29
USING CAKE APPLICATION TO IMPROVE STUDENTS’
SPEAKING ABILITY ON THE FIRST GRADE STUDENTS OF SMKN 5 TORAJA UTARA
Ika Pratama Dewi1, Rina Asrini Bakri2, Fitriani3
1STKIP YPUP, Email: [email protected]
2STKIP YPUP, Email: [email protected]
3STKIP YPUP, Email: [email protected]
ABSTRACT
The objective of the research is to find out the improvement of students’ speaking ability by using Cake Application. This research employed pre-experimental method which one class was given pre-test, treatment, and post-test. The total sample was 15 students and it used purposive sampling technique. The instrument was speaking test to measure the students’
speaking ability in learning process by using Cake Application. The result of the data showed that Cake Application was effective in improving students’ speaking ability. It was proven by the mean score of the students’ post-test was higher than the students’ mean score in pre-test (59.97>39.25) and the t-test value was higher than the t-table value (6.454>2.145) at the level significant 0.05 with degree of freedom was 14. Based on the result of data analysis, Cake Application can improve students’ speaking ability and it is the effective activity to make the students active in learning speaking. It can be concluded that the implementation of Cake Application was successful.
Keywords: Speaking, Cake Application.
INTRODUCTION
The most significant language in the world was English. The number of people who speak it as a first, second, or foreign language is significant. English is a foreign language in Indonesia itself. In Indonesia, English is the most commonly studied foreign language.
English is taught as a foreign language, where the word "foreign language" differs from
"second language."
There are four significant abilities in the Indonesian curriculum that must be taught in English teaching and learning. Speaking ability is one of the language abilities that all foreign language learners must develop. When learning a language, they should focus on improving their speaking skills. Speaking comprises verbal communication and paralinguistic and non- linguistic parts of speech that allow someone to communicate their meaning without using words.
30 According to Nurjannah in Magfirah (2010), speaking is one of the language abilities that plays a crucial role, along with writing, reading, and listening. The purpose of speaking instruction is for students to be able to converse in English and express themselves vocally.
Oral communication that occurs in face-to-face conversation that occurs as part of a dialogue rather than as the primary focus of verbal exchange is referred to as speaking. The interactive process of generating meaning, that is speaking, includes producing, receiving, and digesting information.
According to Heriansyah (2012), people need to speak to interact. Many elements should be considered when speaking, not just what is being said and what language is being spoken, but also who is our interlocutor. A competent speaker should also pay attention to the issue he is speaking, the language he is using to be easily understood by his listener, and to whom he is speaking.
Unless something unexpected happens, we do not think to investigate speaking because it is a basic human behavior. If a person has a speech pathology (for example, if he stutters or if his speech is hindered due to a stroke or a brain injury), we may notice that their speech is every day. Similarly, if someone speaks exceptionally well or clearly, we may notice that their speech is unusual.
The various physical, mental, psychological, social, and cultural aspects that must all function together when we talk are what we fail to notice daily. It is much more striking to hear someone communicate successfully in another language.
According to Brown (2001), some components of speaking, such as pronunciation, vocabulary, fluency, accent, and grammar, must be acquired to speak effectively. As a complex activity, speaking has three main aspects, as follows:
1) Fluency
According to Spratt et al. (2005:34), fluency is speaking at an average speed, without hesitation, repetition, or self-correction, and with smooth use of connected speech.
2) Accuracy
According to Brown (2001 : 268), accuracy is achieved to some extent by allowing students to focus on the elements of phonology, grammar, and discourse and their spoken output.
3) Comprehension
Brown (2001) is complete at a standard rate of speech
Brown and Yule (1984) outlined the primary aim of speaking. They appear to be recoding information about society and individuals. Messages appear to be conveyed by speech, such as who is going where and when to do what.
Language is a means of communication. To be able to express ourselves and comprehend the ideas of others. Without speech, we are unable to communicate with one another. The importance of 3/10 speaking abilities for language learners is thus immense.
Without speech, a language is reduced to a script. Language is an activity that takes place within the constraints of our community.
According to Brown (2004:141-142), there are five basic types of speaking. They are imitative, intensive, responsive, interactive, and extensive. The capacity to imitate (parrot back) a word, phrase, or even a sentence is known as imitative speaking. Intensive speaking is a step beyond imitative speaking and includes any speaking performance intended to improve phonological and grammatical skills. Responsive speech is interaction on a more
31 limited scale, such as a brief chat, a conventional greeting, small talk, simple comments or requests, and so on.
Mobile-assisted language learning (MALL) is language learning that is assisted or enhanced through the use of a handheld mobile device. Mobile-assisted language learning (MALL) is a burgeoning subdivision of computer assisted language learning in general.
Yang J. (2013) in his research entitled “Mobile Assisted Language Learning Review of the Recent Applications of Emerging Mobile Technologies, which highlighted the educational potentials of mobile and tablet computing (Jolusen et al., 2013, Johnson, Adams, and Cummins, 2012). MALL deals with the use of mobile technology an language learning.
Students don’t always have to learn a second language in class, they may have the opportunity to learn it using a mobile device whenever they want and wherever they are.
The cake is an application that can be used to learn English. Playlist Corporation's Cake Learn English for Free in the category of Education is developed by Playlist Corporation.
This software includes several functions, including viewing a short movie and practicing speaking through dialogue. The cake is a free application created by Cake Corp that was published on March 22, 2018. This software contains many options for you to choose from.
Yanthi (2021) explained that Playlist Corporation created Cake Learn English for Free, and the most recent version of Cake Learn English for Free 2.4.1 was released on December 17, 2019. Cake Learn English for Free is a free educational app.
The Cake Application is perfect for improving speaking because the main feature is that this cake application is a speaking course. Also, this application provides several videos from many channels that you can watch and say with practiced keywords. The Cake Application can be used as a medium in teaching speaking because, with this application, you can check students' pronunciation and then know whether they have good pronunciation or not. You can also select your student level from this Cake Application and match your student level.
The researcher observed several students at SMK Negeri 5 Toraja Utara in June 2020 about the students' speaking ability. The researcher found some problems based on the observations, including 1) students' are shy to speak English. 2) students, especially first- grade students such as SMK Negeri 5 Toraja Utara, have difficulties pronouncing words due to a lack of speaking practice.
The researcher believes teaching English should be enhanced in some practical and straightforward method under these circumstances. In order to teach speaking, the instructor must select the appropriate strategy. Cake Learn, a learning application, is an excellent example of a solid strategy. Students benefit from using the cake learns application to improve their speaking ability and self-confidence.
The researcher attempted to do pre-experimental research entitled "Using Cake Application to Improve Students’ Speaking Ability on the First Grade Students of SMK Negeri 5 Toraja Utara" based on the above description.
METHOD
This research was used pre-experimental design with one group pre-test and post-test.
According to Gay (2012) the design was formulated as follows:
O1 → X → O2
32
Where: O1 : Pre-test
X : Treatment
O2 : Post-test
This research had been taking place in SMKN 5 Toraja Utara. The population was the first-grade high school at SMK Negeri 5 Toraja Utara year 2021/2022. There were four classed, and each class consists of 20 students, so the total population was 80 students.
The researcher applied the purposive sampling technique. Purposive sampling was based on specific considerations or goals and based on certain characteristics that have been previously known. In this research, the researcher chose only one class as the sample. It is X.TKJ because the students were heterogeneous in their speaking ability. The total sample was 15 students.
In this research, the researcher used Cake Application as an instrument to see students' speaking ability. The tool that would be used in conducting the test was a smartphone video camera to record student conversations and analyzed accuracy, fluency, and comprehension.
The researcher employed three steps to collect data: pre-test, treatment, and post-test. The pre-test took place at the beginning of the experiment, the treatments gave in the following ways after receiving the pre-test, and a post-test was given after doing treatments.
The data was presented to see how Cake Application affected the students' speaking.
Students must pay attention to three aspects of speaking that would be used in the assessment. These aspects are as follows: accuracy, fluency, and comprehension.
RESULT AND FINDINGS
The use of the Cake Application to improve students' speaking ability can be said to be an interesting medium for students. Most of the students were enthusiastic during the treatment; although there were some difficulties in pronunciation, the students were still eager to speak.
Before treatments, the researcher gave the pre-test. The researcher asked the students to introduce their friends. It aimed to know the students prior knowledge about their speaking abilities. The researcher described the scores based on the three assessments there were accuracy, fluency, and comprehensibility.
On the pre-test, the researcher found that the students had a difficulties in pronouncing and they were shy to speak, lacked of speak, and lacked of confidence.
After the pre-test, the researcher gave the treatment by using the Cake Application. The treatment was doing in four meeting. In the first meeting, the researcher gave learning material (self-introduction) with indictor introduce yourself and other appropriate in the Cake Application. For the second meeting, the researcher provided the learning material (need some help?) with indicator asking and offer by using the Cake Application. The meeting, the learning material that had been gave to the students was tell me about it with the indicator expressions to express opinions and idea by using the Cake Application. And the last meeting, the researcher gave the indicator expression to express opinions and idea with the learning materials more of less.
Following the treatments, the researcher conducted post-test to the students. The researcher asked students to introduce themselves and their families. The researcher found that the students speaking abilities was improve, the students’ gained confidence in speaking and pronunciation improve compered to pre-test.
33 Students' raw scores were obtained through pre-test and post-test as the first step in this research. The frequency and percentage of pre-test results were obtained using the Cake Application. It aims to find out detailed information about students' abilities in various fluency, comprehension, and accuracy before giving treatment using Cake Application.
The data analysis
In this research, there were 3 assessments, namely accuracy, fluency and comprehensibility.
Table 4.9
The score of students’ in the pre-test, post-test, gain, and the square of gain
No. Name Pre-test (X1) Post-test
(X2)
Gain (D)
ΣX2- ΣX1 Gain (𝑫)𝟐
1 ST 38.88 50 11.12 123.65
2 RS 44.44 72.2 27.76 770.61
3 MP 50 50 0 0
4 LS 44.44 55.5 11.06 122.32
5 SND 38.88 50 11.12 123.65
6 MI 44.44 50 5.56 30.91
7 NRL 38.88 50 11.12 123.65
8 DV 33.33 72.2 38.87 1.510.87
9 YP 33.33 55.5 22.17 491.5
10 KT 38.88 55.5 16.62 276.22
11 MS 33.33 61.1 27,77 771.17
12 GN 38.88 77.7 38.82 1.506.99
13 FRSK 44.44 66.6 22.16 491.06
14 IVI 44.44 83.3 38.86 1.510.09
15 SVN 22.22 50 27.78 771.72
Total N=15 588.81 899.6 310.79 8.614.41
The researcher can deduce from the table above that all students' have improved their speaking ability, showing that this technique was effective. The total score of the post-test = 899.6; the total number of students was 15. The researcher attempts to compare the post-test and pre-test results. In this case, the researcher found that the post-test result was 899.6, which was higher than the pre-test results of = 588.81. The total gain difference between
34 match pairs was = 310.79 and the total gain difference (square gain) were 8.614.41. It has been shown that the gain between pre-test and post-test was greater. The total score was higher. The students' post-test scores were significantly higher than their pre-test scores. In this case, the researcher was successful in using the Cake Application
Table 4.10
The simulation score of students’ accuracy, fluency, and comprehension in pre-test and post-test
Situation of score Number of students Percentage
Increase 14 93%
Unchanged 1 7%
Decrease 0 0
Total 15 100%
The result of the students pre-test and post-test, the researcher concludes that the mean scores post-test (59.97) were higher than the mean score pre-test (39.25) with the mean score 20.72. The means score was presented in the following table.
Table 4.11
The mean score of pre-test and post-test
Pre-test Post-test
39.25 59.97
The researcher discovered that the t-test result was 6.454, based on the description above. The t-test value was greater than the t-table value (6.454 > 2.145), according to the data. It can be concluded that there was a difference in the results between the pre-test and post-test after using the Cake Application in the treatment, indicating that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected because the pre-test in developing speaking ability by the Cake Application was significant. The t-test value yielded the following table
t-test value t-table value
6.454
2.145
Hypothesis Testing
To find out degree of freedom (df), the formula used in the following 𝑑𝑓 = 𝑛 − 𝑘
35 𝑑𝑓 = 15 − 1
𝑑𝑓 = 14 level of significance (P) = 0.05
t-table = 2.145
Df Level of
significance t-test value t-table value
14 0.05 6.454 2.145
Because there was a significant difference between pre-test and post-test results in developing students’ speaking ability using Cake Application, t-test value (6,454) was higher than t-table value (2.145), the alternative hypothesis was accepted and the null hypothesis was rejected.
The results of the data analysis were presented in this section. This research was about the used the Cake Application in learning speaking. The Cake Application was an effective learning method for teaching students to speak. The researcher conducted research at SMKN 5 Toraja Utara class X.TKJ with 15 samples using the Cake Application and found that after implementing the Cake Application in treatment, students' speaking ability improved.
CONCLUSION
Based on the findings of the data analysis and the discussion of the findings in the preceding chapter, the researcher concluded that the use of Cake Application increased the students' speaking ability in the first grade at SMKN 5 Toraja Utara. The mean score of the pre-test and post-test revealed this. The mean score of the post-test was greater than the mean score of the pre-test. The mean score of the pre-test was 7.0, while the mean score of the post-test was 10.8, resulting in a mean difference of 3.8. The students' speaking ability increased significantly by taking a test seeking a t-test value (6.0) higher than the t-table value (2.145). The null hypothesis (H0) was rejected, whereas the alternative hypothesis (H1) was accepted.
The Cake Application was an effective learning method for teaching students to speak.
The researcher conducted research at SMKN 5 Toraja Utara class X.TKJ with 15 samples using the Cake Application and found that after implementing the Cake Application in treatment, students' speaking ability improved.
To find out the improvement in students' speaking ability using the Cake Application, the researcher calculated the mean scores and calculated the mean difference scores of two tests, namely pre-test and post-test. The mean score of the post-test after giving treatment was higher than the mean score of the pre-test before giving treatment. The researchers calculated the mean score of the students' pre-test and post-test in accuracy, fluency, and comprehensibility and found that the mean scores increased. As seen, the mean score of the post-test in accuracy was higher than the mean score of the students' pre-test in accuracy. The mean score of the students' post-test in fluency was higher than the pre-test. Also, the mean score of the students' post-test in comprehension was higher than the mean score of the students' pre-test in comprehension. The test findings from the data provided in the classification of students' scores based on accuracy, fluency, and comprehensibility.
The researcher's suggestions consist of the following, based on the findings and discussion offered in the previous chapter: The students should not be afraid or shy about
36 speaking English. The students should have confidence, especially in speaking. The researcher suggested that the Cake Application was a good learning application used in learning speaking and that this application can improve speaking ability. The more often it is used, the speaking ability will increase.
In teaching and learning English, especially speaking, the teacher should use any method, technique, or strategy available. According to the researcher, the Cake Application is suitable for teaching students to improve their speaking.
For further researchers who want to do the same studies, there are some weaknesses in the Cake Application. The weakness is that the Cake Application must be used or be connected to the Internet. So, the Cake Application is only suitable for areas with good internet coverage.
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Fitria, A., Dwimaulidiyanti, A., & Sapitri, S. N. M. (2021, March). The implementation of Cake application in learning English speaking skills. In International Conference on Education of Suryakancana (IConnects Proceedings).
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Yang, J. (2013). Mobile assisted language learning: review of the recent application of emerging mobile technologies. English Language Teaching, 2013, 6.7: 19-25.
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