Beruflich Dokumente
Kultur Dokumente
Arranged by:
Fajarudin Akbar
1610631060060
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SINGAPERBANGSA KARAWANG
2019
CHAPTER I
INTRODUCTION
A. Background of Problem
Learning nowadays has been developed more into a modern form.
Following the fast evolution of technology, technology has also helped learning
method to improve its quality (Miangah & Nezarat, 2012). Learning has become
more innovated with the help of technology which has more advantage in
developing the students’ potential.
Technology in learning contributes in varieties of way such as visual,
communication, and information which bring the outside world into the
classroom. Also technology has become easier to bring, and almost every kind
of learning needs can be fulfilled by technology.
Even though there are already so many data of using mobile learning as a
learning method in the classroom, there are still some teacher which doubt to
use it, in this case is in EFL classroom.
When, in 1973, the mobile devices were invented for the first time, no one ever
thought some day they would become an important part of routine life. As soon as the
mobile phones became a crucial part of our lives, there felt a need for using them in
language learning tasks. These days mobile devices such as PDAs, phones, and other
handheld devices, are used everywhere for doing everything ranging from voice calling
to making short message, video chat, listening to audio (Mp3, Mp4, Mpeg), web
surfing, shopping, and the like. Apart from these benefits, mobile devices have
increasingly grown toward becoming tools for education and language learning, and
all its users from teachers or students are getting used to this environment to make
education as ubiquitous as possible. Moreover, the emerging of internet made open and
distance learning a means of receiving education from all parts of the world. In a short
period, the attractiveness of distance learning led to the realization that various mobile
devices provide a very effective resource for education. This way, many researchers
tried to make mobile devices a rich resource for teaching and learning. It was, in fact,
a challenging affair to cover learning tasks by a mobile phone.
MALL deals with the use of mobile technology in language learning. Students do
not always have to study a second language in a classroom. They may have the
opportunity to learn it using mobile devices when they desire and where they are. As
learning English is considered a main factor for professional success and a criterion for
being educated in many communities, providing more convenient environment for
people to learn English is one of the strategic educational goals towards improving the
students' achievement and supporting differentiation of learning needs.
There are many researches and developments towards the use of wireless
technology for different aspects of language learning. In the following lines it has been
tried to demonstrate the benefits of using mobile phones in learning English as a second
language. Areas of mobile-based language learning are diverse among which the most
common ones are vocabulary, listening, grammar, phonetics, reading comprehension,
etc.
B. EFL Classroom
English is taught and used as a foreign language in Indonesia. The fact that
English is one of the most essential international languages for communication
has been acknowledged by the Indonesian government since its independence,
therefore, the government has recommended that English become a compulsory
subject in secondary schools (Nurkamto, 2003). Furthermore, Lie (2007) also
argued that “the maintenance of English as a foreign language has been steady
as it is officially taught throughout the secondary schools” (p. 2). Lie also stated
that there has been a rising tendency in several big cities in Indonesia to teach
English starting from the lower grades of primary schools and even from
kindergarten.
A. Research Design
The aims of this present research is to discover the perception of teachers
towards the utilization of MALL in EFL classroom. Depend on the objectives
proposed above, the qualitative approach with the design of ethnographic study
is applied to conduct this study due to the result of this study will be the
description and interpretation of overall analysis.
B. Research Subject
An English teacher who has utilized the MALL in EFL classroom, and an
English teacher who has not utilized MALL in EFL classroom in one of senior
high school in Karawang will be the participant of this study due the focus of
this present research is the teacher.
D. Data Analysis
The data collected will be analyzed through the interpretation from the
documentation and the result of the interview.
REFERENCE
Miangah, T. M. & Nezarat, A. (2012). Mobile-Assisted Language Learning.
International Journal of Distributed and Parallel Systems (IJDPS), Vol 3(No 1),
309-319.