Paper for iccp 2012 laily

ICT-assisisted Oral English Instruction by Ms.Laily@ICCP 2012
ICT-assisted Oral English Instruction in Grade VII Students of SMPN 5
Panggang, Guningkidul
Laily Amin Fajariyah
SMPN 5 Panggang, Gunungkidul
(e-mail: lailyaminf@yahoo.co.id ; HP: 081328880549)
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 NeedAnalysis
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
procedure
2 10. Mengungkapkan makna dalam
teks lisan fungsional dan monolog
pendek sangat sederhana
procedure untuk berinteraksi
10.1 Mengungkapkan makna yang
terdapat dalam teks lisan
fungsional pendek sangat
sederhana secara akurat, lancar dan
berterima untuk berinteraksi
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 Designof 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 > Xi + (1.8 x S i
x
) X > 4.2
4 Good Xi + (0.6 x S i
x )< X  Xi + (1.8 x S i
x ) 3.4 < X  4.2
3 Fair Xi - (0.6 x S i
x
)< X  Xi + (0.6 x S i
x ) 2.6 < X  3.4
2 Poor Xi - (1.8 x S i
x
) < X  Xi - (0.6 x S i
x
) 1.8 < X  2.6
1 Very poor X  Xi - (1.8 x S i
x
) 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.
Bibliography
Dudeney,G and Hockly, N. 2007. How to Teach English Using Technology (Series
Editor: Jeremy Harmer). Essex: Pearson Education Limited (Longman)
Fajariyah, Laily Amin. 2009. Developing ICT-Assisted Oral English Tasks for Grade
X Students of SMA N 1 Sewon Year 2008/2009. S1Thesis. English
Language Education Department, Languages and Arts Faculty UNY
Gromik, Nicholas. Window Movie Maker in the English as a Foreign Language
Class. Retrieved from http://www.innovateonline.info on May 12 2011
Johnson, K. and Morrow, K. 1981. Communication in the Classroom: Applications
and Methods for a Communicative Approach (4th impression). Hong
Kong: Longman.
Kavaliauskienė, G and Kaminskienė, L. 2010. Using ICT in English for Specific
Purposes Classroom. retrieved from www.esp-world.info on March 9
2012
Nunan, D. 2004. Task-based Language Teaching. Cambridge: Cambridge University
Press.
Richards, Jack C. 2008. Teaching Listening and Speaking : from Theory to Practice.
Singapore: Cambridge university Press.

Paper for iccp 2012 laily

More Related Content

What's hot

Similar to Paper for iccp 2012 laily

Recently uploaded

Paper for iccp 2012 laily