (EAP). While Kennedy & Bolitho (1984) as stated in Khan (2011)

categorize ESP into three types. First, English for Academic Purposes (EAP), which

is taught in an academic context, in a target situation according to learner’s needs

and sponsor’s targets as a school subject (independent or integrated) and as a

discipline-based (pre-study/pre-sessional or in-study/in-sessional). Second, English

for Occupational Purposes (`EOP) is taught in a professional frame work. Learners

learn English according to their professional needs which are sometimes before

starting their profession as a pre-experience or mid their work as a simultaneous or

after starting their work as a post-experience. Third, English for Science and

Technology (EST). Therefore, learning English for the nursing students part of

English for Occupational Purposes because it is intended for professional

framework in which they will use the language for their professional need in their

future job.

In addition, the nursing students are demanded to be able to master health

sciences and they also need to practice what they learn in hospitals so that they lack

of time in learning English and some of them are less motivated to learn English

since English is not one of the mandatory subjects. Therefore, learning English

using the Android application will help the students to be able to learn English at

their convenience even for example when they do their practice at the hospital and


7

they even can learn English in their spare time. Moreover, it will also help them to

achieve high effectiveness in learning English since it can be integrated in their

face-to- face learning process as well as outside the classroom. Besides improving

the effectiveness of the learning process in which their English skills are enhanced,

it is expected that using the Android application help the students to improve their

achievements in as well.

C. Problem Limitation

As stated previously, the wireless technology has become more and more

advanced along with the growth of smart phones and tablets. There are various

Operating System (OS) for the smart phones and tablets but the researcher creates

a Mobile learning which is based on Android application. This application is used

for the nursing students to learn English for specific purposes especially English for

Occupational Purposes (EOP) since the language content in the application is based

on the syllabus of English learning intended for their future job.

The Android application model focuses on speaking especially the fluency

and accuracy. Moreover, the Android application can be integrated in their learning-

teaching activities and they can learn English outside the classroom using the

application in order to achieve higher effectiveness. Besides that, using the Android

application will help the students to be more motivated to learn English and they

are offered the opportunity to learn English anywhere and anytime as well as to

improve their learning achievements. Nevertheless, the application also promotes

open and distance learning.


8

D. Research Problem

It is expected that the Android application will help the students to speak

English fluently and accurately. In addition, it is expected that the Android

application is acceptable for the users in terms of its efficiency to learn speaking.

Moreover, the students will gain effectiveness since the learn English anywhere and

anytime, improve the English achievement and they will be more motivated in

learning English as well. Therefore, the research questions are formulated as

follows:

1. What does the Android application to help nursing students to learn speaking

English look like?

2. How is the Android application acceptable for the users?

E. Research Goals

The first goal of the research is to develop the Android application that are

suitable to help the nursing students to learn speaking English theoretically. In this

part the researcher elaborates the scientific features of Android application that

support the English learning process in speaking based on certain theories of

education, language learning and learning-teaching material development.

The second goal is the production of Android application which is acceptable

for the users to help them learning speaking English skill. Moreover, it is expected

that it will help learners to improve their fluency and accuracy as well as to enhance

their learning activity. This Android application will help the students to learn

English effectively and eventually they will be able to communicate in English


9

better either in spoken or written form, in their daily activity as well as in their

future job as professional nurses.

F. Research Benefits

The benefits of this research and development study are to help the students

to learn English skill using Android application theoretically and practically.

Theoretically, this research is beneficial for ELS/ English education science,

especially in teaching speaking. The Android application is useful to teach speaking

skill, either as the main or supporting activities since it helps the teacher to promote

how to speak fluently and accurately. The design of Android application also

enriches the use of technology, in this case the use of mobile learning to promote

better learning, particularly learning English for Occupational Purposes. Moreover,

the Android application also promotes the use of technology to promote real time

learning and education for all.

Practically, it is beneficial for the research participants, the audience and other

researchers. First, for the research participants get more experiences in using the

application for learning English, enhance their speaking skill, as well as achieving

the effectiveness of gaining the knowledge in learning the language. Besides

improving their learning process especially in speaking, it also helps them to

improve the learning achievements. Moreover, they are more motivated and more

independent in learning English.

Second, it is beneficial to the audience in which they could see how the

Android application for enhancing the learning process effectively and efficiently,


10

improving the students’ English skills as well as how it promotes the real time

learning. Moreover, the application is not only intended for the nursing students,

but those who are interested in using the application for their learning as well as

their professions may also use this application. Third, for the researchers, in which

this research is beneficial to discover the appropriate model of Android application

to enhance the students’ learning process in order to achieve high effectiveness and

efficiency. Furthermore, this research and development study gives different

perspective on how to help the students to be more independent and have higher

motivation in learning English.


11

CHAPTER II

LITERATURE REVIEW

This chapter is divided into three parts; review of related literature, review of

related studies and theoretical framework. The first part elaborates the relation of

the concept and concept relation of speaking as the skill applied to develop the

application; teaching speaking in terms of using the application in learning English;

Mobile-Assisted Language Learning (MALL) related to Android Operating

System; English for Specific Purposes related to the use of English in the nursing

program; nursing program as the context of the research; and theories of

Instructional Design.

The second part of this chapter is review of related studies which deals with

studies on the same topic, shows the need of the study and the position of the study

in the field. The third part is theoretical framework which elaborates the theories

discussed in the previous sub-chapter and their relationships in supporting this

research.

A. Review of Related Literature

In this part, the researcher describes the theory of speaking which is related

to speaking skill and theory of developing fluency and accuracy. The second theory

is theory of teaching speaking which is elaborated into the types of classroom

speaking performance, teaching conversation, teaching pronunciation, and

principles for designing speaking techniques.


12

Third, theories of Mobile Assisted Language Learning (MALL) is elaborated since

the Android application as the Operating System of developing the application is

being used in learning the language. Besides that, the AppInventor as the

application used in building the application and the Android features are elaborated

as well. Fourth, theories related to English for Specific Purposes (ESP) is described

based on the definition and classification of ESP. Fifth, the nursing program as the

context of the research is described and the last related to Instructional Design is

which the models of instructional design such as ADDIE, ASSURE, Dick and

Carey model, Kemp’s model, McManus’ model and The Hybrid design model are

explained.

1. Speaking

Speaking is one of the productive skills besides listening which also

interrelated to other skills such as reading and writing as well. In this part, there are

two things discussed here namely the speaking skill and developing speaking

fluency and accuracy.

a. Speaking skill

Speaking, as the oral production skill, requires that it enables students to

improve their communicative competence because it is crucial for them to learn

how to follow the social and cultural rules and express themselves appropriately in

communicative circumstance. Speaking is "the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in a variety of contexts"

(Chaney, 1998, p. 13 in Kayi, 2006). Speaking is one of the productive skills in


13

which it closely intertwined with listening. Shumin (Richards, 2002) states that

speaking requires not merely to produce the grammatical competence but also the

semantic rules. In other words, the learners must be able to produce the language

fluently, appropriately, and more importantly, effectively. Therefore,

communicative competence is important in producing the language proficiently so

that the learners need to know not merely the linguistics knowledge but also

culturally acceptable ways of interacting with others. Hymes’s theory (1971) which

then completed by Canale and Swain (1980 in Richards, 2002) propose the

communicative competence which include grammatical competence, discourse

competence, sociolinguistic competence and strategic competences which depicts

the use of linguistics system and functional aspects of communication (Richards,

2002).

The communicative competence was first introduced by Hymes (in Yano,

2003), which describe that communicative competence consists of four types, such

as what is formally possible, feasible, has social meaning or value of a given

utterance and its occurrence. While Canale and Swain (1980) describe their view

of communicate competence in the context of second language learning as

A synthesis of knowledge of basic grammatical principles, knowledge of how

language is used in social settings to perform communicative functions, and

knowledge of how utterances and communicative functions can be combined

according to the principles of discourse (Yano, 2003: 76).

They considere that using the language is not merely knowing the linguistics

features but also know how to use it in real communication by considering the social

context as well.


14

The first communicative competence is grammatical competence, also known

as linguistics competence which requires the acquisition of phonological rules,

morphological rules, syntactic rules, semantic rules and lexical items (Canale and

Swain in Yano, 2003). Grammatical competence in speaking relies on the

knowledge of words and sentences to convey meaning. It enables “The speaker to

use and understand English language structures accurately and unhesitatingly,

which contributes to their fluency” (Richards, 2002:207). Therefore, the ability to

convey meaning requires the knowledge of how to pronounce the words correctly,

the words rules so that the speakers will be able to say the utterances fluently and

accurately. Bachman (1990 in Saleh 2013) put grammatical competence along with

textual competence as part of “organizational competence” in which “compromises

those abilities involved in controlling the formal structure of language for producing

or recognizing grammatically correct sentences, comprehending their propositional

content, and ordering them to form texts” (Bachman, 1990: 87 in Saleh 2013).

Discourse competence, as the second one, relies on the interessentential

relationship, either formal or informal, the rules of cohesion and coherence apply,

which aid in holding the communication together in a meaningful way. The third

competence is sociolinguistic competence which proposes that the learners are

expected to have competence that involve not only the knowledge of the language

but also how to use the language effectively and appropriately, socially and

culturally (Richards, 2002).


15

The fourth competence which is considered as the most important one is

strategic competence. In accordance with speaking skill, (Richards 2002: p.208)

states that:

…the strategic competence refers to the ability to know when and how to take

floor in communication, how to keep the conversation going, how to

terminate the conversation and how to clear up communication breakdown as

well as comprehension problems.

Therefore, the strategic competence is needed in order to be able to take part in

communication as well as handling the situation that may take place during or after

the conversation.

Figure 2.1. Diagram of competences in speaking proficiency (Richards, 2002)

It is also important to consider the nature and conditions of speech which

approach is drawn from a psycholinguistics skills-processing model. Bygate

(Carter, R & Nunan, D, 2001). describes the characteristics of speech which once

proposed by Levelt (1989) that involves four processes: conceptualisation,

formulation, articulation and self-monitoring. Conceptualisation draws its attention

on planning the message content, in which it concerns with the background

Speaking proficiency Strategic

competence

Discourse

competence

Sociolinguistics

competence

Grammatical

competence


16

knowledge, knowledge about the topic, about the speech situation and on

knowledge patterns of discourse. It also includes “a monitor” to check that the

communication goes on plan.

Next, in the formulation process, the words and phrases are found, sequenced

and put in appropriate grammatical markers such as inflections, auxiliaries, and

articles. It also prepares the sound patterns or the pronunciation since the L1 speaker

usually makes error in pronunciation, therefore it should be prepared prior to the

interaction. The third process is articulation, which involves the articulatory organs

such as the lips, tongue, teeth, alveolar palate, velum, glottis, mouth cavity and

glottis. The last is self-monitoring which concerns with how the language users are

able to identify and self-correct mistakes.

b. Developing Fluency and Accuracy

Fluency and accuracy are skills that essential to be developed in speaking

and those terms are interconnected each other. There are some definitions related

to fluency and accuracy that proposed by the scholars. Hartman and Stork (1976 in

Yang, 2013) describe ‘fluent’ as the speaker’s ability “to use the correct structure

of a language at normal speed, which means speaking naturally meanwhile

concentrating on the content delivery rather than the form of structure of a

language”. Fillmore (1979 in Yang, 2013) states that there are four aspects in

speaking fluently which relate to the ability to ‘talk at the length with few pauses’,

produce coherent sentence reasonably and semantically, have appropriate


17

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

language.

If Fillmore (1979) states that there are four aspects in fluency, Nation (1989

in Yang, 2013) elaborates that there are three aspects of fluency: ‘speed and flow

of language production’, ‘the degree of control of language items i.e. pausing,

rhythm, pronunciation and stress’, and ‘the way of content interrupting’. The

similarity of what the scholars’ state about fluency is that it related to the length of

speech which coherent with the control on language items and how the language

content used based on the context.

Other scholars also made distinction between fluency and accuracy since both

terms are interconnected. According to Hunter (2011) it was Brumfit (1979) who

first made the distinction between fluency and accuracy. Brumfit (1979 in Hunter,

2011) proposes that fluency represents the learner’s ‘truly internalized grammar’,

while accuracy emphasis in its original. Therefore, fluency should be “regarded as

natural language use, whether or not it results in native-speaker-like language

comprehension or production” (Brumfit 1984: 56 in Hunter 2011). In this term, he

proposes that fluency is not the matter of producing the language in native-speaker-

like but it tends to see how the learners are able to use the language naturally.

Fluency and accuracy become parts of communicative language teaching in which

the accuracy relates to how to produce “clear, articulate, grammatically and

phonologically correct” and fluent means that the speaker is able to produce

flowing, natural language (Brown, 2001). Hence, fluency is related to how to speak


18

naturally while accuracy is in accordance with correctness either grammatically or

phonologically.

Based on fluency-oriented approach, it premises that in the early stages

grammatical and pronunciation errors can be neglected. It is also influenced by the

Natural Approach view that making errors is tolerable and probable since it is the

sign of natural language development. Moreover, it also views that making

correction on learners’ error can hinder their development in speaking (Willerman,

2011 in Dincer, 2012). Therefore, based on Natural approach, fluency which is

related to grammar and pronunciation is signed as the part of language development

in which the errors in production should not hinder the learners to speak especially

when the learners are in the early stages. Willerman (2011 in Dincer, 2012) also

explains how fluency is different from accuracy in terms of grammatical structures

and forms. The accuracy approach views that grammatical errors cannot be

neglected based on the consideration that the errors that due for a long time may

resulted in fossilization. Based on this point of view, it is important then to give

immediate error-correction to the learners as well as repeat new forms and

grammatical structures in speaking in order to avoid fossilization.

However, in English speaking classes it is important to combine the two

approaches, fluency and accuracy as well as using them separately based on

students’ needs, English level, activity types, lessons’ purpose, etc. to enhance

English speaking skills as well as to produce authenticity in oral communication.

Further, Willerman (2011) states that those two approaches are not contradict each


19

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

and fluency influences further accuracy.

Fluency needs to be developed since it involves not only how to speak in

natural manner but also how to make the speech comprehensible. Fluency described

by Schmidt (1992 in Nation, 2009) is not merely “the planning and delivery of

speech” but it is also “the extended to the comprehension of speech”. According to

Schmidt (1992 in Nation, 2009) fluency also has the characteristics in all of the four

skills of listening, speaking and reading which consist of three aspects. The first

characteristic is that fluency related to “message-focused activity” which means

that it involves the language processing in real time in which the learners are able

to show they can produce the language in meaning-focused activity and they are

able to do it at ease and using appropriate speed as well as with smooth flow of talk.

Second characteristic is related to easy task which means that it “does not require a

great deal of attention and effort from the learner”. Based on this view, the learners

should be able to acquire fluency easily. Third, fluency acquires “performance at

high level” in which in order to be able to develop fluency as its best performance,

it also needs to involve the new knowledge as well as the knowledge that the

learners have acquired before.

Fluency and accuracy also become the main focus in Communicative

Language Teaching (CLT). According to Richards (2006) fluency is “natural

language use occurring when a speaker engages in meaningful interaction and

maintains comprehensible and ongoing communication despite limitations in his or

her communicative competence”. It is important to create classroom activities to


20

develop fluency in which students should be able to ‘negotiate meaning, use

communication strategies, correct misunderstandings, and work to avoid

communication breakdowns. Hence, the activities focusing on fluency must reflect

the natural use of language, point out on how to achieve communication, use

meaningful language, use communication strategies, produce unpredictable

language, and use the language in context. On the other hand, accuracy focuses on

“creating correct examples of language use” in which the activities will depict the

classroom use of language, focus on the form of correct language, practice language

which is not based on context, practice small samples of language, meaningful

communication is not necessary, has control choice of language.

In order to develop fluency, there are three conditions required in which these

conditions are related to the characteristics of fluency that have been described

previously. Nation (2009) describes that fluency is developed when the condition

such as meaning-focused, related to previous knowledge and best performance are

able to gain. The first condition is “the activity is meaning-focused” means that the

learners are required to be fluent in using the language in the real communication

context and they are able to convey the message using the language fluently. The

second condition relates to the learners’ previous knowledge of the language in

which using this knowledge the learners are able to express their ideas related to

familiar topics and the linguistics features they have gained before. The third

condition relates to support and encouragement in which those aspects are needed

by the learners to speak fluently, fast, without hesitation and use the language

naturally. Based on those three conditions, it is important to create a situation in


21

learning where the learners have a broad opportunity for practicing speaking either

in the classroom or outside the classroom so that they will enhance either the

fluency or accuracy in the real situation.

2. Teaching Speaking

Teaching speaking relates to other skills such as listening, reading and

writing. However, teaching speaking also requires not merely teaching the

grammatical aspects of the language, but it also relates to other aspects such as

social, discourse, as well as strategic (Richards, 2002). Teaching speaking itself is

described by Nunan (2003) as:

…to teach ESL learners to produce the English speech sounds and sound

patterns, use word and sentence stress, intonation patterns and the rhythm of

the second language, select appropriate words and sentences according to the

proper social setting, audience, situation and subject matter, organize their

thoughts in a meaningful and logical sequence, use language as a means of

expressing values and judgments, use the language quickly and confidently

with few unnatural pauses, which is called as fluency.

It means that when teaching speaking, it is important to enhance the learners’ ability

in producing the patterns, appropriateness, expressions which refer to the setting,

the people they talk to, the topics as well as to consider the use of language as the

means of communicating their ideas. It is also influential to develop fluency in order

to develop meaningful communication.

In language teaching methodology, communicative approach gives its

influence in which it encourages the method where learners are given changes to

use language not merely based on linguistics features but also to communicate

meaning (Bygate, 2003). This kind of activity also leads to fluency which was


22

firstly introduced by Brumfit (1984a, in Bygate, 2003) where the learners are able

to use their knowledge of the language to communicate meaning. However,

speaking skill is not merely about fluency but also accuracy. In order to gain those

two aspects, Bygate (1984a in David, 2001) proposed ‘interaction routines’ or

‘information routines’.

a. Types of classroom speaking performance

Oral production or speaking performance involves certain criteria which the

learners are expected to carry out in the classroom. According to Brown (2001)

there are six speaking performances that the learners need to gain. First, imitative

speaking performance in which usually gives a small portion in classroom speaking

which intended not for the purpose of meaningful interaction rather than to focus

on some particular element of language form. Second, intensive speaking which

intended to practice some phonological or grammatical aspect of language.

Intensive speaking may be resulted from part of some pair work activity or it can

be self-initiated where learners are going over certain forms of language.

Third, responsive activity which includes short replies to teacher or student

initiated questions or comments on one of the student speeches in the classroom

which do not extend into dialogues, but it is meaningful and authentic. Fourth,

transactional (dialogue) which is the extension of responsive language, it is carried

out in order to convey or exchange information specific information. This kind of

activity can be part of group activity as well. Fifth, interpersonal dialogue which is

carried out in order to maintain the social relationships than the transmission of

facts and information. The last is extensive monologue which can be in form of oral


23

reports, summary, or short speech in which the register is more formal and

deliberative. The extensive monologue is usually given to the students in

intermediate or advanced level which can be planned or impromptu.

b. Teaching conversation

There are two approaches that characterise current teaching conversation

according to Richards (1990: 76-77) in Brown (2001); the indirect and direct

approaches. The indirect approach tends to let the learners set loose in engaging the

interaction, in which it implies that one does not actually teach conversation, but

rather that the learners acquire conversational competence by engaging meaningful

tasks.

The direct approach “involves planning a conversation program around the

specific macro skills, strategies, and processes that are involved in fluent

conversation.” It is more likely to focus on using the language to complete the task

such as explicitly call students’ attention to conversational rules, conventions, and

strategies. Hayriye Kayi (2006) states that there are some activities that can be used

to promote speaking such as discussion, role play, simulations, information gap,

brainstorming, storytelling, interviews, story completion, picture narrating, picture

describing, find the differences and playing cards.

c. Teaching pronunciation

Having a good pronunciation is important to develop a normal pronunciation

of a new language, especially intelligibility (Derwing and Munro, 2005 in Nation,

2009). Besides that, phonological loop is also the mechanism factor that is related


24

to working memory. “The phonological loop is the brain saying a word or phrase

over and over to itself in order to keep it in working memory or to help it move into

long-term memory” (Nation, 2009: p. 75). For the second language learners, the

size of their working memory is affected by their knowledge of patterns of

pronunciation and grammar in that language. Hence, it is important to teach

pronunciation so that the learners will be familiar with the patterns and rules in

order to develop stable pronunciation.

d. Principles for designing speaking techniques

In order to achieve the goal of speaking activities, it is important to consider

some aspects which relate to the content, activities, and the learners. There are seven

principles for designing speaking techniques according to Brown (2001). First, use

techniques that cover the spectrum of learner needs, from language-based focus on

accuracy to message-based focus on interaction, meaning, and fluency. It is

important to provide interactive activities that are not focusing on grammatical

pointers and pronunciation tips. Drilling can be done as long as it is meaningful and

it does not make the students get bored with the repitious drilling. Second, provide

intrinsically motivating techniques. The students need to know the activity the

teacher provides will give them some benefits. It is also suggested to try to appeal

to students’ ultimate goals and interests, to their need for knowledge, for status, for

achieving competence and autonomy, and for “being all that they can be”. Third,

encourage the use of authentic language in meaningful contexts. The use of the

authentic material in meaningful contexts is necessary even though it is not easy to

do.


25

Fourth, provide appropriate feedback and correction. It is important to give

corrective feedback that is appropriate for the moment. Hence, the knowledge of

English is very useful since the EFL learners usually depend on the teacher on

giving the feedback. Fifth, capitalize on natural link between speaking and listening

Even though the goal of the lesson is to reinforce the speaking skill, it is undeniable

that listening as the input to oral communication plays an important role too. Skills

in producing the language are often initiated through comprehension and those two

skills may reinforce each other.

Sixth, give students opportunities to initiate oral communication. Part of oral

communication competence is the ability to initiate conversations, to nominate

topics, to ask questions, to control conversation and change the subject. Therefore,

it is important to give a chance for the students to initiate the conversation. Seventh,

encourage the development of speaking strategies. The learners may not have the

thought of developing their own personal strategies for accomplishing oral

communicative purposes. Therefore, it is important to introduce and apply the

learning strategies for speaking.

3. Mobile-Assisted Language Learning (MALL)

Teaching language using technologies has been embarked in the last decades.

The use of computers in Computer-Assisted Language Learning (CALL) appeared

in the early 1980s. Along with the growth of Information and Communications

Technology (ICT), CALL has moved to integrate the use of internet and web-based

tools. In the 1990s the term TELL (Technology Enhanced Language Learning)

appeared as the growth of ICT (Dudeney, 2007).


26

The use of mobile technologies has aroused the attention of teachers and

researchers since it promotes the tag line of learning “anytime, anywhere” opposed

to computed classroom (Roschelle, 2003 in Stockwell, 2008). However, there is

also a view such as the one proposed by Levy and Kennedy (2005 in Stockwell

2010) that the successful use of technologies in non-learning environment does not

guarantee that it will be effective or valuable in terms of educational environment.

Technology and its immersion in learning-teaching activities has influence the

approach as well as the model of teaching. In terms of teaching speaking,

technology is also designed and developed in order to fulfil the students’ need

(Stockwell 2007, Miangah 2012, Muthukumarasamy 2013).

Technology used in the classroom may give benefits for the learners in which

it may give changes as well challenges for the learners compared to traditional face

to face traditional learning. Bahadorfar (2014) states that enables the learners to

face new situation and learning environment in which they may deal with various

experiences. Besides, the learners will be able to have “self-directed actions”,

“opportunities for self-paced interactions”, “privacy”, and “a safe environment”

since when they make errors they will get specific feedback. She further states that:

Feedback by a machine offers additional value by its ability to track mistakes

and link the student immediately to exercises that focus on specific errors.

Studies are emerging that show the importance of qualitative feedback in

software. When links are provided to locate explanations, additional help, and

reference, the value of technology is further augmented (2014:11).


27

Hence, feedback provided by the machine enables the learners to discover the

mistakes they made which then not merely show the mistakes but also link them for

further explanation and exercises.

Modern technologies available in education today, for instance

communication lab, speech recognition software, internet, TELL (Technology

Enhanced Language Learning), Podcasting, Quick Link Pen, Quicktionary as well

as MALL (Mobile-Assisted Language Learning). Besides the availability of those

devices, it is also important to consider how they influence the enhancement of

English learning. There are three factors that influence the improvement of learning

English according to Traxler (2007, in Muthukumarasamy, 2013:330) those are the

“learning content” or “learning objects (LOs)”, “learning activities” and

“communication and collaboration features”.

First, designing the content of mobile learning. There are some aspects that

need to consider in designing mobile learning applications in terms of the size,

format, compliance and delivery aspects as follows: Open-endedness in which the

mobile phones can facilitate the learning when they the students are expected to

construct some of the content and it can be accessed in various places.

Personalization in which mobile devices are able to fulfil each student’s need in

which the students can receive, assemble and carry around personally useful

learning materials. Time-critical nature in which when the students are mobile, it

should be make them ease to update the content. Portability in which task, such as

portfolios will suit to develop on mobile devises since the students can carry them

around. Measured delivery where mobile devices can ease the students to update


28

the content little by little over a period of time. Aural medium in which in order to

access the listening content, a personal listening device should be able to suit the

students’ need. Prioritizing medium in which the mobile devices can function as a

media when the content needs to reinforce or prioritise over other content. The last

is as alternative medium in which mobile devices can function as alternative

medium for learning.

The second consideration is on designing the learning activities. The use of

mobile devices related to learning that need to consider is related with the design of

learning activities which Naismith et al. (2004 in Muthukumarasamy, 2013: 330-

331) have demonstrated that mobile technologies can relate to six different types of

learning activities. For behaviourist-type activity, the quick feedback or

reinforcement element is facilitated by mobile devices. For constructivist activity,

immersive experiences are provided by mobile investigations or games. For situated

activity, learners can take a mobile device out into an authentic context, or use it to

access information while moving around an environment in a specially equipped

location such as a museum. For collaborative learning, a mobile device is a handy

additional means of communication and a portable means of electronic information

sharing. For informal and lifelong learning, mobile devices accompany users in

their everyday experiences and become a convenient source of information or

means of communication that assists with learning, or records it on the go for future

consultation. Support, or coordination of learning and resources, can be improved

by the availability of mobile technologies at all times for monitoring progress,


29

checking schedules and dates, reviewing and managing- activities that teachers and

learners engage in at various times during the day.

Third, designing of communication is the last aspect of design for learning

activities is often the most problematic, due to the concerns about the costs incurred

by learners if communication and connectivity become additional financial

burdens. Within this constraint, mobile and wireless devices can support:

spontaneous communication and collaboration, e.g. one-to one or one-to many by

texting on mobile phones, by sending a message to a forum or blog while travelling;

beaming of stored information from device to device and portable sound-recording,

voice-recording, photos and video clips that are used in communication.

The main characteristics of the use of mobile phones for learning are: it is

portable; in which it is easy to bring everywhere along with the learning materials

so that the learners are able to learn anywhere, anytime and it is also easy to connect

using wireless network (Miangah, 2012). Besides the main characters that support

the use of mobile phones for learning, there are some characteristics of MALL as

stated by Klopfer et.al. (2002 in Miangah, 2012). There are six advantages of using

Mobile phones for learning, the first one is its “portability”; the small use and its

weight enables them to be brought easily to different places. Second, its “social

interactivity” in which the learners are able to exchange data and collaborate with

their peers. Third, “context sensitivity” in which it enables the data to be gathered

and responded to the current location and time. Fourth, “connectivity” in which they

can be connected by creating shared network to other devices, to data collection

devices or a common network. Fifth, “individuality” in which each learner can


30

customise the activities platform. However, there are disadvantages of using mobile

phones for learning devices which is stated by Kukulska-Hulme (2005 in Miangah,

2012) related to its small screen, data storage and multimedia limitations. He further

states that educational purpose is not one of the reasons why the mobile phones

designed for. Hence, the mobile devices have disadvantage in which the learners

have difficulty in accomplishing the task. Moreover, it also related to the price of

such sophisticated device that is too expensive to buy. Therefore, it needs the

teacher’s awareness on what devices the students have and to choose the program

that is compatible.

Instead of the advantages and disadvantages on the use mobile phones for

educational purposes, the growth of technologies enables the development of

mobile phone which also gives the opportunity for the users to develop their own

mobile application like what Android has done with its open source. As stated

previously that MALL was developed based on the concepts of CALL as the growth

of Information and Communication Technology (ICT), then the Android

application is developed based on the need to promote learning anywhere and

anytime.

Hence, in teaching speaking using technology there are some aspects that

need consider and when teachers want to develop their own application they also

need to consider the aspects related to the content, learning activities, and

communication. The use of technology should be able to encourage students to

learn speaking and it will enable them to practise their fluency and accuracy as well.

Moreover, it is expected that the use of mobile devices will also enhance the


31

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

students’ autonomy.

a. Android

MALL requires the use of application in the mobile phones, in which those

installed applications can be the ones which are developed by the teachers. One of

the applications that can be developed and it is an open source is Android operating

system. There are operating systems smart phones such as IOs, Android, and

Symbian. The operating system discussed here is Android which is used to develop

the application in order to teach speaking using mobile phones. According to Al-

Rayes (2012: p. 46) android is “A software stack for mobile devices that includes

an operating system, middleware and key applications”. Based on his explanation,

Android is specialised for mobile platforms in which it has operating system, also

serves as the system that connect between two separate or existing programs and

key applications to run android or develop it. The Android operating system is based

on Linux kernel. Brahler (2010) further states that:

Android is such an operating system for low powered devices, that run on

battery and are full of hardware like Global Positioning System (GPS)

receivers, cameras, light and orientation sensors, WiFi and UMTS (3G

telephony) connectivity and a touch screen (p.3)

Mongia (2010) also describes that Android is an operating system for mobile

devices developed by Google which is based on LINUX kernel (version 2.6). It is

an open source that enables developers to write applications primarily in Java with

support for C/C++.


32

b. AppInventor

Android gives tools for creating apps, and one of them is app Inventor which

should be built online by visiting http://ai2.appinventor.mit.edu. Using this tool,

those who want to create Android applications are able to develop their own

application. App Inventor is an open-source web application provided by Google,

and now managed by the Massachusetts Institute of Technology (MIT). It

allows the novice user to the computer programming to create applications

software for the Android operating system.

In programming environment there are some terms that appear such as

variables and array. A variable is a symbolic name or a reference to information.

The name of the variable represents the information of the content. It is named

variables because the information represented may change but the operation system

remains the same in the variable. An array is a series of objects that have the same

size and type of. Array element is the object in the array, such as array integers, an

array of text or anything that has a determined data type.

An array in each element has the same data type, even though they may have

different values. In programming environment of AppInventor, the variables and

array are frequently used. The programming on AppInventor is one of the examples

of the application of Visual Language Programming in which it allows users to

create programs by manipulating graphics and not texts (Mobiko Training

Development, 2014).


http://ai2.appinventor.mit.edu/

33

Figure 2.2. Variable, array and visual block programming (Mobiko

Training Development, 2014)

AppInventor is a free, cloud-based service that can be accessed using a web

browser. In order to start using AppInventor, it needs to log in with a Google

account. AppInventor is a visual, drag-and-drop tool – like playing the puzzle - to

develop mobile apps on the Android platform. The design of user interface (the

visual appearance) is using a web based graphical user interface (GUI) and the app’s

behaviour is determined by matching the “blocks” like working on puzzles

(Wolber, 2011).

c. Android Features

The features in Android are basically the same with the features with other

mobile phones. The aspect that makes Android special is that it gives opportunity

for the users to build their own application, either using Java script or blocks.

Android 2.2 or higher has the features of password enabled, minimum password

length, alphanumeric password required, maximum failed password attempts,

maximum inactivity time lock, prompt user to set a new password, lock device

immediately and wipe the device’s data (restore the device to its factory defaults).


34

Android 3.0 or higher has the features such as required complex password,

minimum letters required in password, minimum lowercase letters required in

password, minimum non-letter characters required in password, minimum

numerical digits required in password, minimum symbols required in password,

password expiration timeout, password history restriction, maximum failed

password attempts maximum inactivity time lock and require storage encryption

(Renner, n.d.).

The Android features that are used to develop the speaking skill are text to

speech and speech recogniser. Text to speech enables the learners to write the

words, then the machine will give the correct pronunciation on how to say the

words. Speech recogniser is the machine in Android application that enables the

learners to record their voice then check whether they pronounce or say the word

correctly in which the machine will give the feedback in the form of written words.

4. English for Specific Purposes

English for Specific Purposes (ESP) is discussed in this study since it

concerns with developing the materials used in Android application. Therefore, in

this part of the study, it is important to elaborate the definition of ESP as well as the

classification of ESP since there are lot of branches in ESP.

a. Definition

English for Specific Purposes is the branch of English Language Teaching in

which it focuses on the analysis of students’ need on certain area of language.

Dudley-Evans (Carter 2001) states that English for Specific Purposes (ESP) has

been seen as a separate branch of English Language Teaching for about 30 years


35

and it focuses on materials-driven and as a classroom-based activity concerned with

practical outcomes. There are some definitions on the terms of ESP. Hutchinson

and Waters (1987) states that ESP does not relate to “a particular kind of language

or methodology, or a particular type of teaching material” since ESP is considered

as an approach rather than a product. ESP focuses on the learners, the language

required and the learning context which then establishes the primary need in ESP.

Hence, it can be said that ESP is an approach to language teaching which the goal,

content and method are based on the learner’s need of learning.

Besides Hutchinson and Waters, another scholar also gives the definition of

ESP in terms of its characteristics. Streven (1988 in Evans, 1998) describes that

ESP consists of two kinds of characteristics, absolute characteristics and variable

characteristics. The absolute characteristics compromise that ESP consists of

English Language Teaching which is” designed to meet specified need of the

learners”; related in content to particular disciplines, occupations and activities

which is designed through its themes and topics; “centred on language appropriate

to those activities in syntax, lexis, discourse, semantics and soon, and analysis of

the discourse”; “in contrast with General English”. While the variable

characteristics related to the teaching methodology which consists of two aspects,

the first is the ESP “restricted as to learning skills to be learned” which means it

may only consist of one language skill for instance writing only and the second one

is that ESP “may not be taught according to any pre-ordained methodology”.

The characteristics of ESP differentiates it with ‘General English’ as well as

support the definition of ESP which not merely focus on the need of the learners,


36

but it is “aware” of the need of the learners. In accordance with what is stated by

Streven (1988 in Evans,1998) also distinguishes ESP based on two characteristics,

the absolute and variable characteristics. The absolute characteristics described that

ESP: is designed to meet specific needs of the learners; makes use of the underlying

methodology and activities of the disciplines it serves; is centred on language

(grammar, lexis, register), skills, discourse and genres appropriate to these

activities. While the variable characteristics define ESP into four aspects: ESP may

be related to or designed for specific disciplines; it may use, in specific teaching

situations, a different methodology from that of general English; it is likely to

designed for adult learners, either at a tertiary level institution or in a professional

work situation. It could, however, be used for learners at secondary school level; it

is generally designed for intermediate or advanced students. Most ESP courses

assume basic knowledge of the language system, but it can be used with beginners.

b. Classification of ESP

In terms of teaching ESP, need analysis on developing the teaching and

materials, the activities that centred on language, skills, discourse as well as the

methodology become the defining features in ESP. Carter (2001) further states that

ESP itself is divided into two main categories, namely English for Occupational

Purposes (EOP) and English for Academic Purposes (EAP). While Kennedy &

Bolitho (1984), as stated in Khan (2011), categorize ESP into three types. First,

English for academic purposes (EAP), which is taught in an academic context, in a

target situation according to learner’s needs and sponsor’s targets as a school

subject (independent or integrated) and as a discipline-based (pre-study/pre-


37

sessional or in-study/in-sessional). Second, English for Occupational Purposes

(EOP) which is taught in a professional frame work. The learners learn English

according to their professional needs which are sometimes before starting their

profession as a pre-experience or mid their work as a simultaneous or after starting

their work as a post-experience. Third, English for Science and Technology (EST).

Another classification is made by Robinson (1991 in Evans 1998) that divides

ESP into two main areas: English for Academic Purposes (EAP) and English for

Occupational Purposes (EOP). The division is made according to when they take

place as described in figure 2.3.

Figure 2.3. ESP classification by experience (Robinson, 1991 in Evans, 1998)

The distinction is important since it affects the degree of specificity that is

appropriate to the course. A pre-experience or pre-study runs at any specific work

EOP

ESP

EEP/

EAP

Pre-experience

Simultaneous/In-service

Post-experience

For study in

a specific

discipline

As a school

subject

Pre-study

In-study

Post-study

Independent

Integrated


38

related to actual discipline or work where the students do not the background

knowledge of the content, while courses that run parallel to or follow the course of

the study in educational institution or workplace give the opportunity related to

specific or integrated work. ESP which is divided into EAP and EOP according to

discipline or professional area is described in figure 2.4.

Figure 2.4. ESP classification by professional area (Evans, 1998:6)

In EAP, the main area is English for Science and Technology (EST), but

English for Medical Purposes (EMP) and English for Legal Purposes (ELP) also

become the area which needed since the growth of the medical, business, finance

and economics (Nation, 1998). While EOP refers to “English that is not for

English for Specific Purposes

English for Academic Purposes English for Occupational Purposes

English for

(Academic) Science and

Technology

English for

(Academic) Medical

Purposes

English for

(Academic) Legal

Purposes

English for

Management,Finance and

Economics

English for

Professional Purposes

English for

Vocational Purposes

English for

Medical Purposes

English

for Business

Purposes

Vocational

English

Pre-

Vocational English


39

academic purposes; it includes professional purposes in administration, medicine,

law and pre-work situations” (Nation, 1998). It also distinguishes the difference of,

for instance, English for an academic purpose which is intended for the medical

students while English for professional purposes is intended of practicing doctors.

English for Professional Purposes also branches into English for Business Purposes

since its goal is for occupational matter even though in practice it deals with a lot

of General English as well as Specific Purpose English. The second branch of EOP

is English for Vocational Purposes (EVP) which has two subsections: Vocational

English which intended for the language of training for specific trades or occupation

and Pre-Vocational English which is intended for the course in which the purpose

is finding a job and interview skills.

Learning English for the nursing students is intended for professional

framework in which they will use the language for their professional need in their

future job. The learners learn English according to their professional needs before

starting their profession as a nurse. Hence, in Health Academy English is prepared

as their pre-experience before they starting to work in the medical area and the

language, skills, discourse as well as the methodology taught in the course are

related to the needs of using English in their future job as professional nurses.

5. Nursing program

Nursing program is intended to provide education and training to become a

fully qualified nurse. Maharani (2013) states that nursing program is a holistic

competence in which the students need to learn the ‘scientific mind’ the

‘technological know-how, a ‘compassionate heart’ and healing hands. In other


40

words, the nursing program urge the students not only to understand the medical

knowledge but also to know how to handles the patients. The interpersonal caring

with the patients is one of the significant aspects in communicating with the

patients.

In order to achieve the goal nursing care, a nurse has to follow standardized

nursing concepts that consist of the steps: Assessing – Diagnosing – Planning –

Implementing – Evaluating (Pamudya 2005). Besides knowing the standardized

nursing concepts in handling the patients and the medical science as the core of

their learning, the nursing students have to be able to use the special terms, jargons,

and abbreviation among themselves which are not commonly spoken or used in

daily conversation. In teaching English for nursing students, there are two main

points to consider. The first is the knowledge of the nursing process and the second

is knowledge of the nursing or medical terminology. It is important to understand

the knowledge of those two principles in teaching English for nursing students since

the main goal of learning English for the students is to gain effective

communication between a nurses and a patient (Pamudya, 2005).

The nurses in Indonesia are able to perform their duties, but some of them

might not know how to say it in English. Therefore, English for Occupational

Purposes is needed to help either the nursing students or the nurses who already on

duty to use English appropriately in their working environment


41

6. Instructional Design

Instructional Design is used in this study as the guidelines in developing the

application as well as managing the learning material, and activities related to

educational process. Instructional Design (ID) may be defined as “using a

systematic approach to solve an instructional problem” (Davis, 2013: p. 205). The

ID process begins by identifying the performance problem of learners and then

determines if instruction is the appropriate solution. Solutions to an instructional

problem incorporate the use of technology and learning theories. The systematic

approach consists of instructional system design (ISD) models, such as ADDIE,

ASSURE, and the Dick and Carey model (Davis, 2013). There are also other

instructional design models which such as Kemp’s model, McManus and The

hybrid model of the Instructional design that related to e-learning.

a. ADDIE Model

ADDIE stands for Analysis, Design, Development, Implementation, and

Evaluation. These are the main stages in the creation of instructional products and

programs. ADDIE itself has gone through some development. In its earliest

conceptualizations, the stages were seen as distinct steps in a linear process. The

Beginning with analysis, then, based on the results of the analysis, designing the

product or program, then developing it, and finally implementing and evaluating it.

Using this kind of water fall pattern, the mistakes in the early phases, such as

analysis or design, might not show up until the very end of the process when it is

evaluated. By then, resources were expended and it was too late to fix the

instruction. Therefore, the educational technologists began making ADDIE more of


42

a research and development model. Instead of waiting until the end of the project

to evaluate, they adopted techniques such as rapid prototyping that provide early

feedback on problematic issues. Formative, in-process, evaluation is now integral

to every phase of ADDIE.

Moreover, educational technologists view the entire ADDIE process as

iterative, that is, none of the phases are really complete until the entire project is

finished. For example, developers who find a problem in an instructional sequence

might send it back to the design phase or even for further analysis. A modified

representation of ADDIE (2000) might look something like this.

Figure 2.5. ADDIE diagram (2000)

b. ASSURE model

The ASSURE model was developed by Robert Heinich, Michael Molenda

and James D. Russel in 1990’s. ASSURE model is “a constructivist approach using

step-by-step process to create lessons that effectively incorporate technology and

media to improve student learning” (Whiteman, et.al. 2013). There are six steps in

this model as shown from its acronym: Analyse learners, State objectives, Select


43

media and materials, Utilize Media and materials, Require Learner Performance

and Evaluate and Revise.

The first step is analysing learners which means that it is important to define

the audience based on their general characteristics (grade level, age) and specific

entry competencies (prior knowledge, skills, and attitudes about the topic, and

learning styles) to choose the best strategies in order to achieve the goal. The second

step is defining the specific objectives of the lessons. The objectives are based on

the outcome that the learners need to gain. The objective of the lesson at least

consists of four aspects: a simple statement that describes the intended Audience; a

statement of the expected Behaviour of the learners; a statement of the Conditions

in which performance need to be observed such as resources, tools and equipment

that might be use during the lesson; and a statement of Degree of accuracy or

proficiency the learner must show in order to move to the next level. Therefore, the

objectives comprise A to D aspects: Audience, Behaviour, Condition and Degree

of accuracy.

After choosing the intended audience and state the objectives of the lesson,

the next step is choosing the materials. These materials can be obtained from the

available materials, modify the material or design new materials; different types of

media might be used as well. The fourth step after deciding the materials is preview

the materials and practice the lesson. It is important to prepare the room, equipment

and facilities before using the lesson. Fifth, the learners’ performances need to be

described as well as how they will use the selected materials. Activities should be

included in the lessons that allow learners to respond and receive feedback before


44

any type of evaluation is administered. The evaluation comes at the end of the

process in which the purpose is to evaluate the entire instructional process. The

evaluation includes whether or not the learners meet the objectives; media or

materials help the learners to achieve the objectives; and whether or not the learners

use the materials properly. If there are differences between what is intended and

what actually happened during the lesson, then revisions need to be made before

implementing the lesson again. The ASSURE model is in the form of cycle in which

each step comes one after another. The ASSURE model can be seen in figure 2.6.

Figure 2.6. ASSURE Model (Robert Heinich et.al., 1990 in Whiteman et.al.

2013)

Based on the ASSURE Model, the evaluation of the process come at the end

of the entire instructional process. It is different from ADDIE model in which the

evaluation is in every stage so that there will be improvement before move on to

the next stage.


45

c. Dick and Carey model

This model was designed by Walter Dick and Lou Carey (1990) which

consists of ten steps (Lee, H. S. & Lee, S. Y.).

Table 2.1. Steps in Dick and Carey Model (1990)

STEPS EXPLANATION

1. Identify

Instructional Goals

Determine what learners are expected to be able to

perform at the end of instruction.

2. Conduct

Instructional Analysis

Determine what skills will be involved in order to

achieve the goal.

3. Identify Entry

Behaviours

Identify what skills and attitudes the learners will enter

the learning task with.

4. Write Performance

Objectives

Transform the needs and goals of the task into clear-cut

objectives.

5. Develop Criterion-

Referenced Tests

Identify ways to assess progress during the learning

process. Assessments should reflect the performance

objectives.

6.Develop

Instructional Strategy

Develop activities to help achieve the objectives. These

activities include how the information will be

presented, how the learners will practice what is being

learned, and how learners will be tested.

7. Develop and Select

Instructional

Materials

Determine what instructional materials will be used.

8. Develop and

Conduct Formative

Evaluation

Collect data that will be used to improve instructional

materials and to expand the effectiveness of the

instruction for a larger number of learners.

9. Revise Instruction Use the data from the formative evaluation to make

improvements and revisions to the parts of the model.

10. Develop and

Conduct Summative

Evaluation

Analyse the quality of the system as a whole.

It is important to note the difference of formative and summative evaluation.

The developers conduct the formative evaluation while the program or product is

under development to enhance its effectiveness, while the summative evaluation is

done at the end of the program (Gall 2003: p.570). The process in Dick and Carey

model is presented in figure 2.7.


46

Figure 2.7. Dick and Carey Model (1990 in Passerini &Granger, 2000)

d. Kemp’s Model

The fourth instructional model design was developed by Jarold Kemp et.al.

(1994). It is designed by identifying several development stages and it has more

flexible model since it can be built without any particular order within the system.

The evaluation process in this model is continuous either in the design or redesign

stage (formative evaluation) during the development. Learners’ characteristic is one

of the aspects that become the consideration and influence in defining the

instructional objectives as well as teaching strategies. Compared to Dick and

Carey’s model, this model pays more attention on the students’ characteristics.

However, this model is still subjected on teacher as “originator and moderator” of


47

communication instead of focusing on learners’, so that the interaction is commonly

happen only from the teacher to students instead of students-to-students (Passerini

and Granger, 2000). The Kemp’s model is illustrated in figure 2.8.

Figure 2.8. Kemp’s Model (1994 in Passerini and Granger, 2000)

e. McManus’ Model

The fifth model is a hypermedia design model which related on the use of

internet for learning. This model was suggested by McManus (1996 in Passerini

and Granger, 2000). Since it is based on the internet framework, then it provides

the learner with guidance that consists of contextual navigation clues and

orientation within themes. In this model, the defined learning domain and a series

of cases leading to several learning in the same domain is decided by teacher.

Nevertheless, the leaner is also encouraged to choose the learning domain.

However, the cycles as described in figure 9 shows that the line of instructor-

determined boundaries (identify themes and perspectives and map multiple paths


48

linking) with path stimulates learner-controlled navigation which is the final

objective is focus learner reflection is not relevant (Passerini and Granger, 2000).

Figure 2.9. McManus model (1996 in Passerini and Granger, 2000).

f. The Hybrid model

The Hybrid model of learning is intended for another alternative of e-learning

design. This model was proposed by Passerini and Granger (2000). There are five

steps in this design: Analysis, Design, Development, Evaluation and Delivery. They

suggest that in internet distance education course design model need to follow a

developmental model that represents hybrid characteristics of the objectivist and

constructivist learning paradigm. It allows open navigation and learning objective

readjustments based on the students’ learning choices. The model is described in

structured waterfall systems development life-cycle model and sequentially (step-

by-step modality) as seen in figure 2.10. There are constantly revised based on the


49

feedback resulted from formative evaluation throughout the entire development

process.

There are five steps in this model; analysis, design, development, evaluation

and delivery. The first step aims to discover the learning domain and learner

characteristics. The second step, design, consists of storyboarding and content

research for the learning model and teaching activities. The development as the

third step starting with design implementation then production of lesson material.

The fourth step, evaluation, consists of two kinds of assessment namely formative

and summative. While in the last steps, delivery, there are two important

considerations when implementing the product; cost consideration and technical

consideration.

The straight arrow shows the development model step by step, from analysis

moves to design, after the model is designed then the next step is development, then

goes to delivery after that evaluation and the last step is implementation. The dots

arrow, on the other hand, describes the revision of each step based on the evaluation.

So that the revision could be conducted on the analysis step, design, development

and delivery steps. Even when the product is delivered, it still needs to be evaluated

specially related to technical and cost considerations. In other words, evaluation

becomes the tool for measuring whether or not the product or the learning model is

efficient and acceptable.


50

Figure 2.10. The Hybrid Model (Passerini and Granger, 2000)


51

The first phase is analysis. In this phase, the content development is not

merely based on learning objectives, but also on an analysis of the intended

population. It is important to identify the learners’ cognitive, social, physical and

personal characteristics. Since the course is intended for distance learning, there are

several variables that need to consider in order to improve the understanding of

course content. The variables are adapted from Reeves & Bracket’s learners’

characteristics (1998) as seen in table 2.2.

Table 2.2. Learners’ characteristics (Reeves & Bracket 1998 in

Passerini &Granger, 2000)

Cognitive

Characteristics

Personality

characteristics

Social

Characteristics

Physical

Characteristics

General

aptitudes toward

technology

Functional

literacy (e.g.

Reading level)

Visual literacy

(e.g. the ability to

perceive graphics)

Computer

literacy

Learning styles

Prior content

knowledge

Motivation

to learn in

computer

mediated

environments

Motivation to

learn

Interests

Attitudes

toward content

Attitudes

toward learning

Attitude toward

technology

Self-esteem

Anxiety

Beliefs

Locus of

control (instructor

/personal)

Attitudes

toward

collaboration

Tendencies to

cooperate or

compete

Relationships

with peers

Socioeconomic

status

Attitudes

toward authority

Career

Educational

level

Visual

abilities

Auditory

abilities

Tactile

abilities

Fatigue

Age

Sex

Analysing the user’s characteristics would give feedback in choosing the

effective delivery strategies and appropriate technologies. For instance, the user has


52

limited mastery of technology and shows anxiety with the instructional tool, then

in order to support inexperienced user the content delivery can be adjusted to. When

the user is accommodated to use the tool at ease, it will also increase the user

satisfaction and motivation. Based on the needs assessment and the evaluation of

the user population through observation, interviews, questionnaires, focus groups

or documentation review; then the preliminary content and objectives of the course

can be specified including the evaluation and delivery mechanisms.

In the design phase, as the second phase, the strategy for developing

instructional content is outlined. Since it is intended for asynchronous use, then in

this phase the learning model for instruction and the implementation of strategies

need to identified then transferred into asynchronous learning environment. In order

to describe the flowchart of all elements involved in instructional content of the

course, then a storyboard technique is used. In the internet environment then a

storyboard is the one that should guarantee flexibility in lesson layout such as the

multimedia study material and hyperlinks.

The third is development. In this phase, the lesson plans and lesson materials

based on the hypermedia specification are generated based on the storyboard. The

media used for instruction are developed and digitized which then integrated and

synchronised in the software applications that are already chosen for the production.

It is important to have expert judgment in this phase to see the technical production

as well as to consider the ease of use for the users.

The fourth is evaluation. There are two kinds of evaluation conducted on

this phase: formative and summative evaluation. The formative evaluation is


53

conducted during the production to give feedback on the process and should occur

at every stage of course development. The purpose of this evaluation is to improve

instruction before it is implemented at the final stage. There are several evaluation

variables proposed by Reeves (1993 in Passerini and Granger, 2000) using a Likert-

scale related to hypermedia evaluation includes: navigation, screen design,

information presentation, media integration, and overall functionality.

First, the navigation pane which is important since the users need to have a

user-friendly orientation clues. It described the user perceived ability to move

through the contents in an intentional manner. Second, the screen design which

concerns with the dimension of interactive program including dimensions related

to text, icons, graphics, colour and other visual aspects of interactive programs.

Third, the information presentation in which the information contained in the

program should be comprehensive for the user. Fourth, the media integration which

includes different media used in the program in order to produce effective product,

whether or not those media (text, graphics, audio, video, etc.) are able to work

together to form cohesive program. The last is overall functionality that considers

the utility of the program. The overall functionality must be judged related to the

specific intended use that the designer wanted to achieve. Therefore, evaluations

should focus both on the design of instructions (effective design, respect to

instructional design principles) and on the matching of learning objectives with

instructional strategies. It is important to have the students’ feedback on the

asynchronous and synchronous communication experience.


54

The last phase is delivery. The delivery phase refers to the actual delivery of

the instruction, in terms of internet delivery the assessment of the effectiveness and

efficiency of the internet is implied. In this phase, it should promote the students'

understanding of material, support the students' mastery of objectives, and ensure

the students' transfer of knowledge from the instructional setting to their work

environment. Cost considerations and technical consideration will also influence

either the production or the delivery of the instructional material based internet.

That is why in every phase the cost consideration is one the aspects included in.

There are some differences when the model is compared to each other. Based

on the ASSURE Model, the evaluation of the process come at the end of the entire

instructional process. It is different from ADDIE model in which the evaluation is

in every stage so that there will be improvement before move on to the next stage.

In Dick and Carey model, there are two kinds of evaluation the formative evaluation

which comes after developing and selecting the materials and summative evaluation

comes after the product is being revised. ADDIE and ASSURE models begin the

stages with analysing, while Dick and Carey model starts with instructional goal.

Compared to Dick and Carey’s model, this model pays more attention on the

students’ characteristics. However, this model is still subjected on teacher as

“originator and moderator” of communication instead of focusing on learners’, so

that the interaction is commonly happen only from the teacher to students instead

of students-to-students (Passerini and Granger, 2000).

The Mc. Manus model compared to other models, focus its attention on the

learners. However, the line of instructor-determined boundaries (identify themes


55

and perspectives and map multiple paths linking) with path stimulates learner-

controlled navigation which is the final objective is focus learner reflection is not

relevant (Passerini and Granger, 2000). The stages in Hybrid model is almost the

same as ADDIE model which begins with analysis and the evaluation is the integral

part of each stage. However, when it is related to mobile learning, the Hybrid model

gives detailed and comprehensive steps.

B. Review of Related Studies

There are some studies related to the use of Mobile Assisted Language

Learning (MALL). The studies range from using the applications available in the

application store, as well as developing the application in the forms of games or

interactive activities in learning English. The use of mobile learning is not merely

for Android Operating System but also for other operating systems. The skills that

are applied in the mobile platform are also varies from reading, writing, listening to

speaking.

Miangah (2011) in his study entitled Mobile-Assisted Language Learning

describes the use of mobile phones in order to promote learning anywhere, anytime

in learning the language. The language skills covered in his study are vocabulary,

listening, grammar, phonetics and reading comprehension. In his study, he explains

the use of mobile phones for learning the language starting from SMS to learn

vocabulary; listening exercises which are developed from the multimedia listening

system based on mobile phone; grammatical exercises are in the form of ‘true-false’

or fill-in the blanks’ in which the learners need to response via vocal service or short

message service; in order to learn phonetics, the learners may download the


56

dictionaries on the PDA 1 that is completed with sound functions so they can learn

how to pronounce the words correctly; the last is reading activities in which the

learners are able to use via a well-designed learning course installed on the mobile

devices or through text messages.

Besides using the application available on the mobile phones or using

installed system, there is also a study conducted on the use of games for learning

English by Ahmad (2012). It uses a bilingual game in teaching English named

“Spell It” which is built to run in Android platform. The games were designed for

preschool and primary school. The result of this study shows that the children

engage in learning at a longer period and they also show improvement in their

marks. In terms of enhancing speaking skill, Chappel (2014) develop an application

to interact with speech processing method that the learners learn. The application is

called “Speech Enhancement for Android (SEA)” which aimed at assisting in

understanding course content by allowing students to interact with theoretical

concepts through their mobile phones. This application allows the students to

interact with speech processing method as well as records and process their own

voice.

Muthukumarasamy (2013) conducted a study entitled “Design and

Development of Mobile Assisted Language Learning (MALL) application for

English Language using Android Push Notification Services” intended to discover

the effectiveness of using push notification for learning English. The result of the

study shows that the ‘Push’ notification model is able to keep the battery durability,

the cost of data accessing, minimize the ‘Pull” effort of the learners which also


57

enable them to gain better learning experience and provide them with the experience

of collaborative learning.

The studies of using mobile phones to learn English either by installing the

available application or developing the mobile applications are numerous. The

related studies provide the evidence on the use of MALL using Android for teaching

speaking such as the use of push notification, text to speech, as well as using speech

recogniser. Those studies also provide various learning-teaching goals and result,

for instance the goal to design and development of MALL using Android push

notification is to discover its effectiveness, or the use of speech recogniser to

enhance the students’ learning of speech processing method. The results of those

studies show that the use of MALL especially using Android help the students to

enhance the content materials better, improve the students’ marks and effective for

learning English.

The similarity of this study and the previous study in that the Android

application developed to teach speaking, and using the features in Android such as

text to speech and speech recogniser. The difference is that in terms of the learning

goal, it is intended to improve the fluency and accuracy rather than to learn the

speech processing method. Moreover, the study aims to have a research and

development on the use of mobile phones for learning speaking for the nursing

students are still limited. Therefore, this study aimed to develop an Android

application which can be used especially for the nursing students to learn speaking

English. However, it is not merely intended for those who are nursing students, but

also those who need to learn English for Specific purpose.


58

C. Theoretical Framework

In this part of discussion, the theories discussed in the previous sub-chapter

and their relationships in supporting this research are elaborated.

The theory of speaking as the oral production is underlying the concept of

gaining communicative competence. Grammatical competence is not the only

important thing in order to have effective communicative competence. Hence, the

learners must be able to produce the language fluently, appropriately, and more

importantly, effectively. Therefore, the researcher aims to create a model of

Android application which will help the nursing students to enhance better English

speaking skill related to English for Occupational Purposes. The researcher also

needs to consider the teaching of speaking of the nursing students as well as the

capabilities so that effective and efficiency in learning the language will be gained.

Moreover, the nursing students need the skill more importantly to communicate

with the patients in good English especially related to their future job as a

professional nurse.

The characteristics of Mobile Assisted Language Learning (MALL) become

the base of designing the appropriate Android application. The uses of mobile

technologies have aroused the attention of teachers and researchers since it

promotes the tag line of learning “anytime, anywhere”. The main characteristics of

the use of mobile phones for learning are: it is portable; in which it is easy to bring

everywhere along with the learning materials so that the learners are able to learn

anywhere, anytime and it is also easy to connect using wireless network. Android

as one of the Operating System of mobile phones gives the opportunity for the users


59

to develop their own Android application since it is based on open source. The main

features used in designing the Android application here is Text to speech and speech

recogniser.

In order to create the model of Android application the instructional system

design used is Hybrid design model which was previously intended for

asynchronous learning (e-learning) in which the steps in designing the Android

application is based on the steps used in Hybrid design model. The reason for

choosing the Hybrid model is because the designed has been implemented in

designing the internet learning before and the steps are described in details when it

is related to distance learning. The model of Android application itself is intended

to help the nursing students to learn English speaking effectively which eventually

will improve the nursing students’ speaking skill.

The first step in Hybrid instructional design is analysis. The researcher

analyses the nursing students’ need of learning English, as well as their learning

characteristics in order to gain information to build the Android apps that suitable

with their needs. The second step is designing in which in this process involves four

activities: drafting instructional objectives, drafting test items for measuring

performance, specifying instructional strategies, and selecting media. The third

stage is development of the learning media, in this case the development of Android

applications which focus on speaking skill to be built in one platform. After

developing the Android applications, then it is implemented which means

delivering the instruction to the learners or uploading the Android Apps through

Google play. Stage four is evaluation. However, that evaluation is integral to every


60

phase of the Hybrid design model. It is not recommended to evaluate to the product

by the end of the project, since there will be less things to be able to do to uncover

the inevitable weaknesses. In general, there are two types of evaluation, formative

and summative. As their names imply, the formative evaluation can be conducted

during the analysis, design, and development stages of the project, and summative

evaluation during or after product or program implementation. The last phase is

delivery in which the Android application is delivered to the students after going

through the process of evaluation. The blueprint of the concept, sub concept and

indicators related to the theories used in this study to develop the Android

application is described below.

Table 2.3. The blueprint of the Android application concept, sub concept and

indicators.

No Concept Sub concept Indicators

1. Speaking skill Fluency

(Hartman &

Stork, 1976)

- Use correct structure of a language

at normal speed

- Focus on content rather than the

form of structure of a language

Fluency

(Filmore, 1979

in Yang, 2013)

- Talk at the length with few pauses

- Produce coherent sentence

reasonably and semantically

- Appropriate expressions based on

the contexts

- Creative and imaginative in using

the language

Fluency

(Brumfit, 1984)

- Natural language use

Nation (1989 in

Yang, 2013)

- Speed and flow of language

production

- The degree of control of language

items i.e. pausing, rhythm,

pronunciation, stress

- The way of contents interrupting


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Fluency

(Brown, 2001)

- produce flowing, natural language

Fluency

(Richards, 2006)

- Reflect natural use of language

- Focus on achieving

communication

- Require meaningful use of

language

- Require the use of communication

strategies

- Produce language that may not be

predictable

- Seek to link language use to

context

Accuracy

(Brumfit, 1984)

- Produce clear, articulate,

grammatically and phonologically

correct

Accuracy

(Richards, 2006)

- Reflect classroom use of language

- Focus on the formation of correct

examples of language

- Practice language out of context

- Practice small samples of

language

- Do not require meaningful

communication

- Control choice of language

2. Teaching

speaking

Types of

classroom

speaking

performance

(Brown, 2001)

- Imitative

- Intensive

- Responsive

- Transactional (dialogue)

- Interpersonal (dialogue)

- Extensive (monologue)

Teaching

conversation

(Brown, 2001)

- Indirect approach (the learners

acquire conversational

competence by engaging

meaningful tasks)

- Direct approach (planning a

conversation program around the


62


specific macro skills, strategies,

and processes that involved in

fluent conversation)

Teaching

pronunciation

(Nation, 2009)

- Patterns and rules to develop

stable pronunciation

Designing

speaking

techniques

(Brown, 2001)

- Use techniques that cover the

spectrum of learner’s need, from

language-based focus on accuracy

to message-based focus on

interaction, meaning, and fluency

- Provide intrinsically motivating

techniques

- Encourage the use of authentic

language in meaningful context

- Provide appropriate feedback and

correction

- Capitalize on natural link between

speaking and listening

- Give students opportunities to

initiate oral communication

- Encourage the development of

speaking strategies

3 MALL Teaching

speaking using

technology

Traxler (2007, in

Muthukumarasa

my, 2013:330)

Content:

- Open-endedness

- Personalization

- Time-critical nature

- Portability

- Measured delivery

- Aural medium

- Prioritizing medium

- Alternative medium

Learning activities:

- Behaviourist type: quick feedback

or reinforcement element

- Constructivist type: immerse

experiences by mobile

investigations or games


63


- Situated activity: use to access

information while moving around

- Collaborative learning:

communication and information

sharing

- Informal and lifelong learning:

accompany users in everyday

experiences and means of

communication of learning and

resources

Design

- Support communication and

collaboration

- Beaming of stored information from

device to device

- Portable sound recording, video

recording, photos and video clips

used in communication

3

.

MALL Android - open source

- build using java script or block

- using web based graphical user

interface and app’s behaviour in

blocks

- the features used for speaking e.g.

text to speech and speech

recogniser


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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, there are five parts that are elaborated. Those are research

method, research design, research setting and participants, data gathering technique

and the last part is data collection technique. Therefore, this chapter explains the

methodology used in order to answer the research questions stated in chapter I.

A. Research Method

The research method used in this study is Research and Development (R &

D) that use the combination of the Hybrid model of instructional design. Research

and Development is applied because the researcher would like to design and

develop an Android application for the nursing students which is effective and

acceptable to help them to learn speaking English.

Research and Development (R & D) is basically an industrial model which

the result of the research aims to find the new design procedure and product,

which then are systematically field-tested, evaluated, and refined until they

meet specific criteria of effectiveness, quality or similar standards” (Gall,

2001: p. 569).

The educational research and development is important in improving the education

since it promotes a close connection between systematic program evaluation and

program development (Gall, 2001).

The research method is based on the Research and Development cycle

proposed by Borg and Gall (1983) which is combined with the Hybrid model of

instructional design. There are ten steps in this cycle, which describe as follow:


65

First, Research and information collecting (Analysis) which includes needs

assessment, review of the literature, small-scale research studies, and preparation

of report on the state of the art. Second, planning (Design) in which in this step the

skills to be learned is defined, the objectives are stated sequenced, learning activities

are identified, and small-scale feasibility testing is established. Third, Development

of preliminary form of program (Development) includes preparation of

instructional materials, procedures, and evaluation instruments. Fourth,

Preliminary field testing (Evaluation). The program is given to just a few

individuals from the target population. The data resulted from interview,

observational, and questionnaire are collected and analysed. Fifth, main program

revision (Development) which is based on results of preliminary field test.

Sixth, main field testing (Evaluation) in which the program is given to

approximately twice as many as in preliminary field test. Pre-and post-program

quantitative data on participants collected; results examined with respect to

program objectives and compared to control/comparison group, when possible.

Seventh, operational program revision (Development) which is based on results of

the main field test. Eighth, operational field testing (Evaluation) in which the

program given to approximately twice as many as in main field test. Interview,

observational, and questionnaire data collected and analysed. Ninth, final program

revision (Development) which is based on results of the operational field test and

the last is dissemination and implementation (Delivery) where the program is shared

with others and implemented where appropriate.


66

The first goal of this research is to develop the Android application based on

MALL theories and Android features which are suitable to learn English speaking

skill. The second goal is to discover how the application is accepted by the users

(the nursing students) to help them learning speaking English. Therefore, besides

developing the Android apps, the researcher also collected the data related to the

students’ perceptions on using the application.

The researcher combined the R & D cycle proposed by Borg and Gall which

is in accordance with the Hybrid model of instruction by Passerini and Granger

(2000). The hybrid model of instruction was chosen because it gives details and

comprehensive steps which were previously used in designing e-learning. There are

five steps in the hybrid model, namely analysis, design, development, evaluation

and delivery. The analysis stage represented the research and information phase of

R & D, the second stage of hybrid model is design which represented the planning

phase of R & D. The development stage represented some phases of R & D such as

development of preliminary form, main program revision, operational program

revision and final program revision. The evaluation stage also represented some

phases of R&D namely preliminary field testing, main field testing and operational

program testing. The evaluation of the product takes place one after each phase in

R & D, while in the hybrid model, the evaluation takes place in each of its stage.

The last stage is delivery which represented the dissemination and implementation

phase of R & D. Therefore, the research method was as follows.


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Figure 3.1. R &D combined with the Hybrid model


68

8

B. Research Design

This research is particularly on developing Android applications for nursing

students in order to help them to learn speaking English using the Hybrid model of

instructional design. There are five steps in the Hybrid model, those stages are: (1)

Analysis; (2) Design; (3) Development; (4) Evaluation; (5) Delivery. The

researcher also conducted the research based on the R & D cycle developed by Borg

and Gall (1989). However, the terms and steps used in this study were based on the

hybrid model of instruction.

The first step was analysis which was conducted by studying theories related

to MALL (Mobile Assisted Language Learning), teaching speaking, speaking skill,

ESP (English for Specific Purposes) specially about nursing in this case English for

Occupational Purposes (EOP), Instructional Design (ID) for designing the Android

application. Besides studying some literatures, the researcher also studied the

syllabus as well as books used for nursing students. In this stage, the researcher

conducted need analysis of the intended population as well. It is important to

identify the learners’ cognitive, social, physical and personal characteristics.

Besides to analyse the intended population, the need analysis result was used to

discover the features needed to learn speaking English. In addition, the researcher

also interviewed the English lecturer to gain more information related to the

teaching-learning activities, the use of materials and teaching techniques, the

students’ proficiency level, the use of technology in the classroom, the problems

that both the teacher and students usually face during the teaching-learning process


69

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as well as the assessment used. The instruments used to gather the data in this stage

were questionnaire, interview and classroom observation.

In the design stage, the strategy for developing instructional content is

outlined. In this phase the learning model for instruction and the implementation of

strategies were identified then transferred into asynchronous learning environment.

In order to describe the flowchart of all elements involved in instructional content

of the course, then a storyboard technique was used. The researcher also chose some

topics and materials based on the intended syllabus. Some audio materials were

chosen from internet sources, while some other audio materials which were not

provided online were recorded by the researcher.

In third stage, the development of application, the lesson plans and lesson

materials were generated based on the storyboard. The media used for instruction

were developed in the software application that was already chosen for the

production. The software chosen to develop the Android application was

ai2.app.mit.edu which is an open source to build an application. The development

was conducted online; it was built in forms of. apk file to be downloaded in PC then

transferred to mobile phones to find out whether the application work properly or

not. Otherwise, it could be checked directly using Wi-Fi connection by scanning

the QR code using MIT 2 Companion application installed in the mobile phones.

After it was developed, then the result would be the prototype of the Android

application.

The fourth is evaluation. There were two kinds of evaluation conducted on

this phase: formative and summative evaluation. The formative evaluation was


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conducted during the production to give feedback on the process and at every stage

of course development. The purpose of this evaluation is to improve instruction

before it is implemented at the final stage. The prototype of the Android application

was evaluated by the IT experts to gather feedback related to technical matters.

Besides the IT experts, the experts of learning content were asked to evaluate the

application as well. The experts to evaluate the learning content were the English

lecturers and a nursing lecturer who teaches ESP. After it was evaluated, then the

researcher revised the prototype application to be evaluated by users in preliminary

study. There were five students which were randomly selected to try the Android

application. The instruments used in this stage were questionnaire and interview.

The last phase is delivery. The delivery phase refers to the actual delivery of

the instruction using the application of version 1. However, because of some

constraints, then the delivery was only conducted once (1 meeting session). In

terms of the Android application delivery, the assessment of the effectiveness and

efficiency of the application was implied. Therefore, the result of the feedback from

the delivery stage was intended to answer the second research question, how the

Android application was efficient and acceptable for the users. The instrument used

in this phase was questionnaire for all of the students.

Based on the combination of R & D steps and the Hybrid model, then the

research design is illustrated in the following figure. It is expected that using this

kind of design the efficiency and acceptability of the application would be achieved.


71

8

C. Research Setting and Participants

The purpose of this study is to design and develop Android application to help

the nursing students to learn speaking English. In order to design, develop then

produce an efficient and acceptable Android application, the researcher gained data

MALL

(Android)

Teaching

speaking

Speaking

skill

Nursing

program

Theory of ID

EOP

Design of the iconic model of Android applications

Prototype

application Expert

validation

First

revision

Preliminary

testing (version 1)

User validation

Gather

feedback and

opinion

Second

revision

The

Android

application

Delivery

1st

question

answered

Figure 3.2. The research design

2nd

question

answered


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from various participants. Further explanation related to research setting and

participants are elaborated below.

1. Research Setting

The target users are the nursing students who learn English for Specific

Purposes (ESP) with its branch is English for Occupational Purposes (EOP). One

of higher education institutions that English teaching-learning process using EOP

is STIKES Wira Husada. Therefore, the research was conducted in STIKES Wira

Husada Yogyakarta which is located in Babarsari, Depok, Sleman, Yogyakarta.

2. Research Participants

The participants in this study were the students of nursing department and the

experts of IT and English lecturers. The students are from nursing department who

learn English for Occupational Purposes (EOP). They learn English for 110 minutes

for each meeting in which the English credit is 2. The participants were the fourth

semester students or in the second year of studying.

In order to gain need analysis, the interview was conducted for the English

lecturers and the students, a classroom observation also was conducted and the

questionnaires were distributed to the students and lecturers. In preliminary field

testing the researcher asked some experts to validate the preliminary form of the

Android application. The experts were the English lecturer of English Education

Program of Sanata Dharma University and Nursing Lecturer of Poltekes Kemenkes

Yogyakarta who also teaches English for the nursing students to validate the content

of the application and the second is IT experts of Android developer from

University of Muhammadiyah Yogyakarta to validate the developed Android


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application. While for the main field testing the participants were the students of

STIKES Wira Husada Yogyakarta.

Table 3.1. The Description of Expert Validators

Participants Education Background Teaching Experience

(years)

Bachelor Graduate Doctor 1 – 5 6 – 10 > 10

An English lecturer

(of STIKES Wira

Husada)

1 1

A Nursing Lecturer 1 1

An English lecturer

(of Sanata Dharma

University)

1 1

IT experts

(University of

Muhammadiyah

Yogyakarta)

2

2

D. Data Collection Technique

Data was gathered from the result of questionnaire as the need analysis.

Besides the questionnaire, the data was obtained from the interview with the

students and the lecturers. In order to avoid the subjectivity developed from of the

questionnaires, the researcher also conducted classroom observation. Since the

purpose of this research is not merely to discover the appropriate Android

applications or in other words an efficient application, but also to discover how the

application is acceptable helps the students to improve their speaking skill, then a


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questionnaire to know the students’ perception on using the Android application

was distributed as well.

1. Questionnaire

The first instrument to gather the data is questionnaire. A questionnaire is an

instrument to elicit the feelings, beliefs, experiences, perceptions, or attitudes of

some sample individuals. As a data collecting instrument, it could be structured or

unstructured. The questionnaire is most frequently a very concise, pre-planned set

of questions designed to yield specific information to meet a particular need for

research information about a pertinent topic. The research information is attained

from respondents normally from a related interest area (Key, 1997).

There were four kinds of questionnaires there were developed and used in this

study, the first questionnaire was used to analyse the students’ need before

designing the application, the second questionnaire was distributed on the

preliminary field testing for the experts’ validation of the IT programmer and the

third was intended for the English lecturers to validate the learning content. The last

questionnaire was for the users which was distributed for five students during the

preliminary testing and after the Android application was implemented in order to

know the students’ perception toward the use as well as the content of the

application to improve their speaking skill for the whole students.

2. Interview

Besides gathering the data from the questionnaire, the researcher also

conducted an interview for the lecturers of English in STIKES Wira Husada. Kvale

defines qualitative research interviews as "attempts to understand the world from


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the subjects' point of view, to unfold the meaning of peoples' experiences, to

uncover their lived world prior to scientific explanations" (Kvale, 1996). Hence, the

interview functioned as information gathering based on the students’ experience of

learning English as well as using mobile phones to support the learning.

The first interview was with the English lecturer of STIKES Wira Husada for

the need analysis in which it would provide information related to students’

competence, teaching method and strategies as well as the assessment they usually

use in teaching English. The interview is also beneficial as information related to

students’ proficiency level. The interview was also conducted to gain information

after the IT experts and English lecturers who validated the content after they

finished validating the application. Besides the lecturers and IT experts, in order to

gain more information during the preliminary testing, the researcher also conducted

an interview with five students of nursing program STIKES Wira Husada.

3. Classroom Observation

The last data was obtained from observation in the classroom in order to

gather information on how the learning process conducted in the classroom, the

students’ learning attitude as well as the media used in teaching-learning activities.

Creswell states that “Observation is the process of gathering open-ended. First-hand

information by observing people and places at research site” (2012: p. 217).

Therefore, observation is important to conduct to reveal the fact that might not be

captured in the questionnaire as well as in the interview.

Based on the R & D cycle and the Hybrid model, the stages, data collection

technique, participants and instrument are described as follows:


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Table 3. 2. The stages, data collection technique, participants, instrument and

research problem.

Stages Data needed Participants Time Instrument Research

problem

1. Research

and

information

collecting

(Analysis)

-The students’

perceived needs

- The students’

real need

- Identifying the

gap

-The students’

learning style

- the method used

by teacher in

conducting

English

-The use of

technology

- The students’

proficiency

- students

-September

23, 2015 for

need

analysis

Need Analysis

Questionnaire

Research

question 1

2. Research

and

information

collecting

(Analysis)

-The students’

perceived needs

- The students’

real need

- Identifying the

gap

-The students’

learning style

- the method used

by teacher in

conducting

English

-The use of

technology

- The students’

proficiency

- English

lecturer

- October

10, 2015

- October

14, 2015

- Interview

- Observation

Research

question 1


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Stages Data needed Participants Time Instrument Research

problem

3. Preliminary

field testing

(Evaluation)

-The fulfilment of

android apps

requirements

- Opinion and

feedback from

users

- Opinion and

feedback from

lecturer and

android

programmer

- Users

- Lecturers

- IT expert/

Android

programmer

- 12 April

2016 with

the first IT

expert.

- 15 April

2016 with

the second

IT expert.

- 10 May

2015 with

the Nursing

lecturer.

- 11 May

2016 with

the

representati

ves of the

users

- 16 May

2016 with

the lecturers

of English

Education

Study

Program

and Stikes

Wira

Husada

- interview

- questionnaire

Research

question 1

4. Main field

testing

(Delivery)

- Feedback from

participants deals

with final

revision

- nursing

students

20 May

2016

- questionnaire Research

question 2


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In analysis phase, the need analysis was conducted on the 23 September 2015

in which the students were asked to fill in the questionnaire. The questionnaire was

in the form of close-ended. The need analysis questions were based on the learners’

characteristics in which it already includes the way they perceive about speaking

skill, teaching speaking and the use of mobile learning for improving their English

learning. The blueprint of need analysis questionnaire is attached in appendix 2.

After conducting the need analysis, questionnaires were also distributed to

three groups of validators in the preliminary field testing. They were the experts to

validate the learning content and the iconic model of the application itself and the

users. There were three lectures to validate the learning content; one lecturer of

English Education study program, one English lecturer of STIKES Wira Husada

Yogyakarta and on lecturer of nursing but also teaches English from Poltekes

Kemenkes Yogyakarta. In order to support the questionnaire, the interviews were

also conducted to obtain more information and feedbacks from the expert. The

blueprint of Expert Validation Questionnaire on the Learning Content can be seen

in appendix 3.

Another expert judgement was related to the Information and Technology

which evaluated the Android application. There are two IT experts who are from

University of Muhammadiyah Yogyakarta. The questionnaire distributed for the

expert validation of the Android application is described in table 3.5. Besides the

questionnaire the feedbacks from the IT experts were also obtained through

interview. The blueprint of Expert Validation Questionnaire on the Android

Application is attached in appendix 4.


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In the preliminary testing, the representatives of the user were also asked to

fill out the questionnaire in order to gain feedback from them. The blueprint of the

users’ validation is attached in appendix 5. In the main field testing (evaluation) the

questionnaires were given to the students related to the application that the students

have tried. The form of the questionnaire was the Likert-scale model in order to

know how well the application helps them to improve their speaking skill. The

concept of the questionnaire was based on the theory for evaluating hypermedia by

using the Likert-scale questionnaire in main field testing for the students is in

appendix 5.

Besides conducting the questionnaires, the data was obtained from the

interview and classroom observation as well. The interview was conducted on

October 10, 2015 to gather information from the English lecturer of Stikes Wira

Husada related to the students’ perceived needs and real need, the gap of the

students, their learning style, the method used teaching English, the technology

used, and the students’ proficiency. The interview and classroom observation gave

additional information that might not be captured in the questionnaires. The

blueprint of the interview for need analysis is attached in appendix 6.

The second interview was conducted to gain more feedbacks from the IT

experts. The interviews were conducted twice, on the 12 April 2016 and 15 April

2016. The third interview for the first expert validation on the learning content was

conducted on 10 May 2016. While the other two expert validators were interviewed

on the 16 May 2015. The interview to gain feedback from the users was represented

by five students of Stikes Wira Husada in which it was conducted on 11 May 2016.


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Therefore, the interviews in the preliminary field testing were gained from the

experts both for the learning content and the application and the users for the

application and learning content as well. The guidelines for the interviews are

attached in appendix 7.

The data gathering instruments that were used beside questionnaire and

interview was classroom observation in which the researcher observed the learning

environment, the learners’ characteristics, the classroom activity, the techniques

that the teacher used in speaking English, the media used for teaching English as

well as the feedback used from the teacher. The researcher video-taped the

observation and record a note related to the observation.

E. Data Analysis Technique

There were two questionnaires distributed to the students, the first one was

used to provide the data for need analysis and the second questionnaire was used in

order to discover the learners’ perception after using the Android application. The

questionnaire for the need analysis was in form of questions related to the learning

materials, teaching techniques, and the use of media in learning English especially

in speaking. The data obtained from the need analysis questionnaire was in the form

of close-ended. The close-ended form was counted statistically using SPSS V.23.

The data from the need analysis then was used to developed the Android application

to help the nursing students to learn speaking English, specially to determine the

features which are suitable to support learning speaking.


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8

The second questionnaire which was intended to answer the second question

of research problem was in the Likert-scale model. The questionnaire focuses on

the students’ perception after they use the application. The data gathered from the

questionnaire then analysed. The Likert-scale ranged from Strongly Disagree,

Disagree, Not Sure, Agree and Strongly Agree (Best & Kahn, 2006). The scale

value of each response is described in table 3. 3.

Table 3.3. Scale value of Likert scale

Statement Value

Strongly Agree 5

Agree 4

Not sure 3

Disagree 2

Strongly Disagree 1

The next step is counted the answered questions of each question using SPSS

V.23. In inputting the data in SPSS, the variable or the statement was giving in

code. For instance, A1 is for statement 1 in need analysis questionnaire. After finish

inputting the variables the data was entered based on the response given by filling

in the value of each response. The result then analysed using descriptive frequencies

which included the frequency of each statement, mean and standard deviation. The

frequency of the response of each statement in forms of its mean is represented in

table 3.4. and the complete data of each response for the result of need analysis,


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8

expert validation on learning content, expert validation on the Android application

and users’ validation is attached in appendix 13, 14, 15 and 16 respectively.

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

category.

STATEMENTS

Code STATEMENTS

N mean Category

Valid missing

In order to discover criteria of each statement in the questionnaire, Criterion

Reference Evaluation (CRE) proposed by Sukarjo (2006) the result of the mean was

classified. The formula for classifying the category as follows:

Table 3.5. Criterion Reference Evaluation formula.

Category Interval

Very High/Very Good/ Very acceptable Xi + 1.80 SD < X

High / Good/ Acceptable Xi + 0.60 SD < X ≤ Xi + 1.80 SD

Fair Xi – 0.60 SD < X ≤ Xi + 0.60 SD

Low/ Poor/ Unacceptable Xi – 1.80 SD < X ≤ Xi – 0.60 SD

Very Low/ Very Poor/ Very

unacceptable

X ≤ Xi – 1.80 SD


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8

Notes:

X = actual mean score

Xi (ideal mean score) = ½ (maximum ideal score + minimum ideal score)

SD (standard deviation) = 1/6 (maximum ideal score – minimum ideal score)

The maximum ideal score is the highest score based on the scale value of the

Likert scale, that is 5. While the minimum ideal score is the lowest scale value, that

is 1. Therefore, the Xi (ideal mean score) is 3 and the Standard Deviation (SD) is

0.6. Five scale in scale value five equals six in standard deviation scale. Therefore,

one scale in scale value 5 = (6/5) =1.2 standard deviation scale. In various sources

1.2 standard deviation scale is rounded to 1.0 standard deviation scale.

Based on the CRE described in table 3.5 above, when it is related to the

application product, then if the result score of each statement in the questionnaire

is very high or very good, it means that it does not need revision. If the result score

is high or good, then revision is optional. If the result score is fair, then the revision

is needed. Next, when the result score is poor the mayor revision is needed for some

parts of the application. Furthermore. When the score result is very poor the it is

highly recommended to revise or change some parts of the application.

In addition, related to the acceptability of the Android application for the users

to learn speaking English, the mean score category ranges from very acceptable to

very unacceptable. The Android application would be considered as acceptable for

the users when it is able to represent the efficiency of a mobile learning related to


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8

its navigation pane, screen design, information presentation, media integration, and

overall functionality.

Besides the close-ended part of the questionnaires, the open-ended part was

also needed to be chosen accordingly and organised based on the category. After

that, the data was described and explained in order to support the quantitative data

obtained from the close-ended part. The final step was interpretation of the data.

Another obtained data was a qualitative data in forms of open- ended

questions and interviews which were analysed and coded based on the blue print

and interview guidelines. The interview transcription was chosen accordingly and

presented in forms of quotation narrated in chapter IV in order to support the

quantitative data.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter elaborates the research findings and discussion of the study. The

first part of the chapter is the processes of developing the iconic model, which are

based on the flow of the hybrid model, elaborated in details. It also discusses the

features of the application in order to answer the first research question. The second

part explains the presentation of the iconic model and the last part discusses the

findings related to the implementation of the Android application to the nursing

students, how the Android application is acceptable for them.

A. Process of Developing the Android Application

In developing the application, the researcher combined the Research and

Development cycle by Borg and Gall (1983) and the Hybrid model of instructional

design by Passerini and Granger (2000).

1. Analysis

The analysis phase describes aspects that need to consider before developing

the application. There are two aspects discussed here, the learning domain and

learner characteristics.

a. Learning Domain

The first process of developing the iconic model was analysis in which the

researcher conducted a library research related lists of literature concerning English


86

as the second language acquisition, speaking as one of the skills that need to be

gained in learning English, Mobile-Assisted Language Learning (MALL) as the

device used to learn English in this case the Android application was chosen as the

media. Besides, the literature review related to instructional design was gained as

well in order to suit the both the production of the application and learning content.

Another literature study is about English for Specific Purposes since the

learners are nursing students who learn English especially for their future jobs. It is

important for the nursing students that speaking becomes the main concern in

learning English since it is one of the skills required for them to be able to

communicate effectively and efficiently with the patients. The learning domain is

described in the syllabus for the nursing students which includes the topics, the

language function as well as the aims of each lesson. The complete syllabus for the

nursing students is attached in appendix 1.

The application was actually intended for the students when they were in their

third semester (odd semester of academic year 2015/2016) so the materials were

focused on the topics after they had the midterm exam. However, because of the

time constraint, the application was due to when they were in their fourth semester

(even semester of academic year 2015/2016). The syllabus after the midterm exam

is described in table 4.1 below.


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

Sessions TITLE/TOPICS LANGUAGE

EXPRESSIONS/TOPICS

COMMUNICATIVE

FUNCTIONS

9 MID TERM EXAM

10 Admission to a

Hospital

Yes / No and Wh-

Questions

related to personal data

a. Gaining personal data

from a new patient.

b. Using information to

fill in the admission

form.

11 Range of Motion

(ROM)

a. Imperative from bare

infinitive.

b. I want to see you… V-ing

c. I would like you to…(inf)

a. Explaining the

implementation of the

ROM checking.

b. Giving instruction

related to ROM

checking.

12 Patient's

Positioning


infinitive.

b. I want to see you... V-

ing

c. I would like you to...

(inf)

d. Future: I need to…. I

will……

a. Explaining

intervention

b. Giving instruction

related to

positioning the

patient.

13 Checking Vital

Signs

a. Request with modal

would

b. Bare infinitive

c. Plans using: It's time for

me to… I would like

to…

I am going to... Let me...

I need to...

a. Communicating about

implementation of

checking vital signs.

b. Giving polite

instruction during the

implementation of


14 Measurement a. Plans using: It's time for

me to… I would like

to…

I am going to... Let me...

I need to...

b. It is .... degrees Celsius.

It is .... over .... (BP)

You weigh .... kg.

You have got a

temperature.

Explaining and telling

about medical

measurement.


88

Sessions TITLE/TOPICS LANGUAGE

EXPRESSIONS/TOPICS

COMMUNICATIVE

FUNCTIONS

15 Diet Program

Reinforcement

a. Expression: According

to....

b. Modals: Should, may,

can, have to, must, will,

had better.

c. Verbs restrict, avoid,

worsen, aggravate,

increase.

a. Explaining a diet

program.

b. Giving suggestion

and prohibition

related to food and

drink.

c. Reinforcing a diet

program.

16 Medication a. Verb: Take, Discontinue

b. Prohibition: Don’t

c. Vocabularies and

abbreviation related to

medication, e.g.:

dispensary, pharmacy, b

I d, t I d, a c, etc.

a. Explaining about

medication as

ordered by the

doctor.

b. Explaining about

label instruction of

medicine dosage.

c. Encouraging

patient’s medication.

The analysis of the syllabus is important to determine the topics that need to

be provided in the application which in turns will be beneficial for the students.

Based on the syllabus that is presented in table 4.1. above, there are seven topics

that the students have to learn after the midterm exam. Since the limitations of the

data that is able to be built in ai2.app.inventor.mit.edu, then the researcher decided

to choose five topics out of seven. The list of topics that are provided in the

application is listed in table 4.2. below.


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Table 4.2. The topics provided in the application.

No. Title/Topics Language

Expressions/Topics

Communicative

Functions

1 Admission to a

Hospital

Yes / No and Wh-

Questions


a. Gaining personal data

from a new patient.

b. Using information to


form.

2 Patient's

Positioning


infinitive.

b. I want to see you... V-

ing

c. I would like you to...

(inf)

d. Future: I need to….

e. I will……

a. Explaining intervention

b.Giving instruction

related to positioning

the patient.

3 Checking Vital

Signs

a. Request with modal

would

b. Bare infinitive

c. Plans using: It's time

for me to… I would

like to…

d. I am going to... Let

me...

e. I need to...

a. Communicating about

implementation of

b. Checking vital signs.

c. Giving polite

instruction during the

implementation of


4 Diet Program

Reinforcement

a. Expression: According

to....

b. Modals: Should, may,

can, have to, must, will,

had better.

c. Verbs restrict, avoid,

worsen, aggravate,

increase.

a. Explaining a diet

program.

b.Giving suggestion and

prohibition related to

food and drink.

c. Reinforcing a diet

program.

5 Medication

a. Verb: Take,

Discontinue

b. Prohibition: Don’t

c. Vocabularies and

abbreviation related to

medication, e.g.:

dispensary, pharmacy,

b I d, t I d, a c, etc.

a. Explaining about

medication as ordered

by the doctor.

b.Explaining about label

instruction of medicine

dosage.

c. Encouraging patient’s

medication.


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b. Learner characteristics

Besides conducting literature study, the researcher also performed a need

analysis to discover the students’ need of English as well as the use of mobile device

to learn speaking. The need analysis was not focused on the materials since the

materials developed on the Android application were based on the syllabus used in

their English class. The need analysis focused on learners’ characteristics adapted

from Reeves & Bracket (1998 in Passerini and Granger).

The need analysis was conducted by distributing questionnaires to 26 students

of STIKES Wira Husada Semester 3 on Wednesday, 23 September 2015. The

concept of need analysis questions was based on the learners’ characteristics in

which it already includes the way they perceive about speaking skill, teaching

speaking and the use of mobile learning for improving their English learning.

Table 4.3. The working concept of need analysis

No. Concept Construct Indicator

1 Need Analysis

based on the

learners’

characteristics

(Reeves & Bracket

1998 in Passerini

&Granger, 2000)

Physical

characteristics Age

Sex

Cognitive

characteristics

General aptitude toward

technology

Functional literacy

(speaking level)

Visual literacy (e.g.

ability to perceive

graphics)

Computer literacy

Learning styles

Prior content knowledge


91

Personality

characteristics

Motivation to learn using

mobile phones

Motivation to learn

Interests

Attitudes toward content

Attitudes toward learning

Attitudes toward

technology

Self-esteem

Anxiety

Beliefs

Locus of control

(instructor/personal)

Social

characteristics

Attitudes toward

collaboration

Tendencies to cooperate

or compete

Relationships with peers

Attitudes toward

authority’ career

Education level

Content of learning

The materials from the

previous knowledge

Level of difficulty

The result of the questionnaires is presented in the forms category based on

Criterion Reference Evaluation interval which is presented in table 4.4. The

maximum ideal score is the highest score based on the scale value of the Likert

scale, that is 5. While the minimum ideal score is the lowest scale value, that is 1.

Therefore, the Xi (ideal mean score) is 3 and the Standard Deviation (SD) is 0.6.

Five scale in scale value five equals six in standard deviation scale. Therefore, one

scale in scale value 5 = (6/5) =1.2 standard deviation scale.


92

Table 4.4. The Category and interval of the Mean Data

Category Interval

Very High/ Very Good/ Very Acceptable 4.80 < X

High / Good/ Acceptable 3.60 < X ≤ 4.80

Fair 2.40 < X ≤ 3.60

Low/ Poor/ Unacceptable 1.20 < X ≤ 2.40

Very Low/ Very Poor/ Very Unacceptable X ≤ 1.20

The need analysis gathered the data of the physical characteristics of the

respondents in which most of the them were female (88%) since those who are

interested to study in nursing are usually females. The gender also used to consider

that being a nurse is not only restricted for female, but male is also capable of being

a nurse. Therefore, in developing the Android application, the researcher also needs

to consider male participation in nursing field.

The cognitive characteristics contains six indicators; those are: general

aptitude toward technology, functional literacy (speaking level), visual literacy,

computer literacy, learning styles and prior content knowledge. The first indicator

is related to the students’ general aptitude toward technology, which showed that

their ability to understand new technology quickly is high (3.93) and their opinion

that technology should be in line with the learning process is also high (4.31).

Therefore, the use of technology in the classroom as the media for learning could

be in line with the students’ need and ability in handling with new technology.


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Table 4.5. Result of Need Analysis Questionnaire on Cognitive

Characteristic: General Aptitude Toward technology

CODE STATEMENTS N MEAN CATEGORY

Valid MISSING

A1

I am able to

understand new

technology quickly. 26 0 3.92 High

A2

In my opinion, the

teaching-learning in

class should be in

accordance with the

recent development of

technology.

26 0 4.31 High

Total 4.11 High

In accordance with the use of technology, the English lecturer also considers

of using it to have interactive learning teaching as what he stated in the interview

with the researcher in the transcription below.

“You know that emphasizing on speaking does not mean I have to ignore

giving listening. Yaa.. giving listening means that I also use technology

whether I use a simple CD player or tape player or I use laptop. OK. Yaa..

or sometimes I use audio for example video.” (Appendix 16/Q10L)

In order to discover their functional literacy especially their speaking level as

the second indicator of cognitive characteristic, the need analysis questionnaire was

presented in five questions related to their speaking pace, how they express ideas

when speaking in English, the content and sentence structures, vocabulary as well

as diction when speaking. Result of the questionnaire showed that their ability to

speak English in appropriate pace is fair (2.88). Besides that, the result of the

questionnaire showed that their ability to express their ideas in good sentences when

they have to communicate it in English is considered as fair (3.38). Related to

conveying the message when speaking, the result was considered in fair category


94

(3.46) that they were more concerned with the content of the message rather than

the structure of the sentence when speaking. Moreover, when they were asked about

the vocabulary and diction in speaking English they stated that they were not sure

about their vocabulary mastery and finding the correct diction which was showed

on the result of the questionnaire that was in fair category (2.85 and 2.92)

respectively.


Characteristics: Functional Literacy

Code STATEMENTS N

MEAN CATEGORY Valid missing

A3 I am able to speak English

at an appropriate pace 26 0 2.88 Fair

A4

I am able to express my

ideas in good sentences

when speaking 26 0 3.38

Fair

A5

I am more concerned with

the content of the message

rather than the structure of

the sentence when speaking

26 0 3.46 Fair

A6

I do not have any

difficulties in finding the

right vocabulary in

speaking English

26 0 2.85 Fair

A7

I am able to choose the

right words and arrange

sentences correctly when I

speak in English

26 0 2.92 Fair

Total 3.09 Fair


95

The result of the need analysis was strengthened by the interview with the

lecturer about the students’ proficiency level, in which the students’ proficiency

level was still need to be improved.

“Some show good competence. OK. Meaning that they are well prepared but

again, but majority are good but again only a few still need to improve their

speaking competence” (appendix 16/Q1T)

Hence, based on the result of need analysis on functional literacy, it is

important to develop an application that is able to help them learning English

speaking which also to accommodate them to improve their speaking ability.

The third indicator of cognitive characteristics is visual literacy such as their

ability to perceive graphics, tables, images and written messages to comprehend

information. The result of the questionnaire showed that they are in good category

in terms of their ability understand information better either in forms of graphics

and tables (3.65), images (4.04) or written words (3.77). Based on the result of the

visual literacy, it showed that the highest mean score is the ability to comprehend

information in forms of images.

Therefore, in developing the application the researcher needs to provide the

users with pictures to ease them in learning. Since the students’ ability to

comprehend information is also good in terms of written words, then instructions

or materials which are in forms of sentences are suitable as well. Nevertheless,

materials or exercises that are in forms of graphics or table should be provided for

the users too.


96


Characteristics: Visual Literacy

CODE STATEMENTS N


A8

I am able to comprehend

information better in

forms of graphics and/or

tables

26 0 3.65 High

A9



forms of images 26 0 4.04 High

A10



forms of written words

26 0 3.77 High

Total 3.82 High

The fourth indicator of cognitive characteristic is computer literacy. The

result showed that the use of computers or laptops in their everyday life was

considered as fair (3.27). Their ability to use the office program of WORD was

good (3.96), the use the office program of EXCEL was fair (3.58), and the use of

office program of POWER POINT was good (4.00). Beside the use of computer,

the research also related their experience in using mobile phones, especially the

Operating System (OS) they used for their mobile phones. The result of the

questionnaire showed that the use Java OS was considered as fair (2.85) and the use

Android OS was considered as high (3.96). Based on the classroom observation it

showed that most of the students had mobile phones which were based on Android

OS. The result of the interview with the English lecturer of Wira Husada also

confirmed that most of them have Android OS.


97

“Sometimes I notice that some of them especially those with less motivation

they absorb on working on their gadgets even though I have warned them

that they have to stop doing that”. (Appendix 16/Q2T)

Furthermore, the researcher also asked the students whether or not they use

English in their applications. They stated that not most of the applications are in

English. Therefore, the use of English for the applications available in their mobile

phones was considered as fair (3.35). In can be concluded that since the students

have fair computer literacy, the application should promote ease of use in terms of

technology. In addition, the use of mobile devices as the tool for learning speaking

English is applicable since they have high category of using Android OS. Moreover,

the application should be interesting for the users so that it will enhance their

motivation to use the application to practise speaking frequently.


Characteristics: Computer Literacy

CODE STATEMENTS N MEAN

CATEGORY

Valid missing

A11 I use desktop computer

and/or laptop every day 26 0 3.27 Fair

A12

I am able to operate

WORD office program

well 26 0 3.96 High

A13


EXCEL office program

well

26 0 3.58 Fair

A14


POWER POINT office

program well

26 0 4.00 High

A15 I use Java-based

cellular phone 26 0 2.85

Fair


98

CODE STATEMENTS N MEAN

CATEGORY

Valid missing

A16 I use Android-based

cellular phone 26 0 3.96

High

A17

I use the applications

available in my cellular

phone in English

26 0 3.35 Fair

Total 3.56 Fair

The fourth indicator is learning styles which is divided into four styles,

namely visual, auditory, read/write and kinaesthetic. Those who prefer to study in

forms of images, maps or graphics are categorised to have visual learning styles.

The students’ statements that they are visual learners in which they can learn better

in forms of images, maps or graphics was categorised as high (4.38).

The auditory learners, on the other hand, are those who like to learn by

listening to lectures or having group discussion and the students also have this kind

of learning style which was considerably high (4.00). It is also confirmed by the

result of classroom observation that was conducted on October 14, 2015 to support

the need analysis. The students tended to listen to the explanation then work in

groups, when they were asked to work individual they were likely to ask each other.

The interview with the English lecturer also depicted their auditory learning style.

“From by observation, I can notice that some like to listen and take notes,

some like to listen and actively participate in speaking but the a few do

nothing, only a few do nothing”. (appendix 16/Q4T)


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The third style is read/write style in which the students like to read and write

to understand the learning content. The result of the questionnaire showed that

reading/writing style is also high (3.96) in which they stated that it is easier for them

to understand the learning content by reading and writing. The teacher also stated

in the interview session that some of the students also like to read and write the

lecturing.

“From by observation, I can notice that some like to listen and take

notes...” (appendix 16/Q4T).

The fourth learning style is kinaesthetic in which the students who like to do

physical activities during the lesson are categorised in this learning style. In terms

of learning English, it is when the students directly practice the learning content

being taught. The kinaesthetic style was considered as high (4.23) in which the

students stated that they prefer to have direct practices in order to understand the

learning content. Based on the classroom observation, it could be concluded that

they like to practice the language expression directly rather than just write them

down or translate the language from Bahasa Indonesia to English.


Characteristics: Learning Style

CODE STATEMENTS N


A18

It is easier for me to

understand the learning

content it is in forms of

images, maps or graphics.

26 0 4.38 High


100

CODE STATEMENTS N


A19



content by listening to

lectures or having group

discussion.

26 0 4.00 High

A20



content by reading and

writing

26 0 3.96 High

A21



content by direct practices

26 0 4.23 High

Total 4.14 High

Even though the result for the four learning styles are all in high category

(4.14), but the highest value is in the visual learning style (4.38). Therefore, in

developing the Android application it is important for the researcher to provide

materials and activities that support this kind of learning style and the other learning

styles become the consideration as well.

Beside cognitive characteristic, the second characteristic that need to

elaborate in discovering the students’ need is the personality characteristics since it

will affect the way they perceive the language learning. The personality

characteristics were interpreted based on the indicators such as the students’

motivation to learn using mobile phones, their motivation to learn, their interests,

their attitudes toward content, their attitudes toward learning, their attitudes toward

technology, self-esteem, anxiety, beliefs, locus of control (instructor/personal).


101

However, the need analysis was only focused on the students’ motivation to learn

using mobile phones, motivation to learn speaking using mobile phones, their

interest, their attitude toward learning content, their attitude toward learning and

technology as well as their self-esteem.

Based on the result of the questionnaire, the students showed that their

motivation to learn using mobile phones was considered as fair (3.35). However,

their motivation to learn English using Android application was considerably high

(3.64). Nevertheless, their motivation to learn speaking using Android application

was quite high (3.65). Hence, it is important for the researcher to develop Android

application that will motivate the students to learn speaking.

Even though the students were not really motivated to learn speaking using

Android application, but they showed their interest to learn speaking using Android

application which was categorised as high (3.65) and their interest to learn speaking

using Android application outside the classroom was high (3.69) as well.

Therefore, in developing the Android application the researcher needs to pay

attention on building an application that is interesting for the students to learn either

in the classroom or outside the classroom so that the purpose of the study that is to

enhance the students’ speaking ability will be achieved.


102


Characteristics: Motivation to Learn Using Mobile Phones and Interests.


Valid missing

A22

I have ever learnt

speaking using Android

application 26 0 3.35 Fair

A23 I am motivated to learn

using Android application 26 0 3.64 High

A24

I am motivated to learn

speaking using Android

application

26 0 3.65 High

A25

I am interested to learn

using Android application

to learn speaking in class.

26 0 3.65 High

A26

I am interested to use

Android application to

learn speaking outside the

class.

26 0 3.69 High

Total 3.59 Fair

The other indicators of personality characteristics are the students’ attitudes

toward learning content, the learning itself and technology used in learning. The

result of the questionnaires showed that it was relatively fair (3.08) related to the

statement that learning content is more important than learning style. Meanwhile,

they also stated that the result of the study is determined by the learning style as

well which was considered as high (4.50). In addition, when it is related to their

attitudes toward technology especially the use of Android applications such as

games, social media or other applications, they showed high interest (3.69) that


103

those applications could help them to improve their speaking ability. Based on the

result, the students’ self-esteem was categorised as fair (2.96), in which the students

perceived that they were not sure that they were able to speak English accurately.

Therefore, based on the personality characteristics, it is important to develop

an application that suit their need for the learning content without neglecting their

various learning styles which affected the result of the study and which will be able

to improve their speaking ability. Since the students are not sure that they have

sufficient proficiency in speaking, then an application which can facilitate their

need to speak accurately and fluently is needed.

Table 4.11. The Result of Need Analysis Questionnaire on Personality

Characteristics: Motivation to Learn

CODE STATEMENTS N


A27

In my opinion, the learning

content is more important

than the learning style. 26 0 3.08 Fair

A28

In my opinion, the learning

style effects the result of

the study. 26 0 4.50 High

A29

Android application

(games, social media,

other applications) can

help me to enhance my

speaking grade.

26 0 3.69 High

A30 I am able to speak English

accurately. 26 0 2.96 Fair

Total 3.55 Fair

The third is characteristic that need to gain for need analysis is social

characteristics which was presented in indicators of the attitudes toward authority’s

career, attitudes toward collaboration, tendencies to cooperate or compete, and


104

relationship with peers. The first indicator was the students’ attitudes toward

authority’s career, in this case the teacher. The statement that they could learn when

there was a teacher was categorised as fair (2.65). It means that they are able to

study independently. However, they still preferred to have the teacher to explain in

class which was categorised as high (3.65). Therefore, to some extent, the teacher’s

role is still needed to guide them during the learning process. In accordance with

the social characteristics of collaborating and cooperating, the students’ response to

the statements that they prefer to study alone then share it to groups or to their

preference to study alone fall into fair category (3.54 and 3.15) respectively.

However, their preference to collaborate with their peers in groups was high (3.62).

Therefore, in developing the application the researcher also needed to

consider that the students preferred to study with the guidelines from the teacher

but they were also able to study independently as well. In the researcher’s opinion

it would be in line with the intended way of using the Android application since it

is not intended for the main tool of learning speaking, but it works as additional

activities and materials for the students so that they will be able to use it either in

the classroom with the guidance for the teacher or to use it independently outside

the classroom. Besides, it also needs to suit the students’ social characteristics such

as to collaborate as well as to cooperate with their peers. The result of need analysis

questionnaire in social characteristics is presented in table 4.12 below.


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Table 4.12. The Result of Need Analysis Questionnaire On Social

Characteristics.

CODE STATEMENTS N


A31 I can learn when there is a

teacher/ lecturer. 26 0 2.69 Fair

A32 I prefer to study in

groups. 26 0 3.62 High

A33 I prefer to study alone

then share in groups. 26 0 3.54

Fair

A34 I prefer to study alone. 26 0 3.15 Fair

A35 I prefer to have teacher

explaining in class. 26 0 3.65 High

Total 3.33 Fair

The final item for the need analysis is the learning content which includes the

materials from the previous knowledge and level of difficulty. The materials are

intended for the third semester students after they have their midterm exam.

However, when the questionnaire was distributed on Wednesday, 23 September

2015 the students were in their third semester in which they had not studied English

for nursing previously (in the second semester). The result of the need analysis

questionnaire showed that the response to the statement that they had ever learnt

English about nursing before was high (3.62). It means that probably some of the

students have ever learnt English about nursing previously and some of them have

never learnt it. Therefore, it is important for the researcher to consider it when

selecting the materials that suit the students need in learning English in terms of


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learning new words, expressions of language function as well as to elicit the

materials that they have learned previously.

Besides that, the need analysis was conducted to discover the students’

opinion related to their ability in English skills. The first item was listening skill in

which the result of the questionnaire showed that the listening skill was in fair

category (2.92). The second item of the skill was speaking in which the students

statement that whether or not speaking is easy for them was in fair category (3.38).

Meanwhile, for most of the students, reading skill was considered as an easy skill

in which it was categorised as high (3.69). The last skill was writing, which was

categorised in fair category (3.27) which means that the students perceived it was

not easy for them. Hence, it is important to develop an application that supports

their need for listening, accommodate them to learn speaking without neglecting

reading and writing skill.

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

Learning.


Valid missing

A36 I have ever learnt English

about nursing 26 0 3.62 High

A37 Listening skill is easy for

me 26 0 2.92 Fair

A38 Speaking skill is easy for

me 26 0 3.38 Fair

A39 Reading skill is easy for

me 26 0 3.69 High

A40 Writing skill is easy for

me 26 0 3.27 Fair

Total 3.37 Fair


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Based on the interview with the English lecturer of STIKES Wira Husada,

the focus of learning English for the nursing students is speaking. When it was

asked about the students’ speaking competence, the lecturer stated that most of them

have good competence of speaking. However, their speaking competence needs to

be improved.

“... some show good competence. OK. Meaning that they are well prepared

but again, but majority are good but again only a few still need to improve

their speaking competence”. (appendix 16/Q8T)

Besides asking the students competence, the interview was also about the

method used both in teaching English and teaching speaking. There are various

methods used by the teacher to interact with the students as well as to make them

active in teaching learning situation, such as guided role play, question and answer,

making short dialogue. Even when it is still difficult for the students to understand

the material given, the teacher applied what so called “old” teaching technique, that

is audio lingual method, in which the teacher pronounced the word or expressions

then the students repeat after the teacher.

“.... the most effective teaching technique or strategies is the one that

is able to encourage them or such students to be actively participating in the

activity being conducted for example by having... by conducting role play

OK... and then question and answer ... or even they are creating short

dialogue and still if they are... if it is still difficult for them to express their

ideas... yaaa... I think an old teaching technique can be applied... it is

something that is unavoidable ... applying audio-lingual technique... So I

applied ecliptic technique s. It cannot purely apply communicative English

teaching in this case.” (appendix 16/Q5T)

Based on the classroom observation, the audio-lingual method was indeed an

effective way especially for those who did not pay attention to the teacher’s


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explanation or those who did not understand the teacher’s explanation. The teacher

also stated that in order to keep the students actively speaking during the lesson,

guided role play was mostly used. Moreover, group dynamic was also applied to

make them participate in groups and also language games.

“Mostly... guided role play.” (appendix 16/Q6T)

The lecturer further explained:

I often apply this technique very often this technique and then group

dynamic and it’s also another technique that can make them feel encourage

to participate... OK... and sometimes language games... can also work...

(appendix 16/Q6T).

Besides, drilling is one of the technique being used when the students have

difficulties in memorising expressions that is quite long.

“Sure. Drilling is still applied there.”

“Yaa.. especially when it is difficult for the students to express their own

ideas, so they have to memorise the expressions. OK. Especially the

expressions that is quite long, so they have to read it again and again and

again.” (appendix 16/Q6T)

In concordance with the use of technology in the classroom, based on the

observation, it showed that the demand to use the technology to support the learning

process is needed. The lecturer also admitted that the use of technology is allowed

during the teaching learning process, as long as the main purpose of the lesson is

achieved.

“Yeah, it’s okay. I mean for the students making use of technology as long as

they are not absorbed in using the technology. Again, technology is just a

help. It is not the purpose. It is not an end yaa.. I mean... it’s just a mean.

The main purpose of the language classroom is how to make them able use

the expressions, the language for their communication related to nursing

communication specially.” (appendix 16/Q12T)


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In conclusion, in order to be able to develop an Android application that suit

the purpose of the lesson and the need of the students it is important to pay attention

on the other aspects that support the teaching learning process such as the technique

that the teacher usually used, the students’ competence, and the teacher’s perception

of using technology in the classroom. Since the application is intended to help the

students to learn speaking skill, then they need the aspects that correlates with

fluency and accuracy. Besides, the application also should be able to satisfy the

different learning styles of the students, as well as their aptitude toward technology.

More importantly, the aspects of MALL such as open-endedness, personalization,

time-critical nature, portability, measured portability, support communication and

collaboration and use portable sound recording, video recording, photos and clips

that used in communication need to be fulfilled as well.

2. Design

In the designing process, the researcher planned and chose the materials that

would be presented in the application. The planning included drawing the story

board, choosing the materials, designing the icons, and choosing the pictures

needed.

a. Story board

The story board was made as the first step to describe the flow of the

application in each screen or in other words, the lesson layout. It reflected the flow

of the application, what material each screen contains of, the buttons in each screen,

the features used in each screen as well as the detailed flow of the application. It

also described the content of each screen and where the next screen goes when a


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certain button is clicked or touched. The detailed content of each screen is attached

in appendix 8.

Besides designing the story board, the researcher chose the name for the

application. Then the name “SPINE” was chosen which stands for Speak English

for Professional Nurses. Literally, it is the abbreviation from “Speak English for the

Professional Nurses”. The Cambridge dictionary (2008) defines spine as “the series

of bones situated at the back from the head to the pelvis of a person, or from the

head to the tail of an animal”. It also defines the figurative meaning of courage or

assertiveness. Hence, according to the researcher, philosophically, spine means that

the application will function as the backbone which enables the nursing students or

the nurses to have courage to speak in English as professional nurses. Professional

here is intended that they are not only outstanding in doing their job but they will

be able to serve the patients from different countries using good English as the

means of communicating. The colours chosen are green and blue which represent

the medical area which usually include those two kinds of colours.

b. Materials /Content Research

The materials are based on the syllabus for nursing department, in compiling

the materials, the researcher gained sources the book used by the students, books

related to English for nursing either printed or e-book. The researcher combined the

materials gained from the books and internet sources that are related to the topic as

well. There were also some materials that needed to be downloaded as part of the

content such as pictures, either for icons or for the background of the application.

Basically the materials/ content research was designed based on the principles of


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designing learning material especially related to speaking, the result of need

analysis especially related to learners’ characteristics and related to Mobile Assisted

Language Learning (MALL) perspectives.

First consideration is related to the learning material specially to learn

speaking English; the design was based on the topics which were selected as

presented in table 4.2. and then the content of each topic is elaborated in table 4.13.

The speaking techniques principles are based on Brown (2001), as stated previously

in chapter II, which consist of seven principles. Those are: the techniques should

cover the spectrum of learners’ need, from language-based focus on accuracy to

message-based focus in interaction, meaning and fluency; it should provide

motivation technique; it encourages the use of authentic language in meaningful

contexts; it provides feedback and correction that are appropriate for the learners;

it needs to provide natural link between speaking and listening; it should give

opportunities for the learners to initiate oral communication and the last, it should

encourage the learners to develop speaking strategies.

The complete materials and buttons of each screen as well as the learning

content of each topic is provided in appendix 17. The content of the application is

described in the following table. As mentioned previously, there are five topics

which were chosen to represent the materials that the students were actually had

learned in the classroom as well, as presented in table 4.14.


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

Screen Menu Content

1 HOME Title of the application and a picture of a

nurse

SPINE logo

2 TOPICS MENU List of topics/units provided in the

application.

3 SUB TOPIC List of sub-topics of each unit

- Pronunciation

- Listen and Repeat

- Language Focus

- Conversation

- Quiz

4 PRONUNCIATION Images of the words, there are six pictures and

words for each unit.

Button Text of the words which will produce

a sound when it is touched.

5 LISTEN AND

REPEAT

Direction for the users.

Listen button to listen the statements.

Statements box which shows the statements

when listen button is clicked.

Record button to record the voice of the user

after he/she listened the statement.

Stop button after recording.

Play button to listen the recorded audio.

6 LANGUAGE

FOCUS

Language expression of each unit.

7 CONVERSATION Images of the conversation of each unit.

Direction for the user.

Play button to start listening the audio.

Pause button to give a pause while listening

the audio.

Stop button to stop the recorded audio.

Slider bar to change the volume.

8 QUIZ There are five quizzes title in this screen

representing each unit.

- Quiz 1. Admission to a hospital.


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Screen Menu Content

- Quiz 2. Checking vital signs

- Quiz 3. Reinforcing a diet program

- Quiz 4. Patient’s positioning

- Quiz 5. Explaining medication

9 QUIZ 1 Screen Title: QUIZ 1. Admission to a

hospital.


Image of an admission form.

Questions label, there are eight questions.

Answer box for the user to type their answers.

Feedback label to give feedback whether the

answer is correct or not.

Check button, when it is clicked then

feedback label will show the result.

10 QUIZ 2 Screen title: QUIZ 2. Checking Vital Sign


Images represent the expressions.

Listen button to hear the audio, it uses text to

speech feature.

Repeat button, to repeat the audio. It uses

speech to text feature.

Result label to show the result form the repeat

button (the result of speech to text feature).

11 QUIZ 3 Screen title: QUIZ 3. Reinforcing a diet

program.


Play button to listen the recording.

Pause button to give a pause for the recording.

Stop button to stop the recording.

Question label for the question being asked.

Four buttons for 4 options (multiple choice

questions).

Button Try again to repeat taking the quiz

Result label (unseen) to show the

result/feedback after the user finish taking the

quiz.

12 QUIZ 4 Screen title: QUIZ 4. Patient’s positioning

Images of various kinds of patient’s

positioning.

Questions label to display the questions.

There are five questions.

Answer box to enter the answer.


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Screen Menu Content

Submit button to check whether the answer is

correct or not.

13 QUIZ 5 Screen title: Quiz 5. Explaining Medication.


You Tube link

Image of the direction for the role play

List picker to choose the prescription.

Record button to record the video of the role

play

Play button to play the video recording.

The arrangement of topics then sub topics was based on the theory proposed

by Bygate (Carter, R & Nunan, D, 2001) related to nature and conditions of speech

which involves four processes, namely conceptualisation, formulation, articulation

and self-monitoring. Conceptualisation draws its attention on planning the message

content, in which it concerns with the background knowledge, knowledge about the

topic, about the speech situation and on knowledge patterns of discourse. Therefore,

the topics were selected based on the students’ background knowledge of health

which was also based on the selection of topics provided in the syllabus.

The formulation process is when words and phrases are found, sequenced and

put in appropriate grammatical markers such as inflections, auxiliaries, and articles.

In this process, sound patterns and pronunciation are prepared as well since the L1

speaker usually makes error in pronunciation, therefore it should be prepared prior

to interaction. Hence, after the topics were selected, the sub-topic was arranged

which starts from pronunciation. The pronunciation becomes the first sub-topic to

prepare the learners practicing saying the words as well as to prepare them for the


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next step of speech. The words or phrases were designed for them to practise their

pronunciation.

The articulation process involves the articulatory organs such as the lips,

tongue, teeth, alveolar plate, velum, glottis, mouth cavity and glottis. Even though

articulation is closely related to pronunciation, it becomes the consideration when

choosing the sub-topic of listen and repeat. In this sub-topic the learners listen then

repeat not only a word or a phrase, but a sentence. It also gave input for the learners

in forms of sound before they produced the sentences. Besides the listen and repeat

sub-topic, the conversation sub-topic also provided the input for the learners of how

to communicate with patients in forms of audio. After they listen to the audio, they

can practise the conversation.

The last is self-monitoring which concerns with how the language users are

able to identify and self-correct mistakes. Therefore, the quiz sub-topic was

provided for the learners to be able to practice what they have learnt before as well

as to provide feedback for their practice. Besides providing direct feedback, the quiz

in unit 5 also gave opportunity for the learners for collaborative work, and the

feedback would be from the teacher.

In the designing phase, besides choosing the materials for the learning

content, the researcher chose the features that are suitable for speaking. Those

features were determined based on the theory of MALL (Traxler, 2007 in

Muthukumarasamy, 2013) specially related to designing communication of

learning activities in which it should provide audio recording, video recording

which can support spontaneous communication and collaboration. In addition, the


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features provided in Android operation system were chosen as well such as text to

speech and speech recogniser. Therefore, there are six main features of media

selected to design the Android application to help the nursing students speaking

English. Those features are: audio, video, text to speech (TTS), speech recogniser,

audio and video recordings.

First feature is the audio. Since speaking is a productive skill, then it is

important to provide audio for the learners as their input. As stated by Krashen

(1985) in acquiring the language, a comprehensible input plays an important role

model for the learners to produce a language. Speaking itself is the result of

acquisition and not its cause. When input is understood, then necessary grammar

will be able to produce. Besides considering listening as the input for the learners,

the influential items of speaking i.e. fluency and accuracy took into account as well.

The audio was recorded directly in which the sound is recorded from the

researcher’s voice herself, researchers’ friends who are considered fluent in

speaking English. The dialogs were provided by the researcher based on the topics

of the application. The researcher provided ten audios since the application has five

units/topics. However, because of the limitation of the application, during the

development of the application only five audios were used. Since the size of the

audio was numerous, then the researcher chose the audio which had small size.

The second feature is video. When developing the application, the video was

intended as one of the sources for the students to learn the fluency as well as the

accuracy. However, as stated before that the size of the application became one of

the boundaries for the researcher to build the application, then the video was linked


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to www.YouTube.com. Therefore, when the students used the application they have

to be on line in order to be able to see the video.

Portable video is also one of the components that a MALL should have as

stated by Traxler (2007 in Muthukurasamy, 2013). It is one of the features to

support the communication among the students when they have to work with their

peers. The video then will support the learning of anytime and anywhere in which

the students will be able to gain information from the video and then practice their

own conversation.

The third feature that supports speaking is Text to speech (TTS). Text to

speech is one of the media in ai2.appinventor.mit.edu which enables the developer

to make a sound based on the text typed in the blocks editor. It could be said as a

component to speak a message (ai2.appinventor.mit.edu, n.d.). The messages are

written in the strings in the blocks editor. It could be a word or a sentence.

The result of the message spoken by the machine will depend on the setting

of language in the mobile devices. For instance, when the language setting is set in

Bahasa Indonesia then it will influence the fluency resulted from the text to speech

component. Moreover, text to speech is a third-party component in the mobile

device which then it also affects the success of the application installation since

different gadget has its own TTS component which may not compatible with the

TTS programmed in SPINE application.

The fourth feature which is the vice versa of TTS, which is Speech to text.

Speech to text is another feature used in the application in which it works based on

the utterance said by the users, then it will be displayed in forms of text. This feature


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would appear for the users as google speech recogniser in which the user had to

speak when it gave instruction “speak now”. After it caught the utterance, then it

would show the result of the recording.

Fifth and sixth feature is audio and video recording respectively. The audio

recording was intended for the users to be able to record their own voice after they

listen to the audio. While the video recording was intended for the learners to be

able to listen their own video recording.

The second consideration in designing the application is need analysis. In

addition to the theory of MALL that an application should provide the media that

enable the learners to interact in real communication situation, those features were

chosen based on the need analysis as well. As stated by Passerini and Granger

(2000), the need analysis is not merely related to the learning objectives, but the

intended population is also important to consider as well. Therefore, the learners’

cognitive, social, physical and personal characteristics were considered as well.

The first is related to their cognitive characteristics, specially speaking, the

learners have fair functional literacy (3.09) which means that they need to practice

speaking more. They have high visual literacy (3.82) and the use of Android-based

cellular phone was high (3.96) as well. It means that they have ability to use the

technology and ‘ease of use’ still becomes the priority as suggested by Passerini

and Granger (2000) because it will increase the user satisfaction and motivation.

Next, the learning styles which is according to the result of the need analysis

the highest learning style was visual (4.38), the second was kinaesthetic (4.23), the

third is auditory (4.00) and the last was reading and writing (3.96). Therefore, the


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application was designed to fulfil the various learning style of the learners without

neglecting the purpose of the lesson itself. Hence, the researcher designed the

application that has images and video for the visual learners, role-playing recorded

by video for the kinaesthetic learners, listening for the auditory learners as well as

reading and writing exercise for those who have read/write learning style even

though they do not become the main activity.

The other two-characteristic are personality characteristics and social

characteristics in which the first one showed that the learners have high motivation

to learn using mobile devices (3.64) and they were interested to learn speaking using

Android application was categorised as high (3.69) as well. In addition, they were

interested to use Android application to learn speaking outside the class which was

in high category (3.69). The second characteristic, the social one, showed that they

prefer to study in groups, even though it also told that the teacher’s role is still

needed to explain the material. Therefore, the researcher designed an application

that would be able to motivate their learning, and be able to be used either in class

or outside the class to learn speaking. The application would also suit to their

preference of studying in groups, in forms of role-playing in pair, and having

teacher to explain the lesson. In other words, the application would be used as a

device to support the learning in class or as the supplementary activity as well as

supplementary material.

In terms of content of learning, the result of the need analysis questionnaire

showed that their background knowledge of learning English about nursing was

categorised as high (3.62). However, it also showed that their listening, speaking


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and reading skills were in fair category for 2.92, 3.38 and 3.27 respectively except

for reading skill that was categorised as high (3.69). Therefore, listening as the input

became the consideration of developing the Android that would also give them

example for speaking.

The third consideration is related to MALL, which is according to Traxler

(2007, in Muthukumarasamy, 2013) there are three basics components for MALL

namely learning objects, learning activities, and communication and collaboration

features. The learning objects consists of eight aspects. First, open-endedness in

which the learners are expected to construct some of the content and it can be

accessed in various places. The application was designed for the learners to access

it various places by providing the materials that make it possible for them to move

around. Second, the personalization aspect in which it enables to fulfil each

student’s need. The application facilitated the learner’s need in terms of that they

were able to receive and carry personally the learning content.

Third, time critical nature, in which when the students are mobile they can

update the content. However, this application was offline version so that to update

the content, the researcher or developer would do that. In terms of the video

recorded by the learners, they would be able to send it through social media for their

teacher or friends. Fourth, portability aspect in which the task should be able to

develop on mobile devise because the learners will carry them around. In order to

facilitate this aspect, the application was designed to have video-recording built

directly as one of the components in the screen in which the learners could record

then it would be saved in the gallery in their devices.


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The fifth aspect is measured delivery intended for the learners to update

content little by little over a period of time. As stated previously, the application is

offline, therefore, it would be a constraint for the learner to update the content.

Except for the video recording which they can save it and compare it to their

previous video. The sixth until eight aspects related to the delivery aspects of aural

medium, prioritising medium and alternative medium respectively. The application

provides listening, media in forms of audio and video, and it can be as alternate

medium of learning.

The second component of MALL is learning activities in which Naismith et.al

(2004 in Muthukumarasamy, 2013) suggest that mobile technologies should be able

to fulfil five types of learning activity such as behaviourist, constructivist, situated,

collaborative learning. Naismith et.al further explain that for the collaborative

activity type, mobile devices are intended for handy additional means of

communication and portable means of information sharing. Therefore, even though

mobile devices are usually for individual learning, collaborative aspect still became

one of the main concerns. The researcher designed the collaborative aspect in the

quiz in which the students were asked to work in pairs to perform a role play then

it would be recorded in forms of video.

The third component of MALL is designing communication which

sometimes technical and cost become considerations. The main idea of this

component is that how mobile devices will be able to promote communication and

collaborative work among the users by texting or sending message in a forum, as

well as sharing information and files. In addition, the application was designed to


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be able to promote communication among their peers as well as with the teacher

using social media or email.

In conclusion, there are three considerations in designing the application

according to the theory of speaking, the result of need analysis, and the theory

MALL, which related to the content, learning activities and communication design.

The features which are suitable to help the nursing students to learn speaking were

determined as well. Therefore, in order to produce an application that is intended to

help the nursing students learn speaking English, the SPINE application has main

media features such as audio player, video player, text to speech, speech recogniser,

audio recording and video recording.

3. Development

The development stage consisted of two phases, namely design

implementation and production of lesson material. In the design implementation

phase, the researcher built the application based on the result of need analysis, the

intended purposive of speaking and the features needed to support the purpose of

developing the application for the nursing students according to the theory of

MALL. Meanwhile, in the production of lesson material phase the researcher

uploaded the learning materials which have been designed based on the syllabus.

a. Design Implementation

In developing the application, the researcher used ai2.appinventor.mit.edu

which is an open source for those who want to develop their own application. It is

free and the language used for programming is in forms of drag and drop pattern.

There are two editors of this web source when developing the application. The first


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is designer platform which is used to display the user interface, and the second is

the block which functioned as the “brain” to make the application function. The

blocks editor is the place where the instructions for the application are made.

Figure 4.1. ai2.appinventor.mit.edu platform

The designer editor consists of four main section, palette, viewer, components

and properties. The palette consists of user interface, layout, media, drawing &

animation, sensors, social, storage, connectivity LEGO®MINNSTROMS® and

experimental. The palette sections that the researcher used was user interface,

layout, media, sensors, storage and connectivity.

The first palette is user interface. The user interface will show what the

application looks like when it is displayed on the mobile device, which is shown in

viewer section. It consists of button, check box, date picker, image, label, list picker,

notifier, password, textbox, slider, spinner, textbox, time picker and webViewer.

The researcher used the buttons, image, label, list picker, notifier, slider and text

box in developing the application.


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Figure 4.2. The user interface components in palette section

The buttons, image, label, slider, list picker and textbox would be seen in the

viewer, but the notifier was a hidden component so that it would not be displayed

in the viewer section. The buttons that were mostly used in each screen as the button

to be “click” to move to another screen, go the next word, record. The images were

used in most of the screens as well, to display the words or activities related to the

topics. The label mostly used to write the titles and instructions in each screen.

The slider used in this application function as a volume bar in which the users

would be able to increase or decrease the volume. The next is list picker which

enables the users to choose something from the list. After it was chosen, then it will

be shown in the screen. The textbox is mostly used in the quiz section in which the

users needed to answer the question by typing in the provided box. The last is

notifier component that is used based on the choice of the instruction which was

typed in block editors, in this application it is used to give information about the

application.


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Figure 4.3. the list picker component in the blocks editor

The second component in the palette is layout. The layout is used to arrange

the components so that it looks tidy and neat. The layout consists of three

arrangements, horizontal, table and vertical. They are used in each screen to arrange

the user interface components.

Figure 4.4. The layout components

The third component is media. The media selected in the application is based

on the purpose of developing it, that is for enhancing speaking skill. The media


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chosen are camcorder, player, sound recorder, speech recogniser, text to speech,

and video player.

Figure 4.5. The media components

Those components are hidden, but the instructions of how they work would

be in the blocks editor. The first media is camcorder that is used to make a video in

quiz 5. The second is player which functioned when the “play” button is clicked to

play the audio when there is a listening part. The third is sound recorder that will

function to record the voice of the users when they imitated the words or sentences,

it was used in the listen and repeat section. The third is speech recogniser that will

catch the utterance stated by the users, then it would display the user’s utterance in

forms text. Different from the sound recorder, the speech recogniser would change

the voice it caught into text. The text to speech component worked based on the text


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typed in the strings in the blocks editor. The last component used is video player to

play the video directly after it is being recorded.

The third component of palette used by the researcher in developing the

application is storage. The storage functioned as the component to keep the data

uploaded in the ai2.appinventor.mit.edu, such as audio and video. There are two

kinds of storage saved in this application, TinyDB and TinyWebDB in which both

of them are non-visible components. In TinyDB, the data stored will available each

time the application run. The data storage is in forms of strings in the block editor

which was saved under the tag.

Figure 4.6. Storage components and the tag in block editor

Connectivity is the fourth component used in the application. The

connectivity consists of four components, namely ActivityStarter,

BluethoothClient, BluetoothServer and Web. The component used in SPINE

application is ActivityStarter which can launch an activity such as starting other


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App Inventor in Android, performing a web search, opening a bowser to a specified

web page, opening the map application to a specified location (appinventor.mit.edu,

n.d). The ActivityStarter in this application is functioned to open a browser to a

specified web page, in this case to link to www.YouTube.com.

Figure 4.7. The connectivity components and the ActivityStarter in block

editor

Beside developing the Android application, the researcher also created a logo

of the Android application. The logo represents the application which name SPINE

(Speak English for Professional Nurses).

Figure 4.8. The SPINE logo


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b. Production of Lesson Material

The lesson materials as stated previously were based on the syllabus. And the

materials were selected based on the learning units after the mid-term exam. In the

production of lesson materials, the researchers gained resources from textbooks, e-

book, down able worksheet, as well as from website such as YouTube. The

complete lesson materials could be seen in appendix 17.

There are five topics in which the materials needed were in forms of text,

images, audio, and video. After the researcher selected the topics, then the

researcher also selected the sub unit/topics. The sub unit/topics consisted of five

aspects namely pronunciation, listen and repeat, language focus, conversation and

quiz.

The first is pronunciation, the lesson materials of this sub unit were taken

from the text book as well as online worksheet. At first, the researcher planned to

have ten words for each unit along with the picture for each word. However, since

the application has limited data to build, then the words were reduced into six. The

words were selected based on the number of its occurrence and the difficulty. As

proposed by Derwing and Munro (2005, in Nation 2009) that having a good

pronunciation is important to develop a normal pronunciation of a new language,

especially intelligibility. Therefore, the pronunciation is the first lesson in each unit.


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Figure 4.9. Pronunciation material

In developing the pronunciation lesson, previously the researcher used Text

To Speech (TTS) in which the text or the words were typed in the block editor of

ai2.app.inventor.mit.edu then it would change into speech in the application.

However, when the researcher tried it on some mobile phones, there were some

mobile phones that did not provide TTS in its device so that when the pronunciation

lesson was opened, it is forced to close as it is seen in figure 4.10 below.

Therefore, in order to limit such problems in the mobile devices, the

researcher recorded the voice for the pronunciation lesson. Besides to minimise the

problem, the sound of human recording was better in terms of the stress and

intonation of pronouncing the words.


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Figure 4.10. Force to close of text to speech

The second section is Listen and Repeat in which in this section the users

would listen to a statement and then repeat the statement. There were five sentences

provided for each unit. The audio for listening was recorded from the google

translate which sounded more like native speaker, however after the preliminary

study the sound was recorded using the researcher’s own voice. When the users

repeated the statement, they could record their own voice using the record button

provided in this section. The complete material for this sub-topic is in appendix 17.

However, there was a technical problem as well in some devices in which it

could not record the audio. It still has correlation with the use of text to speech since

it also produces sound which is not from the player. Hence, when the TTS notifies

an error/bug so does the sound recorder.


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Figure 4.11. The notifier of failed recording feature

The third section is language focus. The material presented in this section is

related to the topic of each unit in which it focused on the language expressions

used. The materials for this section were compiled from the textbook used by the

learners as well other resources. It is presented on table which mostly contained the

expressions that the nurses used in communicating with patients, either in forms of

statements or questions. The complete material for language focus can be seen in

appendix 17. The researcher created the language focus material in the forms of

images to be uploaded in ai2.app.inventor.mit.edu The problem when developing

the material in the ai2.app.inventor.mit.edu was that the image tends to be very

small because it is in forms of tables so that it made difficult for the users to read.

The fourth section is conversation. The researcher prepared two conversation

materials for each unit. The conversation materials were created by the researcher

based on the examples given in the books, except for the medical inquire such as

giving prescription. In order to fulfil the need of fluency and accuracy, the

conversation was recorded using the voice of the researcher’s co-worker and


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classmates. However, based on the limitation of capacity of the application, the

conversation applied in the application was only one for each topic. The

conversation text was provided in form of image.

Figure 4.12. The conversation material

The idea of giving the conversation is that for the users to listen the

conversation and then imitate the conversation, either using the provided text or

creating their own conversation. As stated by Richards (1990 in Brown, 2001) that

teaching conversation compromises two approaches, direct and indirect

approaches. The indirect approach tends to let the learners engage interaction freely

then they acquire conversational competence by engaging in meaningful task. On

the other hand, the direct approach tends to have planned conversation which

involved fluent conversation on its process. Therefore, this section provided the

audio of the conversation that worked as the input for the learners and it would

enable the learners to be able to produce fluent and accurate conversation.


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The last section is quiz. There are five quizzes in this section, in which each

quiz represents the exercise of each topic and feedback for the users. According to

Brown (2001) as one of the techniques in designing speaking is to provide feedback

and correction. Related to speaking using technology, Bahadorfar (2014) proposed

that the feedback provided by machines enables the learners to discover the

mistakes, which means that it does not merely show the mistakes but lead the

learners for further explanation, reference or exercises.

The first and the third quizzes are in forms of fill in the blanks, in which in

the first quiz the users need to read a patient’s admission form and then write the

answer in the provided space. The third quiz is related to patient’s positioning in

which the users will be given some pictures of patient’s position then answer it in

the provided space. The idea of giving these quizzes is based on the result of the

need analysis that some of the learners have read and write learning style. Hence,

this kind of quiz will accommodate their learning style. The feedback for this quiz

was in form of correct, incorrect by “great you’re awesome” or “sorry, that’s not

the answer”.

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


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The second quiz is listen and repeat in which the users will listen to a

statement, then he/she would click “repeat” then google speech to text handler

would show up. After the machine catches what is being said by the user, it will

transform the speech into text. The idea of this quiz is to give the learners feedback

of their pronunciation whether they speak accurately or not. This kind of speaking

is imitative speaking (Brown, 2001) in which the focus is on some elements of

language form.

Figure 4.14. The material for listen and repeat quiz

The third kind of quiz is multiple choice questions in which the users have to

listen to a conversation between a nurse and a patient to explain about a dietary

program. The users are free to choose whether they want to listen then answer the

questions, or they might also listen along while answering the questions. The

feedback of their answer is provided in the last page of the question, whether or not

their answers are correct. It also provided the correct answers for the questions. In

developing this quiz in the ai2.app.inventor.mit.edu, the researcher uploaded the

audio which was taken from www.YouTube.com which was changed the format



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from mp.4 (video) into mp.3 (audio) then wrote the questions and the correct

answers in the block editor. The complete material for this quiz is attached in

appendix 17.

The last type of quiz is intended to promote collaborative learning as proposed

by Naismith et.al (2004 in Muthukumarasamy, 2013) that mobile technologies

should be able to fulfil five types of learning activity such as behaviourist,

constructivist, situated, collaborative learning. Naismith et.al further explain that

for the collaborative activity type, mobile devices are intended for handy additional

means of communication and portable means of information sharing. This quiz

includes video playing and video recording for the users to record their role playing.

The detailed of this quiz can be seen in appendix 17.

After the materials were ready, then the researcher built the application to

evaluate the content and the function of the buttons. The building processes that

were not only once were considered as evaluation as well. As suggested in hybrid

model, the evaluation may take place in every stage of it.

c. Building into apk.file

The last stage in developing the Android was building the application into

apk.file. There are two ways to see how it works in the mobile phone to know

whether it has some errata or not, how the size of the pictures is, the function of the

buttons, etc. First, is using the USB cable in which it will download the apk.file in

the computer then it is copied in the mobile phone file system to be installed.

Second, using MIT AI2 Companion which will enable the developer to see how the


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application works using Wi-Fi connection. First of all, the MIT AI2 Companion

needs to be installed in the mobile phone via play store, when it is about to connect

it will scan the barcode displayed from the ai2.appinventor.mit.edu platform or else

the developer can type the number displayed in the barcode.

However, there were some problems in building the application into. apk

file, such as the internet connection or it is unable to be built in terms of the capacity.

The capacity of the application build using ai2.appinventor.mit.edu is only limited

to 5 MB, when it more than 5 MB sometimes it refuses to build. Nevertheless, it is

sometimes able to build to more than 5 MB.

Figure 4.15. Error limited capacity

4. Evaluation

The evaluation stage consists of two phases, the formative and summative

evaluation. Even though it is divided into two phases, but actually the evaluation

was conducted in each stage of this kind of hybrid model.

a. Formative

The formative evaluation is conducted during the production to give

feedback on the process and the technical feedback related to the application. In this

formative evaluation the feedback from the IT experts were gained through close-

ended and open-ended questionnaire and also interview. The IT experts are the

lecturers of University of Muhammadiyah who are teaching at information and


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technology study program. The result of the questionnaire is presented in table 4.15.

below.

Table 4.15. The result of IT experts’ validation

CODE

STATEMENT

N MEAN

CATEGORY

Valid Missing

EA1 Navigation pane is easy to

operate 2 0 5 Very Good

EA2 The text size is appropriate

with the screen of the mobile

device.

2 0 3.5 Fair

EA3 The icons size is appropriate

with the screen of the mobile

device.

2 0 4.5 Good

EA4 The display of each screen is

suitable with the session. 2 0 5 Very good

EA5 The colour is suitable with the

purpose of the application. 2 0 4 Good

EA6 The application has

interesting design. 2 0 4.5 Good

EA7 The application represents

information

comprehensively.

2 0 3.5 Fair

EA8 There are clear instructions

for the users. 2 0 2 Poor

EA9 The media used (texts and

images are able to work in

integrated manner.

2 0 4 Good

EA10 The audio used is able to

work integrated manner with

other media (texts and

images).

2 0 3.5 Fair

EA11 The video used is able to

work in integrated manner

with other media (audio, text

and pictures).

2 0 3.5 Fair

EA12 Overall, this Android

application is suitable with

the learning purpose.

2 0 5 Very good

Total: 4 Good


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Based on the result from the IT experts, it could be concluded that the

researcher needed to revise the application in terms of how it represented the

information comprehensively, the instructions, the audio and video to integrate with

the text, images to form cohesive manner.

First, the application was considered lack of giving information

comprehensively since it did not provide information related to the application

itself. Who the target learners are, the purpose of the application also needs to be

provided so that the users will not be confused when they are going to use it. It is

also clarified based on the interview with one of the IT experts.

“Probably, you can use a kind of disclaimer, the application is intended for...

it is suitable for those who have experiences so that they won’t get surprised...

how come it is like this... oh, it is my fault, it’s not my level to use it. Probably

a kind of disclaimer or about... (appendix 16/Q2V1)

He further explains that in the IT world, it is called as “human interaction” how the

machine represents its usage to its users. Therefore, the researcher added “about”

button in the application.

The second revision was related to the instructions. Some sub topics did not

give clear instruction on what the users need to do. Therefore, if the students were

studying alone without the help from the teacher, then it may lead to confusion. It

is especially related to the buttons and features used in the application. Therefore,

clear and comprehensive instruction is added for each activity.

The third aspect that need to be revised is the use of images and the audio.

The focus was not on the quality of the audio, but how the audio represented the

images or the vice versa. For instance, the image of “surname” in the application

was not really represented the meaning since it was only in forms of picture without


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any meaning followed to explain it. However, the second expert explained that if

the focus was only on how to pronounce it, it would not matter. It is the same with

the picture in pronunciation part for “GP” the picture did not really represent the

doctor since the doctor was with a young girl. If a person does not know the

meaning of GP previously, then it will mislead for him/her. However, he further

stated that once again it needs to check with the purpose of giving the pronunciation

practice, if it is merely for practicing how to say the word then the picture will not

affect a lot.

“There was a picture of general practitioner which by chance the picture was

a doctor and a child, if the purpose is only to give information ... but if the

purpose of the picture is to educate, then it was not quite suitable, because

it tends to be confusing which one is the GP, the doctor or the little

girl”(appendix 16/Q2V1)

Another IT expert also stated that the text in the pronunciation needs to

represent its usage which will ease the users to find how to pronounce it using the

phonetic symbols, the punctuation or the meaning if he/she does not know the

meaning.

“Maybe, phonetic symbols need to be added in the pronunciation part, so

it’s not only listening what need to is stated but maybe there is punctuation

and the information about it, maybe that will be good for learning English.

So when he finds words that do not exist there, he can mark the difficulties of

the words that he read. (appendix 16/Q2V2)

b. Summative

The summative evaluation was intended for the overall function of the

application, the data gained from the expert validation on the learning content and

the users’ validation in preliminary study were conducted.


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The first validation was related to the learning content. The questionnaire of

expert validation on the learning content is based on the theories of speaking skill,

teaching speaking and MALL. The first part is related to speaking skill which

comprises two main aspects, fluency and accuracy which propose by Richards

(2006). Based on the result of the questionnaire the content of SPINE application

has promoted fluency in terms of the items that the learning content has reflected

the natural use of language, encouraged the learners to focus on achieving

communication, depicted the meaningful use of language, requires the use of

communication strategies, encouraged the learners to produce language that may

not be predictable and encouraged the learners to seek link of language use to

context. Each item was categorised as good, it means that based on the fluency

category, the revision for the content of learning was optional.

Table 4.16. The result of expert validation on the learning content of

speaking aspect (fluency)

CODE STATEMENT N

MEAN CATEGORY Valid Missing

LC1

The learning content

reflects natural use of

language. 3 0 4.3 Good

LC2


encourages the learners to

focus on achieving

communication.

3 0 4.7 Good

LC3

The learning content depicts

the meaningful use of

language 3 0 4.3 Good

LC4


requires the use of

communication strategies 3 0 4.3 Good


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CODE STATEMENT N


LC5



produce language that may

not be predictable

3 0 3.7 Good

LC6



seek link of language use to

context

3 0 4.7 Good

Total 4.3 Good

However, the item of LC 5 related to the ability of the application to

encourage the learners to produce language that may not be predictable was not

quite high, even though it is still considered as “good” (3.7). It is assumed that

because most of the exercises in SPINE application tended for individual learning,

while the ability to produce unpredictable language would happen if someone

communicate with others so that when he/she talks about a topic then it may change

to other topics that it may lead in producing utterances that have not prepared

before. As Filmore (1979, in Yang 2013) suggested that in order to be fluent,

someone requires to be creative and imaginative in using the language.

The second aspect of speaking skill is accuracy which was represented in

questions no. 7 – 11 was based on the principles of accuracy according to Richards

(2006). In accordance with SPINE application, the content of the learning has

reflected classroom use of language (4.3), focused on the formation of correct

examples of language (4.7), encouraged the learners to practice language forms

(4.7), practiced sufficient samples of language (3.7), and showed control choice of


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language (4.0). It means that each item related to accuracy has considered good,

then revision on the learning content is optional.

Table 4. 17. The result of expert validation on learning content of speaking

skill aspect (accuracy)

CODE STATEMENT N


LC7


reflects classroom use of

language

3 0 4.3 Good

LC8


focuses on the formation of

correct examples of

language

3 0 4.7 Good

LC9



practice language forms

3 0 4.7 Good

LC10


practices sufficient samples

of language

3 0 3.7 Good

LC11 The learning content shows

control choice of language 3 0 4.0 Good

Total 4.28 Good

Nevertheless, the item LC10 which is related to the sufficient samples of

language was considered need to be revised. Based on the result of the interview,

the pronunciation and conversation parts in the application need to be revised

related to the stress and intonation matters.

“... the main concern that I have is in the pronunciation in terms of the

stress pattern and then it will be used for individual practice” (appendix

16/Q5V3)


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Brumfit (1984) suggested that to be accurate means to be able to produce

clear, articulate, grammatically and phonologically correct. Therefore, to revise

the pronunciation part, the researcher took audio recording again, by paying more

attention on the stress and intonation.

The third consideration of the learning content is related to theory of MALL

which is proposed by Traxler (2007, in Muthukumarasamy, 2013) there are three

basics components for MALL namely learning objects, learning activities, and

communication and collaboration features. The learning objects consists of eight

aspects. They are open-endedness, personalization, time-critical nature, portability,

measured delivery, aural medium, prioritizing medium and alternative medium.

Based on the result of the questionnaire all of those aspects except the alternative

medium were considered as good. The last aspect of learning object, that alternative

medium categorised as very good. Therefore, in terms of the learning object, the

researcher did not revise this part.


objects

CODE STATEMENT N

MEAN CATEGORY

Valid Missing

LC12

The learning content can

be accessed in various

place (open-endedness) 3 0 4.3 Good

LC13


shows that the learners can

receive, assemble and

carry around personally

useful learning materials

(personalization)

3 0 4.3 Good

LC14 The learning content eases

the learners to update the 3 0 4.0 Good


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CODE STATEMENT N

MEAN CATEGORY

Valid Missing

content when they are

mobile (time-critical

nature)

LC15

The learning content is

convenient to be learnt on

mobile device (portability) 3 0 4.3 Good

LC16

The learning content can

ease the students to update

content little by little over

a period of time (measured

delivery)

3 0 4.3 Good

LC17

A personal listening

device is able to suit the

student’s need when they

access listening content

(aural medium)

3 0 4.3 Good

LC18

The mobile device can

function as a media when

content needs to reinforce

of prioritise over other

content (Prioritizing

medium)

3 0 4.7 Good

LC19

Mobile device can

function as alternative

medium for learning 3 0 5.0 Very Good

Total 4.4 Good

The second components that should be considered in developing MALL is

learning activities. The learning activities of MALL consist of five aspects, those

are feedback and reinforcement elements, mobile investigations or games,

authenticity, collaborative learning, informal and lifelong learning. Those aspects

are considered as good. It means that the application is able to support the learning

activities using mobile phones. The result of the expert validation on learning

content related to learning activities components is described below.


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activities

CODE STATEMENT N MEAN CATEGORY

Valid Missing

LC20

The application gives

quick feedback or

reinforcement element

3 0 4.7 Good

LC21

The application

immerses experiences

by mobile investigations

or games

3 0 4.3 Good

LC22

The learners are able to

take the mobile device

out into an authentic

context

3 0 4.3 Good

LC23

The application

promotes collaborative

learning

3 0 4.3 Good

LC24

The application

accompanies the

learners in their

everyday experiences

and becomes a

convenient source of

information (informal

and lifelong learning)

3 0 4.0 Good

Total 4.32 Good

The last factor of MALL is related to design which consists of three aspects:

the design should support communication and collaboration, it enables transmitting

stores information from device to device, and it should have portable sound

recording, video recording, photos and video clips which are used in

communication. The design to support communication and collaboration was

considered as good based on the mean score of 4.3. The ability to transmit


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information from device to device was categorised as good, even though the mean

score was not quite high, it was only for 3.7. The last aspect of the learning design

is related to the media used as sound recording, video recording, photos and videos

integrated to communicate was categorised as good as well.


design

CODE STATEMENT N


LC25

The design supports

communication and

collaboration

3 0 4.3 Good

LC26

The design enables

transmitting stored

information from device

to device

3 0 3.7 Good

LC27

The design has portable

sound recording, video

recording, photos and

video clips which are

used in communication

3 0 4.3 Good

Total 4.4 Good

However, the item statement of LC 26, related to its ability to transmit stored

information from device to device, was considered not quite high. It is because the

SPINE application did not provide a connectivity device such as WA or other social

media inside the application for the students to share their video, or only to make

an agreement where to meet to make a role play, for example. As suggested by one


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of the experts on learning content that at least it should provide a media for the

students when they are mobile.

It’s video recording: you just record the conversation with your friends. But

who are their friends? It is not specified yet. Once again, as I mentioned

earlier that it is for personal use, so how can you invite a group of students...

Is it possible to make... say for example a chat room first to make

agreement? (Appendix 16/Q5V3).

The only connectivity media that the researcher mentioned was only email

for the students to send the result of their video recording (in quiz 5), since if they

sent it through WhatsApp, then it would be restricted in terms of its capacity to send

a video. The researcher also considered that the social media the students use are

already available in their mobile phone.

The second summative evaluation was from the users in preliminary study.

The preliminary study was intended obtain the data about the users’ opinion on the

application. The questionnaire was based on the evaluation on hypermedia by

Passerini and Granger (2000). It consisted of the navigation pane, screen design,

information presentation, media integration and overall functionality.

The first category is navigation pane which include its easiness to move from

one screen to another, the function of the buttons on general and in each unit. As

well as the instructions displayed in the buttons. According to the result of the

questionnaire, the navigation pane was considered as good (4.12). The result of the

questionnaire is presented in table 4.21 below.


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navigation pane


Valid Missing

NAVIGATION PANE

UV2

Navigation pane eases

me to move from one

screen to another. 5 0 4 Good

UV3

The buttons in SPINE

application can function

well. 5 0 4.2 Good

UV15

The buttons in sub-unit

listen and repeat can

function well. 5 0 4 Good

UV 29 The instruction buttons in

the quiz are clear. 5 0 4.2 Good

UV30 The instruction buttons in

quiz can function well. 5 0 4.2 Good

Total 4.12 Good

The second category is screen design related to the dimensions of text, icons,

graphics and colour. The result of the questionnaire showed that the screen display,

the texts size, the icons, the colours and the images were considered as good, ranges

from the mean score of 4 to 4.4. Therefore, revision on these aspects are optional.

The researcher made some revision on the icons, which were previously only button

with texts on it, changed into buttons with image icons, such as in exit, enter, home

and topic buttons. There were some buttons that the researcher tended to change,

but considering the limited size of the applications, the researcher only changed the


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colour of some buttons to make them more contrast with the background and

clearer.

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

design


Valid Missing

SCREEN DESIGN

UV 1 The screen display of

SPINE application is

interesting. 5 0 4.4 Good

UV 4 Text size on SPINE

application is appropriate

with the mobile phone

screen.

5 0 4.4 Good

UV 5 The icons used in SPINE

application are clear. 5 0 4 Good

UV 6 The colours used in

SPINE application are

interesting. 5 0 4.4 Good

UV 7 The images used in

SPINE application are

clear. 5 0 4.4 Good

Total 4.32 Good

The third category is information presentation which is related to how the

application is able to give information comprehensively. There are three statements

to represent that the application has given clear instruction to its users. The result

showed that this category was considered as good in which it was scored 3.8 – 4.0.

However, revision was needed related to the instruction in listen and repeat unit,

since the users had an opinion that this sub-unit had not given clear instructions on


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what button to click for recording, for stopping the recording and playing the

recording to listen their own voice.


information presentation


Valid Missing

INFORMATION PRESENTATION

UV 8 There are clear instructions

on how to use the features in

SPINE application. 5 0 4 Good

UV 14 There is clear instruction on

sub-unit listen and repeat. 5 0 3.8 Good

UV 22 There are clear instructions

on how to do the exercise on

each quiz. 5 0 4.2 Good

Total 4 Good

The fourth category is media integration which is related to the media used

such as text, graphics, audio, video. Those media should be able to work together

to form cohesive program. Based on the result of the questionnaire, in sub unit

“Listen and repeat” the features used in the application were audio and audio

recording which were categorised as good for 4.2. It means that both media are

efficient and acceptable for the users to learn listening and to check their

pronunciation. The next media feature used in the application is speak to text,

which implemented in quiz 2, was considered as good for 4.2. This feature enables

the users to check whether or not they said the statements correctly which was

integrated with audio for the input for the users. The last media integration is video

recording which is integrated with the mobile phones camera is considered as good


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for 4.2. According to three statements represented the use of media in SPINE

application, the total mean score for media integration is 4.2 which is categorised

as good.

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

integration


Valid Missing

UV 16 Listen and repeat sub-unit

can help me to check my

listening and my own

pronunciation.

5 0 4.2 Good

UV 25 Quiz 2 about checking

vital sign which is

completed with speak to

text button is interesting

because I can check my

pronunciation.

5 0 4.2 Good

UV 28 In my opinion, Quiz 5

explaining medication

which is completed with

video feature is

interesting.

5 0 4.2 Good

Total 4.2 Good

The last category discusses the overall functionality which compromises that

the design of the application should be in accordance with the intended learning

objectives. The first overall functionality is related to units or topics used in the

application which was in good category for 4.2. The second is the suitability of

selection of topics which are in accordance with the materials the users learn in

class since the choice of materials were based on the syllabus they used. The result

showed that it was categorised as good for 4.4. The third is the suitability of sub


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units in the application for the users to practice speaking, such as sub-units:

pronunciation, listen and repeat, language focus, conversation and quiz. The result

showed that it was categorised as good for 4.4.

The fourth and fifth are the functionality of sub unit pronunciation to practice

pronouncing the words and the sound quality of this sub unit which showed good

category for 4.2. and 4.4 respectively. The sixth and seventh functionality are

related to sub unit language focus, which contained language expressions used for

communicating with patients and the examples. These were also categorised as

good for 3.8 and 4 for the result of the mean score. The eighth and ninth

functionality were categorised as good as well for 4 and 4.2 in which they discussed

sub unit conversation on whether or not it gave clear example of expressions used

in each unit, and whether or not it gave clear example of intonation, pronunciation

and correct language expressions when communicating with patients.

Next, it is related to the functionality of quizzes used in the application. In

accordance with overall functionality of quizzes to help them recalling the materials

they had learnt previously and the quizzes to help them practicing the English skills

of reading, writing, listening and speaking, both of these functions were considered

good for 4.2 and 4.6 respectively. There were two quizzes which were similar in its

form of answering the questions by entering the answers in the provided box,

namely quiz 1 and quiz 4 in which each quiz was interesting for the users which got

4.2 and 4 for the result of the mean score. Quiz 4 achieved good category in which

it provided the users to practice listening when answering the questions in forms of

multiple choice questions. The last statement related to quiz was whether or not the


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quizzes provided in the application gave feedback to the users related to their

English ability, which gained 4.4 for the mean score. It means that the quizzes are

able to provide feedback needed by the users.

The last four statements are about SPINE application to help the users learn

English speaking. They stated that it helped them to be fluent (4.2), improve their

ability to speak in English accurately (4.4), it eased them to learn speaking using

mobile phones (4.2) and it supported both independent and collaborative learning

(4.6). Therefore, the overall functionality was considered as good as well based on

the mean score it gained for 4.2. In addition, the users in the preliminary study also

perceived that SPINE application is good based on the result of the mean score it

achieved for 4.2 related to its navigation pane, screen design, information

presentation, media integration, and overall functionality. The complete result of

this questionnaire could be seen in appendix 14.

Besides evaluating the weaknesses of the application, the validators were

asked through interview related to the strengths of the application when it is used

to help the users learning speaking English. Speaking skill compromised two

important elements, fluency and accuracy. According to Hartman and Stork (1976)

fluency relates to the use of correct structure of a language at normal speed and it

focuses on content rather than the form of structure of a language. While Filmore

(1979 in Yang, 2013) stated that fluency is the ability to produce coherent sentence

reasonably and semantically. The same idea is stated by Richards (2006) that

fluency requires the reflection of natural use of language, focusing in achieving


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communication, and the ability to use communication strategies as well as to

produce language that may not be predictable.

Another element of speaking skill is accuracy which according to Brumfit

(1984) it means the ability to produce clear, articulate, grammatically and

phonologically correct. While Richards (2006) stated that accuracy reflects the

classroom use of language, focuses on the formation of correct examples of

language, practices out of context, practices sufficient samples of language and

controls choice of language.

As stated previously that SPINE application is intended for the nursing

students to help them learn speaking. The SPINE application promotes the fluency

in terms of giving the example of how to be fluent by giving the example of

pronunciation and conversation in which the later was also intended to give

accurateness as well. It also promotes the aspect of accurateness in which it gives

language expression used to communicate with patients so that they are able to read

and practice the correct expressions grammatically. It also gives a chance for the

learners to be able to practice their sentences in Listen and Repeat section. In quiz

3 they are able to say the sentences and get the feedback whether or not they have

said the sentences accurately. Moreover, the last quiz promotes both fluency and

accuracy as well as the opportunity to collaborate because it asks the learners to

make a dialog, then record the dialogue so that the teacher will be able to give

feedback.

According to the IT expert, SPINE application has some strengths such as its

various features, for instance it enables the students to record the dialogue applied


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in the application. It also promotes practising the language to improve their

speaking skill both for independently or collaboratively.

Considering from its practice, people are learning for four stages, in its

implementation, the practicing aspect is already implemented. It means that

there’s no new information, gaining new information and delivering new

information. The first stage is from the teacher to students, next the students

will have a kind of collaboration with the teacher and the third is

independent practice and the fourth is the evaluation (appendix 16 /Q2V4).

The expert from the nursing department also stated that SPINE application will

enable the students to improve their speaking skill by downloading the application

and it frequently to practice. It also related to the use of this application as MALL

in which it is practical and easy to access.

“By downloading the application so it can be used and gave it t each

student, then they will download it and then they will use their mobile device

to practice. Because if it is not given individually, for instance only the theory

they will not practice independently.” (Appendix 16/Q2V2).

She further stated that it also has strength in terms of promoting SDL (Self

Dependent Learning) to improve their skill without the assistance from the teacher.

“It can be used for SDL-Self Dependent Learning- the instructor doesn’t

need to present but they can learn by themselves and also to judge their

ability, for example like the correct incorrect exercises which they can

practice them independently.” (Appendix 16/Q3V2).

In terms of the learning content, the expert from English Education Study

Program of Sanata Dharma University stated that SPINE application is different

from other applications that he had ever seen before in terms of its various features

applied in the application. He also stated that it will enable the students to improve

their speaking skill as long as they use it frequently and because the application also


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provides input such as listening. However, in terms of its production or output it

will be difficult access if the social media such as WhatsApp or twitter to promote

collaboration, since the students need to make arrangement when to meet, when to

do the assignment, etc.

If it is for speaking... well, in my opinion this application in general will

help the students first of all in listening because you provided many

listening sources, the production is you have provided the video feature as

well but for the production itself, for speaking itself, it is a little bit in my

opinion it is a little bit difficult for the teacher if solely use the application.

It needs more elaborative work in terms of engaging the students and then

in terms of asking the students to participate in speaking because mobile

learning your application is intended for personal use, right? But personal

use and then if it is speaking it’s a little bit contradictory tough.” (appendix

16/Q2V3).

He also explained that for MALL that promotes learning anywhere, anytime

and individual learning so that teacher’s role is still needed when it wants to

promote collaborative work.

“Practicing their pronunciation, OK. For practicing their listening, OK. For

practicing their fluency, OK. But for communication, little bit a ...it needs

more elaboration from the teacher and we cannot use it individually.”

(appendix 16/Q2V3).

The English lecturer of STIKES Wira Husada also stated that the application

will help the students to improve their speaking skill by using the application to

practice frequently. However, he suggested that the teacher’s role is needed in

explaining the learning materials that beyond the students’ background knowledge.

“Ya off course they have to open it again and again and they have to try... the

learners have to try to imitate what is presented in the application. And if

there’s something that make the learners want to know more about


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something beyond the application, they have to... they have to keep learning,

they have to ask, they have consult....”(Appendix 16/Q2V1).

In correlation with the use of SPINE application as MALL, he stated that it

promotes practicality for the students to enhance their speaking ability.

“... it’s mobile off course, more practical, alright...and more efficient.

Learners or users do not need bring lots of books of CDs or VCDs so it’s

very practical...” (Appendix 16/Q3V1).

The users in preliminary study stated that the application will help them to

improve their speaking skill when they use it in daily basis starting by listening to

the examples, then practicing after that they implement it by communicating with

friends or with the patients.

“Maybe, by ... speaking... speaking is... listening... they want to listen and

they have the willingness to listen continuously then practicing the

conversation with their friends or directly with the patients”. (Appendix

16/Q2U1).

The application also enables the learners to improve their speaking when they

use it in their mobile phone since it will motivate them to learn. It also eases them

to use for its portability, it can be used anytime, anywhere and the materials are

wrapped in one application.

“It makes me motivated...” (appendix 16/Q3U1)

“... First, it’s Android based, so it’s portable. Then it gives clear instructions.

It doesn’t make us get confused. And then it helps for speaking, writing, they

are already in one package not separated.” (appendix 16/Q3U5)

Based on the result of open-ended section in the questionnaire, some students

stated that the application has the strengths to enhance their speaking skill, and in

general, their English ability. Moreover, it promotes learning anywhere, anytime.


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“All of the parts are interesting because it eases us to practice speaking

anywhere and anytime” (Appendix 15/Q1S2).

Another student also wrote that the application would help her to improve her

speaking ability because it consists of features that support the speaking

enhancement.

“Listening and speaking because we can listen and know how to pronounce

and find out our pronunciation when it is recorded, whether it is correct or

incorrect, so it can help me to improve my speaking”. (Appendix 15/Q1S5)

In terms of its portability, the application also helps them to be able to practice

English especially speaking because they could bring it anywhere, anytime so they

could practice anytime they would like to.

This application could help me to learn English starting from speaking to

spelling and it is portable. (Appendix 15/Q3S14)

In conclusion, based on the result of the evaluation from the IT experts SPINE

application is good (4) but it needs some revisions specially related to the technical

problems (bugs). Based on result of questionnaire distributed to the English

lecturers for the learning content the application is considered good (4.3), and

according to the users, in general the application was considered as good (4.2) as

well. However, there are some items that needed to be revised such as the

pronunciation, the buttons, the colour and the function of the media for recording,

either audio or video.


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5. Delivery

In this stage, there are three aspects being discussed here, including the

implementation, technical consideration and cost consideration.

a. Implementation

The implementation was conducted after the application was revised based

on the result in evaluation stage. The based on the result of the questionnaire, the

application was considered as good, it means that the final revision is optional.

Table 4.25. Result of users’ questionnaire in the implementation stage


Valid Missing

NAVIGATION PANE

I2 Navigation pane eases me

to move from one screen

to another.

17 0 4.1 Good

I3 The buttons in SPINE

application can function

well.

17 0 4.1 Good

I15 The buttons in sub-unit

listen and repeat can

function well.

17 0 4.1 Good

I 29 The instruction buttons in

the quiz are clear. 17 0 4.2 Good

I30 The instruction buttons in

quiz can function well. 17 0 4.1 Good

SCREEN DESIGN

I 1 The screen display of


interesting.

17 0 4.1 Good

I 4 Text size on SPINE

application is appropriate

with the mobile phone

screen.

17 0 3.9 Good

I 5 The icons used in SPINE

application are clear. 17 0 4.0 Good

I 6 The colours used in SPINE

application are interesting. 17 0 3.8 Good

I 7 The images used in SPINE

application are clear. 17 0 3.9 Good


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Valid Missing


I 8 There are clear instructions

on how to use the features

in SPINE application.

17 0 3.8 Good

I 14 There is clear instruction

on sub-unit listen and

repeat.

17 0 4.2 Good

I 22 There are clear instructions

on how to do the exercise

on each quiz.

17 0 4.0 Good

MEDIA INTEGRATION

I 16 listen and repeat sub-unit

can help me to check my

listening and my own

pronunciation.

17 0 4.2 Good

I 25 Quiz 2 about checking

vital sign which is

completed with speak to

text button is interesting

because I can check my

pronunciation.

17 0 4.1 Good

I 28 In my opinion, Quiz 5

explaining medication

which is completed with

video feature is interesting.

17 0 4.0 Good

OVERAL FUNCTIONALITY

I 9 The units in SPINE

application help me to

practice speaking.

17 0 4.5 Good

I 10 The choice of units in


suitable with the material I

learn in class.

17 0 4.4 Good

I 11 The sub-units in SPINE

application

(pronunciation, listen and

repeat, language focus,

conversation and quiz) are

suitable to practice

speaking.

17 0 4.4 Good

I 12 Sub-unit pronunciation

helps me to practice my

pronunciation.

17 0 4.2 Good


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Valid Missing

I 13 The sound quality in sub-

unit pronunciation is good. 17 0 4.1 Good

I 17 Sub-unit language focus

helps me to understand the

language expressions used

in the related unit.

17 0 4.0 Good

I 18 The examples given in

sub-unit language focus

are complete.

17 0 3.8 Good

I 19 The conversations in sub-

unit conversation give

clear example about the

use of language

expressions in related

units.

17 0 4.0 Good

I 20 The conversations in sub-

unit conversation give

clear example of

intonation, pronunciation,

and correct language

expressions when

communicating with

patients.

17 0 4.1 Good

I 21 Sub-unit quiz helps me to

review the material I have

learned in each unit.

17 0 4.4 Good

I 23 The quizzes help me to

practice reading, writing,

listening and speaking.

17 0 4.4 Good

I 24 Quiz 1 admission to a

hospital is interesting. 17 0 4.2 Good

I 26 Quiz 3 about reinforcing a

diet program practices my

listening to answer the

questions.

17 0 4.1 Good

I 27 Quiz 4 about patient’s

positioning is interesting. 17 0 4.1 Good

I 31 Quizzes in SPINE

application give feedback

to develop my English

ability.

17 0 4.1 Good


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Valid Missing

I 32 SPINE application can

help me to improve my

ability to speak fluently.

17 0 4.2 Good

I 33 SPINE application helps

me to improve my ability

in speaking English

accurately.

17 0 4.4 Good

I 34 SPINE application eases

me to learn speaking using

mobile phone.

17 0 4.4 Good

I 35 SPINE application

supports the English

learning both

independently and

collaborative

17 0 4.4 Good

Total 4.1 Good

Even though the application was considered good in general, but there are

some elements that needed be consider if the researcher would like to revise the

application further. Those elements were related to the text size, the colours and

image used in the application. Nevertheless, the size of text would be affected by

the size of the mobile devices as well, and so would be the colour. Besides, the

researcher needs to give clearer instruction for each screen as well as in each

exercise. In terms of overall functionality, the sub-topic language focus needs to be

elaborated more, to give more information for the students.

b. Technical Consideration

There is some technical consideration when implementing SPINE Android

application, such as the error/bugs and internet connection. In developing the

application there were some technical considerations such the platform to build and

the result when it would be applied on the users’ devices. Some devices, even


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though they are Android-based mobile phones, but they have different version of

Android. The example was when the application was installed in Android version

6.0 or Marshmallow version, the system refused to install the package.

It happened because the android version is updated continuously which then

it will detect the bugs of an application. If it is installed in Android version of

previous Marshmallow, it would be able to install, but then there would be some

missing components so that it would give a warning. When it was installed in

Marshmallow version, when the package was about to install, the machine would

scan and when it found a bug caused by the application, it would cancel the

application.

c. Cost Consideration

The cost consideration was related both for the developer and the users. In

terms of developing the application, the cost consideration for the

researcher/developer would be on the internet access when developing in

ai2.appinventor.mit.edu since it mostly should be online, even though the offline

verse is available too. It also related to technical consideration as well, since the

knowledge of the researcher was limited, then there were some “bugs” that need to

be consulted to the IT programmer to make it a perfect application. It also considers

the fact that ai2.appinventor.mit.edu there was some technical problem that the

program has limited ability to build a huge capacity, since it is only limited to 5

MB. However, as suggested by one of the IT experts, one of the solution to

minimise the errors/bugs was to hire the person who knows IT well.


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Technically, the cheapest, easiest is to hire a programmer that’s the easiest...

(Appendix 16/Q5E4)

The second consideration is from the users’ point of view. Since not all of the

students have Android OS mobile phones, when the application was intended for

them as the only source of learning, then it means they have to buy mobile phones

that is based on Android OS.

B. Presentation of the Application

This section aims to answer the first research questions related to the features

which are suitable to help the nursing students learn speaking English. As stated

previously in the designing phase, besides choosing the materials for the learning

content, the researcher chose the features that are suitable for speaking. Those

features were determined based on the theory of MALL (Traxler, 2007 in

Muthukumarasamy, 2013) specially related to designing communication of

learning activities in which it should provide audio recording, video recording

which can support spontaneous communication and collaboration. In addition, the

features provided in Android operation system were chosen as well such as text to

speech and speech recogniser. Therefore, there are six main features of media

selected to design the Android application to help the nursing students speaking

English. Those features are: audio, video, text to speech (TTS), speech recogniser,

audio and video recordings.

The SPINE application has 13 screens, as mentioned previously in the design

section that it has home screen, menu screen, subtopic/sub-unit screen which

includes pronunciation, listen and repeat, language focus, conversation and quiz,


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then the quiz itself which consists of five quizzes to represent the exercise form

each topic.

1. Home Screen

Home screen displays the logo of the application, the name of the application,

exit button and entrance button. When enter button click, it will go to the next

screen, which is menu screen and when exit button is clicked it will close the

application.

Figure 4.16. Home screen

2. Menu Screen

Menu screen displays a list of topics, in which each button represents the topic

that the user prefers to choose. The topics are: admission to a hospital, checking

vital signs, reinforcing a diet program, patients’ positioning, and explaining

medication. Below the topics, there are three buttons that each of it represents home

button, and about button. The home button will return to home screen and the about

button is a disclaimer related to the purpose of the application.


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Figure 4.17. Menu screen, disclaimer

The arrangement of topics then sub-topic was based on the theory proposed

by Bygate (Carter, R and Nunan, D, 2001) related to nature and conditions of speech

which involves four processes, namely conceptualisation, formulation, articulation

and self-monitoring. Conceptualisation draws its attention on planning the message

content, in which it concerns with the background knowledge, knowledge about the

topic, about the speech situation and on knowledge patterns of discourse.

Therefore, the topics were selected based on the students’ background

knowledge of health which was also based on the selection of topics provided in

the syllabus. It is also supported by the result of the need analysis which showed

that their background knowledge of learning English about nursing was categorised

as high (3.62).


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3. Sub-topic screen

Each topic presented in menu screen consists of five sub-topics, namely

pronunciation, listen and repeat, language focus, conversation and quiz. There are

five buttons to represents those sub-topics, in which when each button is clicked

then it will go the screen of the chosen sub-topic. For instance, when button

pronunciation is clicked then it will go the pronunciation screen. Below the lists of

sub-topics, there are home button, which will lead to the home screen and menu

button will return to menu screen when it is clicked.

Figure 4.18. Sub-topic screen

As stated previously, the arrangement of the topic and sub-topics were based

on the theory of speech by Bygate (Carter, R & Nunan, D, 2001). In addition, the

arrangement was also considered speaking techniques principles based on Brown

(2001), as stated previously in chapter II, which consist of seven principles. Those

are: the techniques should cover the spectrum of learners’ need, from language-

based focus on accuracy to message-based focus in interaction, meaning and


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fluency; it should provide motivation technique; it encourages the use of authentic

language in meaningful contexts; it provides feedback and correction that are

appropriate for the learners; it needs to provide natural link between speaking and

listening; it should give opportunities for the learners to initiate oral communication

and the last, it should encourage the learners to develop speaking strategies.

4. Pronunciation screen

This screen aims to the learners for practising their pronunciation by

listening how the words re pronounced. In this screen the users will see the image,

back button and next button, the back buttons functions to return to the previous

word and the next button will lead to the next word. The word is clicked, then the

sound of how it pronounced will be heard. There are six words in each sub-topic.

The media feature used in this screen is audio.

Figure 4.19. Pronunciation screen


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As proposed by Derwing and Munro (2005, in Nation 2009) that having a

good pronunciation is important to develop a normal pronunciation of a new

language, especially intelligibility. Therefore, the pronunciation was the first lesson

in each unit. In addition, according to Bygate (Carter, R & Nunan, D, 2001) the

second speech process is formulation in which words and phrases are found,

sequenced and put in appropriate grammatical markers such as inflections,

auxiliaries, and articles. In this process, sound patterns and pronunciation are

prepared as well since the L1 speaker usually makes error in pronunciation,

therefore it should be prepared prior to interaction.

The result of the questionnaire showed that the students’ vocabulary mastery

and the ability to find the correct diction which was fair category (2.85 and 2.92)

respectively. It means that the pronunciation section will enable the students to both

practice their fluency and master new words.

5. Listen and Repeat Screen

This screen enables the users to listen to a sentence then repeat what they have

listened. Instead of just repeating the word, this screen also provides a record button

which will enable the users to record their own voice. There are three buttons

provided when the user wants to record his/her voice based on the sentence their

listened. The record button is to start recoding, the stop button to stop the recording

and play button to listen the sentence he/she just recorded. The media features used

here are audio, audio recorder and player.


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Figure 4.20. Listen and repeat screen

The listen and repeat section is provided based on the fifth principle of

speaking technique (Brown, 2001), to capitalize on natural link between speaking

and listening. Even though the goal of the lesson is to reinforce the speaking skill,

it is undeniable that listening as the input to oral communication plays an important

role too. Skills in producing the language are often initiated through comprehension

and those two skills may reinforce each other.

6. Conversation screen

The conversation section enables the users to listen to the conversation and

practice it. They can create their own conversation by referring to the example

given, or they can just imitate the conversation based on the provided text. There

are three main buttons provided there; the play, pause and stop buttons working for

the audio, the slider is to control the volume of the audio. The media feature

provided in this screen is audio.


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Figure 4.21. Conversation screen

The conversation section is provided for the users to listen the conversation

and then imitate the conversation, either using the provided text or creating their

own conversation. As stated by Richards (1990 in Brown, 2001) that teaching

conversation compromises two approaches, direct and indirect approaches. The

indirect approach tends to let the learners engage interaction freely then they acquire

conversational competence by engaging in meaningful task. On the other hand, the

direct approach tends to have planned conversation which involved fluent

conversation on its process.

Result of the questionnaire showed that their ability to speak English in

appropriate pace is fair (2.88). Besides that, the result of the questionnaire showed

that their ability to express their ideas in good sentences when they have to

communicate it in English is considered as fair (3.38). Related to conveying the

message when speaking, the result was considered in fair category (3.46) that they

were more concerned with the content of the message rather than the structure of


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the sentence when speaking. Therefore, this section provided the audio of the

conversation that worked as the input for the learners and it would enable the

learners to be able to produce fluent and accurate conversation.

7. Language focus screen

The language focus summarises the language expressions used in the related

topic. On another word, this screen gives the “grammar” used when the users are

communication with patients. The users will be able read the material for their own

practice. This screen is in landscape layout, to ease the users in reading the material.

Figure 4.22. The language focus screen

This section is provided because the result of need analysis questionnaire

showed that they are in good category in terms of their ability understand

information either in forms of graphics and tables (3.65), images (4.04) or written

words (3.77). The result of the questionnaire also showed that reading/writing style

is also high (3.96) in which they stated that it is easier for them to understand the

learning content by reading and writing.


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8. Quiz Screen

According to Brown (2001), one of the techniques in designing speaking is

to provide feedback and correction. Related to speaking using technology,

Bahadorfar (2014) proposed that the feedback provided by machines enables the

learners to discover the mistakes, which means that it does not merely show the

mistakes but lead the learners for further explanation, reference or exercises.

The Quiz screen displays five buttons that each of it represents each topic.

The purpose of giving the quiz based on the topic is for the users to try their ability

and to give feedback for their ability. They will be able to answer the questions or

do the activity after they studied the materials provided in each sub-topic.

Figure 4.23. Quiz Screen

First, Quiz 1 which is related to admission to a hospital, in which the users

should answer the questions based on the admission form of a patient. There is

image, questions, text box for the users to fill in their answer, check button which


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when it is clicked then it will feedback if they answered the questions correctly, and

the next button. This quiz practices the users’ reading ability as well.

The idea of giving these quizzes is based on the result of the need analysis

that some of the learners have read and write learning style. Hence, this kind of quiz

will accommodate their learning style.

Figure 4.24. Quiz 1 screen: questions and feedback for correct and incorrect

answers

Next, Quiz 2 which is related to the topic of checking vital signs. Basically,

it is intended to repeat the activity of listening and repeating the words or sentences

in listen and repeat sub-topic. The differences are in the features used in this screen

which are text to speech and speech recogniser. The speech recogniser will give

feedback on the user’s utterance, whether he/she is able to pronounce the sentences

accurately. Therefore, the features used in this screen are audio, text to speech and

speech recogniser.


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

Third, Quiz 3 is about explaining a diet program. This quiz emphasizes on

listening skill since it plays an important role as an input for the users. It practices

the users’ listening skill by providing the audio and then the users’ need to answer

the questions which is in forms of multiple choice questions by choosing one of the

correct answers. There are play, pause and stop buttons for the audio.

The feedback will be given in the last question by stating which answer are

correct and which ones are incorrect. The feedback also provides which one is the

correct answer is. If the user wants to do the exercise again, they can click “try

again” button. The options of the answers will be jumbled by the machine, every

time the user retakes the quiz. The media feature used here is audio.


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Figure 4.26. Quiz 3 screen and the feedback

Fourth, Quiz 4 which provides the exercise for sub-topic 4, patient’s

positioning. The exercise is the same as quiz 1 in which the user has to answer the

questions of the patient’s position based on the picture. The writing skill of writing

the correct spelling is needed here and also the knowledge of kinds of patient’s

position. Since they are some different terms used for patient’s position, then to be

able to answer the questions they have to learn the words provided in the

pronunciation sub-topic before they are practicing the quiz. The feedback is the

same as quiz 1, which gives correct or incorrect comment on the input answer.

Figure 4.27. Quiz 4 screen


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The last type of quiz is intended to promote collaborative learning as proposed

by Naismith et.al (2004 in Muthukumarasamy, 2013) that mobile technologies

should be able to fulfil five types of learning activity such as behaviourist,

constructivist, situated, collaborative learning. Naismith et.al further explain that

for the collaborative activity type, mobile devices are intended for handy additional

means of communication and portable means of information sharing

The last is Quiz 5 which is related to the topic of giving medication. This quiz

is the complete one among others. The other four quizzes can be used for individual

learning, but this quiz enables the users to collaborate with their friends, since it

provides an exercise to make a role play. Besides, it accommodates those who are

categorised as kinaesthetic learners which based on the result of need analysis

questionnaire was high (4.23) in which the students stated that they prefer to have

direct practices

The first part is the instruction in which it asks the student to make a role paly

based on the provided prescription. In order to give an example of how the users

make the dialog, the researcher provided a link to www.YouTube.com about the

topic. Since it was not compiled in the application, then the users must have internet

connection.



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

www.YouTube.com

After they watch the video, they should choose the prescription from the list

picker. When one of the choices has been picked, then it will be displayed in the

quiz 5 screen. Next, after they choose the prescription, they have to make a dialog

of explaining medication to the patients. The detailed direction of what the

users/learners should do in the role play is provided as well. The activity of making

the dialog or practicing it could be conducted in class or outside the classroom.

Figure 4.29. the choices in the list picker and its display



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After they are ready to perform the dialog, they can record it using the video

in the application. The video can be played directly in the application or otherwise

it can be played outside the application since it will be saved in the phone gallery.

The media features used in this screen are video recording/camcorder and video

player. The teacher is able to give feedback when the students have sent their video

recording through the teacher’s email. The media features used in this screen are

video recording and video player.

Figure 4.30. Record and play buttons

The presentation of SPINE application is based on the analysis on the

students’ need, the theory of speaking skill, teaching speaking and theory of MALL.

The application focuses on the input and production of language so that the learners

will able to use their mobile phone as the media for learning as well. However, it is

important to note that the role of teachers is still needed here to elaborate further

materials, as well to explain the activities that need the elaboration from the teacher.

The application it still is still limited in terms of its sources because the application


181

could be built if it is more than 5 MB, and this application is 5.8 MB. The SPINE

application is not perfect yet, therefore further development and evaluation are still

needed.

C. The Acceptability of SPINE Android Application

This section explains the application in order to answer the second research

question. It is intended to elaborate how SPINE application is acceptable for the

users to help them learning speaking. The data gathered for second research

question was obtained from the result of questionnaire in the implementation stage.

The result is presented previously in the delivery part in section A of this chapter in

table 4.25. Therefore, the researcher would like to elaborate in details the result of

the questionnaire in this section.

The development of SPINE Android application was based on the theories of

speaking, the result of need analysis especially related to learners’ characteristics

and related to Mobile Assisted Language Learning (MALL) perspectives. The

questionnaire was based on the principles of evaluating hyper media proposes by

Reeves (1993 in Passerini and Granger, 2000). It consisted of the aspects related to

the navigation pane, screen design, information presentation, media integration and

overall functionality.

According to Reeves (1993 in Passerini and Granger, 2000) the navigation

should promote user-orientation clues. It described the user perceived ability to

move through the contents in intentional manner. The navigation pane in the

application includes easiness to move from one screen to another, the functions of

the buttons, and the clarity and the ability of instruction buttons perform the


182

commands in the application. The navigation pane which shows its easiness to

move from one screen to another is acceptable for the users (4.1). It also confirms

the functions of the buttons in the application in general, whether or not they work

well, which based on the result of the questionnaire the function of the buttons is

acceptable for the users (4.1). Next, the function of buttons in listen and repeat sub-

unit. It is important to discover how these buttons work since the listen button is

related to the audio player and the repeat button is related to the function of speech

recogniser machine. The result shows that the buttons are able to work well which

means that they are acceptable for the users (4.1).

Another question is in accordance with the instructions which were labelled

in the buttons, whether or not they show what the users need to do in the quiz sub-

topic. The result shows that the instruction buttons in quiz sub-topic is

understandable from them, therefore the users state that they are acceptable (4.2).

Besides giving clear instruction of what the users need to do, the buttons should be

able to function well. The result of the questionnaire state that the buttons are able

to operate well so that the users state that those components are acceptable (4.1). In

conclusion, that the navigation pane is acceptable for the users (4.12). It means that

the navigation pane has a user-friendly orientation clues and it eases the users to

move through the contents intentionally.

The second aspect is screen design. Reeves (1993 in Passerini and Granger,

2000) suggests that screen design should concern with dimensions of interactive

program. First, the screen of the application should have interesting display to

motivate them to learn speaking English. The result shows that the screen display


183

is acceptable for the users (4.1) in which it has interesting display. The text size on

SPINE application is acceptable for the users (3.9) meaning that it is appropriate

with the mobile phone screen. In addition, the icons used in the application such as

the icons for home button, menu button and next button are acceptable for the users

(4.00). Besides the display, text size, and icons, the colours used in the application

also take into consideration. The users state that the colours are acceptable for them

(3.8). It means that the colours used in the application are interesting. Furthermore,

the application also uses some images which according to the users the images are

acceptable (3.9), which means that the images used have good quality. Overall, the

result shows that in terms of its screen design, SPINE application is acceptable for

the users (3.94). It means it meets the criteria in terms of the dimensions of text,

icons, graphics, colour and other visual aspects of interactive program.

The third aspect that need to be evaluated is information presentation in the

application, which according to Reeves (1993 in Passerini and Granger, 2000) the

information contained in the program should be comprehensive for the users. The

information presentation states about the clarity of instructions on how to use the

features in the application, and the users state that the instructions clarity is

acceptable (3.8) which means they are understandable for the users. The instruction

on sub-unit listen and repeat is considered as acceptable (4.2) in which it can guide

the users of what they need to do in the activity and on how to do the exercise in

each unit are also acceptable for the users respectively. The instructions on how to

do the exercise in each screen are also acceptable (4.0) which means that the

instructions do not confuse the users. The total score represents the information is


184

categorised as acceptable (4.00). Therefore, it can be concluded that the instructions

are clear for the users as a guidance to do the activity and they contained

comprehensive information for them.

The fourth aspect is media integration, as it is suggested by Reeves (1993 in

Passerini and Granger, 2000) that different media included in the program should

produce effective product and are able to work together to form cohesive program.

The media integration also relates to the media features used in the application and

their functions to support learning speaking. The media features are audio player

for listening and audio recording to record their pronunciation. They are applied in

listen and repeat sub-topic to help them check their listening and pronunciation.

Those media features are acceptable for the users to help them learning speaking

English (4.2). Next, another feature used is speak to text which is applied in Quiz 2

about checking vital sign, which is acceptable for the users (4.1). Last, the video

features which are attached in Quiz 5. The video features used are both video player

and video recording as explained previously in section B of this chapter. The users

considered that those features are acceptable for them to learn speaking (4.0).

Overall, the media integration is categorised as acceptable for its users (4.1) which

means that the media used in the application are effective and they are able to work

together to form cohesive program.

The last aspect is the overall functionality. As suggested by Reeves (1993 in

Passerini and Granger, 2000), the overall functionality is related to the utility of the

program. It should focus both on the design of instructions and on the matching of

learning objectives with instructional strategies. The overall functionality of the


185

application includes, such as the topics, sub-topics, sound, language expressions,

examples given, and feedback. The users state that in terms of the units or topics

chosen for them to practice speaking is acceptable (4.5). They also confirm that the

choice of topics provided in the application in line with the material they learn in

class, since the topics are based on the syllabus they use. Therefore, the selection

of topics is acceptable (4.4). In addition, the selection of sub-topics in the

application such as pronunciation, listen and repeat, language focus, conversation

and quiz are considered acceptable (4.4) in a way that those sub-topics are

appropriate to support them to learn speaking.

Furthermore, the result of the questionnaire shows the acceptability of each

sub-topic. The sub-topic pronunciation is acceptable for them to practice saying

the words or phrases (4.2). Moreover, the sound quality of the recorded audio in

this sub-topic is acceptable as well (4.1). The language focus sub-topic is also

considered as acceptable because it provides the language expressions used in the

related topic (4.0) and it provides complete examples of the expressions (3.8).

Related to sub-topic conversation, the users also state that this sub-topic is

acceptable for them in terms of giving them clear example of how to use the correct

language expressions (4.0) and providing them with clear examples of intonation,

pronunciation and appropriate language expressions when communicating with

patients (4.1).

In addition, the acceptability of quizzes provided in the application is

validated as well. The result shows that sub-topic quiz is acceptable for them

because it helps them to review the material they have learned previously (4.4). The


186

quiz is also acceptable for them in which it helps them to practice the other skills

besides speaking such as listening, reading and writing (4.4.). The sub-topic quiz

provides five quizzes for the users in accordance with the provided topics. Quiz 1

and quiz 4 which have the same type of how to answer the questions and the

provided feedback are considered as acceptable (4.2 and 4.1 respectively). While

quiz 3 about reinforcing a diet program is acceptable (4.1) because it provides

listening practice as well when the users are answering the questions. In general,

the quiz is acceptable (4.2) since it aims to give feedback to develop the users’

English ability.

Furthermore, the application also comprises the acceptability on how it helps

the users to improve their ability to speak fluently and accurately which gain the

mean score of 4.4 respectively. It relates to the acceptability in terms of its easiness

to learn speaking using mobile phone (4.4). Besides, the users state that application

is acceptable to promote mobile learning in which it fulfils the principles of

practicality and it promotes learning independently and collaboratively as well

(4.4). The result shows that in general, the overall functionality is acceptable for the

users (4.22). It means that the application has promotes effective instructional

design and it is able to achieve the intended learning objectives which is to help the

users learn to speak English.

In conclusion, based on the navigation pane, screen design, information

presentation, media integration and overall functionality SPINE application is

effective and efficient for the users. therefore, it is acceptable (4.1) for the users to

help them to learn speaking English.


187

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter concludes the result of the study and gives further suggestions

for other researchers. The first part elaborates the conclusions which are drawn from

the previous chapter. In addition, the second part gives suggestions to enhance the

study for further researches, for the English teachers

A. Conclusions

The SPINE application is based on Android Operating System which was

developed using ai2.appinventor.mit.edu. The application was intended for the

nursing students to help them to learn speaking English. In order to gather data for

the quantitative research in the implementation stage, the evaluation elements for

evaluating hypermedia by Reeves (1993 in Passerini and Granger, 2000) was used.

It consists of evaluating the navigation pane, screen design, information

presentation, media integration and overall functionality.

The first research question is what the Android application to help the nursing

students to learn speaking English looks like. In order to answer the questions, the

researcher designed an Android application that correlates with the theories

mentioned previously in chapter II and the result of need analysis. The development

of the Android application was based on the theory of instructional design by

Passerini and Granger (2000) namely Hybrid model. There are five stages in this

model: Analysis, Design, Development, Evaluation and Delivery.


188

The SPINE application consists of five topics which are selected based on the

topics provided in the syllabus, namely admission to a hospital, checking vital signs,

reinforcing a diet program, patient’s positioning, and explaining medication. In

each topic, there are five sub-topics, namely pronunciation, listen and repeat,

language focus, conversation and quiz. There are five different quizzes in which

each quiz represents each topic that functions as the feedback as well for the

students.

The second research question is related to the acceptability of SPINE

application for the users. Based on the result of the questionnaire in the

implementation stage, the application is considered as acceptable for the users.

First, the navigation pane is considered acceptable (4.12) which means that it

provides user-friendly orientation clues and able to ease the users to move in an

intentional manner. Second, the screen design which concerns with the dimensions

of interactive program. It includes the screen display, the text size on SPINE

application, the icons used, the clarity of colours and images; in which the result

shows that SPINE application is acceptable for the users (3.94). The third is

information presentation. It states about the instruction clarity on how to use the

features in the application, the instruction on sub-unit listen and repeat and on how

to do the exercise in each unit. The total score represents the information

presentation is categorised as acceptable (4.00). It means that SPINE application is

able to provide comprehensive information for the users.

Fourth, media integration which also relates to the features used in the

application. The media features are audio player for listening and audio recording


189

to record their pronunciation. They are applied in listen and repeat sub-unit to help

them check their listening and pronunciation. The result shows that those media

features are acceptable for the users to help them learning speaking English (4.2).

Next, the feature used is speak to text which is applied in Quiz 2 about checking

vital sign is acceptable for the users (4.1). Last, the video features which are

attached in Quiz 5. The video features used are both video player and video

recording as explained previously in section B of this chapter. The users considered

that those features are acceptable for them to learn speaking (4.0). Overall, the

media integration is categorised as acceptable (4.1) which means that the media

used in SPINE application are able to work in cohesive program.

Fifth, the overall functionality that is related to the utility of the program such

as the units, sub-units, sound, language expressions, examples given, and feedback.

It also comprises how the application helps the users to improve their ability to

speak fluently and accurately. It relates to the use of the application to promote

mobile learning in which it should fulfil the principles of practicality and promoting

learning independently and collaboratively as well. The result shows the overall

functionality is acceptable for the user (4.22).

Based on the navigation pane, the screen design, the information presentation,

the media integration and the overall functionality, SPINE application is scored 4.1

from the score range of 5. It means that the application is acceptable for the users

to help them to learn speaking English. It also proves that SPINE application is

efficient as a mobile learning for the nursing students, especially to help them to

learn speaking English.


190

Therefore, it can be concluded that an application could be categorised as

good or acceptable for the users when it fulfils the criteria of a mobile learning.

First, the navigation pane that should have a user-friendly orientation clues and it

eases the users to mover through contents in an intentional manner. Second, the

screen design should be interesting and have appropriate dimensions related to the

text, icons, graphics, colour and other visual aspects. Third, the information

presentation including the learning content should be comprehensive for the users.

Fourth, the media used in the application such as text, graphics, audio and video

should be able to work together in a cohesive program. The last, the overall

functionality of the application should meet the intended learning objectives.

B. Suggestions

In this part, the researcher would to give some suggestions for further

researches related to MALL. First, the researcher would like to give suggestions for

English teachers especially those who teach English for Specific purposes and

English teachers in general. It is important to remember that even though

technology has widely used in class, but the role of teacher as the facilitator is still

needed. In terms of MALL, the teacher has a role to give more elaboration in the

learning content as well as activities that need to be managed collaboratively. The

teacher also has a role to explain, to give further elicitation when the knowledge is

beyond the students’ comprehension. Moreover, the use of mobile learning will

promote better learning of English for Occupational purposes.

Second, the researcher would like to give suggestion for the English learners

either for the nursing students or those who study English in general. Mobile


191

devices are only the tool to help learning, but the key to be able to improve the

English skills, especially speaking, is to keep practicing and use English in the daily

basis. In addition, the use of mobile phones will help them to be more motivated

and independent in learning English.

Third, the researcher would like to give suggestions for other researchers who

would like to conduct further researches. It is a good idea to conduct a research

which examine how well the MALL improve the students’ speaking skill

empirically by conducting experiment research. In addition, it is also suggested to

get support from IT developer for technical feedback as well as to maintain

minimum technical problems it may require. Or else, the researcher may collaborate

with the IT developer in which the teacher will provide the learning content or

materials and the developer will develop the device.

SPINE application is intended for nursing students to help them to learn

speaking English. However, it is expected that the development of the application

will not stop after the research finish, since both the content and the features need

to be improved by time to time to satisfy the needs of learning as well. It is also

expected that the application will be able to be widely used, not merely for the

nursing students, but also for the nurses who have worked in health facilities and

need English to speak with the patients as well as for their further development. As

it is suggested by the name “SPINE” which is intended for Speak English for

Professional Nurses.


192

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APPENDICES

Appendix 1. Syllabus of English for Professional Nurses 1

SESSION

TITLES /

TOPICS

LANGUAGE POINTS /

EXPRESSIONS

COMMUNICATIVE

FUNCTIONS

1

Establishing A

Relationship

a. My name is….

b. Please call me ….

c. What do I call you…..?

d. How can I address

you..?

e. If you need a help,

please

press this call button.

a. Greeting

b. Self introduction and

introducing someone

c. Offering a call

2

Asking And

Showing

Rooms

a. Could you tell me

where

the ….. Ward is ?

b. It's just across

from……

next to the ….

c. Walk along this

corridor

until you get to the …..

Then turn left……

a. Asking room / ward

b. Telling room / ward

c. Giving directions

In Hospital

3

Nurse's Duty

In Wards

Expressions using simple

present,simple

past,present

perfect and future

a. Making expressions,

reports related to

nursing activities

done for patients

b. Describing activities

related to nursing

interventions

c. Writing a care plan to

a certain patient.

d. Telling routine duties

4

Medical

Equipment

a. It is called….

b. It is used to…..

(infinitive)

c. It is used for….(gerund)

a. Recoqnising medical

Equipment.

b. Describing function

of medical equipment


197

5

Time, Date

and Doctor's

Schedule

a. When is dr.

….available?

b. He is available on …at /

between ….. and…..

a. Telling about time,

date related to patient

care

b. Explaining about

doctor's schedule to

the client.

6

Parts of the

Body and

health

a. Do you feel a pain in

your….?

b. I have a pain in my……

c.Could you show me

where

the pain is?

a. Talking about pains

b. Showing the location

of a pain in the body

Problems

7

Health

Problems and

Diagnoses

a. She may have a……

b. I suffer from….

c. She sprained her ……

d. You are experiencing

in..

a. Asking questions

about patient's health

problems

b. Reporting on the

nursing diagnose

c. Reporting the

symptoms of a health

problems.

8

Pain

Asessment

Form

Expressions/questions in

the Simple Present Form

related pain

Making questions to get

information to fill in the

pain asessment form

9 MID TEST (written)

10

Admission to

a Hospital

Yes / No and Wh

Questions


a.Gaining personal data

from a new patient.

b.Using informations to


form


198

11

Range of

Motion

(ROM)


infi-

nitive

b. I want to see you..ing

c. I would like you

to..(inf)

a. Explaining the imple-

mentation of the ROM

checking


related to ROM

checking.

12

Patient's

Positioning


infi-

nitive

b. I want to see you..ing

c. I would like you

to..(inf)

d. Future : I need to….

I will……

a.Explaining intervention


related to positioning

the patient

13 Vital Signs a.Request with modal

would

b.Bare infinitive

c.Plans using : It's time for

me to……., I would like

to.

I am going to…Let

me….

I need to….

a.Communicating about

implemenrarion of

checking vital signs

b.Giving polite

instruction

during the

implementation

of checking vital signs.

14 Measurement a.Plans using : It's time for

me to……., I would like

to.

I am going to…Let

me….

I need to….

b.It is……degrees Celcius

It is…… over…… (BP)

You weigh……kg

You have got a

temperature

Explaining and telling

about medical measure-

ments.

15

Diet Program

Reinforcement

a.Expression According

to..

b.Modal Should, May,

Can,

Have to, Must, Will,

Had

Better.

c.Verbs Restrict, Avoid,

a.Explaining a diet

program

b.Giving suggestion and

prohibition related to

food and drink

c.Reinforcing a diet

program


199

Worsen, Aggravate,

Increase

16 Medication a. Verb Take, Discontinue

b.Prohibition Don't

c.Vocabularies and

abbreviation

related to medication, e

g :

dispensary, pharmacy, b

I d,

t I d, a c, etc.

a.Explaining about me-

dication as ordered by

the doctor.

b.Explaining about label

instruction of medicine

dosage

c.Encouraging patient

medication.

17 Walking Aid a. Expressions It's time for

you

to…….., I will……,

Follow

my instructions

b. Request with Would

you..

c. Bare infinitive

a. Giving instructions

related to walking with

crutches, wheel chair,

and cane

c. Explaining the

procedures of how to use

the walking aids.


200

Appendix 2. Blueprints of Need Analysis Questionnaire

No. Concept Construct Indicator Items

1 Need Analysis

based on the

learners’

characteristics

(Reeves & Bracket

1998 in Passerini

&Granger, 2000)

Physical

characteristics

Age

Sex

Cognitive

characteristics

General aptitude

toward technology

Functional literacy

(speaking level)

Visual literacy (e.g.

ability to perceive

graphics)

Computer literacy

Learning styles

Prior content

knowledge

1, 2, 3,

4, 5, 6,

7, 8, 9,

10, 11,

12, 13,

14, 15,

16, 17,

18. 19,

20, 21

Personality

characteristics

Motivation to learn

using mobile phones

Motivation to learn

Interests

Attitudes toward

content

Attitudes toward

learning

Attitudes toward

technology

Self-esteem

Anxiety

Beliefs

Locus of control

(instructor/personal)

22, 23,

24, 25,

26, 27,

28, 29,

30


201

No. Concept Construct Indicator Items

Social

characteristics

Attitudes toward

collaboration

Tendencies to

cooperate or

compete

Relationships with

peers

Attitudes toward

authority’ career

Education level

31, 32,

33, 34,

35

Content of

learning

The materials from

the previous

knowledge

Level of difficulty

35, 36,

37, 39,

40


202

Appendix 3. Blueprints of Expert validation for learning Content

Questionnaire

No Concept Construct Indicator Items no

1. Speaking

skill

Fluency

(Richards, 2006)

- Reflect natural use of

language

- Focus on achieving

communication

- Require meaningful

use of language

- Require the use of

communication

strategies

- Produce language that

may not be predictable

- Seek to link language

use to context

1, 2, 3, 4,

5, 6

Accuracy

(Richards, 2006)

- Reflect classroom use

of language

- Focus on the

formation of correct

examples of language

- Practice language out

of context

- Practice small samples

of language

- Do not require

meaningful

communication

- Control choice of

language

7, 8, 9,

10, 11, 12

2. Teaching

Speaking

Teaching speaking

using technology

(Traxler 2007, in

Muthukumarasamy,

2013

Content:

- Open-endedness

- Personalization

- Time-critical nature

- Portability

- Measured delivery

- Aural medium

- Prioritizing medium

- Alternative medium

13, 14,

15, 16,

17, 18, 19

Teaching speaking

using technology

(Naismith et

al.2004 in

Learning activities:

- Behaviorist type:

quick feedback or

reinforcement element

20, 21,

22, 23,

24, 25, 26


203

No Concept Construct Indicator Items no

Muthukumarasamy,

2013)

- Constructivist type:

immerse experiences

by mobile

investigations or

games

- Situated activity: Use

to access information

while moving around

- Collaborative

learning:

Communication and

information sharing

- Informal and lifelong

learning

- Accompany users in

everyday experiences

and means of

communication of

learning and resources

Design

- Support

communication and

collaboration

- Beaming of stored

information from

device to device

- Portable sound

recording, video

recording, photos and

video clips used in

communication

25, 26, 27

3. MALL Android - open source

- build using java script

or block

- using web based

graphical user

interface and app’s

behavior in blocks

- the features used for

speaking e.g. text to

speech and speech

recognizer

28


204

Appendix 4. Blueprints of Questionnaire of Expert Validation for Android

Application.

No. Concept Construct Indicators Items no.

Hypermedia

evaluation

(Reeves, 1993

in Passerini &

Granger, 2000)

MALL

(Android

Application)

Navigation pane - User friendly

(able to move

around the

contents in an

intentional

manner)

1

Screen design Dimensions:

- Text

- Icons

- Graphics

- Colour

2, 3, 4, 5, 6

Information

presentation

- Information in

the program is

comprehensive

7, 8

Media integration - The media used

(text, graphics,

audio, video)

are able to work

together to form

cohesive

program

8, 9, 10, 11

Overall

functionality

- The design of

the application

is in accordance

with the

intended

learning

objectives

12


205

Appendix 5. Blueprints of Users Validation Questionnaire

No. Concept Construct Indicators Items no.

Hypermedia

evaluation

(Reeves, 1993

in Passerini &

Granger, 2000)

MALL

(Android

Application)

Navigation pane - User friendly

(able to move

around the

contents in an

intentional

manner)

2, 3, 15, 29,

30

Screen design Dimensions:

- Text

- Icons

- Graphics

- Colour

1, 4, 5, 6, 7,

Information

presentation

- Information in

the program is

comprehensive

8, 14, 22,

Media integration - The media used

(text, graphics,

audio, video)

are able to work

together to form

cohesive

program

16, 25, 28

Overall

functionality

- The design of

the application

is in accordance

with the

intended

learning

objectives

9, 10, 11,

12, 13, 17,

18, 19, 20,

23, 24, 26,

27, 31, 32,

33, 34, 35


206

Appendix 6. The Blueprint of the interview for need analysis

No. Concept Construct Indicators Items

No.

1. English

lecturers’

perception

The students’

perceived needs

- The students’ real

need

- Identifying the

gap

-The students’

learning style

1, 2, 3, 4

the method used by

teacher in

conducting English

- The method the

teacher usually

used in teaching

English

- The method the

teacher usually

used in teaching

speaking

- The use of

technology

5, 6, 7,

9, 10,

11, 12

The students’

proficiency

-speaking

proficiency

-self-access

language learning to

improve the

students’proficiency

8, 13


207

Appendix 7. Interview Guidelines

1. INTERVIEW GUIDELINES (NEED ANALYSIS)

1. How is the competence of the students?

2. What experience have you had with students from culturally diverse

backgrounds?

3. How would you identify the special needs of your students?

4. Describe different student learning styles and how you adjust lessons to

benefit those differing styles.

5. Describe the teaching techniques or strategies that are most effective for

you.

6. What techniques do you use to keep students actively involved during a

lesson?

7. What methods would you use to assess student learning?

8. In your opinion how is the students’ proficiency in speaking?

9. Is drill and practice important? How and when would you use it?

10. How would you incorporate technology in your classroom?

11. What software have you used for instructional or classroom management

purposes?

12. Assuming you have adequate equipment, how would students be allowed

to use technology in your classroom?

13. Do you think that self-access language learning is able to improved the

students’ proficiency, especially speaking?

2. INTERVIEW GUIDELINES (LEARNING CONTENT)

1. In general, what do you think about SPINE application? In what way do

you think it is different from other applications?

2. In your opinion, how this application can help the students to improve

their speaking skill?

3. What are the strengths of this application?

4. What are the weaknessness of this application?

5. What are your suggestions to improve this application?

3. INTERVIEW GUIDELINES (IT Expert)






208




4. INTERVIEW GUIDELINES (Users)









209

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

1. Flow chart

2. Story Board

Screen Menu Content

1 HOME

- Logo

- Title of the application

- Exit button to close the

application

- Enter button to go to screen 2

SPEAK ENGLISH FOR

PROFESSIONAL

NURSES

LOGO

EXIT ENTER


210

Screen Menu Content

2 MENU

- List of topics provided in the

application.

- Home button to go screen 1

- About button triggers a

notification related to the

application.

3 SUB TOPIC

List of sub menu of each unit

- Pronunciation

- Listen and Repeat

- Language Focus

- Conversation

- Quiz

Home button to go to home screen

Menu button to go to menu screen

4 PRONUNCIATION

- Images of the words, there are

six pictures and words for each

unit.

- Button Text of the words which

will produce a sound when it is

touched.

- Button Home to go to screen 3

- Back button to repeat the order

from the first word

1. ADMISSION TO A HOSPITAL

2. CHECKING VITAL SIGNS

3. REINFORCING A

DIET PROGRAM

etc

HOME

ABOUT

PRONUNCIATION

LISTEN AND REPEAT

LANGUAGE FOCUS

CONVERSATION

MENU HOME

QUIZ


211

Screen Menu Content

- Next button to go to the next

word

5 LISTEN AND REPEAT

- Text label: Direction for the

users.

- Listen button to listen the

statements.

- Statements box which shows the

statements when listen button is

clicked.

- Record button to record the

voice of the user after he/she

listened the statement.

- Stop button after recording.

- Play button to listen the recorded

audio.

- Home button to go to screen 3.

- Next button to go the next

statement.

6 LANGUAGE FOCUS

- Language expression of each

unit.

- Home button to go to screen 3

- Next button to go the next

language expression.

PRONUNCIATION

IMAGE

WORD

LISTEN AND REPEAT

back next

direction

LISTEN

STATEMENTS

REC STOP

P PLAY

NEXT


212

Screen Menu Content

7 CONVERSATION

- Images of the conversation of

each unit.

- Direction for the user.

- Play button to start listening the

audio.

- Pause button to give a pause

while listening the audio.

- Stop button to stop the recorded

audio.

- Slider bar to change the volume.

- Home button to go to home

screen

- Menu button to go to menu

screen

8 QUIZ

There are five quizzes title in this

screen representing each unit.

- Quiz 1. Admission to a

hospital.


- Quiz 3. Reinforcing a diet

program


LANGUAGE FOCUS

CONVERSATION

direction

play pause stop

conversa

tion


213

Screen Menu Content

- Quiz 5. Explaining

medication.

9 QUIZ 1

Screen Title: QUIZ 1. Admission to

a hospital.

- Direction for the users.

- Image of an admission form.

- Questions label, there are eight

questions.

- Answer box for the user to type

their answers.

- Feedback label to give feedback

whether the answer is correct or

not.

- Check button, when it is clicked

then feedback label will show

the result.


question.

- Quiz menu button to go QUIZ

screen.

- Home button to go to home

screen.

QUIZ 1

QUIZ

QUIZ 1

QUIZ 2

QUIZ 3

QUIZ 4

QUIZ 5

DIRECTION

QUESTION LABEL

INPUT ANSWER

FEEDBACK

CHECK NEXT


214

Screen Menu Content

10 QUIZ 2

Screen title: QUIZ 2. Checking

Vital Sign


- Images represent the

expressions.

- Listen button to hear the audio, it

uses text to speech feature.

- Repeat button, to repeat the

sentence. It uses speech to text

feature.

- Result label to show the result

form the repeat button (the result

of speech to text feature).


statements.

- Home button to go to QUIZ

screen.

11 QUIZ 3

Screen title: QUIZ 3. Reinforcing a

diet program.


- Play button to listen the

recording.

- Pause button to give a pause for

the recording.

- Stop button to stop the recording.

- Question label for the question

being asked.

- Four buttons for 4 options

(multiple choice questions).

- Button Try again to repeat taking

the quiz

- Result label (unseen) to show the

result/feedback after the user

finish taking the quiz.

- Home button to go to QUIZ

screen.

QUIZ 3

Answer A

Answer B

Answer C

Answer D

QUIZ 2

DIRECTION

LISTEN

REPEAT

RESULT LABEL

NEXT

DIRECTION

PLAY PAUSE STOP

QUESTION

TRY AGAIN

RESULT LABEL


215

Screen Menu Content

12 QUIZ 4

Screen title: QUIZ 4. Patient’s

positioning

- Images of various kinds of

patient’s positioning.

- Questions label to display the

questions. There are five

questions.

- Answer box to enter the answer.

- Submit button to check whether

the answer is correct or not.


question.

- Home button to go to the QUIZ

screen.

13 QUIZ 5

Screen title: Quiz 5. Explaining

Medication.


- You Tube link

- Image of the direction for the

role play

- List picker to choose the

prescription.

- Record button to record the

video of the role play

- Play button to play the video

recording.

- Home button to go the QUIZ

screen.

QUIZ 5

QUIZ 4

DIRECTION

YouTube Link Started

ROLE PLAY

DIRECTION

LIST PICKER

RECORD

PLAY


216

Appendix 9. Need Analysis Questionnaire

KUESIONER

Nama : _________________________________ Jenis kelamin : __________

Umur : _________________________________ Semester : __________

Berikanlah pendapat Anda mengenai kuliah Bahasa Inggris yang Anda harapkan di

kampus dengan pertanyaan – pertanyaan di bawah ini, dengan memberikan tanda

centang (V) di kolom yang menurut Anda paling tepat. Kuesioner ini tidak

mempengaruhi nilai mata kuliah Bahasa Inggris Anda.

No Pernyataan Sangat

Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

1. Saya cepat memahami teknologi

yang terbaru.

2. Menurut saya, pembelajaran di

kelas harus sejalan dengan

perkembangan teknologi saat ini.

3. Saya dapat berbicara dengan

kecepatan yang tepat dalam Bahasa

Inggris.

4. Saya dapat menyampaikan ide-ide

saya dalam kalimat yang baik

ketika berbicara.

5. Saya lebih mementingkan isi pesan

daripada struktur kalimat ketika

berbicara.

6. Saya mempunyai tidak mengalami

kesulitan untuk mencari kosa kata

yang tepat untuk berbicara dalam

Bahasa Inggris.

7. Saya dapat memilih kata yang tepat

dan menyusun kalimat dengan

tepat ketika berbicara dalam

Bahasa Inggris.

8. Saya dapat memahami informasi

dengan baik apabila dalam bentuk

grafik dan/atau table.



gambar.



tulisan.

11. Saya menggunakan komputer

dan/atau laptop setiap hari.


217


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

12. Saya dapat mengoperasikan

program office WORD dengan

baik.


program office EXCEL dengan

baik.


program office POWER POINT

dengan baik.

15. Saya menggunakan telepon seluler

berbasis Java.

16. Saya menggunakan telepon seluler

berbasis Android.

17. Saya menggunakan aplikasi yang

terdapat dalam telepon selular saya

dalam Bahasa Inggris.

18. Saya lebih mudah memahami isi

pembelajaran apabila disertai

dengan gambar, peta atau grafik

untuk mendapatkan dan

memahami informasi baru.


pembelajaran dengan

mendengarkan perkuliahan dan

diskusi kelompok.


pembelajaran dengan membaca

dan menulis.


pembelajaran dengan praktek

langsung

22. Saya sudah pernah belajar

speaking dengan menggunakan

aplikasi Android.

23. Saya termotivasi untuk belajar

menggunakan aplikasi Android.

24. Saya termotivasi untuk belajar

speaking dengan menggunakan

aplikasi Android.

25. Saya tertarik untuk menggunakan

aplikasi Android untuk belajar

speaking di dalam kelas.


218


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

26. Saya tertarik untuk menggunakan

aplikasi Android untuk belajar

speaking di luar kelas.

27. Menurut saya isi pelajaran lebih

penting daripada cara belajar

28. Menurut saya cara belajar

mempengaruhi hasil belajar.

29. Aplikasi Android (games, sosial

media, aplikasi yang lain) bisa

membantu saya meningkatkan

nilai speaking saya.

30. Saya mampu untuk berbicara

dalam Bahasa Inggris dengan

akurat.

31. Saya bisa belajar hanya apabila ada

guru/dosen.

32. Saya lebih senang belajar secara

berkelompok.

33. Saya lebih senang belajar sendiri

kemudian berbagi (sharing) dalam

kelompok.

34. Saya lebih senang belajar sendiri.

35. Saya lebih senang guru

menerangkan di kelas.

36. Saya sudah pernah belajar Bahasa

Inggris tentang keperawatan.

37. Ketrampilan mendengarkan

(Listening) bagi saya mudah.

38. Ketrampilan berbicara (Speaking)

bagi saya mudah.

39. Ketrampilan membaca (Reading)

bagi saya mudah.

40. Ketrampilan menulis (Writing)

bagi saya mudah.


219

Appendix 10. Expert validation for learning Content Questionnaire

EXPERT VALIDATION QUESTIONNAIRE ON THE LEARNING

CONTENT

Name : ____________________________________________________

Sex : Male (____) Female (____)

Education : Bachelor/S1 (____) Master/S2 (____) Doctor/S3 (____)

The following items describe statements about SPINE (Speak English for

Professional Nurses) Android Application for nursing students intended to

enhance their speaking skill. Indicate your agreement or disagreement with

the following statements by putting a check (V) on the suitable response.

No Statements Totally

Disagree

Disagree Not

Sure

Agree Totally

Agree

1. The learning content reflects

natural use of language.

2. The learning content


focus on achieving

communication.

3. The learning content depicts

the meaningful use of

language.

4. The learning content requires

the use of communication

strategies.



produce language that may

not be predictable.



seek link of language use to

context.

7. The learning content reflects

classroom use of language.

8. The learning content focuses

on the formation of correct

examples of language.



practice language forms.


220


Disagree

Disagree Not

Sure

Agree Totally

Agree


practices of language.

11 The learning content shows

control choice of language.

12. The learning content can be

accessed in various place

(open-endedness).

13. The learning content shows

that the learners can receive,

assemble and carry around

personally useful learning

materials (personalization).

14. The learning content eases

the learners to update the

content when they are mobile

(time-critical nature).

15. The learning content is

convenient to be learnt on

mobile device (portability).

16. The learning content can ease

the students to update content

little by little over a period of

time (measured delivery).

17. A personal listening device is

able to suit the student’s need

when they access listening

content (aural medium).

18. The mobile device can

function as a media when

content needs to reinforce of

prioritise over other content

(Prioritizing medium).

19. Mobile device can function

as alternative medium for

learning.

20. The application gives quick

feedback or reinforcement

element.

21. The application immerses

experiences by mobile

investigations or games.

22. The learners are able to take

the mobile device out into an

authentic context.


221


Disagree

Disagree Not

Sure

Agree Totally

Agree

23. The application promotes

collaborative learning.

24. The application accompanies

the learners in their everyday

experiences and becomes a

convenient source of

information (informal and

lifelong learning).

25. The design supports

communication and

collaboration.

26. The design enables

transmitting stored

information from device to

device.

27. The design has portable

sound recording, video

recording, photos and video

clips which are used in

communication.

28. The application uses features

for speaking; text to speech

and speech recognizer.

COMMENTS AND SUGGESTIONS

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


222

Appendix 11. Expert Validation for Android Application Questionnaire.

KUESIONER EXPERT VALIDATION UNTUK APLIKASI ANDROID

1. RESPONDEN

Nama : _______________________________________

Jenis kelamin : laki-laki (____) perempuan (_____)

Pendidikan : S1 (____) S2 (____) S3 (____)

2. EVALUASI APLIKASI

Butir-butir pernyataan berikut ini tentang aplikasi Android SPINE (Speak

English for Professional Nurses) bagi mahasiswa jurusan keperawatan untuk

meningkatkan kemampuan berbicara mereka. Silakan menyatakan pendapat

Anda dengan mencontreng (V) respon yang sesuai.


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

1. Panel navigasi aplikasi mudah

dioperasikan.

2. Ukuran text sesuai dengan

layar HP.

3. Ukuran ikon-ikon sesuai

dengan layar HP.

4. Tampilan antar muka sesuai

dengan sesi.

5. Pemilihan warna sesuai

dengan peruntukan aplikasi.

6. Aplikasi mempunyai design

yang menarik.

7. Aplikasi mempresentasikan

informasi secara menyeluruh.

8. Terdapat petunjuk

penggunaan yang jelas bagi

pengguna.

9. Media yang digunakan (teks

dan gambar) mampu bekerja

secara terpadu.

10. Audio yang digunakan

mampu bekerja secara terpadu

dengan media yang lain (teks

dan gambar).

11. Video yang digunakan

mampu bekerja secara terpadu


223


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

dengan media yang lain

(audio, teks dan gambar).

12. Secara keseluruhan, aplikasi

Android ini sesuai dengan

tujuan pembelajaran.

Kritik dan saran:

-

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


224

Appendix 12. Users Validation Questionnaire

KUESIONER UNTUK PENGGUNA APLIKASI ANDROID “SPINE”

Nama : ______________________________________________

Jenis Kelamin : Laki-laki (____) Perempuan (____)

BAGIAN 1. Pernyataan berikut ini mengenai Android Aplikasi “SPINE”

(Speak English for Professional Nurses) bagi mahasiswa keperawatan yang

bertujuan untuk meningkatkan kemampuan speaking. Silakan mencontreng

(V) pernyataan yang sesuai dengan pendapat Anda.


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

1. Tampilan layar aplikasi

SPINE menarik.

2. Panel navigasi aplikasi

SPINE memudahkan saya

untuk beralih dari tampilan

layar satu ke layar

berikutnya.

3. Tombol-tombol pada

aplikasi SPINE dapat

berfungsi dengan baik.

4. Ukuran text pada aplikasi

SPINE sesuai dengan layar

HP.

5. Ikon-ikon yang digunakan

pada aplikasi SPINE jelas.

6. Warna-warna yang dipakai

pada aplikasi SPINE

menarik.

7. Gambar-gambar yang

digunakan pada aplikasi

SPINE jelas.


penggunaan yang jelas

pada aplikasi SPINE.

9. Unit-unit yang terdapat

dalam aplikasi SPINE

membantu saya untuk

berlatih speaking.

10. Pemilihan unit-unit yang

terdapat dalam aplikasi

SPINE sesuai dengan


225


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

materi yang saya pelajari di

kelas.

11 Sub-sub unit dalam

aplikasi SPINE

(proununciation, listen and

repeat, language focus,

conversation dan quiz)

sesuai untuk berlatih

speaking.

12. Sub-unit pronunciation

membantu saya untuk

melatih pengucapan saya.

13. Kualitas suara pada sub-

unit pronunciation bagus.


penggunaan yang jelas

pada sub-unit listen and

repeat.

15. Tombol-tombol pada sub-

unit listen and repeat dapat

berfungsi dengan baik.

16. Sub-unit listen and repeat

dapat membantu saya

mengecek listening dan

pengucapan saya sendiri.

17. Sub-unit language focus

membantu saya untuk

memahami ungkapan

bahasa yang dipakai dalam

unit terkait.

18. Contoh-contoh yang

diberikan dalan sub-unit

language focus lengkap.

19. Percakapan yang terdapat

dalam sub-unit

conversation memberikan

contoh yang jelas tentang

penggunaan ungkapan

bahasa dalam unit terkait.

20. Percakapan yang terdapat

dalam sub-unit

conversation memberikan

contoh yang jelas tentang


226


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

intonasi, pengucapan dan

ungkapan bahasa yang

tepat ketika berkomunikasi

dengan pasien.

21. Sub-unit quiz membantu

saya untuk mengingatkan

kembali materi yang saya

pelajari di masing-masing

unit.

22. Pada masing-masing quiz

terdapat petunjuk

pengerjaan yang jelas.

23. Kuis-kuis yang ada

membantu saya untuk

berlatih reading, writing,

listening dan speaking

24. Kuis 1 tentang admission

to a hospital menarik.

25. Kuis 2 tentang checking

vital sign yang dilengkapi

dengan tombol speak to

text menarik karena saya

dapat mengecek

pengucapan saya.

26. Kuis 3 tentang reinforcing

a diet program melatih

listening saya untuk

menjawab pertanyaan.

27. Kuis 4 tentang patient’s

positioning menarik.

28. Kuis 5 tentang explaining

medication yang

dilengkapi dengan fitur

untuk membuat video

menurut saya menarik.

29. Tombol-tombol petunjuk

pada quiz jelas.

30. Tombol-tombol petunjuk

pada quiz berfungsi dengan

baik.

31. Kuis-kuis dalam aplikasi

SPINE memberikan umpan


227


Tidak

Setuju

Tidak

Setuju

Ragu-

ragu

Setuju Sangat

Setuju

balik untuk kemampuan

berbahasa Inggris saya.

32. Aplikasi SPINE dapat

membantu saya untuk

meningkatkan kemampuan

saya untuk mengucapkan

kata-kata dengan tepat.

33. Aplikasi SPINE dapat

membantu saya untuk

meningkatkan kemampuan

berbicara dalam bahasa

Inggris dengan tepat.

34. Aplikasi SPINE

memudahkan saya untuk

belajar speaking dengan

menggunakan handphone.

35. Aplikasi SPINE

mendukung pembelajaran

Bahasa Inggris secara

mandiri maupun

berkolaborasi dengan

teman.

BAGIAN 2. Jawablah pertanyaan-pertanyaan berikut ini sesuai pendapat

Anda.

1. Menurut Anda, bagian apa saja dari aplikasi SPINE yang menarik?

Mengapa?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


228

2. Menurut Anda, bagian apa saja dari SPINE yang perlu untuk diperbaiki

Mengapa?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Secara umum, bagaimana pendapat Anda mengenai aplikasi SPINE ini?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


229

Appendix 13. Result of Need Analysis Questionnaire

CODE N MEAN

CATEGORY

Valid Missing

A1 26 0 3.92 High

A2 26 0 4.31 High

A3 26 0 2.88 Fair

A4 26 0 3.38 Fair

A5 26 0 3.46 Fair

A6 26 0 2.85 Fair

A7 26 0 2.92 Fair

A8 26 0 3.65 High

A9 26 0 4.04 High

A10 26 0 3.77 High

A11 26 0 3.27 Fair

A12 26 0 3.96 High

A13 26 0 3.58 Fair

A14 26 0 4.00 High

A15 26 0 2.85 Fair

A16 26 0 3.96 High

A17 26 0 3.35 Fair

A18 26 0 4.38 High

A19 26 0 4.00 High

A20 26 0 3.96 High

A21 26 0 4.23 High

A22 26 0 3.35 Fair

A23 25 1 3.64 High

A24 26 0 3.65 High

A25 26 0 3.65 High

A26 26 0 3.69 High

A27 26 0 3.08 Fair

A28 26 0 4.50 High

A29 26 0 3.69 High

A30 26 0 2.96 Fair

A31 26 0 2.69 Fair

A32 26 0 3.62 High

A33 26 0 3.54 Fair

A34 26 0 3.15 Fair

A35 26 0 3.65 High

A36 26 0 3.62 High

A37 26 0 2.92 Fair

A38 26 0 3.38 Fair


230

CODE N MEAN

CATEGORY

Valid Missing

A39 26 0 3.69 High

A40 26 0 3.27 Fair


231

Appendix 14. Result of questionnaire for Preliminary Study

1. Result of Expert validation for learning Content Questionnaire

CODE

N

MEAN

CATEGORY

Valid Missing

FLUENCY

LC1 3 0 4.3 Good

LC2 3 0 4.7 Good

LC3 3 0 4.3 Good

LC4 3 0 4.3 Good

LC5 3 0 3.7 Good

LC6 3 0 4.7 Good

ACCURACY

LC7 3 0 4.3 Good

LC8 3 0 4.7 Good

LC9 3 0 4.7 Good

LC10 3 0 3.7 Good

LC11 3 0 4.0 Good

CONTENT (MALL)

LC12 3 0 4.3 Good

LC13 3 0 4.3 Good

LC14 3 0 4.0 Good

LC15 3 0 4.3 Good

LC16 3 0 4.3 Good

LC17 3 0 4.3 Good

LC18 3 0 4.7 Good

LC19 3 0 5.0 Very good

LEARNING ACTIVITIES

LC20 3 0 4.7 Good

LC21 3 0 4.3 Good

LC22 3 0 4.3 Good

LC23 3 0 4.3 Good

LC24 3 0 4.0 Good

DESIGN

LC25 3 0 4.3 Good

LC26 3 0 3.7 Good

LC27 3 0 4.3 Good

LC28 3 0 4.7 Good

Total 4.3 GOOD


232

b. Open-ended section

Validator 1

- The application should be developed in such a way that it will be more

beneficial and meaningful for its learners.

- More topics need also to be added.

Validator 2

- This device is very good to help nursing students learn English

Validator 2

- Some of the pronunciation need to be checked on the stressing and

intonation pattern

- The blue button in the app is not eye-catching. The combination of blue and

black text boes not contrast with the background.

- In some units, the record button cannot work properly.

- The text and table in Language Focus and conversation are too small. If the

mobile phone does not have big screen, the student will have difficulties

reading the text.

- Some instructions are clipped (for example in quiz 1 admission to a

hospital).

- The app is complete that it encourages the students to have various kinds of

learning.


233

2. Result of Expert Validation for Android Application Questionnaire

a. Close-ended section

CODE N


EA1 2 0 5 Very good

EA2 2 0 3.5 Fair

EA3 2 0 4.5 Good

EA4 2 0 5 Very good

EA5 2 0 4 Good

EA6 2 0 4.5 Good

EA7 2 0 3.5 Fair

EA8 2 0 2 Fair

EA9 2 0 4 Good

EA10 2 0 3.5 Fair

EA11 2 0 3.5 Fair

EA12 2 0 5 Very good

Total 4 Good

b. Open-ended section (Comments and Suggestions)

IT expert 1 (Validator 4)

- Tidak ada tombol back di quiz

- Perlu menu help

- Beberapa tombol perlu indikator kalau sedang ditekan

- Beberapa gambar kurang match dengan text.

- Beberapa warna text kurang tepat pilihannya (tersamarkan background).

IT expert 2 (Validator 5)

- Pada bagian soal perlu diberikan informasi terkait kegiatan yang akan

dilakukan.

- Beberapa page membutuhkan tombol back

- Pilihan warna pada tombol stop perlu diperbaiki agar tidak sewarna

dengan background.

- Button jawaban perlu dibuat rata.


234

CODE N MEAN CATEGORY

Valid Missing

NAVIGATION PANE

UV2 5 0 4 Good

UV3 5 0 4,2 Good

UV15 5 0 4 Good

UV 29 5 0 4,2 Good

UV30 5 0 4,2 Good

SCREEN DESIGN

UV 1 5 0 4.4 Good

UV 4 5 0 4,4

UV 5 5 0 4 Good

UV 6 5 0 4,4 Good

UV 7 5 0 4,4 Good


8 5 0 4 Good

14 5 0 3,8 Good

22 5 0 4,2 Good

MEDIA INTEGRATION

16 5 0 4,2 Good

25 5 0 4,2 Good

28 5 0 4,2 Good

OVERALL FUNCTIONALITY

9 5 0 4,2 Good

10 5 0 4,4 Good

11 5 0 4,4 Good

12 5 0 4,2 Good

13 5 0 4,4 Good

17 5 0 3,8 Good

18 5 0 4 Good

19 5 0 4 Good

20 5 0 4,2 Good

21 5 0 4,2 Good

23 5 0 4,6 Good

24 5 0 4,2 Good

26 5 0 4,2 Good

27 5 0 4 Good

31 5 0 4,4 Good

32 5 0 4,2 Good

33 5 0 4,4 Good

34 5 0 4,2 Good

35 5 0 4,6 Good

Total 4.2 GOOD

3. Result of the user’s validation questionnaire (preliminary study)

a. Close-ended section


235

b. Section 2

Open-ended section.

Questions


Mengapa?


Mengapa?


CODE ANSWERS FOR QUESTIONS

1 2 3

S1 Listening, karena bisa

mengecek pengucapan

saya sendiri

Di Android saya di

bagian checking vital

signs (repeat).

Sangat bagus dan

sangat membantu

mahasiswa khususnya

keperawatan

S2 Yang menarik dari

aplikasi SPINE adalah

layar, warna dan sub unit

listen repeat dan quiz

Menurut saya bagian

yang perlu diperbaiki

dari SPINE adalah

kualitas suara pada

sub unit listen and

repeat.

Menurut saya aplikasi

SPINE ini dapat

membantu mahasiswa

keperawatan untuk

berlatih Bahasa

Inggris secara mandiri

atau kolaborasi

menggunakan

handphone, dan dapat

mengulang kembali

pelajaran yang sudah

disampaikan dosen di

kelas.

S3 Yang menarik menurut

saya itu semua aplikasi

yang ada di dalam

SPINE.

Tidak ada yang perlu

diperbaiki

Bagus.

S4 Menurut saya, bagian

dari aplikasi SPINE yang

menarik adalah bagian

Quiz. Karena pada

bagian quiz, kita dapat

berlatih tentang

conversation, dialogue,

speaking, dan masih

banyak lagi. Itu dapat

meningkatkan

kemampuan dalam

Berbahasa Inggris.

Menurut saya, yang

perlu diperbaiki

adalah video taped

role playing.

Durasinya mungkin

bisa ditambah. Karena

durasi yang cukup

lama akan dapat

menambah waktu

berdialog. Dengan

demikian, kita dapat

melihat kembali

Aplikasi SPINE ini

menurut saya menarik,

dapat membantu

mahasiswa khususnya

mahasiswa perawat

untuk belajar bahasa

Inggris lebih baik.


236


1 2 3

dialog yang dilakukan

dengan lebih lengkap.

S5 Yang menarik menurut

saya terdapat pada bagian

Quiz karena saya dapat

mengulangi yang saya

pelajari sebelumnya,

mulai dari menjawab

soal, epngungkapan dan

percakapan.

Pada quiz Explaining

medication

(percakapan) harus

melalui You Tube / di

video tidak bisa

memakai kamera

depan.

Pendapat saya bagus

aplikasi iniuntuk

menunjang pelajaran

Bahasa Inggris di

kelas dan di luar kelas.


237

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

CODE N MEAN CATEGORY

Valid Missing

NAVIGATION PANE

I2 17 0 4.1 Good

I3 17 0 4.1 Good

I15 17 0 4.1 Good

I 29 17 0 4.2 Good

I30 17 0 4.1 Good

SCREEN DESIGN

I 1 17 0 4.1 Good

I 4 17 0 3.9 Good

I 5 17 0 4.0 Good

I 6 17 0 3.8 Good

I 7 17 0 3.9 Good


I 8 17 0 3.8 Good

I 14 17 0 4.2 Good

I 22 17 0 4.0 Good

OVERALL FUNCTIONALITY

I 16 17 0 4.2 Good

I 25 17 0 4.1 Good

I 28 17 0 4.0 Good

I 9 17 0 4.5 Good

I 10 17 0 4.4 Good

I 11 17 0 4.4 Good

I 12 17 0 4.2 Good

I 13 17 0 4.1 Good

I 17 17 0 4.0 Good

I 18 17 0 3.8 Good

I 19 17 0 4.0 Good

I 20 17 0 4.1 Good

I 21 17 0 4.4 Good

I 23 17 0 4.4 Good

I 24 17 0 4.2 Good

I 26 17 0 4.1 Good

I 27 17 0 4.1 Good

I 31 17 0 4.1 Good

I 32 17 0 4.2 Good

I 33 17 0 4.4 Good

I 34 17 0 4.4 Good

I 35 17 0 4.4 Good

Total 4.1 GOOD


238

b. Section 2

Open-ended section

Questions


Mengapa?


Mengapa?



1 2 3

S1 Bagian listening dan

speaking karena kita

dapat mengetahui

kemampuan kita.

Listening dan

speaking

Pendapat saya bagus

aplikasi SPINE untuk

mengasah kemampuan

kita.

S2 Semuanya menarik

karena memudahkan

untuk berlatih speaking

dengan baik

dimanapun dan

kapanpun kita berada.

Sedikit tidak sudah

membantu mungkin

hanya bertambah

banyak kalimat atau

kata dalam aplikasi

tersebut.

Ya lumayan

membantu, Thank you

S3 Aplikasi menarik, untuk

membantu kami dalam

berbicara dan

mengekspresikan.

Aplikasi/ sistemnya

belum max baik

dalam penginstalan

di HP tidak semua

bisa

Aplikasi ini

membantu dengan

baik, perlu

pengembangan dan

S4 Bagian sub-sub di

dalamnya sangat

membantu dan

menunjang dalam belajar

Bahasa Inggris.

Warna, icon/bentuk

icon diperbaiki agar

lebih menari, untuk

jawaban harusnya

langsung diberi

warna merah bila

salah, dan hijau bila

benar.

Sangat baik, semoga

dapat bermanfaat bagi

semua pengguna.

S5 Bagian listening dan

speaking karena kita

dapat mendengar dan

mengetahui

pengucapan kita di

record apakah sudah

benar atau belum, jadi

dapat membantu saya

Menurut say ayang

perlu diperbaiki yaitu

untuk recordernya

langsung dari apliksai

sehingga tidak perlu

jaringan/koneksi

internet dan juga

videonya sebaiknya

tidak perlu harus

Aplikasi SPINE

menurut saya sangat

bagus dan membantu

saya dalam belajar

Bahasa Inggris.


239

meningkatkan speaking

saya.

online biar lebih

nudah belajar tanpa

koneksi, menurut saya

seperti itu.

S6 Saya suka bagian quiz 1

– 5 sangat menarik, dan

dapat belajar dengan

lebih seru. Dan dapat

bervariasi.

Bagian speaking

diperjelas.

Sangat menarik, saya

sangat menyukainya

dan dapat membantu

saya belajar Bahasa

Inggris.

S7 Menurut saya, bagian

dari aplikasi SPINE

sudah menarik semua.

Karena terdapat petunjuk

yang jelas dalam

penggunaannya dan

dapat memebantu

meningkatkan

kemampuan Bahasa

Inggris saya.

Menurut saya semua

bagian dari SPINE

sudah tidak perlu

diperbaiki lagi karena

sudah lebih baik dari

versi sebelumnya.

Aplikasi SPINE ini

bagus, karena dapat

membantu mahsiswa

khususnya

keperawatan dalam

mempelajari Bahasa

Inggris keperawatan.

S8 Tentang checking vital

sign yang dilengkapi

dengan tombol speak

karena kita bisa

mengetahui yang kami

ucapkan benar atau

salah.

Pada bagian kuis

untuk diperbanyak

lagi.

Menurut saya bagus

karena membuat serta

belajar di luar kelas

tanpa membawa

buku.

S9 Saat listening dan

repeat, karena dapat

mengoreksi kesalahan

pengucapan kita.

Mungkin lebih

diperbanyak lagi kuis-

kuisnya.

Sangat bagus, karena

kita bisa dengan

mudah untuk belajar

Bahasa Inggris.

S10 Saat repeat dan

listening karena bisa

mendengar langsung

pengucapannya dan

kita mengikutinya.

Sudah bagus tidak

perlu diperbaiki lagi.

Bagus karena dapat

meningkatkan

kemampuan Bahasa

Inggris saya dan

yang lainnya mudah

menggunakan HP.

S11 Bagian tampilannya

karena menarik untuk

masuk mempelajarinya.

Sudah bagus banget

banget banget

Sangat baik dan

membantu kita untuk

belajar Bahasa

Inggris.

S12 Tampilan dan isi dari

aplikasi SPINE menarik.

Pada gambar soalnya

tidak begitu jelas.

Menurut saya bagus

dan mudah

digunakan, bisa

digunakan di luar

kelas juga.


240

S13 Tampilan dan isi dari

aplikasi SPINE.

Perbanyak lagi

gambar yang di

writing.

Aplikasi ini bisa

dipublikasikan ke

mahasiswa

keperawatan untuk

belajar mandiri

sesuai materi yang

disampaikan di

kelas.

S14 Bagian cover sangat

menarik dan pada bagian

menu tulisan ynag jelas

serta kontras warna yang

tepat membuat saya

penasaran ingin

membuka.

Tidak ada. Aplikasi ini cukup

membantu saya

mempelajari Bahasa

Inggris mulai dari

speaking sampai

spelling dan bisa

dibawa kemana-

mana.

S15 Bagian cover dan gambar

dan warnanya menarik,

Tulisan jelas, warna di

dalamnya menarik yang

membuat saya tertarik

untuk membukanya.

Tidak ada bagian yang

perlu untuk diperbaiki.

Aplikasi ini cukup

membantu saya dan

memudahkan saya

untuk belajar

sepaking dengan

baik dan mudah.

S16 Menurut saya aplikasi

SPINE sangat menarik,

semua aplikasinya

menarik

Tidak ada yang perlu

diperbaiki.

Sangat bagus sekali.

S17 The student did not give

any comments in this

part.


241

Appendix 16. Interview Transcription

1. CONTENT LEARNING MATERIAL

Principles: designing M-learning model

1. Content (open-endedness, personalization, time-critical nature, portability,

measured delivery, aural medium, prioritizing medium, alternative

medium)

2. Learning activities (behaviourist-type, constructivist, situated,

collaborative, informal and lifelong learning)

3. Communication and collaboration features (beaming of stored information

from device to device, portable sound recording, voice-recording, photos

and video clips used in communication

Code Q1: In general, what do you think about SPINE

application? In what way do you think it is different

from other applications?

Principle

Q1V1 It’s very useful, it’s very meaningful for both the

teachers, users and also for the learners.

Ya it’s much simpler, more practical, everyone can

have it, wherever he goes and he can make use of it

whenever necessary. It’s more interesting because now

lots of learners like to use smartphones.

1, 2

Q1V2 In my opinion, the device is good enough.

I have never seen this kind of application before. It’s

the first time for me to see it, I’ve ever seen it long

time ago but it in the form of CD. But it wasn’t as

detailed as this one. So, it’s good already.

1

Q1V3 In general, the application is complete already

because you provided many tools including video

recording and then voice recording and then the

students can input the answer directly to the

application and you give the feedback, well I can

say that in general the application is complete and it

is nice.

It is different because as I mentioned earlier that it

supports about.... I can say to some extent we can have

the application to help the collaboration with other

1, 2, 3


242

students because the instruction... say for example the

unit that you have provided, you provided the video

feature and video recording and in the instruction

you ask the students to record their conversation

with their friends. To some extent that is missing

from some application.

Q2: In your opinion, how this application can help the

students to improve their speaking skill?

Q2V1 Ya off course they have to open it again and again and

they have to try... the learners have to try to imitate

what is presented in the application. And if there’s

something that make the learners want to know more

about something beyond the application, they have to...

they have to keep learning, they have to ask, they have

consult....

Yes, off course because the vocabulary used of high

frequency, vocabularies that sound familiar to the

learners and it’s just very useful... very useful when it

goes for the learners.

1, 2, 3

Q2V2 By downloading the application so it can be used and

gave it t each student, then they will download it and

then they will use their mobile device to practice.

Becuse if it si not given individualy, for instance only

the theory they will not practice independetly

Ya, independently. Any where, any time.

1, 2

Q2V3 If it is for speaking... well, in my opinion this

application in general will help the students first of all

in listening because you provided many listening

sources, the production is you have provided the

video feature as well but for the production itself,

for speaking itself, it is a little bit in my opinion it is

a little bit difficult for the teacher if solely use the

application. It needs more elaborative work in

terms of engaging the students and then in terms of

asking the students to participate in speaking

because mobile learning your application is

intended for personal use, right? But personal use

and then if it is speaking it’s a little bit

contradictory tough.

1, 2, 3


243

Practicing their pronunciation, OK. For practicing their

listening, OK. For practicing their fluency, OK. But

for communication, little bit a ...it needs more

elaboration from the teacher and we cannot use it

individually.

But for example the feature for recording, the video

recording I mean. If for example... well, the idea for

MALL is we can access them any time anywhere,

right? If I want to check it anytime anywhere, it

doesn’t necessarily that I will be with my friends, so...

it needs elaboration as I mentioned earlier to make

arrangement, where to meet to make the activity.

Q3: What are the strengths of this application?

Q3V1 The strength... it’s mobile off course, more

practical, alright...and more efficient. Learners or

users do not need bring lots of books of CDs or

VCDs so it’s very practical...

1, 2

Q3V2 The strenght is that it can be used without.... I mean, it

can be used for SDL-Self Dependent Learning- the

instructor doesn’t need to present but they can

learn by themselves and also to judge their ability, for

example like the correct incorrect exercises which they

can practice them independently.

1, 2

Q3V3 The strengths of this application it provides many

features possible to practice and then the lay out is

simple and easy to follow and it is consistent from

one page to another to that it’s easy to follow the

students or the users are not confused for the

changing of layout etc.

And then it is rich, the application is rich in terms

of various activities.

1, 2

Q4: What are the weaknesses of this application?

Q4V1 The weaknesses? Limited resources, limited sources

1

Q4V2 If there’s no connection, I mean if there’s error

connection or if there’s a mobile phone that has

different porgram, so it might not be compatible ... so

maybe it needs to use good device.

1


244

Q4V3 The weaknesses, it is only three things in my opinion.

Say for example the stop button it is blue and black.

Well... I don’t know what button. But it is blue and

black while the background is blue. So it needs to

contrast. So you just need to change the colour then it

will be OK.

And then some buttons are not working properly it

means in some activity I cannot record my voice, and

then in terms of the attachment of the image, it clipped

the instruction.

1

Q5: What are your suggestions to improve this

application?

Q5V1 More materials need to be added.

Keep learning, so that creativity can lead us to into

developing more and more materials.

1

Q5V2 It will be able to se for the students soon. I mean to be

tested to the students, to be applied then evaluated the

weaknesses after that it is improved, updated

continously, because there are some terms that need to

be updated.

So, apply it soon then evaluate it.

1

Q5V3 Ya... err... the main concern that I have is in the

pronunciation in terms of the stress pattern and

then it will be used for individual practice. Say for

example you provide err... the missed pronunciation it

will be ....

Ya, it will influence the students and then... I forget

what item... is it language feature?

Ya, language focus... it is too small the text and the

table...

It was... say for example I have smaller screen

probably I can’t read it. Unless you can provide zoom

in and zoom out feature.

put it directly or explain because you put the table and

then... well, although it summarises all. But It is too

small for small screen, or else you can make it....

Ya landscape...but I don’t know....

1, 3


245

2. Expert Validation on ANDROID APPLICATION

Principle: designing M-learning model



medium)





and video clips used in communication)

Q1: number of question

V4: Validator 4

V5: Validator 5

I think that will be enough, because yaa... In terms of

collaboration because it is for speaking, in terms of

the collaboration probably you need to specify the

instruction further what to do, because say for

example you mention in the quiz 5, I think...

It’s video recording: you just record the

conversation with your friends. But who are their

friends? It is not specified yet. Once again, as I

mentioned earlier that it is for personal use, so how

can you invite a group of students

Is it possible to make err... say for example a chat room

first to make agreement? Well, I don’t know...

If it is in class, it is possible but if it is outside, well it

will be difficult.


246

Code Q1: Secara umum, bagaimana pendapat Anda

mengenai aplikasi SPINE ini? Apa perbedaan aplikasi

ini dengan aplikasi ynag lain?

Principle

Q1V4 Kalau dilihat dari tujuannya, murni di tujuan

sebenarnya sudah dapat ya, karena saya sempat

tadi mikir tentang masalah terjemahan tapi kalau

tujuannya untuk melanyahkan speakingnya

sebenarnya sudah ada itu, kayak katakanlah yang

sering lupa, kemudian ada language focusnya

kemudian ada conversation-nya artinya secara fitur

lengkap paling yang tinggal yang saya belum tahu

itu evaluasinya, mungkin evaluasi pribadi, atau

evaluasi bersama atau file-file yang sifatnya bisa

dikirim itu saya belum tahu tujuannya bagaimana

tapi kalau untuk self reflection sudah cukup sekali.

Kalau untuk pembalajaran Bahasa Inggris bagi saya

yang paling standard ya TOEFL sih ... artinya kalau

yang paling standar ya... kalau speaking pun jarang

yang saya lihat untuk speaking karena kalau speaking

tu paling ya sama nativenya langsung kemudian juga

maksudnya kita lebih PD kalau ngobrol langsung sama

orangnya, itupun dulu kalau jaman saya kuliah Bahasa

Inggris itu juga latihan speakingnya langsung sama

gurunya atau memang diterjunkan ke lapangan gak ada

persiapan sama sekali kalau berlatih harus ada temen

jadi saya belum pernah lihat dari pengalaman

selama ini belum pernah lihat aplikasi untuk

speaking latihan itu belum pernah sama sekali

1, 2, 3

Q1V5 E menurut pendapat saya sih secara tampilan sudah

cukup menarik kemudian user sudah dengan

mudah menggunakan aplikasinya mungkin ada

beberapa hal yang perlu diperbaiki ya...

Mungkin salah satu fitur yang ada di aplikasi ini

ada ... apa itu.. record voice ya...kemudian dari

tampilan ya.. agak berbeda dengan aplikasi

sebelumnya yang pernah saya lihat e apa.. aplikasi

serupa gitu mbak...

1


247

Q2: Menurut Anda, bagiaman aplikasi ini dapat

membantu mahasiswa untuk meningkatkan speaking

skill mereka?

Q2V4 Ya, kalau ... kalau ambil dari praktisinya orang

belajar itu kan ada empat tahapan, pelaksanaanya,

praktisinya di sini sudah dapat, di practicing

artinya tidak ada ilmu baru, mendapat ilmu baru,

menyampaikan ilmu baru yang tahap pertama

adalah guru ke murid, kemudian murid itu nanti

ada semacam kolaborasi dengan guru dan yang

ketiga itu nanti ada practising tersendiri dan yang

keempat evaluasi. Na kalau saya lihat aplikasi ini

memang untuk practisingnya artinya belajar sendiri.

Guru itu cuma pasif sekali sehingga kalau cuma itu

cocok artinya memang kita asumsikan yang make

nanti memang mahasiswa-mahasiswa yang sudah

dapat ilmunya dari perkuliahan sehingga tinggal

practising kalu tinggal itu cocok Cuma nanti tinggal,..

eh sya pikir yang keempat ini juga kalau ada bentuk

evaluasinya akan lebih bagus lagi yang pertama

yang tadi belum kelihatan itu kan evaluasinya di

bagian recordingnya itu belum keliatan kalau yang

jawaban-jawaban tadi ada jawaban family name

nya itu apa na itu bisa langsung dicek , na kalau

yang kayak conversation ini bagaimana bentuk

evaluasinya. Mungkin kalau ada sistemnya

mungkin agak susah mungkin bisa untuk si usernya

untuk saling mengecek satu sama lain, semacam

PR, filenya bisa dikirim email lewat WA atau apa

gitu mungkin gitu.

1, 2, 3

Q2V5 Kalau secara materi yang saya lihat di aplikasi mbak

Marga ini sudah cukup baik, ada pronunciation ada

conversation. Mungkin kalau untuk pronunciation

intu perlu untuk ditambahkan ada phonetic

symbolnya ya, jadi tidak hanya sekedar

mendengarkan apa yang diucapkan mungkin ada

tanda baca dan ada informasi tentang tanda baca

mungkin itu lebih baik lagi untuk pembealajran

Bahasa Inggris. Jadi ketika dia nanti menemukan

kata-kata yang tidak ada disitu, dia bisa menandai apa

kesulitan-kesulitan dari kata-kata yang dia baca itu.


248

Q3: Apa kelebihan dari aplikasi ini?

Q3V4 E yang pertama saya agak terkejut karena fiturnya

banyak sekali jadi itu menarik sekali apalagi ini

dibuat oleh yang apa ya... istilahnya minim

programming

kalau dilihat tadi app inventornya sudah ...fiturnya

sudah banyak gitu ya .. buta pengalamanlah...

artinya penggunaan kamera untuk recording tadi

sudah ada, kemudian record pakai hapenya pun

sudah ada, artinya tu dari fitur kan banyak sekali,

itu saya lihat fitur-fitur yang mendukung ya apalagi

ya itu ada role playing juga jadi tidak sekedar role

play video recording akan membuat lebih apa ya..

lebih termotivasi untuk belajar tidak hanya

sekedar.. karena kadang -kadang kalau saya

ngomong saya juga pingin denger tadi saya

ngomong apa gitu... A.. daripada saya buka saya

pakai saya buka saya pakai ini kan sudah jadi satu

paket itu kan menarik menurut saya itu kekuatan

dari aplikasi ini.

1, 2, 3

Q3V5 Kelebihan tadi ya, seperti yang saya bilang itu... e...

kemudahan dalam menggunakan aplikasinya

kemudian ada metode untuk ngecek apakah pelafalan

kita pas atau tidak.

1

Q4: Apa kelemahan dari aplikasi ini?

Q4V4 Naa.. kalau kelemahan itu banyak dari sisi teknis

seperti tadi kalau kami menyebutnya human

computer interaction atau ilmu interaksi itu sendiri

tadi beberapa masih missed, saya sudah tulis di

kritik dan saran misalnya tadi kayak petunjuk

untuk minim sekali artinya petunjuk untuk

pengerjaan soal tapi bukan petunjuk teknis

bagaimana... harus ada tombol yang ditekan, itu

masih belum muncul kemudian di quiznya pun ada

banyak versi mungkin kalau usernya baru pertama

kali make tidak ada pembimbing itu akan sedikit

bingung cara menggunakannya. Video o itu ada

tombolnya na itukan apalagi tadi kalau saya lihat

tadi quiz pertama sekedar memasukkan jawaban

kemudian ada yang record banyaknya variasi itu

1, 2


249

sebenarnya menarik tapi itu juga di sisi lain kita

masih perlu memberikan petunjuk-petunjuk harus

ada apa...

kemudian saya lihat juga ada beberapa gambar

yang kurang relevan dengan teks.

Tadi ada general practitioner itu kebetulan gambar

dokter sama anak kecil na itu kalau tujuannya

hanya sekedar memberi informasi tapi kalu tujuan

gambarnya juga mendidik itu agak kurang pas

karena nanti takutnya yang GP tu yang mana, yang

dokter atau anak kecilnya

Q4V5 Kalau dari segi teknis ya... mungkin ada beberapa

bagian yang tidak ada fiturnya, seperti tombol

back, kemudian pemilihan warna, untuk yang

button stop sepertinya bukan warna merah ya?

Kurang contrast juga, kan biasanya kalau stop itu

cenderung ke warna merah.

Kemudian tentang kerapihan, button, kemudian

yang multiple choice itu rata gitu.

1

Q5: Apa saran Anda untuk meningkatkan aplikasi ini?

Q5V4 Secara teknis paling murah, paling mudah, hire

programmer.. itu yang paling mudah.. tapi kalau

yang standar-standar

Untuk di quiz itu mungkin ada tombol “back”

karena kalau kita tidak bisa ngerjain kita pingin

skip tapi tidak bisa nge back itu tapi saya tidak tahu

kalau di next trs sampai ujung itu tampilannya apa itu

saya tidak tahu belum sempet nyoba

Na,... kembali ke awal itu saya pikir masak saya kalau

mau kembali ke soal no. 1 harus nge- next berapa kali

Mungkin ada satu tombol back itu saja sudah ,...

cukup.. cukup membantu sebenarnya.

Juga tombol help itu juga penting untuk user

membantu setidaknya cara-cara... disini kita ada

tiga varian bentuk kuis, pertama untuk yang

menjawab itu cukup menggunakan kotak, tuliskan

cek selesai, kalau record tekan tombol recording

selesai, video nanti video kamera mungkin yang

standar seperti itu sudah cukup.

1, 2, 3


250

Kemudian yang indikator na ini agak.. ya kalau dari

kami sih bahasanya tunjukkan kalau sebuah button itu

button, itu yang pertama ...

Kemudian kalau ada button ditekan itu ada

feedbacknya, ada reaksinya, entah warnanya berubah

atau dia semakin mendalem atau muncul tulisan

“sedang recording” itu button menit

Ya.. notifier.. jadi kalau “sedang recording” o itu

memang yakin benar ditekan itu kalau gak kan

terus tadi udah ditekan belum ya, kok tidak ada

yang berubah...kok tidak ada apa-apa.. Na seperti itu.

Kemudian gambar yang tadi tinggal diperbaiki

gambarnya saja, warna teksnya juga dilihat lagi,

apakah warna teksnya agak sulit untuk dibaca atau

nggak, maksudnya tersamarkan dengan

background atau tidak, kalau tersamarkan ya

tinggal ganti backgroundnya atau ganti teksnya

Atau kalau mau mengorbarkan backgroundnya itu

biasanya kita lapisi buttonnya dengan warna putih,

sehingga... tapi gambanrnya nanti ketutupan sehingga

ini gambar warna putih keudian text sehingga itu akan

aman, Cuma gambarnya jadi kena warna putih.

Iya, tidak transparan di atas background tapi di

atasnya..

Itu salah satu cara, Cuma sekali lagi itu mengorbankan

backgroundnya... backgroundnya jadi gak keliatan.

Seperti itu

Kalau fitur-fitur saya pikir.. err.. saya kurang tahu ya

kalau ini memang untuk reminder mungkin ada

semacam terjemahan, tapi kalau tujuan akhirnya adalah

dalam tanda petik memaksa bener maka gak masalah

kayak dulu saya di kelas bahasa Inggris itu saya

dipaksa untuk tidak memakai Bahasa Indonesia atau

memang bagus sebenarnya tinggal yang penting kan

kita melihat kemampuan si usernya. Kalau anak baru

belajar Bahasa Inggris langsung dipaksa berbahasa

Inggris juga.. juga gak akan bisa.

Tpai kalau emang ini penggunanya emang ada ya udah

ya memang penggunanya sudah terbiasa tinggal

“melanyahkan” istilahnya ini tidak masalah.


251

Atau mungkin sebenarnya pakai disclaimer juga

bisa sih,,, aplikasi ini dibuat untuk ini...kemudian

cocok untuk orang yang sudah punya pengalaman,

sehingga mereka tidak .. dalam arti tidak kaget... lo

kok ini kayak gini...o memang saya yang salah,

belum masanya make kok make.. na itu.. ada

disclaimer semacam itu sudah mungkin disclaimer

atau about.. kita ada standard .. karena tadi saya

bilang juga tidak ada about, cuman itu kan

belakangan suka

Kalau saya malah kagum dengan beberapa fitur ..

fiturnya sudah macem-macem ... dan sepertinya..

apa ya.. gak kepikiran apalagi itu kan pedagogi ya..

saya lebih berat ke ilmu codingnya kalau pedagogi

saya cuma tahunya

Sama evaluasi tapi app mungkin juga belum

sampai situ saya sendiri kalau suruh bikin bingung

bagaimana caranya sehingga cocoknya memang

nanti evaluasi pribadi atau dengan teman atau

dengan guru setidaknya fileya disimpan di satu

tempat yang mudah, bisa akses, apalagi kalau

filenya bisa dikasih nama sendiri, mungkin juga..

jadi ini practising 1, jadi dia kan kalau selalu

record itu kan terus.. saya gak tau juga ya apakah

sistemnya ngrekam bikin record baru terus yang

lama dihapus atau.. sehingga ini pracising pertama,

ini practising kedua jadi practising 1 dan practising

dua menurutmu bagus yang mana? O bagus yang

ini yang kedua. Ini jadi apalah ..

Tapi kalau nanti ada fitur yag kita melihat

practising saya selama ini sepeti apa.. tapi itu nanti

lebih sulit lagi paling gak pakai file aja sudah

cukup..

Q5V5 Perbaikan ya itu tadi komponen-komponen yang

bisa ditambahkan , kemudian ada gambar-gamabr

yang harus ada, kemudian ada informasi terkait

materi yang disampaikan ini tentang apa.. itu aja

yang kurang.

Jadi biar tau ini maksudnya apa dan apa yang harus

dilakukan


252

3. CODING INTEVIEW WITH THE USERS (PRELIMINARY STUDY)

Principle: designing M-learning model



medium)





and video clips used in communication)

Code Q1: Secara umum, bagaimana pendapat Anda

mengenai aplikasi SPINE ini? Apa perbedaan

aplikasi ini dengan aplikasi ynag lain?

Principle

QIU1 Secara umum, aplikasi ini memudahkan kita untuk

berbicara , membaca,berkomunikasi dengan orang lain

maupun dengan pasien saat kita melakukan kajian

sampai dengan kita melakukan dokumentasi.

1, 3

Q1U2 Bagus, maksudnya mudah bagi kita untuk berbicara

apalagi kita kan belum terlalu lancar untuk bisa

mengikuti apa yang di... apa yang diucapkan pada itu

apa...

1

Q1U3 Bagus, sangat membantu mahasiswa khususnya

mahasiswa keperawatan untuk berlatih.

Lebih banyak fitur-fitur menarik kayak video sama bisa

rekam suara sendiri.

3

Q1U4 Aplikasinya menarik, bisa membantu mahasiswa

mempelajari yang di pelajari di kelas juga, terus bisa

mempraktekkan lewat HP, terutama yang speaking saya

suka yang speaking.

1,2,3

Q1U5 Menurut saya bagus karena kan mahasiswa pada pakenya

andorid jadinya memudahkan mahasiswa untuk belajar

menggunakan HP karena kalau misalnya buku dibawa

kemana-mana susah, tapi kalau HP kan pastinya pada

membawa HP sendiri-sendiri jadinya memudahkan

1,2,3


253

mahasiswa untuk belajar Bahasa Inggris mengunakan

aplikasi SPINE tadi yang kita dapat di Android .

Kalau yang lain itu sendiri-sendiri misal speaking sendiri,

terus listening sendiri dan writing sendiri jadinya gak...

gak jadi satu seperti ini.

Q2: Menurut Anda, bagiaman aplikasi ini dapat

membantu mahasiswa untuk meningkatkan speaking

skill mereka?

Q2U1 Ya mungkin dengan cara... speaking tu...

mendengarkan... mereka itu mau mendengarkan

mempunyai kemauan untuk mendengarkan terus nanti

mempraktekkan ke teman atau pasien langsung.

1, 2

Q2U2 Ya menggunakan aplikasi ini juga bagus.

1

Q2U3 Lebih banyak membuka aplikasi untuk berlatih, belajar

mungkin bisa meningkat.

1, 2

Q2U4 Menurut saya ya Bu Ya? Kalau ini kan sesuai pelajaran

ya Bu, jadi mahasiswa bisa mengunduhkan kemudian

mempraktekkan sehari hari, menurut saya lo Bu

1, 2

Q2U5 Ya kan apalagi sekarang sudah ada MEA, jadinya kan

tidak menutup kemungkinan kita bekerja di luar atau

mereka yang datang kesini, jadinya kan dengan aplikasi

ini dapt membantu meningkatkan kualitas berbahasa

Inggris khususnya untuk mahsiswa keperawatan sendiri

dengan dibantu dengn aplikasi tersebut.

Mungkin bisa membantu saya untuk meningkatkan

kualtias berbahasa Inggrsi saya , jadinya tetap

bermanfaatlah untuk kedepannya. Terutama menghadapi

MEA sendiri yang semakin....gimana ya bukan

mengancam, tapi menuntut kita untuk bersaing lebih dari

sebelumnya.

1,2,3


254

Q3: Apa kelebihan dari aplikasi ini?

Q3U1 Kelebihannya kalau menurut saya, aplikasi ini menarik

terus menarik, terus menggugah kita buat belajar gitu

Bu..

Ya termotivasi dan tidak membosankan.

2

Q3U2 Tampilannya juga menarik, materinya juga bagus.

2

Q3U3 Kelebihannya ya itu tadi, beda dari aplikasi yang lain

soalnya fitur-fiturnya lebih baru jadi bisa lebih

memudahkan mahasiswa karena aplikasinya mudah

dimengerti, jelas

2,3

Q3U4 Kelebihannya kita bisa gimana ya Bu ya..

mempraktekkan sendiri apa yang dipelajari di kelas ya

Bu...

2

Q3U5 Kelebihan aplikasinya... pertama, berbasis Android, jadi

bisa dibawa kemana-mana. Terus habis itu petunjukknya

jelas nggak membingungkan, terus apalagi ya.. bisa

membantu untuk speaking, writing, sudah tergabung

menjadi satu jadi tidak terpisah-pisah.

1,2

Q4: Apa kelemahan dari aplikasi ini?

QIU1 Kelemahannya itu kita... kita gak bisa ndengerin tu Bu..

apalagi di quiz itu Bu... itu tu kecepeten kan kita salah

njawab, itu tu banyak yang salah...

1

Q1U2 Kelemahannya tidak ada... tergantung Hpnya sih... kalau

Hpnya bisa itu bisa sih...

1

Q1U3 itu tadi di Android saya, itu di di vital signs, di repeat 1, 3

Q1U4 Kalau kelemahannya itu yang speaking di quiz tadi harus

online ya Bu?

Jadi kelemahannya kalau gak ada sinyal gitu Bu, jadi gak

bisa

1

Q1U5 Kan tadi ada yang berbasis video juga, na itu kan

durasinya hanya 5 lima menit, padahal kan kalau

menurut saya kalau dialog kan mesti lebih lah dari 5

1, 3


255

menit jadinya kalau misalkan lebih dari 5 menit kan kita

bisa melihat bagaimana dialog tadi, bagus gak.. kalau

hanya 5 menit kan... padahla poin-poinnya banyak

Q5: Apa saran Anda untuk meningkatkan aplikasi

ini?

QIU1 Kalau sarannya mungkin nggak ya Bu... mungkin

kelemahan kita saja yang mungkin kurang bisa mengikuti

ini. Padahal di kelas juga sudah pake tape itu Bu...

2

Q1U2 Kalau sarannya sih diupdate maksudnya dipublikasikan

aja biar apa.. biar semua masyarakat atau publik bisa tahu

to kalau ada aplikasi ini.

3

Q1U3 Kalau untuk meningkatkan mungkin bisa menambahkan

fitur yang lebih baru, kalau ini ada videonya. memutar

videonya

3

Q1U4 .. kalau saran saya nanti... besoknya... itu di ... Bu ya

diupgrade terus ya Bu ya, jadi kita sebagai mahasiswa

tahu yang baru-baru itu

3

Q1U5 Kalau saya tadi durasinya untuk diperpanjang ataupun

gimana, jadi kita tidak berpatokan o harus 5 menit,

jadinya dialognya bisa lama dan kita juga bisa melihat,

mereview kembali lah itu yang kita dialogkan itu yang

kita bicarakan itu seperti apa to, kita spellingnya sudah

bener atau belum conversationnya gimana

1,3


256

Appendix 17. Material of SPINE application

1. Material for each screen

Screen Menu Content

1 HOME Title of the application and a picture of a nurse

Exit button to close the application

Enter button to go to screen 2

2 UNITS MENU List of Units provided in the application.

Home button to go screen 1

About button triggers a notification related to

the application

3 SUB UNIT List of sub menu of each unit

- Pronunciation

- Listen and Repeat

- Language Focus

- Conversation

- Quiz

4 PRONUNCIATION Images of the words, there are six pictures and

words for each unit.

Button Text of the words which will produce

a sound when it is touched.

Button Home to go to screen 3

Back button to repeat the order from the first

word

Next button to go to the next word

5 LISTEN AND

REPEAT


Listen button to listen the statements.

Statements box which shows the statements

when listen button is clicked.

Record button to record the voice of the user

after he/she listened the statement.

Stop button after recording.

Play button to listen the recorded audio.

Home button to go to screen 3.

Next button to go the next statement.

6 LANGUAGE FOCUS Language expression of each unit.

Home button to go to screen 3

Next to go the next language expression.

7 CONVERSATION Images of the conversation of each unit.

Direction for the user.

Play button to start listening the audio.

Pause button to give a pause while listening

the audio.

Stop button to stop the recorded audio.

Slider bar to change the volume.


257

Screen Menu Content

Home butto to go to screen 3 (Menu screen).

8 QUIZ There are five quizzes title in this screen

representing each unit.

- Quiz 1. Admission to a hospital.


- Quiz 3. Reinforcing a diet program


- Quiz 5. Explaining medication

9 QUIZ 1 Screen Title: QUIZ 1. Admission to a hospital.


Image of an admission form.

Questions label, there are eight questions.

Answer box for the user to type their answers.

Feedback label to give feedback whether the

answer is correct or not.

Check button, when it is clicked then feedback

label will show the result.

Next button to go to the next question.

Home button to go to QUIZ screen.

10 QUIZ 2 Screen title: QUIZ 2. Checking Vital Sign


Images represent the expressions.

Listen button to hear the audio, it uses text to

speech feature.

Repeat button, to repeat the audio. It uses

speech to text feature.

Result label to show the result form the repeat

button (the result of speech to text feature).


Next button to go to the next statements.

11 QUIZ 3 Screen title: QUIZ 3. Reinforcing a diet

program.


Play button to listen the recording.

Pause button to give a pause for the recording.

Stop button to stop the recording.

Question label for the question being asked.

Four buttons for 4 options (multiple choice

questions).

Button Try again to repeat taking the quiz

Result label (unseen) to show the

result/feedback after the user finish taking the

quiz.


258

Screen Menu Content


12 QUIZ 4 Screen title: QUIZ 4. Patient’s positioning

Images of various kinds of patient’s

positioning.

Questions label to display the questions. There

are five questions.

Answer box to enter the answer.

Submit button to check whether the answer is

correct or not.

Next button to go to the next question.

Home button to go to the QUIZ screen.

13 QUIZ 5 Screen title: Quiz 5. Explaining Medication.


You Tube link

Image of the direction for the role play

List picker to choose the prescription.

Record button to record the video of the role

play

Play button to play the video recording.

Home button to go the QUIZ screen.

2. Learning content

UNIT 1. ADMISSION TO A HOSPITAL

1. PRONUNCIATION

Surname

Next of kin

Identity bracelet

Marital Status

Hospital number

General Practitioner

2. LISTEN AND REPEAT

1 My first name is Randy

2 What is your surname?

3 My telephone number is 565-857-4465

4 I was born on 21 August 1986

5 Who’s your next of kin?


259

3. LANGUAGE FOCUS

4. CONVERSATION (+audio)

A. Conversation 1

N: Good morning mam, can I help you?

P: Yes, I need to have a check up

N: Please have a seat. Have you ever had a medical check up here?

P: No, I haven’t.

N: OK. Now, I need to ask some questions to fill in this admission form.

P: Sure, Nurse.

N: What is your full name?

P: Nabila Zahra

N: How old are you?

P: I’m`35 years old

N: Who is your GP?

P: Dr. Abdul Saalam

5. QUIZ

QUESTIONS ANSWER

1 What is your first name? My first name is Randy

2 What is your surname? It’s Brown

3 What is your telephone number? My telephone number is 555-856-327

4 When were you born? I was born on 10 March 1990

5 Are you married? No, I’m not

6 What do you do? I’m a chef

7 Who is your next of kin? It’s my brother

8 Who is your family doctor? He’s dr. Edwin Green

9 Who is the doctor in charge of your case? Dr. Steve Murray

10 Any contact person in emergency case? Yes, my mother.


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No Question List

Answer List

1 What is the patient’s family name? James

2 How old is the patient? 48

3 What does he do? builder

4 What is the patient’s marital status? single

5 How many days does he get the headache?

four

6 When is the pain getting worse? In the morning or at night?

morning

7 What does the doctor prescribe him?

analgesics

UNIT 2. CHECKING VITAL SIGNS

1. PRONUNCIATION

Cuff

Thermometer

Pulse

Blood pressure

stethoscope

sphygmomanometer


It’s time for me to measure your blood pressure

I would like to check your respiration

I just want to put this cuff around your upper arm

Would you give me your right hand?

Would you roll you sleeve up?

3. LANGUAGE FOCUS

It is time for me ..... I just want .... I would like .... I am going .....

to measure your blood pressure to count your pulse to check your respiration to measure your temperature to put this cuff (around our upper arm) to insert this (thermometer) into your anus to put this (thermometer) into your mouth


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Would you .... Please, ..... Now, I want you to....

Lie flat on the bed Roll your sleeve up Give me your right hand Slip off your top things Roll yourself into side lying position Take a deep breath Unbutton your shirt

Would you mind.... Giving me your right hand? Liying down on the couch? Raising your arm?

4. CONVERSATION

Nurse : Good morning, Mr. Anwar

Patient : Good morning, Nurse Intan

Nurse : Sir, I am going to check your blood pressure

Patient : Sure, Nurse

Nurse : Now, would you mind rolling your sleeve up?

Patient : Sure

Nurse : Now can I have your right hand? I need to check your pulse

Patient : What is my blood pressure, Nurse?

Nurse : It is 120/90. It is still in normal range

Patient : Thank you, Nurse

5. QUIZ

Listen and then repeat the statement you hear.

No Picture Answer List 1

It’s time for me to measure our blood pressure

2

I would like to check respiration your respiration

3

I want to put this cuff around your arm


262

4

Would you give me your right hand?

5

I just need to insert this thermometer under your armpit

UNIT 3. REINFORCING A DIET PROGRAM

1. PRONUNCIATION

diet

Dietary program

Sour

Bitter

Carbonated drink

Insipid


Are you allergic to egg?

Now I have to explain the dietary food that is good for your health

I’m going to recommend a dietary program

You’d better consume more fruit.

You are prohibited to eat sour food.

3. LANGUAGE FOCUS

OFFERING FOOD

What would you like to have for your.... What do you like for your.... Do you like certain food for your ....

Breakfast Lunch Dinner

ASSESSMENT

Are you allergic to...... Egg Fish Nut (certain kind of food?)

EXPLAINING A DIETARY PROGRAM

Now, I want to.... I am going to....

Explain the dietary program Recommend a dietary program


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RECOMMENDING A DIET

You have to go on a dietary program Consuming vegetables are good for your health Drinking a lot of water is good for your health

You’d better consume.... More calories More green leafy vegetables More fruit

You may consume.... a little bit

PROHIBITION

You are prohibited to drink/eat .... You have to avoid... You have to restrict yourself to drink / to eat.... You should restrict yourself o drink/ to eat.....

(a certain kind of food or drink)

TELLING DOCTOR’S DIAGNOSIS

According to Doctor’s report, you have a problem with....

Stomach Digestion Cholesterol Liver Blood sugar

RATIONALE

Consuming excessive.... (certain kind of food) will...

Worsen your condition Aggravate your ... Increase the cholesterol rate Increase the blood sugar

4. CONVERSATION

A.

Nurse : Good afternoon, Mr. Desta

Patient : Good afternoon, Nurse

Nurse : Have you had your lunch?

Patient : Yes, a little bit.

Nurse : Why didn’t you finish your lunch?

Patient : I feel nausea. I want to drink orange juice.

Nurse : According to the doctor, you should not drink sour food beause it will

worsen your condition, since you have gastroenteritis

Patient : May I have ginger tea?

Nurse : Sure, ginger has anti-inflammatory to releave your stomachache

Patient : What kind of food I shoud eat?

Nurse : After you feel better, you may do BRAT diet.

Patient : What is BRATdiet, Nurse?


264

Nurse : BRAT stands for Bananas, Rice, Applesauce and Toast. Those food will

help your body to ease into normal eating after vomiting.

Patient : Thanks, Nurse. I’ll do the diet.

5. QUIZ

Listen to a conversation between a nurse and the patient. The nurse recommends a

diet program for her.

Listen and then choose the best answer.

1. Why does Bettina have to have a diet?

a. Because she has stomas

b. Because she has a stomachache

c. Besause she is coma

d. Because she is fat

2. What kind of food should she avoid?

a. Carbohidrate and protein

b. Protein and rich food

c. Fat and rich food

d. Mineral and fat

3. What type of food should she avoid occationally?

a. Sugar, salt, pepper

b. Salt, sugar, coke

c. Salt, soup, meat

d. Fat, sugar, salt

4. What else must she be careful of?

a. She must have chewing gum

b. She must eat everything when she’s hungry

c. She must chew everything well when she eats

d. She must eat less soup

5. What else should she do everyday?

a. She must drink coffee everyday

b. She must drink lots of liquid

c. She must exercise regularly

d. She must eat lots of shrimp

UNIT 4. PATIENTS’ POSITIONING

1. PRONUNCIATION

prone

fowler

supine

sidelying

Sim

Reverse trandelenberg


265


Would you please roll yourself into side lying position?

I would like to elevate the head of your bed

I need to put his pillow under your head

Lie flat with your face downwards

Let me help you to change your position

3. LANGUAGE FOCUS

GIVING INSTRUCTION

Basic Instructions Lie flat on your back

Roll over on your tummy

Lie on your face

Lie flat with face downwards

Roll over into side-lying

Roll over sideways

SUPINE

Now, lie flat in .... (supine position)

I need ..... (this pillow, towel) under your .... to put to place

SEMI-FOWLER’S POSITION (with head of bed 300-600)

Now, I (want/need) to elevate/lower the head of your bed.

FOWLER’S POSITION (with head of bed 600-900)

Now, I (want/need) to elevate/lower the head of your bed. (to make you more comfortable)

SIDE-LYING/SIDEWAYS

Now, I want you to change your position into side-lying

Would you change your position into side-lying

I need to help you roll your self into side-lying position

SIM’S POSITION Patient is in complete side-lying position, but move further to the far side of the bed. Partially roll patient forward partly on abdomen

Just extend your left knee

Now I need to put/place this (pillow) under your stomach

PRONE POSITION

I need to help you ....

Let me help you ....


266

I want you to .... change your position

with face downwards

Change your position to lie on your tummy

I will put this pillow under your stomach.

Just extend your elbow Place your right hand under your hip That’s fine.

4. CONVERSATION

Nurse : Good afternoon Mr. James. How are you?

Patient : Good afternoon Nurse. Not very well, I’m afraid

Nurse : Mr. James, the doctor diagnosed you to have a heart attack. Do you still find

it difficult to breath?

Patient : Ugh, yes Nurse... and my chest is still painful.

Nurse : You feel pain in your chest and you still have a problem in your respiration?

Patient : Yes, Nurse.

Nurse : Okay then, I will report this to your doctor. Meanwhile, to lessen your chest

pain and to ease your breathing, I need to elevate the head of your bed

Patient : Alright, Nurse.

Nurse : OK. That’s it. How do you feel now?

Patient : Thanks Nurse, I feel much better now.

5. QUIZ

PICTURE QUESTIONS

What ind of position is it? (prone)

What ind of position is it? (fowler)

What ind of position is it?


267

(semi fowler)

What ind of position is it? (side lying)

What ind of position is it? supine

UNIT 5. EXPLAINING MEDICATION

1. PRONUNCIATION

Adverse reaction

IV bag

tablet

inflammation

pill

allergies


Please take this to relieve your pain.

Have you taken the medicine?

You must call the nurse if there is an adverse reaction.

Take this antibiotics all up.

You should take this tablet three times a day after meal.


268

3. LANGUAGE FOCUS

EXPLAINING MEDICATION

This medicine is.... an antibiotic an anti-inflammatory

This medication is.... a fever reducer a steroid an antacid a sedative

a diuretic a cough suppressant a pain reliever a bronchodilator

This is medicine for

stomach acid diabetes infection inflammation sleep allergies

headaches pain rashes anxiety nausea asthma

This is medication to .... stop pain lower your blood pressure reduce your cholesterol help with your arthritis take care of your rash prevent nausea prevent blood clots

GIVING CAUSATION

Just tell me if there’s something you don’t understand and I’ll go over it all

You must call the nurse if there is an adverse reaction

Don’t take this more than ..... (three times/ 8 tablets in 24 hours)

Don’t use it if it makes ... ( a skin rash)

Discontinue if an adverse reaction occurs

Take all these antibiotics all up

In case (the tablets)give you indigestion, please .... (take them during/after meals)

PRESCRIPTION DIRECTIONS SHORTHAND

QD BID TID QID q4h

once a day twice a day three times a day four times a day every 4 hours

prn pc ac hs d

as needed (for....) after meals before meals at night day

MORE


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tab cap syr gtt ung cr

tablet capsule syrup drop ointment cream

od os po pr sq tsp tbsp

right eye left eye by mouth rectally subcutaneous teaspoon (5 ml) tablespoon (15 ml)

4. CONVERSATION

Nurse : Mrs. Copler, the doctor has given you a couple prescriptions. Now, I’d like to

explain the medicines you should take.

Patient : Alright, Nurse.

Nurse : The first medication is an anti-inflammatory.

This is medicine to prevent inflammation in your knee joints. You should take

one capsule twice a day as needed.

Patient : OK. Will it help with the pain?

Nurse : Yes. The second medication is a diuretic. This medicine is for your high blood

pressure. You should take one tablet once a day.

Patient : Thank you. I really appreciate it.

5. QUIZ

Watch the video (link to YouTube.com)

Make a conversation based on one of the prescriptions below.

1) Check the patient’s name and age

2) Check if the patient has any allegies

3) Explain what kind of medication it is

4) Explain the function of the medication

5) Give the direction how to drink/use the medication

6) Give caution (if any)


270

Record the role play then send the result to the teacher

Sources:

Pamudya, L.A. (2005). English for Professional Nurses. Jakarta: EPN Consultant

Allum, V. & Garr, Patricia. (2008). Cambridge English for Nursing. Cambridge:

Cambridge University Press

https://www.youtube.com/watch?v=9VEBwWYO_nQ

A doctor gave a presription to

65-year-old woman with

osteoarthritis of the right hip

Tab. Naproxen 250 mg Mitte 100 sig. 1 tab. T.i.d

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

Human solule insulin 100 IU/ml sig. 6 IU a.m. 4 IU p.m.

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

Hydrocortisone cream 1% Mitte 30 g sig. Apply thinly to the affected area b.i.d


271

Appendix 18. Classroom observation

Teacher’s activity Students’ activity

Greeted the students Answered the teacher’s greeting.

(Some of the students were still busy

with their gadgets and talking to their

friends).

Asked some questions for ice breaking

by asking why the weather was so hot

that day.

Answered the teacher’s questions.

Review the previous material

Elicitated today’s material about

questioning to fill in assessment form.

Reviewed parts of the body

Answered the teacher’s questions

about parts of the body

Said the expressions used in useful

expressions, the asked the students to

repeat the expressions.

When the students had not correctly

said the expressions then he would ask

them to repeat it again.

Repeated the expressions stated by the

teacher.

Asked the students to do the writing

exercise in forms of giving the right

expressions and translate sentences

from Bahasa Indonesia into English.

The students did the exercise and

some of them open the dictionary to

translate either hard copy or from their

mobile devices.

Listening part.

Asked the students to open the

listening exercise and fill in the blanks

based on the recording.

Pronunciation drill

Played the recording for the

pronunciation drill.

The students listened then completed

the blanks.

Some of them asked the teacher to

repeat the listening part.

Repeated the words they hear from the

listening.

Asked the students to work in pairs to

prepare a role play between a nurse

and a patient. The preparation took for

about 10 minutes.

The teacher moved around the class to

check the students’ work.

The students prepared the role play

with their peer.

Asked some students to come in front

of the class to present the role play.

Gave guidance of the correct

expressions when the students forgot

their lines.

Some of the students came in front,

but the conversation was still

memorised eo that some of them

forget the dialogue.

Gave feedback on students’

performance.


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Appendix 19. Photo Documentation

Preliminary study

Implementation


273

Appendix 20. Permission Letters


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“spine” (speak english for professional nurses)...

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