Mobile gadgets have become a survival tool for learning. In fact, Learning through mobile applications can increase motivation and student achievement (Vogel et al. 2007). Hence, it is necessary to design and develop mobile learning applications (mobile apps) for non-face-to-face learning (NF2F) English language skills to enhance students' communication skills. MSA is designed for the use of social expression usage and speaking practices. It is suitable for personal learning where language user can use it in a flexible way. The objectives of the app are to provide a new medium of NF2F environment in learning or acquiring the speaking skills. The learner can record their answer, thoughts or opinion and listen to the recorded speaker from the app without meeting their partner or friend to practise the speaking skills.
The aim of introducing MSA is to familiarize MUET candidates and the language learner with certain language functions of English. MSA will expose them to real-life situations where polite or correct expressions are used for apologizing, asking for clarifications, interruption, giving descriptions, and etc. The other purpose is to provide language learners with adequate and interactive practice in using the language expression to deliver their opinion on issues as a form of personalised learning. The app consists of MUET speaking tips, grading criteria, lesson, practices, enrichment exercises, vocabulary bank, YouTube simulation of MUET speaking test and MGD link. The level of practices follow Bloom’s Taxonomy. It consists of 3 levels of assessment: 1.
Express the correct expression of the language; 2. Listen to the statement and state the right
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expression, and 3. Listen to interactive audio simulation as an example to the user with 5 situations (questions).
Users are free to choose the situation and the type of candidate they want to be. Users can record their opinion by using the microphone icon in the application. The scoring marks depend on the use of the spoken expression and the amount of recording time. Then only they can move to the level of exercises. The enrichment activities consist of 2 categories. The first assessment comes with 5 high-level situations, in which users can choose the situation and types of candidate they want to be. As evaluating an opinion is subjective, the designer has limitation in setting the score marks. Users can check their marks depending on the amount used by the language expression in the given duration of time of two minutes. The second assessment comes with 3 situations, users can choose the situation and the types of candidates and send their recorded answer in the link provided at the reference to the MGD. Users can contact the facilitator via the link provided either by email address or via WhatsApp /Telegram platforms. Below is the Use Case Diagram, which portrays the interaction of the system and the user or whoever that use the application and ways to use it. The MSA application allows students to learn in personalised and free learning; begin at any time and according to their own needs. As stated by Nawi (2014), users of the app are free to explore into any part of the app without follow-up.
Figure1: ‘Use Case Diagram’
Thus, the outcomes of MSA are:
• Encourage students to speak spontaneously in various social situations;
• Familiarize students with common functions of English language expression such as to apologize, seek for clarification, to interrupt, etc.
• Provide students with a vocabulary bank for the correct pronunciation.
• Give students opportunities to record and listen to their own opinion and learn and detect their mistakes.
MGD link - facilitatin NF2F (Self-learning)
Listen to correct pronunciation
Acess online - watch Youtube MY SPEAKING
APP
Access offline - user free to explore all parts of MSA
Record &
listen to own voice Install
mymuetappk_v i.apk in smart
phone
192 PHASE 1
THE DEVELOPMENT OF MOBILE APPLICATION MODULE ON ENGLISH SPEAKING SKILLS (MSA) – BASED ON ADDIE MODEL
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•
• PHASE 2
PHASE 2
THE IMPLEMENTATION & EVALUATION OF MOBILE APPLICATION ON ENGLISH SPEAKING SKILLS (MSA) & GROUP DISCUSSION (MGD),
THE USABILITY TEST & THE EFFECTIVENESS OF THE APPLICATION
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Figure 2: MSA & MGD Design & Development Framework
The above framework shows how the MSA and MGD have been implemented in this research in NF2F environment. The students practised speaking just by using their smart phone and got connected with the facilitator and other candidates through Telegram/WhatsApp group discussion virtually (cybergogy). As MSA focused on personalize learning (heutagogy), MGD played the role of scaffolding. Language learners were facilitated by the facilitator when they contributed their thoughts and opinion about the task in MSA. The collaboration and peer-learning (paragogy) took place in MGD. Users were put in a group of four as candidates A, B, C or D. They recorded their thoughts and opinion, asked or clarified an answer through video or audio recording and sent through the Telegram/WhatsApp platform. This process ended when everybody was satisfied with the discussion (approximately 10 minutes). The facilitator then provided comments for each candidate based on the grading criteria in MSA. Even when there was delayed time between the discussions because users have to wait for the others to respond, they were able to replay the conversation and detect their own weaknesses and language errors. They were also able to overcome their shyness and fear because it was a stress-free environment. This benefited them
Non-Face to Face (NF2F)
The Development of Mobile Application
ANALYSIS
DESIGN
DEVELOPMENT IMPLEMENTATION
EVALUATION
ALPHA TEST
(FUZZY DELPHI) GROUP OF EXPERTS
BETA TEST GROUP OF STUDENTS
MODEL ISD/ADDIE + TABA
MOBILEAPPLICATION PROTOTYPE MMSA
EVALUATION
THE USABILITY OF THE MSA MSA & MGD EFFECTIVENESS
TARGET TARGET
Application of Learning Theory Teaching approach
Learning strategy Multimedia Elements
Ease of use
Group of student using the MSA application independently
& actively in MGD.
MSA Acceptance Student Achievement
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compared to F2F communication when they hardly realized or saw their own mistakes. This NF2F communication can be practised by students, regardless of place and time as it is cybergogy.