Reviewing Sociolinguistics used in The Sarah Johnson’s Vlog Titled “Naik Bis dari Amerika Serikat Bagian Selatan ke Utara.”

Assalamu’alaikum Wr.Wb.
 

Today’s blog is intended to fulfil the final task for final examination of Sociolinguistics subject. The YouTube video I choose is “Naik Bis dari Amerika Serikat Bagian Selatan ke Utara” which has been uploaded on Sarah Johnson’s YouTube channel. Sarah Johnson is native English speaker of America who had been lived in Indonesia for several years before she went back to America. Since she has been living in Indonesia, she became mastered Bahasa other than English. She speaks Bahasa as fluent as her mother tongue, her family also speak Bahasa in various level of proficiency. 

So, today I would like to unearth the sociolinguistics used by Sarah Johnson on her video titled  “Naik Bis dari Amerika Serikat Bagian Selatan ke Utara”. According to Janet Holmes in the book An Introduction to Sociolinguistics (fourth edition), Sociolinguistics itself is study the relationship between language and society. They are interested in explaining why we speak differently in different social context, and they are concerned with identifying the social function of language and the ways it used to convey social meaning. Thus, let’s get started and enjoy reading!😃

The first sociolinguistics feature I noticed from the video is Linguistics Repertoire. Linguistics Repertoire is the set of language varieties used in the speaking and writing practices of a speech community. In the case of Sarah Johnson, we can see if Sarah spoke English to her and friends and used Bahasa to her mom and viewers. Here is the clip of her Linguistics Repertoire.

The second sociolinguistics feature is Domain of Language Use which mean the topic of conversation for each kind of interaction the speaker makes, for example in family, friendship, education, etc., In the video Sarah made interactions in family which addressed to her mom and friendship interaction where she made with her friends.

Here is the clip of Domain of Language use.

The third feature is code-mixing which occurs when someone want to mark their identity or show their mastery of another language. In the case of video “Naik Bis dari Amerika Serikat Bagian Selatan ke Utara”, Sarah asked her friend’s name in Bahasa in fact her fiend doesn’t speak Bahasa at all.

 Here is the clip.

The fourth feature is code-switching which occurs when someone mix their language with other language they master due to language limitation. In Sarah’s case, she change some words into English since she is maybe forgot or didn’t know what those said in Bahasa. It can be seen when she said "refill botol" instead of "isi ulang botol"

Here is the clip.

The next is Gender-preferential speech features. In the Sarah case, her male fiends tend to use more –in’ pronunciation rather than –ing pronunciation. It can be seen when her friend Zach pronounced doin’ in his sentence of “Hey Sarah, what you doin’ on there?”

Here’s the clip

So, that’s all of my review, thankyou for your visit and wish me have a good mark on this final task. See you on the next posts.😄

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What Does Sociolinguistic Mean?

Assalamu'alaikum everyone.
Nice to have a brief writting again after a long time. Today I would to share an useful knowledge about Sociolinguistic since I'm attending Introduction to Sociolinguistic subject this semester. Fine, here we go.

The Notions of Sociolinguistic by Experts.

Gumperz (1971) has observed:

“Sociolinguistics is an attempt to find correlations between social structure
and linguistic structure and to observe any changes that occur.”

Holmes (1992) defines Sociolinguistics as the study of

“the relationship between language and society.”

Peter Trudgill emphasized that the sociolinguistic research helps in getting a better
understanding of the nature of human language by studying language in its social
context. It also provides a better understanding of the nature of the relationship
between language and society. Peter Trudgill (2000) defines Sociolinguistics as
follows:
“Sociolinguistics... is that part of linguistics which is concerned with language
as a social and cultural phenomenon. It investigates the field of language and
society and has close connections with the social sciences, especially social
psychology, anthropology, human geography and sociology.”

Joshua A. Fishman (2001) thinks:
“Sociolinguistic perspective has enabled researchers to document and to
measure a hereto overlooked type of variation in language use and language
behavior.”

Chambers (2002) opines:
“Sociolinguistics is the study of the social uses of language, and the most
productive studies in the four decades of sociolinguistic research have
emanated from determining the social evaluation of linguistic variants. These
are also areas most susceptible to scientific methods such as hypothesis-
formation, logical inference, and statistical testing.”

My Understanding of Sociolinguistic

The word "Sociolinguistic" is used to refer the study of the connection between language and social. This is study field that comes from the interaction of linguistic with particular academic disciplines. It is a study that has a huge interaction with how language works in every level of social.

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Review Journal "Speaking Difficulties Encountered by Young EFL Learners"

Good to see you again to another post, buddies! In this post I would like to continue to do review and paraphrase of the Coclusion section. According to San Francisco Edit,  a conclusion is where you summarize the paper’s findings and generalize their importance, discuss ambiguous data, and recommend further research. An effective conclusion should provide closure for a paper, leaving the reader feeling satisfied that the concepts have been fully explained. Thus, let's reveal this journal's structures!

Conclusion

This study revealed that the main speaking difficulties encountered by grade 5 students are linguistic difficulties, mother tongue use, and inhibition. Students are unable to speak in English because they lack the necessary vocabulary items and grammar structures. They also lack sentence formation skills, which result in using the mother tongue. Students also think of making mistakes in speaking in front of their classmates very embarrassing, which results in preferring not to speak to avoid such situations. There are five main factors that contribute to the existence of these speaking difficulties: teachers’ perceptions and tacit beliefs of teaching speaking, teaching strategies, curriculum, extracurricular activities, and assessment regulations. The study shows that teachers believe in the importance of teaching speaking, yet they do not spend enough time for that because of the shortage of time because priority is given to the coverage of the textbook topics, which emphasise teaching reading and writing rather than speaking. The teaching strategies that are used by the teachers emphasise teaching the form of the language, which is indicated by focusing on teaching grammar rules and vocabulary items. Students are required to produce short accurate sentences while the communicative use of the language is almost neglected. In addition, teachers think it is very important to use L1 in order to give the meaning of some words and explain the grammar rules. They believe that using L1 is very necessary to make sure that the students understand the meaning and get the point.

Besides, it was found that grade 5textbooks do not provide students with frequency of opportunities to use English communicatively, and they donot include sufficient tasks that are particularly designed for speaking. Moreover, the classroom is the only place where most students are exposed to English. Extracurricular activities that aim to improve students’ speaking skill are very rare and limited to the English assembly,which is conducted once a week. Because speaking skill is the only skill that is not included in the exams, it is given less teaching emphasis. The focus is mainly on teaching reading and writing besides grammar and vocabulary. Although the teaching of speaking can be integrated into other skills like reading and writing, teachers think that time is insufficient to do that,and priority is given to other skills rather than speaking because they are included in the exam and speaking is not.

Thankyou for your visit. See you in the another post 

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Review Journal "Speaking Difficulties Encountered by Young EFL Learners"

Good to see you again to another post, buddies! In this post I would like to continue to do review and paraphrase of the Methodology, Findings and Implication sections. Refers Wikipedia.com, Methods (Methodology) is a peer-reviewed scientific journal covering research on techniques in the experimental biological and medical sciences. Furthermore, Findings section is where you report the findings of your study based upon the methodology (or methodologies) you applied to gather information. It should state the findings of the research arranged in a logical sequence without bias or interpretation. Let's have a look to this journal's findings section. Moreover, More implication can be seen as additional of more speaking activity tasks on the textbook so students have wide opportunity to practice speaking. The implication can also be applied on the extracurricular activity, all cognitive level of students should be included so it will not only dominated by the good ones, as the result class will not be the only place to practice English and students will have more opportunities to speak English. Research implications basically refer to impact that your research might have on future research or policy decision or the relevant field of interest of your study. 'How will your research affect the targeted community or subject field' is the question that implications will answer. Recommendations are based on the results of your research and indicate the specific measures or directions that can be taken. For example, a clinical study might have implications for cancer research and might recommend against the use of a particular hazardous substance. Therefore, implications signify the impact of your research and recommendations might be concrete steps/actions that the research proposes.Thus, let's reveal this journal's structures!

Methodology

This study was conducted to answer the following questions, first question is what are speaking difficulties faced by grade 5 students? And the second question is what are factors that influenced to the existence of those difficulties? This study involved five teachers and students of grade 5. The instruments used in this study were lesson observation, interview and curriculum analysis. Lesson observation was conducted in the class to reveal the speaking difficulties faced by students. Four semi-structured interviews were conducted toward students and teachers of grade 5 to find their perspectives about the factors that caused those speaking difficulties. The last instrument analyzed the curriculum on the grade 5 textbook (English for Me) based on the two issues. The issues are what speaking activity the textbook contained are and what type of those activity is.

Findings

The Findings discovered that grade 5 students encountered a number of main difficulties such as linguistic difficulties, mother tongue use and inhibition. Data that are collected as the basic finding of linguistic difficulties show that student can’t find the appropriate vocabulary while speaking, due to lack of vocabulary. This is also emphasized by statement of student observed that they want to speak, but they don’t know the word. They also felt it difficult to produce for even a short sentence while they express their idea. When talking about linguistic difficulties, the use of mother tongue is strongly connected with it. When students given different task rubrics they inclined to use Arabic instead of English, this happened since they couldn’t discuss their ideas in English, lack of vocabulary and insufficient ability to produce sentence. Some studies revealed that students inhibited themselves from involving as active participant because they believe that their classmates will tease them since they make mistake in speaking English. But it didn’t occur to Omani students, they highly motivated to speak English.

The findings are also revealed about the factors which contribute on the existence of those difficulties. The first factor is teachers’ perspective and tacit beliefs about teaching English, the teachers are worried about running out of time to finish lesson steps since the time is limited by their supervisor for every lesson. The second factor is teaching strategies, teachers are more focusing on teaching grammar and vocabulary rather than speaking. It is occurs because of their perception that grammar and vocabulary mastery are felt enough to support students’ speaking ability. The third factor is curriculum, related to teachers, curriculum for grade 5 only emphasized on teaching writing and reading, also there are no particular tasks for speaking. Speaking is combined to writing and reading section implicitly. The fourth factor is curriculum analysis, in line with the teacher’ statement, the researcher analyzed the grade 5 textbook (English for Me) and only found very few speaking tasks. This means grade 5 textbook doesn’t provide sufficient opportunities for students to speak English. The last factor is extracurricular activities, since lesson duration and opportunities for children to speak English is limited, thus speaking English activity is directed to English assembly. However, students who interested to participate on this extracurricular are only the good ones, moreover the activity that only held once a week makes the use English become very limited.

Implication

The implication of this study is teachers have to be taught how to combine speaking with other teaching skills, hence speaking can be used communicatively in learning process. More implication can be seen as additional of more speaking activity tasks on the textbook so students have wide opportunity to practice speaking. The implication can also be applied on the extracurricular activity, all cognitive level of students should be included so it will not only dominated by the good ones, as the result class will not be the only place to practice English and students will have more opportunities to speak English.

Thankyou for visiting. See you to the next post 😉

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Review Journal "Speaking Difficulties Encountered by Young EFL Learners"

Good to see you again to another post, buddies! In this post we will talk about something more comprehensive and complex, that is International Journal. Well, the tittle of my Review Journal is  "Speaking Difficulties Encountered by Young EFL Learners" by Samira Al Hosni. I choosed this journal because I love everything related to technology and speaking activities. So, from this journal we will discuss about its structures and introduction section. Let's get started!

Refer to Bates College, most journal-style scientific papers are subdivided into the following sections: Title, Authors and Affiliation, Abstract, Introduction, Methods, Results, Discussion, Acknowledgments (Optional), and Literature Cited. So, let's start comparing these anatomies to the journal I got.

1. Firstly is the Tittle section, we can see that the journal has tittle.

2. The second is Authority section, it also puts the author of the journal.

3. The third is Abstract section, and again it completes the third requirement

4. Even though they didn't mention Literature Review as the requirement, but this journal added it and I think it is good to be added.

5. Fifth is Introduction section, it has introduction as well

6. The sixth requirement is Method section, and this journal puts it on.

7. The seventh is Result section, and this journal has it.

8. Next is Discussion section, and also this journal mentioned this section.

9. The next is conclusion, as we can see this journal has it.

10. And the last requirement is Literature Cited. And this journal completes the last requirement.

Thus, after we compared this journal anatomies to the structure requirement of a good journal, we can stack up that this journal is complete because it was fulfilling the requirements which are needed for a good journal.

And the next I would like to review the Introduction and Method section. Here we go!

Introduction

This journal restated the statement of Ministry of Education (1996) that basic education purposed to make student get the skills that is needed in the practical life and develop their communication skills, self-learning, and ability to use critical thinking to face science and modern technologies (Al Abri, 2008). It is clear that students need to develop their communication skills. English communication also included into this field of skills, thus, students need to be supported to gain this ability. This journal state that student in Oman often get less opportunity to speak English out of class, also course book is only place where they can learn English (Al  Zedjali, 2009). Although speaking is considered a main language skill that students should improve, it has been widely noticed that they face many difficulties in speaking English. This study aims to find out what speaking difficulties are encountered by grade 5 students in basic education schools in Oman. It also aims to find out the main factors that contribute to the existence of these difficulties.The results of this study can help the Ministry of Education, the EFL teachers, the curriculum designers, and the designers of assessment tools to understand the reasons why our young learners in grade 5 basic education schools find it difficult to speak in English, and consequently, their plans for change and improvement of the students’ speaking skill can produce more effective results when these factors are considered.

Thankyou for visiting my blog. See you to the next post 😉

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Journal Comparison

Hi, there! How are you? Here we meet again on my blog, with a new topic. Today I'm going to compare two journals related to speaking skills. Sounds interesting right? And for pre-face introduction I would like to share to you what am I going to compare between two journals. As we know my last journal to review is titled The iPad as Mediating Tool to Support EFL Speaking Skills, and the second journal will be Speaking Difficulties Encountered by Young Language Learners, a study by Samira Al-Hosni. Furthermore I will compare in the aspect of the content and structure. So here we go !

The firs one to compare is their Introduction
First Journal, this journal delivers the scrutiny of the iPad as bridge tool as used by the learners and the teachers by way of the learners-iPad-teacher interplay (mediation) and point of result on the sustain of the iPad for speaking skills. The aim of this research is to contribute to the body of research

inside MALL concerning the mediation value of secondary EFL learners' speaking skills development, which is below-researched. It particularly sees at what behavioral changes happen in learners and teachers as a outcome of the iPad as a tool. In particular, this journal investigate the following research question: How does speaking skills supported by mediating tool which is iPad.
The second journal, Obviously, it is necessary to develop communication skills. English oral communication skills are part of this skill set, and thus, students should be supported to gain these skills. Learners of English in Oman often do not have opportunities to speak English outside the classroom, and for many of them, the course book is the only place where they meet English (Al Zedjali, 2009). Although speaking is considered a main language skill that students should improve, it has been widely noticed that they face many difficulties in speaking English. This study aims to find out what speaking difficulties are encountered by grade 5 students in basic education schools in Oman. It also aims to find out the main factors that contribute to the existence of these difficulties.The results of this study can help the Ministry of Education, the EFL teachers, the curriculum designers, and the designers of assessment tools to understand the reasons why our young learners in grade 5 basic education schools find it difficult to speak in English, and consequently, their plans for change and improvement of the students’ speaking skill can produce more effective results when these factors are considered.

The second aspect to compared is their goals
The first journal is aimed to investigate effective language learning pedagogy to use mobile devices is classroom settings to develop foreign language skills specifically by performing speaking tasks as reported in Pegrum (2014) and Lys (2013).
The second journal is aimed to answer the following questions, first question is what are speaking difficulties faced by grade 5 students? And the second question is what are factors that influenced to the existence of those difficulties? 

The third aspect is comparing the Method
The first journal, The research followed an action research approach. In classroom action research, concrete and practical issues of immediate concern to teachers and learners are considered by the researcher. It is conducted during regular lessons, particularly qualitative research used common methods such as observations (Burns, 1999). Action research is often considered as a spiralling process of reflection and investigation.Refer to Kemmis and McTaggart (1988), there are four comprehensive steps in a cycle: planning, action, observation and reflection that normally involved in action research. This research followed mainly an action research cycle due to the collaborative and reflective nature of the project itself, even though the researcher was not teaching the students involved in the research (Burns, 2003). One who always considered as of the participants in the cycle was researcher. This research conducted to private middle school in Italia which publicly subsidized and recently took a policy to have a research about iPad for their two classes. In this research, 43 students took a part in the General English Class as a part of Italian.

Requirement of Education Ministry and two teachers. Every student had been given an iPad since 2014 for their research in and out of the class. Classroom observation notes from three lessons, student and teacher interviews (N:18), lesson plans on speaking tasks (N:3), comments on speaking focused lessons  from teachers’ meetings (3 meetings in total), and survey responses (N:41), those are the data collected. Those data is checked to interrogate the use iPad by teachers and students due to speaking activity performance for six months

          The researcher observed the earlier involvement of students with iPad as mediator for studying English in the first phase of research. When they get ability to study simple English task (listen for recording, play it, etc.), observe the use of iPad as mediator to improve EFL skills and to do many things with that language these mean the students had been mastered it. In particular, differential in using iPad, strategy that teachers use and the responsive of students toward mediation in order to speak such as collaboration and self-evaluation is measured. As the result, triangulation with survey data and interview in the earlier research, to compare the perception and students’ habit and teachers toward technology tools.

The second journal, this study involved five teachers and students of grade 5. The instruments used in this study were lesson observation, interview and curriculum analysis. Lesson observation was conducted in the class to reveal the speaking difficulties faced by students. Four semi-structured interviews were conducted toward students and teachers of grade 5 to find their perspectives about the factors that caused those speaking difficulties. The last instrument analyzed the curriculum on the grade 5 textbook (English for Me) based on the two issues. The issues are what speaking activity the textbook contained are and what type of those activity is.

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Review Journal "The iPad as Mediating Tool to Support EFL Speaking Skills" (Findings Section)

Good to see you again to another post, buddies! In this post I would like to continue reviewing and paraphrasing the Findings Section. Finding section is where you report the findings of your study based upon the methodology [or methodologies] you applied to gather information. It should state the findings of the research arranged in a logical sequence without bias or interpretation. Let's have a look to this journal's findings section.

FINDINGS

The role of the iPad in mediating speaking tasks

            How iPad has been used as meadiating tool between student and L2 is analyzed in this research. In particular, the data shows 1) Students can revise and correct their speaking performance in the iPad storage, and teachers take the tasks and reflected it. Student can develop their autonomy to become larger in doing tasks and improve their competency by repeat their language task as much as they want. The evidence of this research provided in the example that taken from learning observation and interview data. The lack of interest in question practice during EFL caused a student faced some problems in the correct use of questing intonation. He gradually involved in the learning task when he used iPad, it possibly make him to work by his own speed based on his weakness. He became very motivated and finish all his recording, he also listened to the recording he gave to his teacher who gave personal feedback.

“…I didn’t really like repeating questions and intonation, also the teacher was asking me to do

it every lesson. When I started using the iPad, I thought it was a useful exercise. The thing is that

no one can listen to me, so I do the activity and I don’t care what the others think…I feel my

pronunciation has improved a lot”.

(G. student – interview data)

2) This dynamic created collaborative habit where the teachers and students worked together to develop L2 learning base on what has been observed. Evidence of self-reflective and involve collaboration during language task showed by many researches (Lys, 2013; Pellerin, 2014). Self-reflection supported by the use cellular device that possibly to “digital documentation or learning evidence that real and vivid” confirmed by this study (Pellerin 2012a, page. 14). This research gave example the use of iPad to record and listen individual performance as the proof of learning consciousness and students’ self control. By using the function of recording, they can listen, recognize, and change some aspect (e.g. some pronunciations, connecting device to improve fluency, etc.), students talk several time about this. Experience always considered to be their performance reflection as positive practice.

Features of mediation in MALL

            Two different features from tablets mediation in the class have been possibly identificated: they were supporting interaction and facilitate scaffolding. 1)  They possibly can make way to interact speaking based on tasks, one to one or to many, modifiable, and learning oriented. It supported the idea that interaction which based on tasks and mediated computer can be ‘cognitive reinforcement’, which means it gives a new dimension and stimulate learning. iPad especially used to build asynchrony interaction with teacher by students who involved in this research. For example, through the use of specific app like Evernote they can ask and got personalized feedback. The tools was mediating this interaction by giving them a chance to fasten the process of making a good speaking performance. In general, based on techers feedback, students could do speaking tasks with high quality and fast even though it is absolutely that times and amount of mediation needed by each students are different. The tools offer fast working in revision, for example, it impacted to students’ pronunciation.

2) The importance of sfaffolding functions is provided and supported by tablet. Through scaffolding that made in the interaction with medium students might be done out of Zone of Proximal Development (ZPD). According to Vygotsky “the distance between the actual development level as determined by independent problem solving, and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky; 1978, p.86). As a proof for this statement, researcher could see students repeated their recording more than once when class observation was being held. To support their performance, recording is often used as scaffolding technique. Students explained this habit as positive aspect to improve their accuracy.

            Access to many authentic language sample is owned by students; some method is used by tool to mediate their understandings about content and task instruction. First, it is possible to listen to sample as much as they want according to their proficiency in L2, it is in line with what they told. Motivator, Scaffolder and task simplifier are the functions of iPad in this case. Considering  the quality of their performance irrespectively  in foreign language, finally students could finish the tasks by the time provided. This is in line which Lantolf and Thorne (2006) stated, in reality, the frequency and quality of help and mediation needed in new language can be varied depend on sort period of time even though the performance itself doesn’t change significantly from a lesson to another lesson (Aljaafreh & Lantolf, 1994). Students who involved in this research for example, need moments to response positively the lesson mediator from a new tool, it is maybe because the used to know that teacher is only mediator in language class. Therefore, as Lantolf and Thorne (2006, p.208)  supported in the name of development, “while nothing has ostensibly changed in the learner’s actual performance, development has taken place because the quality of mediation needed to prompt the performance has changed.”  As proof from this statement, example, it is actually didn’t necessary for the last lesson, some of scaffolding activities needed in the earlier project, such as following the instructions from pdf file or listening to recording in order to find the key of information. If it is not  has  meaning as a good cognitive dimension  for students the symbols wouldn’t be valuable. Availability of cellular devices are not only known by students as physical tools. This fact also in this research and supporting other research (Pellerin, 2014). Students know how to operate and the keys of media and how to implement it in the daily life. iPad can be tool to learn about second language is unrecognizable by students in the earlier research. Guidance from their teachers is needed in order to take them to the level of recognition. Students are recognized the use of iPad has been impacted their speaking performance after they started to did particular speaking tasks. The move of this perspective doesn’t need to be clarified by teachers explicitly. Furthermore, the difference of the expectations of the students involved  toward realty make it harder. In reality, most of students didn’t believe that iPad can help them with their speaking skills improvement as this research concluded.

That is my paraphrase, thank you for your visit and see you to another post.

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Review Journal "The iPad as Mediating Tool to Support EFL Speaking Skills" (Methodology Section Part II)

Good to see you again to another post, buddies! In this post I would like to continue reviewing and paraphrasing the Methodology section. Methodology section consist of experiment, design and model. Thus, we are going to take a look at those sub-section. Let's reveal this journal's methodology more intense!

Research context

This research conducted to private middle school in Italia which publicly subsidized and recently took a policy to have a research about iPad for their two classes. In this research, 43 students took a part in the General English Class as a part of Italian.

Requirement of Education Ministry and two teachers. Every student had been given an iPad since 2014 for their research in and out of the class. Classroom observation notes from three lessons, student and teacher interviews (N:18), lesson plans on speaking tasks (N:3), comments on speaking focused lessons  from teachers’ meetings (3 meetings in total), and survey responses (N:41), those are the data collected. Those data is checked to interrogate the use iPad by teachers and students due to speaking activity performance for six months

          The researcher observed the earlier involvement of students with iPad as mediator for studying English in the first phase of research. When they get ability to study simple English task (listen for recording, play it, etc.), observe the use of iPad as mediator to improve EFL skills and to do many things with that language these mean the students had been mastered it. In particular, differential in using iPad, strategy that teachers use and the responsive of students toward mediation in order to speak such as collaboration and self-evaluation is measured. As the result, triangulation with survey data and interview in the earlier research, to compare the perception and students’ habit and teachers toward technology tools.

Data analysis

Classroom observation notes and speaking lessons 

Analysis and observation on three speaking courses. Course observes three times a year to get a vivid description about progression. One at the earlier project, one in the middle and one when approaches the end of main research. Comment about time, many use of cellular devices during task, problems for teachers and students, comments on teachers’ mediation and students, those are classroom observation notes. Notes are also compared with lesson plan which has been prepared before by teachers to concern on variation and adjustment, also students and teachers’ reaction toward them. nVivo is used to analyzed three observation tables of speaking and lesson plan following the standard qualitative coding method. Particularly, data from observation notes showed that most of students are involved in the task and following speaking task instruction effortlessly.

Survey and interviews

Quantitative data of students and teachers’ perception about the improvement of speaking in the iPad class acquired after the earlier survey. This part of research is only analyzed about speaking questions. For instance in the earlier project, students seemed to be not sure about the use of cellular devices to improve their speaking performance. More than 38% of them were doubt about their scores to improve speaking skills, and only 42% of them thought that they can improve speaking skill in the end of project when they all were asked about their expectation in skill improvement.

Interview for students and teachers consisted of open question about speaking and particular tasks. All of the interviews were transcript and given code in nVivo, data used for this part of research mostly are noted in widely theme of ‘speaking’. Every interview was then analyzed and coded individually. Main themes under the speaking umbrella were ‘motivation, ‘mediation and ‘positive practices’.

Positive practices

Teachers admired the importance of improving speaking skills, and very important to mentioned it in the interview as investigated aspect

I am focusing a lot on speaking activities such as interaction and presentations/making speeches, which is what they lack.

(Teacher B – interview)

I read there are many things you can do with tablets also for listening and speaking…I

hope I will have more chances to work on those skills.

(Teacher A – interview)

Even though teachers truly recognize the possibility of opportunity the use of iPad to improve speaking skill, a group of students really skeptic about this, as if it confirmed by data from earlier survey. Hence, in planning speaking task teachers should be careful to ensure that devices always have role as supporter in learning process. Every tasks are technology oriented: students need to listen the digest and for details, take notes, repeat, and record their speaking task in real world (e.g. sending voice recording, record specific instruction, describe picture to give information, etc.)

Main language target is to improve pronunciation, fluency and enlarge vocabulary.

          Other than that, students feel working in fluency and pronunciation are relevant. In an interview from the end of second phase of research, M. a student stated:

I feel we worked a lot on pronunciation, I think this is why we recorded our voice many times, also last year. I think this was good.

(M. Student – interview – Phase 2)

          Under positive aspects theme ‘there are high frequency of references for direct feedback about speaking performance’ whether from teachers or stuednts. For example, T., a students, says:

‘Writing, Listening, speaking, watching films to improve language and vocabulary, and…communicate with teachers, because from home I can do exercises and my teacher can see (listen to) immediately what I’m doing and correct me.’

That is my paraphrase, thank you for your visit and see you to another post.

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