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
Speaking is a tool or media
by means of communication,
there are two kinds of language
use to communicate with others
such as verbal and nonverbal.
Verbal language means
conventional way used in
speaking. By mastering
speaking, we can convey ideas,
arguments, and messages which
lie in the structure and meaning
of all languages. However, both
of written and spoken differs
from written language has fewer
full of sentences and also less
formal in the used of
vocabulary. Luoma S. (2004: 1)
Based on the researcher's
observation at SMAN 1
Jerowaru, the researcher found
that the students are was worry
and got difficulty how to
pronounce what they want to
deliver. Beside that student
confuse to spell world in
English, students only listen to
explanations from teachers and
do not provide example and
opportunities for students to try
their speaking are good or not.
B. REVIEW OF RELATED
LITERATURE
1. Speaking
According to Richard
(2008: 20), the mastery of
speaking skill in English is a
priority for many second-
language or foreign-language
learners. Consequently, learners
often evaluate their success in
language learning as well as the
effectiveness of their English
course on the basis of how much
they feel they have improved in
their spoken language
proficiency.
Brown (2003: 151) speaking
is a productive skill that can be
directly and empirically
observed, those observations are
invariably colored by the
accuracy and effectiveness of a
test-takers listening skill, which
necessarily compromises the
reliability and validity of an oral
production test.
According to Richard
(2008: 20), the mastery of
speaking skill in English are
priorities for many second-
language or foreign-language
learners. Consequently, learners
often evaluate their success in
language learning as well as the
effectiveness of their English
course on the basis of how much
they feel they have improved in
their spoken language
proficiency.
2. ORAI Application
ORAI application is a kind
of application that can be
downloaded into the
Smartphone, where the
application is very useful in
implementing learning in
English. this application helps
students to better understand the
extent to which students speak
in English. this application is
also able to hear with a clear
 voice that is issued in English
and directly can be in providing
value, shortcomings, and
advantages of students in
English.
Here are procedures of teaching
by using ORAI application
The researcher installs the
application of ORAI.
Researchers will give some
illustrations about how to use
the application
The researcher will ask the
student to come forward and ask
them to try the application.
The student will try to speak
English by using application and
will be guided by the researcher.
C. RESEARCH METHOD
1. Research Design
In this research, the researcher
uses Classroom Action Research
(CAR). CAR is a research that
examines some ideas in practice
to change something in order to
get the real research. According
to Costello (200: 8) the 4 cycles
in classroom action research
such as planning, action,
observation and reflecting.
Classroom Action Research
(PTK) is an Action Research
conducted by teachers or
researchers in the classroom.
which is a series of action-
research in order to solve
problems until solved. Forms of
reflective research by
researchers themselves, the
results can be used as a tool for
curriculum development, school
development, new strategy, new
methods and the development of
other teaching skills in English.
the nature of classroom action
research is reflective by taking
certain actions in order to
improve the practice of learning
in the classroom and more
professional.
2. Population and Sample
According to Miller
(2005: 53), a population is
defined as a collection of all
the possible object, people or
scores of a particular type.
Based on the statement, the
population of this researcher
are 25 students' of the second
grade of SMAN 1 Jerowaru
in academic year 2017/2018.
And the sample consists of 25
students. According to
Kothari (2004: 55), a
complete enumeration of all
items in the population is
known as a census inquiry. In
this research employed
second grade of SMAN 1
Jerowaru with total 25
students as a sample.
1. Research Instrument
In this research, researchers
were already installed
monologue for speaking
instruments in the ORAI
application. the monologue
instrument in application varies
from the basic to the top level.
and in this research, researchers
adjusted the monologue based
on the class, semester, and
curriculum in use.
Speaking Tests interpreting as follow:

To find out the use of ORAI Strongly Agree 5

Agree 4
applications, researchers
Uncertain 3
provided oral tests contained in Disagree 2
the ORAI application itself Strongly Disagree 1
which is monologues and After tabulating all answers, the
recording as a complementary
researcher calculates the
instrument. Test scores and
notes are very subjective and percentage of the strength of the
researchers divide as five response by using formula as
criteria in speech, which is a
follow (Sudijono, 2008: 43):
score of pronunciation,
grammar, vocabulary, fluency P=
and understanding.
Totalofagreeandstronglyagreeanswer
X 100
2. Technique of Data Totalofidealscores
Analysis Percentage 0%-25%
Method of analyzing used
percentage (per cent) for Percentage 26%-50%
speaking percentage is a
Percentage 51%-75%
technique collecting the data
with given some instrument or Percentage 76%-100% Very Str
material for the student. In this
research, the percentage will be
used to support the main data by
D. Research Finding
using description method which
Research Finding
involves the description and
interpretation of the data. The research finding the
researcher found by using Orai
F application that there is
P=
X 100 significant positively to improve
N
student score in speaking skill. It
Where: can proved Orai application is
P = the percentage kind of application is kind of
application cal help every
F = frequency of the percentage
student to practice their
is being calculated speaking in every situation.
N = Number of cases Student can be more interactive
and active in the class and help
Next, based on the result of the
teacher to be more easily to
percentage of the students’ control the practice and giving
speaking skill, the researcher the direction for student. The
researcher proved before used
also used the criterion of score
 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.
BIBLIOGRAPHY
It means that meaning that, oari
application has many priorities Brown, H. Douglas. 2001. Teaching by
effect towards students in Principle. Second Edition. San
English speaking skill at SMAN Francisco: San Francisco University.
1. Jerowaru in academic Brown, H. Douglas. 2004. Language
2017/2018. The researcher Assessment Principle and Classroom
would like to offer some Practices. San Francisco state
suggestions to the teachers, University.
students and next
researchers:
Costello, 2003, effective action reserch Luoma. 2004. Assessing Speaking
New York, NY 10038 (Cambridge Language).

Caroline T. 2003. Practical English Miller, Steve. 2005. Experimental

Language Teaching Young Learners. Design and Statistic. Second Edition.
New York: Mc. Graw. Hill. London and New York: Rutledge.

Kothari, C. R. 2004. Research Richards. 2008. Teaching-Listening-

Methodology. Methods and Techniques Speaking Cambridge university press.
2nd Revised Edition. new age
International Publishers.