PROGRAM STUDI S1 KEPERAWATAN

Transcription

1 BUILDING STUDENTS ENGLISH SPEAKING CONFIDENCE OF NURSING STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MAGELANG THROUGH ZELLO APPLICATION A RESEARCH ATHIA FIDIAN, M.Pd PROGRAM STUDI S1 KEPERAWATAN FAKULTAS ILMU KESEHATAN UNIVERSITAS MUHAMMADIYAH MAGELANG 2015/2016 1

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3 CHAPTER I INTRODUCTION A. Background of the Study English is the most widely used language among languages which exist in this world. English is used by almost people in this world. It also has some functions that not only as a means of communication but also as a main characteristic for a better-quality and competitive country. Nowadays technology can not splite in human life, without technologies human do anything traditionaly which needs a lot of time for doing and finishing all of those activities. One of technology in daily life which closes with human activies is mobile phone. Mobile phone is one of communication tool that help human to do communicate with other everywhere, no limited by distance and time. Recenty it uses by human since children, they had introduced by their parents but limited usage just for playing game and watching film. Technology at mobile phone grows rapidly each year, recently it s offered three kinds of operation system namely Android, Apple and Windows. They have primacy that giving satisfactory to the user. Language used in the mobile phone is various, everyone able to choose with suitable language that be mastering but basicly used is English so users need to learn english to operate it well. English is choose because it is international language to creates relationship between people in the world, in other word English called lingua france. 3

4 English is one of foreign language in Indonesia that teaches since childhood till adulth in the educational enviroments. It has done to create a young generation able to recive the global era that come in Indonesia, so they ready to competition with people from other world. Beside it young generation able to creates relationship and research across the nation for the progress of Indonesia.In Indonesia have several obstacle that faced by learner in learning English process, it caused by English and Indonesia have differences in several aspect namely pronounciation, written, and gramatical s role. These factor effected the learners feel unconfidence in using English in daily life especially in speaking. It caused by less vocabulary and grammatical construction so make them fear to make error in speaking English and they tendence to pasif. Based on the problem above the writer tries to solve the problem that faced by Indonesian in Learning English by using mobile phone as media to build the learners confident in speaking English. The writer chooses mobile phone because it very closes with human s life so it is very importan to improve the languages mastery quickly. Language is a habit, it wil not develop at human if they never use in dailylife. So english must used by human in daylife to be master. The writer uses zello an application that able to bring learners to interaction in english with other people in the world. Zello is an application to talk between user everywhere without limited time and distance because it works based on the internet s network. It is developing from handy talky wherever uses special frequency and limited of distance. Hopefully it able to improve self confidence at the learners so they does not shy in make eror speaking English because never face to face in speaking english. After zello instaled in Android or Apple create user and join to english group so learners will listen 4

5 every time people talking in English and learner able to contribute give suggestion or asking anything to other people in the world. B. Identification of the Problem In relation of the background of the study, the problem can be identified as follows; 1. How to install the zello application? 2. Are the application provide opportunities for the learners to speak-up? 3. Are the application likely to engage the learners affectively? 4. Are the appication build the confidence of the learners? 5. How the significance of using the application to the learners speaking confidence? 6. C. Limitation of Study This research is conducted to build the students english speaking confidence of nursing students at University of Muhammadiyah Magelang through zello application. D. Formulation of the Problem 5

6 The problem of this research can be formulated as follows; 1. How significance the zello application build the confidence of students s English speaking? 2. Does Zello make an increasing the confidence of the nursing s students speaking E. Objective of the Study According to the formulation above, the objectives of this study are as follows: 1. To describe whether the zello application significance or not in building the students speaking confidence. 2. To know the zello application build the students s English speaking confidence. F. Significance of the Study This study is hoped to contribute the significance for : 1. The Teacher 6

7 The result of this study will be very useful for English teacher or lecturer to be reference in giving a new way to build the students English speaking confidence. 2. The Reader By reading the result of this study, the reader will be given a general overview about how to build a students English speaking confidence and use the zello application. G. Research Paper Organization This thesis consists of five chapters. Researcher uses Thesis organization as follows: Chapter I is the Introduction of the whole study. It includes the background of conducting the study, identification of problem, limitation of study, formulation of the problem, objective of the study and research paper organization. Chapter II discuss the theoretical views by which the present study underpinned. The theoretical study include Chapter III constitutes the methodological aspects of this thesis. In this section, researcher elaborates the methodological issues of the present study. The 7

8 elaboration includes research design, research data and object, data collecting technique, and data analysis technique. Chapter IV elaborates findings and discussion. Here, the researcher presents the findings related to each research question. Chapter V is this conclusion part. The part summarizes the findings obtained from the present study. At the end of this section, the researcher will elaborate some possible recommendations for conducting further similar related study. Then it discusses the limitation of the present study and put forward some suggestions for the further study on teacher questions. 8

9 CHAPTER II REVIEW OF RELATED LITERATURE A. Teaching English in Secondary School According to Brown (2000: 7), teaching can be defined as showing or helping someone to learn how to do something, giving instruction, guiding the study of something, providing with knowledge, and causing to know or understand. He also states that teaching is guiding and facilitating learning, enabling the learner to learn, and setting the condition for learning. He also states that teaching cannot be defined apart from learning; teachers should be able to guide and facilitate students to use the language in communication. The practice of teaching is concerned with the learning process. Language policies and programs in secondary schools differ greatly from country to country. In EFL country such as in Indonesia, English sometimes a required secondary school subject and almost always one of several foreign language options. The secondary school students have a range ages of twelve and nineteen or usually called teenagers. According to Brown (2001: 92), the terrible teens are an age of transition, confusion, self-consciousness, growing, and changing bodies and mind, therefore, it will need a very special set of consideration in teaching 9

10 teenagers. In line with Brown, Harmer (2007: 83) states that adolescents are often seen as problem students. They are on stage of searching for identity and selfesteem. They need to feel good and comfortable about themselves. The teens need guidance and interested facilities. The guidance from the teachers are very needed, linked with some interested materials which facilitate their need and help them to organize and apply what they are learning. B. Teaching And Learning Speaking English chooses as international language to do relationship between one to other at oversea, without English we can not do communicate easily. In Indonesia English is one of foreign language that teaches since primary school until university with the aim all young generation able to uses English well to faced globalization era that allow all foreigner enter in other country especially in Indonesia to trade and do relationship with citizen, so by mastering English well, Indonesian able to receive the situation well. English has four skills that must be mastered by learners, they are: Listening, Speaking, Reading, and Writing. It is very different with Indonesia although pronunciation, written, and grammatical, so make Indonesian s learners have difficulties in learning English. The most difficulties that faced by learners in learning English is speaking, they tend to shy 10

11 and afraid to create mistakes in spoken although pronunciation and grammatical. To omit the learners problem needed a suitable in teaching and learning strategies in speaking. Teaching is process transferring knowledge from the teachers to student to reach the goal that measuring. Teaching and learning are considered complex processes, influenced by different multiple factors, including use of media or instructional aids, which results active involvement of learners and makes teaching more interactive. The importance of interactive learning or academic engagement is reflected from the following quote from killen Roy: Instructional activities must be arranged so that students have appropriate opportunities to engage in meaningful learning (as opposed to rote learning). Academic engagement will be evident when students are on task, focused on important issues and consciously striving to learn. Students need to be seriously engaged in learning in order to achieve deep understanding. Academic engagement is closely linked to students commitment and motivation and to the nature of interactions within class room social systems (Killen, 2003:19) In order to make the learning experiences of the learners more concrete and realistic, teachers has to use and prepare specific teaching materials. 11

12 Teaching aids certainly amplify teacher s effortful presentation more into influencing instructions. The use of variety of teaching aids has successfully transformed most classrooms from traditional setup, where teachers do most of the talking and students are passive listeners, into participatory learning centers facilitating productive learning. (Thomas, 2008:106) In teaching and learning process in the classroom need a good feed back between teachers and learners, it if not happen in the teaching process in the classroom, it will not reaches the target that needed. As in teaching speaking skill, class room activities did not happening because it needs the learners interaction. According to Hornby (1995: 37) teaching means giving the instruction to (a person): give a person (knowledge skill, etc). While speaking means to make use of words in an ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate. Tarigan (1990: 3-4) defines that speaking is a language skill that is developed in child life, which is preceded by listening skill, and at that period speaking skill is learned. It means that speaking is the basic language. The goal of teaching speaking skills is to communicate efficiency. 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) it mean that speaking is process sending message between one people to others that do by verbal or non 12

13 verbal language. According to Brown,1994; Burns & Joyce, 1997 said that Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. It as evident that speaking well is having many vocabulary and grammatical rule. Based on (NCLRC. The Essential of Language Teaching. said that Language learners need to recognize that speaking involves three areas of knowledge: Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building) Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. From the statement above show us that there are important thing that must be learned and understanding by learner in learning speaking. C. Mobile Phone As Medium In Learning English Speaking Language is a habitual, It means that someone who learning a language need a practice every time to make fluent their spoken. One of the obstacle that faced by Indonesia learners are no space to practice, English used in 13

14 particular place such as school. One of the solutions to solve the problem is medium to help the learners practice speaking in daily life. A medium (plural media) is a channel of communication, derived from the Latin word meaning between. The term refers to anything that carries information between a source and a receiver. Definition of media focus on use of technologies plus concepts and contexts (Dewdney & Ride, 2006, Flew, 2004, Heinich, 1996). Media are the means for transmitting or delivering messages and in teaching-learning perspective delivering content to the learners, to achieve effective instruction. Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives. This may include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing. Whole of mediums above give contribution to the learners based on the teachers participation to create the success. One of medium which help to the learners to improve their English speaking is technologies that used in daily life, wherever the developing of information and communication technologies grow rapidly that able to used by people, one of them is mobile phone. Human beings main means of communication, it is inconceivable that language could be left untouched by 14

15 changes that affect communication. Kenning (2007: 61). It means that technologies have important effect in language changing. Information and Communication Technology refers to technologies which giving access to information by telecommunication, it similar to Information Technology (IT), focuses mainly on communication technology. This includes the internet, wireless, network, mobile phone, and other communication mediums. ICT has provided society with fast array of new communication capabilities, for instance: people can communicate in real time with others in different countries using technologies namely: instant messaging, voice over IP (VOIP), and video conferencing. Social networking website like facebook allow user from all over the world to remain in contact and communication on a regular basic. All of them can use by people in one medium, that is mobile phone. Mobile phone is one of medium that able to used as facilitate to improve speaking ability. It uses by people in daily life. Mobile phone offered several of operation systems namely: android, apple, Blackberry and windows phone. They offered the advantages that giving satisfactory to the people, so it also become a new place to practice in speaking English every day because in there able to installed one of software to talking some one to others without limited distance in same user that is zello. 15

16 D. Zello Application Zello is an application startup located in Austin, Texas, behind the creation of Zello applications. The applications are push-to-talk (PTT) walkietalkie for consumers and business and available for Android, ios, Blackberry, Windows Phone, Windows PC, rugged mobile devices and two-way radios. Zello is free while the application is free for up to 5 users. it is an application to call a contact, change Smartphone become walkie talky. Beside able to call, it s also able to send picture to the other contact in line and its can work within internet s network. The facilities that offered namely: adding channel to talk (chat room), managing account status, typing status and saving history of conversation. The user can connect to other user in other world every time. There are steps in installation and using zello: 1. Installing and beginning of setting a. Download Zello Walkie Talkie from Google Play (Android Market). Then, install to mobile phone. 16

17 b. After installed and run, zello will ask you to create an account than fill it. And than after success creating an account, you ready to uses this application. 2. How to Operate zello a. Click button plus (+) at the right top of application s appearance; write your friend s username who uses same application at the searching box. After your friend s user name find, selected and add than wait till your friend giving confirmation. 17

18 b. To start conversation, click your friend s account, and you will find microphone icon and press it, you don t be pass before finish your talking 3. Creating group Creating group is very important in learning speaking, in group each people who speak listened directly and as soon as will respond by other member in group. The steps in creating group as bellow: a. Press icon group at the top right 18

19 b. Press logo plus c. Press Button + create new channel and if you want to search group press find channel d. Fill the blank with name that needed e. And after group created, invite students to join. 19

20 After zello installed in the mobile phone, the learners every time want to listen people spoken in English and they able to respond the member spoken. So language will create and building in the human being based on the habitually. 20

21 CHAPTER III RESEARCH METHOD In this section, the researcher will elaborate the methodological aspects of this study. The elaboration will include the research design, research data and object, data collecting technique and data analysis technique. A. Research Type This study is designed to answer the research question as stated in the Chapter I. It focuses in knowing the zello application build the students s English speaking confidence. Nazir (2015:13) stated that research is a systematic way of investigation. This research uses quantitative method where experimental is needed to gather the data. Therefore, two classes were choosen dor the experiment; the first class served as the experimental class, and the second class served as the control class. Quasi-experimental with non equivalent control group design was used as the design of the research. Ruseffendi (1994, cited in Anggarini 2008) said that quasi-experimental with non equivalent control group design is used in the classroom experiment when the sample for experimental group and 21

22 control group are naturally assembled groups as intact classes which may be similar. There were two classes, experimental class and control class but the treatment was only given to the experimental class. Pretest was given to both class before the implementation of the treatment. While the postest was held to find out the students speaking confidence achievement. B. Research Data and Object The subjects were 58 nursing's student in the third semester. They were divided into two classes with 29 students per class. The subjects consisted of 14 males and 44 females. Their age is 20 years old. The author randomly decided the A class as the experimental class, and B class as the control class. The data of this study are the nursing students speaking performance. C. Instrument The instrument for this study was pre-test and post-test paper on English Speaking ability. The two sets of the test paper (test paper 1 and test paper 2) were designed in the equal degree difficulty. These sets of paper had been used for testing the nursing's students in the examination which had been held in June

23 There are three kinds of tasks in each test paper, that is, 1) an article about nursing, then giving opinion about it in 5 minutes (30% of the total score), 2) Role play in pairs according to the given article in 5 minutes ( 30% of the total score), 3) preparing for a given topic and then making a mini presentation in 5 minutes (40% of the total score).the total score is 100. The test paper 1 was used before the experiment and the test paper 2 was used after the experiment. The rules for scoring also gives an attention in accuracy, fluency, and the students' performance. D. Research Procedure The two classes were decided as the experimental class (A class) and the other as a control class (B class). This research lasted for one month, from May to Juni The students in the experimental class used the zello application everyday in the group made in that application. They can share everything and say in English in that group. They can discuss whatever they want in this application. Before the experiment, the pre-test for A class and B class were implemented in the class with the test paper 1. After the experiment, the post-test for each classes also implemented in the class with the test paper two. The first author and the second author listened to the students' speaking and also looked for the students' performance together. Then, the authors graded the score according the same rules of grading. Some of score were different, however a 23

24 students' score was the average of the two scores from the authors and discussion has done to make an agreed score from the authors as to be reasonable as possible. The data of pretest and posttest were collected and analyzed with SPSS software (20.0 edition). 24

25 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION In this chapter, the researcher presents analyzes, and interprets the data quantitatively. This chapter consists of (1) Research Finding, and (2) Discussion. A. Research Findings 1. The experimental Class The experimental class was the A class. Data of pretest and posttest were entered into a computer. In order to know the significance of the zello application in building the nursing's students speaking confidence, Independent-Sample T test and Paired-Sample T test were conducted with the SPSS software (20.0 edition). The result of Independent-Sample T test showed that there was a statistically different in students' English speaking ability between the experimental class (A class) and the control class (B class) before and after the experiment. After the experiment, the result of Paired-Sample T test showed that Students Speaking Confidence was statistically different from pre- 25

26 test with post test. The specific data from the Independet-Sample T test and Paired-Sample T test were as follows: 1). The results of Paired-Sample t test between the pretest and the posttest for the experimental class is shhown in the table bellow: Table I: Paired Samples Statistics for A Class Table II: Paired Samples Statistics for Class 1 Table III: Paired-Samples T Test for Class 1 26

27 From the table 2, it is shown that, r= 0.763, p=0 (p<0,05), which indicated that there was a significant difference. It is also shown that from table III, t= -15,603, df= 28 and p=0 (p<0.05), which also showed that there was a significant difference. Besides, from the table 1, it is also showed that the mean value of A Class (the experimental class), in the pretest was 53,1034 (mean=53,1034) and the posttest was 69,4828 (mean=69,4828). Those data showed that there was a significant different clearly. So, the result of the experimental class showed a great different from that in the pretest. 2. The Control Class The control class was the B class. Independent-Sample T test and Paired-Sample T test were conducted with the SPSS software (20.0 edition). The result of the control class was different with the experimental class. The reults of the control class is shown in the following table IV - table VI. Table IV: Paired Samples Statistics for B Class 27

28 Table V: Paired Samples Statistics for B Class Table VI: Paired-Sample T Test for B Class As is shown in the table V, r= 0.962, p=0 (p<0.005), which indicated that there was a difference result between the pretest and posttest and from table VI, it is showed that t=-1,797, df=28 and p=0,083 (p=> Those data indicated that there was no significant difference of the method applied in the control group to the students' score. From the table V, the mean got from the control group Pretest= and posttest= also showed that there was no significant different. So, the result of control class in the posttest was different. However the result of the pretest was no significant different from that in the pretest, which 28

29 suggested that Students English speaking confidence in the control group could not make a different result. 3. The Result of Independent - Sample T test 1. Pretest From the pretest before the experiment is shown in the following table: Table VIII: Independent-Sample T Test for Pretest Table IX: Independent-Sample T Test for Pretest 29

30 As is shown in the table IX, Levene F= 2.798, p=0,1>0,005, which indicated that the data in the row of "Equal variances assumed" were valid, and t=0,590, p=0,1>0,05, which showed that there was not significant difference. From the table VIII, the Mean of A Class (the experimental class) was 53,1 and the mean of B Class (the control class) was 52,1. So, the results of Independent-Sample T test for pretest between A class (the experimental Class) and B Class (the Control Class) is nearly at the same starting point before the experiment. 2. Posttest Table X : Independent - Sample T Test for Posttest after the experiment Table XI: Independent Sample T Test for Posttest after the experiment 30

31 As is shown in the table X, Levene F=4,405, P=0,040 (p<0,05), which suggested that the data in the row "equal variances assumed" were valid. The t=8.867 and p=0,04 (p<0,05) showed that there was significant difference. From table X, it showed that the mean has changed, the posttest mean from the A class got a significant difference from 53,1 in the pretest to 69,48 in the posttest, while the B class the mean has changed but there was not significant difference from 52,1 to 52,58. So, the result of Independent - Sample T test for posttest suggested that Students' Speaking confidence of the experimental class and the control class are not the same at all after the treatment. The results of Paired-Sample T test showed that, compared with the pretest, there was a significant difference in students Speaking Confidence scores in the experimental class. However, it is different with the control class tha did not give a treatment like the A class. The B Class has changed, but not significant in the changing. So, the zello application proved that make a contrast and can build the students' speaking confidence. 31

32 B. Discussion This part of the study aimed to discuss the result of the study that has been found from the using of zello application in building confidence of the nursing s students speaking. The discussion is focusing on the significance of the zello application in building confidence of the nursing s students speaking. The discussion is divided into two major points. The first is to describe whether the zello application significance or not in building the students speaking confidence. The second is to know the zello application can build the students s English speaking confidence. The result of this study shows that there were a significance of the zello application in building the nursing s student confidence in speaking. From the result of this experiment, it was found that zello aplication can be used in building the nursing's students confidence in speaking. English spoken language through an application, can encourage students in using English in communication. As a result, students were activated and tried to use the English language in completing the task. While the traditional method didn t make a significance change. 32

33 CHAPTER V CONCLUSION AND SUGGESTION This chapter presents some conclusions and suggestions that are related to findings and discussion as elaborated in the previous chapter. The conclusions deal with the result A. Conclusions 1. The results of Paired - Sampled T test for the experimental class indicated the Students' Speaking confidence improved greatly after the experiment, which answer the first question that the zello application gave the significant difference in the result. 2. The second questions is also answered that the zello application can build the students s English speaking confidence, since the zello application encouraged the students speaking confidence. B. Suggestions 1. For the English teacher a) The English teacher can used the zello application to encourage and build the students confidence in speaking. 33

34 b) The English teacher should be more creative in making an interesting atmosphere in the class. c) The English teacher should try another application that can be used in the class and motivate the students in learning English. 2. For the researcher in the future a) The researchers who would conduct the same topic in the future should expanse the limitation of the study. b) For other researchers who may conduct the study in similar topic, it is suggested to do some betterment in conducting the study of this area. 34

35 REFERENCES Brown, H. Douglas Teaching by Principles: An Interactive Approach to Language Pedagogy: 2nd edition. New York: Pearson Education Cunningsworth, Alan Choosing Your Coursebook. Great Britain: The Bath Press Harmer, J How to teach English. new edition edn. Oxford: Pearson Education Limited. Permendikbud Basic framework and curriculum structure of high school. Jakarta: Permemdikbud. Permendikbud Textbook and teacher guide book for elementary and high school. Jakarta: Permendikbud. Richards, J.C. (2001). The Role of Textbooks in a Language Program. 4th June

36 Tomlinson, Brian English Language Learning Materials. New York: Continuum International Publishing Group

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