Designing an Interactive Audio E-Book for Freshmen to Support Their Spoken Communication
1. Higher Education Students
1.1. What?
1.1.1. What should be achieve?
1.1.1.1. Communicative Competence
1.2. Where?
1.3. When?
1.4. Who?
1.4.1. Adult Learners
1.4.1.1. Definition
1.4.1.1.1. Adults have superior cognitive abilities that can make them more successful in certain classroom endeavors. Adults also bring life experiences to the classroom, which gives them background schemata as a backdrop for the situations introduced in a curriculum. It means they can bring a rich array of skills, strategies, and convictions to bear on the tasks that the language course asks them to carry out.
1.4.1.1.2. Grown-ups have predominant cognitive capacities that can make them more effective in certain classroom endeavors. Grown-ups moreover bring life encounters to the classroom, which gives them foundation schemata as a background for the circumstances presented in a educational modules. It implies they can bring a wealthy cluster of aptitudes, procedures, and feelings to bear on the errands that the dialect course inquires them to carry out.
1.4.1.2. They can be critical of teaching methods. Their previous learning experiences may have predisposed them to one particular methodological style, which makes them uncomfortable with unfamiliar teaching patterns. Conversely, they may be hostile to certain teaching and learning activities which replicate the teaching they received earlier in their educational careers.
1.4.1.2.1. Harmer, J. (2017). The practice of English language teaching. : Pearson Longman.
1.4.1.3. Characteristics
1.4.1.3.1. They may have experienced failure or criticism at school, which makes them anxious and under-confident about learning a language.
1.4.1.3.2. Many older adults worry that their intellectual powers may be diminishing with age. They are concerned to keep their creative powers alive (Williams and Burden 1997: 32).
1.4.1.3.3. Adults are more likely to miss lessons than younger learners for a variety of reasons.
1.4.1.3.4. Even when adults are successful at learning grammar and vocabulary – and dealing with language skills – they ‘may still experience significant difficulty mastering pronunciation and oral fluency’ (Sampson 2010).
1.4.1.4. Ability
1.4.1.4.1. Abstract thinking ability. Adults are better able to understand a contextreduced segment of language. Authenticity and meaningfulness are, of course, still highly important, but with adults a teacher can take temporary digressions to dissect and examine isolated linguistic properties.
1.4.1.4.2. Attention span. Adults have longer attention spans for material that may not be intrinsically interesting to them.
1.4.1.4.3. Self-confidence. Adults often bring a modicum of general self-confidence into a classroom, so their egos may be somewhat stronger, but we should never underestimate the emotional fragility of adults.
1.4.1.4.4. Vocational interests. Adult learners, especially those in their college years and beyond, are more able to focus on their vocational future, and will derive motivational intensity from such vision.
1.5. Why?
1.5.1. Problem/Challenges
1.5.1.1. Speaking Anxiety
1.5.1.1.1. Due to speaking becomes an important aspect of learning English, the more probability of anxiety comes from this skill it is caused that in speaking, anxiety could be seen clearly at the time the learner performing their speaking skill..
1.5.1.1.2. A high level of foreign language anxiety influences communication apprehension which makes learners unwilling to communicate. Anxiety deals with the feeling of concern and obvious in personal evidence such as secretion, speedy heartbeat, and communicating unclearly as the effect of uncertainty of the ability of speaking
1.5.1.1.3. In other words, students are afraid to speak English. Speaking is considered as the hardest skill
1.5.1.1.4. It is stated that anxiety, motivation, and self-confidence are affective factors that influence students’ speaking performance
1.5.1.1.5. It is also confirmed that students complain about speaking problems such as anxious, being nervous, worried about making mistakes, and feeling shy in performing English communication [9]
1.5.1.1.6. Speaking anxiety is commonly experienced by most EFL learners, students with high speaking proficiency also face speaking anxiety influences students’ speaking performance
1.5.1.1.7. The reasons of having anxiety because the students felt fearing about the consequence of failing in the speaking test.
1.5.1.2. Listening
1.5.1.3. Problem
1.5.1.3.1. In general, undergraduate students only speak and use English within the specialized subject when required by their lecturer in class.
1.6. How ?
2. Spoken Communication
2.1. What?
2.1.1. Communication includes the ability to express thoughts clearly and persuasively both orally and in writing, articulate opinions, communicate coherent instructions and motivate others through speech. Communication skills are also embedded in information, media, and ICT competencies. It is stated that communication skills are highly valued in the workplace and public life, and are also shaped by current and emerging technologies, taking into account the large proportion of messages that are mediated by one or more digital devices. In this context, effective communication skills can help to avoid misunderstandings and miscommunications.
2.1.1.1. Joynes, C., S. Rossignoli, and E. Fenyiwa Amonoo-Kuofi. "21st Century Skills: Evidence of issues in definition, demand and delivery for development contexts (K4D Helpdesk Report)." Brighton, UK: Institute of Development Studies (2019).
2.1.2. Oral, written, nonverbal and listening skills. Communication skills are recognised as a gateway to developing other soft skills.
2.1.2.1. Joynes, C., S. Rossignoli, and E. Fenyiwa Amonoo-Kuofi. "21st Century Skills: Evidence of issues in definition, demand and delivery for development contexts (K4D Helpdesk Report)." Brighton, UK: Institute of Development Studies (2019).
2.1.3. Considering the fact that 21st century communication also takes place across cultures, the expected communicators in this communication context are also expected to be inter-culturally competent.
2.1.3.1. Pattiwael, Athriyana Santye. "Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence." IJEE (Indonesian Journal of English Education) 3.2 (2016): 158-170.
2.1.4. Communication becomes both more difficult and more necessary since diversity and change are unavoidable. The diverse setting of communication will require more competent, strategic and articulate interactants. Common conception of how communication take places is no longer adequate and to some extent might be misleading.
2.1.4.1. Pattiwael, Athriyana Santye. "Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence." IJEE (Indonesian Journal of English Education) 3.2 (2016): 158-170.
2.1.5. 21st century communication practices at the present time shape the direction and the needs in teaching and learning English. The fact that the majority of 21st communication activities are highly intercultural in its nature present a strong call to embrace intercultural communicative competence in ELT classrooms‟ efforts to address 21st communication skills.
2.1.5.1. Pattiwael, Athriyana Santye. "Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence." IJEE (Indonesian Journal of English Education) 3.2 (2016): 158-170.
2.2. Why
2.2.1. English as International Language
2.2.1.1. most of science and technology in any field is written in English or other foreign language, so mastery of English or another foreign language will give a way for the Indonesian students to absorb development of science
2.2.1.1.1. Santoso, Iman. "Pembelajaran bahasa asing di Indonesia: Antara globalisasi dan hegemoni." Jurnal Pendidikan Bahasa dan Sastra 14.1 (2014): 1-11.
2.2.1.2. Mastering foreign language (English) is a the way to entrance the global society.
2.2.1.2.1. Santoso, Iman. "Pembelajaran bahasa asing di Indonesia: Antara globalisasi dan hegemoni." Jurnal Pendidikan Bahasa dan Sastra 14.1 (2014): 1-11.
2.2.1.3. Foreign language spesifically
2.2.1.4. The Mastery of English is one of the basic capital to be able to compete in the face of the globalization era, especially the ASEAN Community
2.2.1.4.1. Putra, Ida Nyoman Tri Darma. "The Readiness of English Communication Skills of Mataram Tourism Vocational College Students for Asean Economic Community." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 5.2 (2018): 101-106.
2.2.2. English as Compulsory Subject in Indonesian University
2.2.2.1. Many graduate students, even in language, have to struggle in order to understand the textbooks they are using. (Dardjowidjojo, 2003, p. 58-59)
2.2.2.1.1. Rini, Julia Eka (2014) English in Indonesia: Its Position Among Other Languages in Indonesia. Beyond Words, 2 (2). pp. 19-40. ISSN 2338-6339
2.2.2.2. The first foreign language status makes English mandatory for all types of secondary education, however, English is put on a lower level priority" (Dardjowidjojo, 2003, p. 57).
2.2.2.2.1. Rini, Julia Eka (2014) English in Indonesia: Its Position Among Other Languages in Indonesia. Beyond Words, 2 (2). pp. 19-40. ISSN 2338-6339
2.2.2.2.2. Rini, Julia Eka (2014) English in Indonesia: Its Position Among Other Languages in Indonesia. Beyond Words, 2 (2). pp. 19-40. ISSN 2338-6339
2.2.2.3. related skills for effective communication like presentation skills, convincing and negotiation skills and interpersonal skills using English.
2.2.2.4. Based on the finding of the research, it is suggested that students of higher education to be more aware of the strategies that are appropriate to be used in English reading to help them comprehend English texts as well as to gather the information about the text
2.2.2.4.1. Abrar, Mukhlash, et al. "" If our English isn't a language, what is it?" Indonesian EFL Student Teachers' Challenges Speaking English." The Qualitative Report 23.1 (2018): 129-145.
2.2.2.5. The teaching of English is not only limited to the mastery of writing ability but also foreign language communicative competence
2.2.2.5.1. Hasibuan, Anastasia Ronauli, and Ira Irzawati. "Students’ speaking anxiety on their speaking performance: a study of efl learners." 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019). Atlantis Press, 2020.
2.2.2.6. One of the important purposes of learning English is that students are expected to be capable to communicate in English in any condition.
2.2.2.6.1. Wahyono, Edi, and Rizal AM Sjachrun. "Students’ Communication Competence, Anxiety and Willingness to Communicate in English." International Conference on Natural and Social Sciences (ICONSS) Proceeding Series. 2019.
2.2.3. English in job vacancies
2.2.3.1. Job vacancies require English as one of the requirements. English is regarded important because by mastering English, people can have higher salary and have better opportunities. English is also used in advertisements to give the impression that the products can give a higher prestige.
2.2.4. English in 21st century
2.2.4.1. . It is recognized that the students’ necessary preparation skills as to know how they can learn English such as collaboration and teamwork, creativity and imagination, critical thinking, problem-solving, social responsibility and ethics, and technology literacy (Envision, 2017, Online)
2.2.4.1.1. Songsiengchai, Saifon, Sirikanjana Baikum, and Elijah M. Juarez. "Developing and Equipping Effective English Communication Skills for Non-Native English Students: Creating and Nurturing English Speaking Environments."
2.3. Where?
2.4. When?
2.5. Who?
2.6. How?
3. Interactive Media
3.1. Definition
3.2. For who?
3.3. When
3.4. Why
3.4.1. create situations that can encourage learners to produce English oral interactions because such interactions can provide learners with opportunities to explain concepts and help them to vocalize concrete meaning, by vocalizing concrete meaning, learners can lean their tendency towards English oral communication activities.
3.4.1.1. Diyora, Muxamatjonova, and Xoshimova Diloza. "Improving the English Languages Speaking Skills with Efficient Ways." International Engineering Journal For Research & Development 5.1 (2020): 7-7.
3.5. How
3.5.1. Design Based-Research
3.5.1.1. DBR is a new paradigm or methodology in educational research that is based on both theory and previous research with the aim of improving educational practice. It is conducted in the real, complex, and messy learning/teaching contexts through iterative cycles of analysis, design, development, and implementation mediated by some interventions. It originates from real educational problems and/or challenges supported by educational theories, and ends with design principles and/or learning theories subject to continuous refinement and improvement. Thus, the products/outputs of DBR are design principles, learning theories, interventions, curricular products, instructional tools, and/or practical solutions/prescriptions.
3.5.1.1.1. Kennedy-Clark, Shannon. "Research by Design: Design-Based Research and the Higher Degree Research student." Journal of Learning Design 6.2 (2013): 26-32.
3.5.1.2. Wang and Hannafin (2005: p6): a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories.
3.5.1.2.1. Abdallah, Mahmoud. "Design-Based Research (DBR) in Educational Enquiry and Technological Studies: A Version for PhD Students Targeting the Integration of New Technologies and Literacies into Educational Contexts." Online Submission (2014).
3.5.1.3. It attempts to create a new paradigm for educational research that relies on progressive refinement of design of environments and theories of learning in tandem. In this way, it is a valuable option to use if new interventions, innovations, and educational practices based on new ICTs are to be investigated (Walker, 2006; Wang & Hannafin, 2005).
3.5.1.3.1. Abdallah, Mahmoud. "Design-Based Research (DBR) in Educational Enquiry and Technological Studies: A Version for PhD Students Targeting the Integration of New Technologies and Literacies into Educational Contexts." Online Submission (2014).
3.5.1.4. DBR, also referred to as educational design research, is a common approach for studying blended synchronous learning as the research community tries to assess the most effective design for this type of environment (e.g., Wang & Huang, 2018; Wang et al., 2017)
3.5.1.4.1. Zydney, Janet Mannheimer, Zachary Warner, and Lauren Angelone. "Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments." Computers & Education 143 (2020): 103678.
4. Designing
4.1. What ?
4.1.1. is the subset of educational technology that deals directly with teaching and learning applications (as opposed to educational administrative applications).
4.1.1.1. Roblyer, Margaret D., and Aaron H. Doering. "Integrating educational technology into teaching." (2014).
4.2. Why design?
4.3. Where does the design implement?
4.4. When
4.4.1. 21st century
4.4.1.1. 21st century skill
4.4.1.1.1. Greenhill, Valerie. "21st Century Knowledge and Skills in Educator Preparation." Partnership for 21st century skills (2010).
4.4.1.1.2. 21st century skills such as critical thinking, problem-solving, communication, collaboration and creativity and innovation.
4.4.1.1.3. Information, Media and Technology Skills
4.5. How?
4.5.1. For who the design address?
4.5.1.1. Based on the preliminary research, the freshmen of Universitas Mercu Buana needs media to support learning English as a compulsory subject to rich the learning objectives and
4.5.2. Select Strategies, Technology, Media and Materials
4.5.2.1. Select Strategies
4.5.2.2. Select Technology and Media
4.5.2.3. Select Materials
4.5.3. ASSURE model is designed to help teachers plan lessons that effectively integrate classroom use of technology and media
4.5.3.1. Analyze the Learners
4.5.3.1.1. General Characteristics
4.5.3.1.2. Specifics Entry Competencies
4.5.3.2. State Standards and Objectives
4.5.3.2.1. ABCD's of Well Stated Objectives
4.5.3.2.2. Classification of Objectives
4.5.3.2.3. Objectives and Individual Differences
4.5.3.3. Utilize Technology, Media and Materials
4.5.3.3.1. Preview the Technology, Media and Materials
4.5.3.3.2. Prepare the Technology, Media and Materials
4.5.3.3.3. Prepare the Environment
4.5.3.3.4. Prepare the Learners
4.5.3.3.5. Provide the Learning Experience
4.5.3.4. Require Learners Participation
4.5.3.4.1. Student Practice Abilities
4.5.3.4.2. Feedback
4.5.3.5. Evaluate and Revise
4.5.3.5.1. Assessment of Learner Achievement
4.5.3.5.2. Evaluation of Strategies, Technology and Media
4.5.3.6. Reference: Smaldino, Sharon E., et al. "Instructional technology and media for learning." (2014.
4.5.4. An audiobook is the sounded or spoken narrative version of the original book, in which for more preferable audiobooks, the content is still unedited.