Well, This is the first paper that I want to share. Hopefully it gives benefit to all readers. This is the first paper in my first seminar: ICCP 2012 in UNY. Enjoy reading :)
ICT-assisted Oral English Instruction in Grade VII Students of SMPN 5 Panggang, Guningkidul
Laily Amin
Fajariyah
SMPN 5 Panggang,
Gunungkidul
Key Word:
Oral English instruction, Information and Communication Technology
(ICT), video, animation, website
Abstract
In this globalization era, technology is becoming
increasingly important for human lives. Almost the aspects of lives, both
personal and professional lives, make use of technology. One of the uses of
technology in the language teaching is called Computer Assisted Language
Learning (CALL). As the access of the Information and Communication Technology
(ICT) spreads widely, so CALL has moved beyond the use of computer programmes
to embrace the internet (Dudeney and Hockly, 2007: 5-7).
The teaching of English as a foreign language in
Indonesia covers four skills, those are listening and speaking which are
categorized into oral language and reading and writing as the written one. The oral language is different from the written one (Richard, 2008: 3). The ICT can assist both the instruction of them. In this research, the focus is on the use of ICT in
the oral English instruction. The ICT was used in the instruction to
present the media that were designed by inserting some pictures, recordings, animations and videos downloaded
from the internet. The goal of this research
is designing a simple ICT-assisted oral English instruction for Grade VII of SMPN 5 Panggang, Gunungkidul.
The method of the research
is Research and Development method. The instruction involves the ICT-assisted media which were
designed based on the students’ need. The english teachers reviewed its design
before it was implemented in the class and evaluated by the students.
The result of the second questionnaire shows that the average of all
aspect of the instruction is 3.93. It means
that students are positive about the implementation of
the ICT-assisted oral English instructions.
Introduction:
Oral
language is defined as short, fragmentally utterances by Brown and Yule (1983)
in Nunan (1989: 26). Unlike written language, it is usually unplanned and often
reflects the process of construction, such as hesitations, reduced forms,
fillers, and repeats (Richard, 2008: 3). In the Oral English instructions, the
teacher should be able to provide the natural language that is different from
the written one. The native speakers’ talk will be beneficial to provide students good
examples of the oral English.
With the development of the ICT, a teacher can access
the internet to download
the recordings or video which are produced by the native speakers. There are
some websites from which teachers can explore many materials they need. Besides the
examples from native speakers, teacher can also produce their own materials by
still considering the natural language and making use
of ICT. There are some
programmes can be used in recording the teachers’ voice to be
inserted in the materials.
The oral
English instruction covers two major skills, those are teaching listening and
speaking. Listening can be perceived in two ways: listening as comprehension
and listening as acquisition. Listening as comprehension assumes that listening
in second language learning is to facilitate the understanding of the oral
discourse. Two different processes can be used in understanding spoken
discourse: bottom-up processing and top-down processing. The typical lesson in
the developed instruction combined the two processing types in three phases of
listening: pre-listening, whiles-listening, and post listening. The
pre-listening involves students in activating the prior knowledge, making
prediction, and reviewing the key vocabulary. The while-listening focuses on
comprehension to require selective listening, sequencing, etc. The
post-listening requires students to give opinion about the topic (Richards,
2008: 3-10).
Together
with the listening skill, speaking skill is also one important skill that
builds up the oral communication competence. In the communicative approach,
where the discourse level is used, speaking emphasizes the use of language
above the sentence level (Johnson and Morrow, 1981: 70). In fact, teaching
speaking in EFL countries cannot be conducted directly above the sentence
level. So, the teaching of speaking in the classroom must consider the
students’ competence and not force them to be directly able to speak fluently.
The ICT-assisted
instruction can be realized by using supporting technologies used in the
teaching and learning process. There are some uses of ICT that may be
beneficial to the learning process (Muijs and Reynolds (2005) in Laily Amin
Fajariyah (2009: 36-38)). Those are:
1.
presenting
information
ICT can present information for students in the
instruction.
2.
Quick
and automatic completion of routine tasks
3.
The
computer can help learners to do and complete their daily tasks.
4.
Accessing
and handling information
The learners can learn through using the World Wide
Web to access information.
5.
Modelling
and control
Learning English can be done by using ICT as a
modelling and control, for example in doing a simulation.
6.
Interactivity
It can be done with the help of ICT, such as through
e-mail, chat, and others to give students chance in learning English.
The above
benefits can be achieved based on the level of access to computers and
technology that will influence the variation of the activities in the classroom
(Dudeney and Hockly, 2007: 11).
Goal of the Research
The goal of
this research are, firstly to design the ICT-assisted oral English media and
then to analyze the implementation of the media in the oral
English instruction.
Participants and Method
The
respondents of this research are the studens of Grade VII of SMPN 5 Panggang,
Gunungkidul. There are 28 students in this class. They are the subject of the
implementation of the ICT-assisted oral English instructions. Besides, the
members of the English teachers Association (MGMP) Gunungkidul regency became
the reviewers of the media in the evaluation stage.
The research method is the Research
and Development (R&D) method. The research was started by analyzing the
students’ need toward the media, and then followed by analyzing the standard of
competence (SK) and basic competencies (KD) of Grade VII Semester 2 Curriculum
2006. Then, the researcher designed the ICT-assisted media to be applied in the
oral English instruction and then followed by the teachers’ evaluation. After being
evaluated, the media were implemented in the instructions. Right after the
implementation, the students were given a set of questionnaire to evaluate the
media. The results of the questionnaire were used to revise the media and to
get the information about the students’ opinion toward the implementation of
the ICT-assisted oral English instruction.
Results and Discussion
The results
of the research are the results of the need analysis, design, evaluation and
implementation.
A. The
Need Analysis
There are 28 students in Grade VII of SMPN 5 Panggang
in the academic year 2011/ 2012. There are 11 female
(39.29%) and 16 male
(60.71 %) students. Their
age ranges from 12 to 15 years old. There were 25% students are 12 years old, 13 years old (57.14%) and 14 years old (17.86%). According to Brown (2001: 91), students
in those ages are classified into adolescents or teenagers who have specific
characteristics. Those characteristics further were also considered in the instructional
development.
Regarding to the use of ICT
in the instruction, the need analysis has gathered the following information:
Table
1. The Results of the Need Analysis
No
|
Statements
|
No of students
|
Percentage (%)
|
1
|
The ICT tools
used in the class:
|
||
a. Internet
|
24
|
85.71
|
|
b. Computer
|
25
|
89.29
|
|
c. Video recording
|
12
|
42.86
|
|
d. Tape recording
|
3
|
10.71
|
|
2
|
The input texts given in the oral English instruction:
|
||
a. images (photographs, cartoon, animation)
|
25
|
89.29
|
|
b. post cards, brochures, and pamphlets
|
2
|
7.14
|
|
c. slides
|
7
|
25.00
|
|
d. movie or video
recordings
|
23
|
82.14
|
|
e. songs or music
|
26
|
92.86
|
|
3
|
The tasks in the ICT-assisted oral English instruction:
|
||
a. in big-groups
|
4
|
14.29
|
|
b. in small groups
|
19
|
67.86
|
|
c. in pairs
|
17
|
60.71
|
|
d. individual
|
8
|
28.57
|
Based on the result in Table 1, the researcher then designed the
instruction by making use of the internet and computer as the two technologies
chosen by the students. Regarding the input texts used in the oral English
instruction, images, movie or video recordings and songs and music are used. In
the instruction, the students like working in pairs or in small groups.
After the need
analysis, the researcher then analyzed the standard of competence and basic
competencies for Grade VII Semester 2. There are two standards of competence
explored in this research, those are SK 8 and 10. The Standard of competence 8
includes two basic competencies i.e KD 8.1 and 8.2 for the listening. The standard of
competence 10 covers KD 10.1
and 10.2 for the speaking. It can be described as follows:
Table
2. The Standard of Competence and Basic Competencies
No
|
Standard of Competence (SK)
|
Basic
Competence (KD)
|
1
|
8.
Memahami makna dalam teks lisan fungsional dan monolog pendek sangat
sederhana yang berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan
terdekat
|
8.1
Merespon makna yang terdapat dalam teks lisan
fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat
8.2 Merespon
makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descriptive dan procedure
|
2
|
10. Mengungkapkan makna
dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure
untuk berinteraksi dengan lingkungan terdekat
|
10.1
Mengungkapkan makna yang terdapat dalam teks lisan
fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat
10.2
Mengungkapkan
makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descriptive dan procedure
|
In Table 2, it
is shown that the monologue texts taught in Grade VII Semester 2 are descriptive and procedure. Further, the researcher analyzed the short functional texts
taught as letter, invitation and
shopping list.
B. The
Design of the Instruction
The
design of the instruction was the design of the media used in the classroom.
The media are adapted some authentic media from the internet for example the
procedure of making a British tea and creating facebook account. They were
downloaded from www.youtube.com
using youtube downloader. The other media are the mp3, songs, pictures/ images and
animations downloaded from the various resources. Those materials then were inserted in
the slides of Power point presentation that were specially designed for the media of the oral English instruction.
The other sources needed in designing the
appropriate media for the oral English instruction are the recordings. The
researcher then recorded
the voice and editted it
using
Adobe Audition 1.5 programme. The
recordings were also inserted in the media to get the input of the oral
language. After the materials
gathered
and some recordings were inserted in the slides, the media (power point slides)
were produced based on the students’ needs. The slides were designed in attractive way, such
as using attractive background colour.
C. The
Evaluation of the Media
The
media developed needed to be evaluated. The evaluations of the media were done
in the MGMP(English teachers association) forum on 1 and 8 March 2012. The
media were presented in this forum then some English teachers gave comments of
them. In the evaluation stage, the following suggestions were gathered:
1.
Some
complicated tasks need to be simplified.
2.
The
media should provide feedback or answer keys for the students
3.
The
video or mp3 inserted in the media must be clear
Those above
suggestions then were used to revise the media. The complicated tasks were
simplified by reducing the numbers of the questions and presenting each question
into one slide. The answer keys were also provided in the slide to give feedback
for the students. Then, using Adobe
Auditon 1.5 the quality of the sound was improved. After revision, the
media were ready to be implemented.
D. The
Implementation of the Media
The revised media then were implemented in Grade VII
SMPN 5 Panggang. The students got the input of the instructions from the media
in the listening process and then they produced the target language in the speaking
process. In speaking, besides using the media designed, the students were suggested
to make use of the ICT. For example, in descriptive,
students explored some images of their idol and then presented in the class by
using LCD projector. In this technique, students learnt how to find images in www.google.com/images and then
downloaded the pictures. This activity will help students increase their ICT
ability.
On March 14, in the end of the implementation of the media, the students were asked
to fill in the questionnaire (Questionnaire 2). The questionnaire is about
their opinion towards the implementation of the ICT-assisted oral English
instruction. The results of the questionnaire are presented in Table 4. The data
obtained then were consulted to the Table 3 below.
Table 3. The
Quantitative Data conversion
Scale
|
Categories
|
Interval of mean values
|
|
Formula
|
Computation
|
||
5
|
Very good
|
X >
+ (1.8 x S
)
|
X > 4.2
|
4
|
Good
|
+
(0.6 x S
)< X
+ (1.8 x S
)
|
3.4
< X
4.2
|
3
|
Fair
|
-
(0.6 x S
)< X
+ (0.6 x S
)
|
2.6
< X
3.4
|
2
|
Poor
|
-
(1.8 x S
) < X
- (0.6 x S
)
|
1.8
< X
2.6
|
1
|
Very poor
|
X
- (1.8 x S
)
|
X
1.8
|
Proposed
by Sudijono, 2003: 339
Referring to
Table 3, the data in Table 4 shows that students very agree that goal of the
ICT-assisted oral English instruction can improve their knowledge of the
vocabulary, grammar, pronunciation, texts and technology use (4.47). The inputs
(4.30), activities and setting (4.26) of the instruction are also very good. .
Table 3. The Result of the Second Questionnaire
No
|
Statements
|
Mean
|
A
|
Goal
|
4.47
|
1
|
The ICT assisted oral English instruction can
improve students’ knowledege of vocabulary, grammar and the texts
|
4.30
|
2
|
The ICT assisted oral English instruction can
improve students’ understanding of the English texts
|
4.59
|
3
|
The ICT assisted oral English instruction can
improve students’ ability in technology.
|
4.52
|
B
|
Input
|
4.30
|
4
|
The input of the media (video, mp3 and pictures) can
improve students’ knowledege of vocabulary, grammar and the texts.
|
4.30
|
5
|
The input of the media (video, mp3 and pictures) and
the use of ICT is interesting.
|
4.63
|
6
|
The inputs of the media (video, mp3 and pictures)
support students to comprehend the English texts.
|
3.96
|
C
|
Activity
|
4.26
|
7
|
The activity in the ICT assisted oral English
instruction can improve students’ knowledege of vocabulary, grammar and
pronunciation.
|
4.26
|
D
|
Setting
|
4.26
|
8
|
The individual tasks in the ICT assisted oral
English instruction can help students to be independent learners.
|
4.26
|
E
|
Teacher
Role
|
2.44
|
9
|
In the ICT assisted oral English instruction,
students do not need teacher’s assistance.
|
2.44
|
F
|
Learner
Role
|
3.33
|
10
|
Students are able to do the tasks individually.
|
2.74
|
11
|
Students can actively participate in the ICT
assisted oral English instruction
|
3.93
|
G
|
Design
|
3.72
|
12
|
The developed media are attractive.
|
2.48
|
13
|
The layout of the the ICT assisted oral English
media is attractive.
|
4.44
|
14
|
The design of the video, animation, recordings and
picture used in the the ICT assisted oral English instruction are attractive.
|
4.22
|
The students’ opinion toward ICT-assisted oral English instruction
|
3.93
|
|
The lowest mean
is in the teacher role (2.44), students disagree that they do not need
teachers’ assistance in the instruction, so the teacher is still needed as they
are not completely ready to be individual learners (2.74). Besides, the design
of the media is good (3.72) but it still needs revision as suggested by some
male students who dislike the flower background. Generally the students’ opinions
toward the implementation of the ICT-assisted oral English instruction are
positive (3.93).
Conclusion
The results
of the research lead to the conclusion that the ICT-assisted oral English media
which make use of the internet and computer in its development are good to be
implemented in the classroom. The students are positive of the implementation,
but the researcher still need to improve and innovate more to get the better
result.
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