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Orai Application to enhanced Language Learning in Speaking Skill

The observation at SMAN 1 Jerowaru Lombok Timur Nusa Tenggara Barat

Muh. Mahrup Zainuddin Sabri.


youfsukeraje@gmail.com

08312980283

UAD
Universitas Ahmad Dahlan
ABSTRACT
This research is aimed aims to find out The Use of Orai Application as Technology- to
enhanced Language Learning in Speaking Skill: The observation at SMAN 1 Jerowaru.
The research was Classroom Action Research; the process of Classroom Action Research
was conducted in two cycles. There were two stages in each cycle. They were planning
stage, implementation stage, observing stage, and reflecting stage. This research involved
25 students of the second grade of SMAN 1 Jerowaru. The data were qualitative in nature
and supported by those of quantitative. The data were obtained by data obtained from by
teaching-learning process in speaking. Meanwhile the quantitative data were obtained by
conducting a speaking test. The research finding showed that use ORAI application was
proved to be significantly positively to improve student score in speaking. ORAI
application is kind of application The earliest known program designed for educational
purposes that were dealing with human language Page's ‘Project Essay Grade' (PEG),
developed as early as 1966 (Borchardt 1994). Preliminary showed before used ORAI was
56%. In preliminary showed student still got a lower score from the criteria minimum.
And after using ORAI application, The researcher got improvement by the speaking test
in the first cycle was 76%. To students, ORAI application could increase students'
speaking skill in made simple describe or reading a sentence, it can conclude ORAI
application was improved for student learning speaking skill in SMAN 1 jerowaru. It can
be concluded that ORAI application can improve students learning skill in SMAN 1
Jerowaru.

Key Words: Orai application, speaking skill


A. Background of the Study language learning as well as the
Speaking is a tool or media effectiveness of their English
by means of communication, course on the basis of how much
there are two kinds of language they feel they have improved in
use to communicate with others their spoken language
such as verbal and nonverbal. proficiency.
Verbal language means
Brown (2003: 151) speaking
conventional way used in
is a productive skill that can be
speaking. By mastering
directly and empirically
speaking, we can convey ideas,
observed, those observations are
arguments, and messages which
invariably colored by the
lie in the structure and meaning
accuracy and effectiveness of a
of all languages. However, both
test-takers listening skill, which
of written and spoken differs
necessarily compromises the
from written language has fewer
reliability and validity of an oral
full of sentences and also less
production test.
formal in the used of
vocabulary. Luoma S. (2004: 1) According to Richard
(2008: 20), the mastery of
Based on the researcher's speaking skill in English are
observation at SMAN 1 priorities for many second-
Jerowaru, the researcher found language or foreign-language
that the students are was worry learners. Consequently, learners
and got difficulty how to often evaluate their success in
pronounce what they want to language learning as well as the
deliver. Beside that student effectiveness of their English
confuse to spell world in course on the basis of how much
English, students only listen to they feel they have improved in
explanations from teachers and their spoken language
do not provide example and proficiency.
opportunities for students to try
their speaking are good or not. 2. ORAI Application

B. REVIEW OF RELATED ORAI application is a kind


LITERATURE of application that can be
1. Speaking downloaded into the
Smartphone, where the
According to Richard application is very useful in
(2008: 20), the mastery of implementing learning in
speaking skill in English is a English. this application helps
priority for many second- students to better understand the
language or foreign-language extent to which students speak
learners. Consequently, learners in English. this application is
often evaluate their success in also able to hear with a clear
voice that is issued in English curriculum development, school
and directly can be in providing development, new strategy, new
value, shortcomings, and methods and the development of
advantages of students in other teaching skills in English.
English. the nature of classroom action
research is reflective by taking
Here are procedures of teaching certain actions in order to
by using ORAI application improve the practice of learning
The researcher installs the in the classroom and more
application of ORAI. professional.

Researchers will give some 2. Population and Sample


illustrations about how to use According to Miller
(2005: 53), a population is
the application
defined as a collection of all
The researcher will ask the the possible object, people or
student to come forward and ask scores of a particular type.
them to try the application. Based on the statement, the
population of this researcher
The student will try to speak are 25 students' of the second
English by using application and grade of SMAN 1 Jerowaru
will be guided by the researcher. in academic year 2017/2018.
And the sample consists of 25
C. RESEARCH METHOD students. According to
1. Research Design Kothari (2004: 55), a
In this research, the researcher complete enumeration of all
uses Classroom Action Research items in the population is
(CAR). CAR is a research that
known as a census inquiry. In
this research employed
examines some ideas in practice
second grade of SMAN 1
to change something in order to
Jerowaru with total 25
get the real research. According
students as a sample.
to Costello (200: 8) the 4 cycles
in classroom action research 1. Research Instrument
such as planning, action, In this research, researchers
observation and reflecting. were already installed
Classroom Action Research monologue for speaking
(PTK) is an Action Research instruments in the ORAI
conducted by teachers or application. the monologue
researchers in the classroom. instrument in application varies
which is a series of action- from the basic to the top level.
research in order to solve and in this research, researchers
problems until solved. Forms of adjusted the monologue based
reflective research by on the class, semester, and
researchers themselves, the curriculum in use.
results can be used as a tool for
Speaking Tests interpreting as follow:

To find out the use of ORAI Strongly Agree 5


applications, researchers Agree 4
provided oral tests contained in Uncertain 3
the ORAI application itself
which is monologues and Disagree 2
recording as a complementary Strongly Disagree 1
instrument. Test scores and After tabulating all answers, the
notes are very subjective and
researchers divide as five researcher calculates the
criteria in speech, which is a percentage of the strength of the
score of pronunciation, response by using formula as
grammar, vocabulary, fluency
follow (Sudijono, 2008: 43):
and understanding.

2. Technique of Data P=
𝑇𝑜𝑡𝑎𝑙𝑜𝑓𝑎𝑔𝑟𝑒𝑒𝑎𝑛𝑑𝑠𝑡𝑟𝑜𝑛𝑔𝑙𝑦𝑎𝑔𝑟𝑒𝑒𝑎𝑛𝑠𝑤𝑒𝑟
Analysis 𝑋 100%
𝑇𝑜𝑡𝑎𝑙𝑜𝑓𝑖𝑑𝑒𝑎𝑙𝑠𝑐𝑜𝑟𝑒𝑠
Method of analyzing used
percentage (per cent) for Percentage Very low
speaking percentage is a
0%-25%
technique collecting the data
with given some instrument or Percentage Low
material for the student. In this 26%-50%
research, the percentage will be
Percentage Strong
used to support the main data by
using description method which 51%-75%
involves the description and Percentage Very Strong
interpretation of the data.
76%-100%

𝐹
P= 𝑁 𝑋 100%
D. Research Finding
Research Finding
Where:
P = the percentage The research finding the
F = frequency of the percentage researcher found by using Orai
application that there is
is being calculated significant positively to improve
N = Number of cases student score in speaking skill. It
Next, based on the result of the can proved Orai application is
kind of application is kind of
percentage of the students’
application cal help every
speaking skill, the researcher student to practice their
also used the criterion of score speaking in every situation.
Student can be more interactive 1. Jerowaru in academic
and active in the class and help 2017/2018. The researcher
teacher to be more easily to would like to offer some
control the practice and giving suggestions to the teachers,
the direction for student. The students and next
researcher proved before used researchers:
Orai was 56%. The student still
got lower score because all the
strategy and method used before To English teacher
is not really influence for The teacher should be more
student learning in speaking.
creative to help student in
And after using Orai using media or strategy that
application, The researcher got students do not feel bored in
improvement by the speaking the class.
test in the first cycle was 76%. It
is because the student very To the students
interesting with the application,
student can repeat and use that The students become more
application in their home. confident in their own
Student can correct them self by abilities, and they can
using the application and make motivate themselves to
new innovation in learning resolve the difficult situation
speaking. in learning speaking by using
application.
E. Conclusion
The conclusion of this research To the next researcher
was based on the results of the The researcher hoped that
data analyzed as the answer of other researchers had to find
the research question. The a more effective strategy
researcher finally comes into the application for making
conclusions as follows: student interesting in
In this chapter the researcher learning speaking English.
was explained by using orai
application is not good
presentation in first cycle. But
after using the application the
researcher got the improvement
score from the student.

It means that meaning that, oari


application has many priorities
effect towards students in
English speaking skill at SMAN
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2nd Revised Edition. new age
International Publishers.

Luoma. 2004. Assessing Speaking


(Cambridge Language).

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