SPEAKING FOR INFORMAL INTERACTION

CRITICAL JOURNAL REVIEW

LECTURER:
Farida Hanim Saragih,S.Pd.,M.Hum.

WIDYA ADE GUNAYU

(2173321049)

ENGLISH EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ART
MEDAN STATE UNIVERSITY
2017
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 CHAPTER I
THE FIRST JOURNAL

A. Main Journal

 Title : A context-aware ubiquitous learning environment for language

listening and speaking.
 Writer : T.-Y. Liu
 Page : 25, 515–527
 Published : 2009
 Publisher : Blackwell Publishing Ltd.

I. Title of The Journal

The journal “A context-aware ubiquitous learning environment for language
listening and speaking.”.

II. The Writer

The journal that I have, is written by T.-Y. Liu, from Department of Multimedia and
Game Science, Lunghwa University of Science and Technology.

III. Background
English is the most popular language in the world and has become the most important
second language (L2) in many non-English-speaking countries. Unlike English learning in
Singapore, English is learned as a foreign language (known as EFL) in Taiwan, Japan and
Korea. The ways in which students’ listening, speaking, reading and writing abilities can be
improved are critical issues in non-English-speaking countries. However, promoting English
learning in these countries involves the following difficulties. First, English teaching is not
connected with real life; traditional English education tends to involve knowledge acquisition
rather than life skills. The recitation of words, explanation of syntax and reading of papers
cannot enhance students’ learning motivation. Second, the frequency of English learning is
too low; students learn English only in English classes in traditional classrooms, and they

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have few opportunities to practice English outside the classroom without time and space
limitations. Thus, developing an effective language learning environment and learning
activities that support English learning is an important topic in the computer-assisted language
learning (CALL) field (Collins 2005; Shih 2005).

IV. Problem Formulation

Based on the background above, it can be concluded that the problem formulation of
writing the journal is “how to learning environment for language listening and speaking.?”

V.The Aim of The Research

Based on the abstract within the journal, the aims of the writer in writing the journal is
: (1) to construct a sensor and handheld augmented reality (AR)-supported ubiquitous learning
(u-learning) environment called the Handheld English Language Learning Organization
(HELLO), which is geared towards enhancing students’ language learning.

VI.Theories
Kukulska-Hulme (2005) argued that MALL has excellent potential to provide students
with rich, real time, convenient, collaborative, contextual and continuous learning experiences
both inside and outside the classroom. Several studies have been conducted on the use of m-
learning to improve English listening and speaking abilities. For example, Uther et al.
Moreover, Yang et al. (2005) developed a system for a one-on-one English oral
practice and assessment by using handheld devices in a classroom. Their findings showed that
students increased their performance in oral practice and readily accepted the use of handheld
devices for English learning.
Nunan (1992) stated that TBLL increases student conversations, makes the classroom
atmosphere relaxing and reinforces students’ comprehensible input. Tasks refer to ‘activities
during which the target language is used by the learner for a communicative purpose in order
to achieve an outcome’ (Willis 1996, p. 23).Willis (1996) pointed out that in TBLL, students
can learn by doing. The characteristics of TBLL are interaction, student-centred focus,
meaningful materials, fluency language production, learning in the real world and clear
learning goals (Willis 1996; Carless 2004). Several studies have focused on using task-based
collaborative learning to help language learning.

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VII. Research Method
A series of controlled experiments was conducted with high school juniors.Aformal
assessmentwas performed in order to evaluate the students’ learning progress at the end of
each stage. After the experiments were completed, a questionnaire was given to the students;
this helped evaluate the success of the HELLO in improving students’ learning motivation
and effectiveness.

VIII.Research Result
The experimental results show that the average grade on assessments of the
experimental group exceeded that of the control group in test nos. 1, 2 and 3, and the post-test.
The measured effect size reveals that the tests taken by the experimental group in all the
learning activities were significantly better than those of the control group. According to the
interviews, most of the experimental group students thought that practicing English in a real-
life situation could not only improve their learning but also encourage their creative abilities,
further demonstrating the HELLO’s effectiveness in language learning. In summary, using the
HELLO to conduct context-aware immersive u-learning can provide enjoyable and effective
English learning experiences. Moreover, this work demonstrates that sensor, AR and
ubiquitous technologies are useful in providing context-aware immersive u-learning
experiences in English-learning activities.
An independent two-sample t-test was adopted to analyze both groups’ pre-tests. The
difference in average grades between the two groups in the pre-test (t = -0.526, P = 0.601) is
non-significant, indicating that the prerequisites of the two groups of students were similar. In
order to reduce the influence of the student prerequisites on the experiments, this study treated
the pre-test as a control variable and omitted it. The result (significance > 0.05) of Levene’s
test for equality of variances, which indicates that the assumption of the homogeneity of
variances in the groups is met. In addition, the test results (significance > 0.05) of
betweensubjects effects, which indicates the assumption of homogeneity of regression
coefficients for the two groups, is satisfied for the rest of the tests.With this in hand, an
ANCOVA analysis was performed using the pre-test as a covariate. Table 6 presents the mean
grades and standard deviation of evaluations for each test. An effect size was adopted in order
to measure the significance of the difference between the two groups’ evaluation results.
Cohen’s d (Cohen 1992) is an appropriate effect size measure to use in the F-test. The values
0.2, 0.5 and 0.8 represent small, medium and large effect sizes, respectively (Thalheimer &
Cook 2002).

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IX. STRNEGTHESS AND WEAKNESS
 Strengthness

 Weakness

X.Conclusion
Based on the journal, in conclusion, This study has constructed a sensor and handheld
augmented reality (AR)-supported English learning environment called the HELLO, which
provides effective learning resources and functions that assistance with the learning of
English listening and speaking.Acase study was performed with the participation of three high
school teachers and 64 high school juniors from the Taipei Municipal Hongdao Junior High
School. The learning activities occurred at the junior high school campus. Context-aware
ubiquitous pedagogic strategies were adopted; a self-study learning game called ‘Campus
Environment’, a context-aware learning game called ‘Campus Life’, a story relay race named
‘Campus Story’and a series of formative tests were used during the eight-week course.

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 CHAPTER II
THE SECOND JOURNAL

A. Second Journal

 Title : Developing Students’ Listening and Speaking Skills Through ELT

Podcasts
 Writer : Paul Man-Man SZE
 Volume :2
 Page : 20
 Published : 2006
 Publisher : Department of Curriculum and Instruction, The Chinese University of
Hong Kong.

I. Title of The Journal

The journal “Developing Students’ Listening and Speaking Skills Through ELT
Podcasts

II. The Writer

The journal that I have, is written by Paul Man-Man SZE, from Department of
Curriculum and Instruction, The Chinese University of Hong Kong.

III. Background
The significant care and the globalization of English have been caused broad demand
for good English-speakingskills in various realms. The evidence manifested that some
features of speaking abilities are amenable toinstruction in the second or foreign language
classroom (Derakhshan, Tahery, & Mirarab, 2015). In spite of the verified evidence in
speaking, there are still debates over English as a Foreign Language (EFL) learners’speaking
ability and approaches. Therefore, the present paper aimed to provide readers with interesting
materials,empowering activities such as imitation, responsive, intensive extensive
performance, transactional dialogue, andinterpersonal dialogue to improve their speaking
abilities.

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 IV. Problem Formulation
Based on the background above, it can be concluded that the problem formulation of
writing the journal is “how to Developing Students’ Listening and Speaking Skills Through
ELT Podcasts”

V. The Aim of The Research

Based on the abstract within the journal, the aims of the writer in writing the journal is
to make learners should know “podcasting can offer language education, especially with
regard to developing learners’ listening and speaking skills”

VI. Theories
This article discusses the application of podcasting in teaching English as a
second/foreign language. It begins with an introduction to podcasting. This will be kept brief
as readers who are interested in the technical aspects of podcasting can refer to such articles
that are now readily available (e.g., Borja, 2005; Campbell, 2005).
ELT podcasts can be used for intensive and extensive listening activities. However,
ELT podcasts are particularly suited for extensive listening, for the purpose of motivating
student interest in listening to English, and providing them with exposure to native speakers’
speech (Rost, 1991).

VII. Research Method

The method of This article discusses the application of podcasting in teaching English
as a second/foreign language. It begins with an introduction to podcasting. This will be kept
brief as readers who are interested in the technical aspects of podcasting can refer to such
articles that are now readily available (e.g., Borja, 2005; Campbell, 2005). The article will
then proceed to the ELT (English Language Teaching) podcasting proper. This will cover: (a)
how to locate ELT podcasts, (b) the content and use of ELT podcasts available on the Web,
and (c) the educational benefits of teacher podcasts and student podcasts. The last part of the
article will suggest suitable speaking activities for student podcasts, in particular radio drama
and ELT rap.

VIII. Research Result

ELT rap will appeal to teenage students because first, they represent an enjoyable
activity for practicing English rhythm and intonation and developing phonological awareness;

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second, they enable teenage students to give expression to their thoughts and feelings about
the society they live in. As mentioned above, with the technologies now available, they can
either perform ELT raps before an audience and have their performance recorded, or work on
a computer and, using sound editing software such as Audacity, experiment with different
ways to combine lyrics with music. Through podcasting, they can then reach out to many
contemporary teenage audiences.

IX. STRNEGTHESS AND WEAKNESS

 Strengthness

 Weakness

X. Conclusion
In conclusion, Podcasting as a new technology has huge potential in enhancing second
language learners’ listening and speaking skills (Stanley, 2005). The ease of downloading
podcasts to MP3 players and iPods means that learners can now engage in plenty of listening
practice while traveling. With the ease of producing MP3 files, and the availability of free
recording and editing software such as Audacity, podcasts can be created easily. Their ability
to reach large audiences in different parts of the world is a big motivator for students
producing their own podcasts. Furthermore, the production of podcasts provides students with
plenty of meaningful language use, which is highly desirable for second language acquisition
(Nunan, 1995). This activity is also suited for less confident learners, since it reduces the
anxiety brought about by real-time interaction (Gardner, Day, & MacIntyre, 1992). With
imagination and creativity, second language teachers will be able to make the best use of this
new technology for developing their students’ listening and speaking skills.