scholarly journals PRONUNCIATION LEARNING, PARTICIPATION, AND ATTITUDE ENHANCEMENT THROUGH MOBILE ASSISTED LANGUAGE LEARNING (MALL)

2020 ◽  
Vol 8 (2) ◽  
pp. 47
Author(s):  
Alfi Hidayatu Miqawati
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Mobile Application ◽  
Positive Attitude ◽  
Study Program ◽  
First Semester ◽  
Technological Learning ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
English Pronunciation

: A mobile application, Tflat English Pronunciation, is proposed in the teaching of pronunciation for it possesses features that can assist students when learning how to enunciate English words and identify English phonemic symbols.� Thus, this study presents the results of the implementation of Tflat English Pronunciation mobile courseware to gain the ability of the first semester students of English Study Program Politeknik Negeri Jember in pronouncing English words. This study is a collaborative classroom action research. Thirty students enrolling in Pronunciation class at English Study Program Politeknik Negeri Jember were taken as the source of data. The result showed that the materials and practices in Tflat courseware could enrich students' pronunciation learning, improve their participation, and nurture a positive attitude toward technological learning. The findings of this study also depict the potential and power of Mobile Assisted Language Learning (MALL) to encourage students to engage in classroom activities and monitor their learning. Hence, it can be concluded that MALL is pivotal and can be one alternative to facilitate students� pronunciation learning.�

scholarly journals PEMBELAJARAN ENGLISH PRONUNCIATION MELALUI MOBILE ASSISTED LANGUAGE LEARNING (MALL): POTENSI DAN HAMBATAN

2020 ◽  
Vol 4 (2) ◽  
pp. 61-66
Author(s):  
Poppy Sofia Hidayati ◽  
Abdul Rosyid
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
English Education ◽  
Human Life ◽  
Group Discussion ◽  
Opportunity To Learn ◽  
Study Program ◽  
Mobile Assisted Language Learning ◽  
English Pronunciation ◽  
Learning English

TOWARD MALL IN LEARNING ENGLISH PRONUNCIATION: POTENTIALS AND PITFALLS In this era of technology, the use of mobile phone, which is wireless, personal, networking, and ubiquitous have influenced every aspect of human life. Using mobile technology in language learning would give opportunity to learn outside the conventional class and decrease English learning problems in EFL setting. By using mobile phone, the learners could access information and develop it across space, be connected to the others and explore their ability more. This study aimed at investigating the use of Mobile Assisted Language Learning (MALL) in learning English Pronunciation. This study was qualitative approach which employed case study as the method. The study involved 30 students English Education Study Program. The data are gathered from observation, questionnaire, and Focused Group Discussion (FGD). The result shows that the use of MALL has benefited the students in enhance their ability in English Pronunciation through ELSA Speak application. The pitfalls mostly lay in the problems of signal and network in the learning process. Thus, MALL should be integrated in learning English process since it is perceived to be useful to enhance students’ performance in learning English.

scholarly journals Low-tech MALL for EFL intensive class among university students in remote areas

2021 ◽  
Vol 6 (1) ◽  
pp. 116-125
Author(s):  
Shofiyatul Hasanah ◽  
Parahita Pradipta
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Data Transfer ◽  
Online Classroom ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
Social Classification ◽  
Depth Interview ◽  
Teachers And Students ◽  
Document Review

Covid-19 pandemic situation has forced EFL teachers and students to create innovation in online classroom activities. Through a case study at one of private universities in Indonesia, this research aim at exploring the implementation of mobile phone used in learning process in low tech Mobile Assisted Language Learning (MALL). The data were collected from observation, in-depth interview, and document review. The findings reveal that mobile phone has an imperative role in concocting student to be full-fledge community, stimulating the feeling of perception, unexceptional mindfulness and teaching of socio-political and social classification. Further, mobile phone and its supporting materials in students’ tools rely upon whether there is appropriate security to keep the device, stockpiling of internet data package, wellsprings of electric supply, gracefully of each provider signal, availability to flexibility access in various areas, especially mountainous to remote area. Regarding the challenges, the students experienced multi-layer intricacies: (a) learning facilities including absence of speed data transfer capacity, (b) students’ awareness and proficiency in English, and (c) techno pedagogical insight over lecturers. This study implies that enhancement on the student capacity at low tech level of learning through mobile phone provide meaningful learning assistance, particularly in term of efficiency during classroom activities

scholarly journals Maximizing Mobile-Assisted Language Learning (MALL) amid Covid-19 Pandemic: Teachers’ Perception

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Cicih Nuraeni
Keyword(s):  
Language Learning ◽  
English Language ◽  
Human Life ◽  
Educational Institution ◽  
Social Economy ◽  
Language Education ◽  
Learning Activities ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

Covid-19 pandemic has brought many significant aspects of human life, such as health, social, economy, and education as well. Temporarily, most government around the world have closed educational institution in order to reduce the spread of Covid-19. The Indonesian government appeals all elements of education to adapt and continue learning activities through online learning. Mobile-Assisted Language Learning (MALL) as the newest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile-Assisted Language Learning (MALL) has been studied years by researchers in its connection with education related activities. This research will focus on its main purposes,that is teachers’ perceptions in mobile learning especially English language learning classroom activities. The method of the research was quantitative method which used 70 English teachers as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; the teachers’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language in the middle of Covid-19 pandemic

scholarly journals Improving English Speaking Ability through Mobile Assisted Language Learning (Mall) Learning Model

2016 ◽  
Vol 2 (2) ◽  
pp. 71-74
Author(s):  
Muhamad Sofian Hadi ◽  
Emzir Emzir
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Research Process ◽  
Learning Model ◽  
Average Score ◽  
Cycle Phase ◽  
Ability Test ◽  
The Third ◽  
Mobile Assisted Language Learning ◽  
English Speaking

The aims of the study to reveals in details process and result of improving English speaking ability using Mobile assisted Language Learning (MALL) learning model. This study is an action research at English Department Muhammdiyah University of Jakarta consists of 30 students as the participant. Data obtained from the result of English Speaking ability test. The results of the study showed that the learning process using Mobile Assisted Language Learning (MALL) makes the students become more active in their speech; their participation level in learning interaction shows it. The result also presented that there is significantly improvement on the students’ English speaking ability using Mobile Assisted Language Learning (MALL) from preliminary cycle to the third cycle phase in research process. The average score of the students at preliminary stage is only 42.8 then it increased in the first cycle to 53.2. While on the second cycle obtained an average score of 61.2 and increased in the third cycle to 80. So, it can be concluded that action research in improving English speaking ability using Mobile Assisted Language Learning (MALL) significantly helps the students in improving their ability to speak English.

scholarly journals A Study on the Ability of Supra-Segmental and Segmental Aspects in English Pronunciation

2020 ◽  
Vol 7 (2) ◽  
pp. 426-437
Author(s):  
Febronia Lasi
Keyword(s):  
Voice Quality ◽  
State University ◽  
Mathematical Operation ◽  
Study Program ◽  
First Semester ◽  
Freshmen Students ◽  
English Pronunciation ◽  
Efl Students ◽  
The Subject ◽  
Basic English

This study attempted to examine the EFL students’ Basic English Pronunciation (BEP) at the first semester of the English study program, the State University of Timor. It was aimed at finding out the mastery of the students’ ability towards the Basic English Pronunciation (BEP), to what extent do the students still find difficulties to pronounce the basic English words, and to what level do the students' mastery level of pronunciation categorized? The method applied in this research was a descriptive quantitative method that employed the syntax of mathematical operation to investigate the properties of data collection (Walliman, 2005). The instrument was a list of 24 numbers of groups of Voice Consonants and Unvoiced Consonants of Basic English Pronunciation taken from “Improve Your English Pronunciation and Learn over 500 Commonly Mispronounced Words”, meanwhile, 26 students were chosen from the freshmen students of English Study Program (ESP) to be the subject of this present study. The result showed that the students’ ability in pronouncing the Basic English words was fair. Particularly, the students mostly had the ‘Enough’ level of ability at the four elements of supra-segmental as such: stress, intonation, voice quality and gesture. Specifically, at this ‘Enough level’, there were 16 students (61.5%) of ‘Stress’ element, 17 students (65.3%) of ‘Intonation’ element, 13 students (50.0%) of ‘Voice Quality’ and ‘Gestures’ as part of Segmental element was 16 students (61.5%). Meanwhile, at the ‘Rhythm’ element, most students (53.8% = 14 students) showed the ‘Less’ ability in this element and only 12 (46.1%) categorized at the level of ‘Enough’’. Otherwise, there were no students in the ‘Bad’ level category. However, few students still encountered difficulties in Segmental element (Voice Quality) and Supra-segmental parts such as words’ stressing, intonation, rhythm, and gestures respectively.

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS� PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH

2020 ◽  
Vol 8 (2) ◽  
pp. 19
Author(s):  
Endang Darsih ◽  
Nida Amalia Asikin
Keyword(s):  
Data Collection ◽  
University Students ◽  
Language Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
Structured Interview ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Effect ◽  
Learning English

Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students� learning, there have been few studies concerning on university students� perceptions toward the use of MALL in learning English. The study was undertaken to examine university students� perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.

scholarly journals A aprendizagem de línguas assistida por dispositivos móveis para ultrapassar as barreiras dos alunos relativamente ao treino de pronúncia

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Marcellus Nealy
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Positive Response ◽  
Qualitative Investigation ◽  
Barriers To Learning ◽  
Mobile Assisted Language Learning ◽  
Learning Barriers ◽  
English Pronunciation ◽  
E Learning ◽  
Course Material

This paper describes a qualitative investigation of learner’s perceptions of a mobile assisted language learning (MALL) tool for improving attitudes towards English pronunciation study. Our goal was to reduce the barriers to learning and improve learners’ experience. To do this, MALL was implemented via the development of an e-learning app called SOMONA.  The curriculum design of the SOMONA program was based on Judy Gilbert’s Prosody Pyramid framework. The creative design was done intuitively through a series of brainstorming sessions. Simplicity, animation, bright colors and music were implemented as the key design features. Once the app passed usability testing, 20 learners were randomly selected to use the app and complete the English pronunciation course. Afterwards, they were given a survey to evaluate their attitudes towards the course material and the app as a learning tool.  The objective was to determine if SOMONA was an effective way to overcome barriers to learning English pronunciation. The results showed an overwhelmingly positive response from the users and indicated that the application was indeed useful in overcoming learning barriers. More study needs to be done to determine if the app alone is effective in facilitating quantifiable improvement in English pronunciation.

scholarly journals YouTube Channel: An Alternative Social Media to Enhance EFL Students’ Speaking Skill

2020 ◽  
Vol 7 (1) ◽  
pp. 77-87
Author(s):  
Muhammad Ilyas ◽  
Miranti Eka Putri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Teaching ◽  
Study Program ◽  
First Semester ◽  
Learning Attitude ◽  
Purpose Of Education ◽  
Efl Students ◽  
Speaking Skill ◽  
To Receive

The aim of this study is to know wether there is or not significant effect of using YouTube channel to students’ speaking skill. The use of YouTube channel can make easier for students to receive lessons, motivate students in learning, so what is the purpose of education can be achieved well. YouTube encourages positive learning attitude if it is incorporated in classroom teaching to supplement language learning especially speaking. The design of this study is experimental research that was conducted at English language study program of Universitas Islam Riau. The sample consist of 48 students from the first semester. After applying YouTube channel in learning, the results of the study showed a significant improvement. Based on the data of SPSS, the value of sig. (2-tailed) was 0,000 which is not greater than the probability value of 0.05. (0.000 < 0.05). It can be concluded that Ho is rejected and H1 is accepted, means that there is significant effect of using YouTube channel towards students’ speaking skill.

ENHANCING CRITICAL THINKING THROUGH DEBATE TECHNIQUE

Lingua ◽  
2019 ◽  
Vol 15 (2) ◽  
pp. 9-18
Author(s):  
Hanafi Wibowo ◽  
Zharifah Nasroh Azizah
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Action Research ◽  
English Education ◽  
Daily Life ◽  
Study Program ◽  
First Semester ◽  
Education Study ◽  
Classroom Action Research

This research based on the important of the student’s critical thinking for general students. Critical thinking is very important in daily life. Because , students are required to have the ability to choose and sort the information that is good and true. This research to identify how far debate can effect student’s critical thinking. This research was classroom action research it consist of two cycle, each cycle consist of three meetings. The data had been taken from each cycle then the average is compared. If there is an enhance in this research it means the research is successful. But if there is no enhance in this research it means the research is failed. This research is conducted in Islamic University Of Assyafi’iyah, It was located in Jatiwaringin street. This research was involved the first Semester English Education Study Program was consist of 34 college students and they were as subjects of this research. This research was considered successful by researchers because there was a significant improvement from cycle one to cycle two, which 62,87 to 70,37. The results of this research help teachers to enhance students’ critical thinking through debate technique.

scholarly journals PENINGKATAN KETERAMPILAN BERBICARA MELALUI TEKNIK BERCERITA MAHASISWA TINGKAT 1 PROGRAM STUDI KEPERAWATAN STIKES SYEDZA SAINTIKA PADANG

2018 ◽  
Vol 2 (1) ◽  
pp. 102
Author(s):  
Ayu Gustia Ningsih
Keyword(s):  
Language Learning ◽  
Learning Outcome ◽  
Story Telling ◽  
Study Program ◽  
First Semester ◽  
Asking Questions ◽  
The Subject ◽  
Teacher Centered

Indonesian language learning is still applied with teacher centered learning in which the students face difficulty in asking questions. The students tend to be lazy to do their homework if they do not understand their materials. The lack of motivation and activities cause minimum of their assessment. This research is aimed at identifying the influence of story telling technique in increasing students learning outcome in Indonesian language course in nursery study program STIKes Syedza Saintika Padang. Based on the problem, the story telling technique is expected to increase students activities and their learning outcome. This research is classroom actions research and the subject of the research is 25 people of the first semester students of nursery study program STIKes Syedza Saintika Padang. The data is collected by using observation shheets and result tests. The technique of analyzing the data is descriptive and supported by the analysis of students learning outcome. This research is divided into 2 cycles and each of the cycles consist of 3 meetings. The result shows that cycle I mean is 65,55 and cycle II is 88,96. This shows that there is an increase of students acitivities. Moreover, it can be concluded that Indonesian language can be taught by using story telling technique in order to increase their activities and learning outcomes.Key Words: improving, speaking ability, story telling technique

Sign in / Sign up

Export Citation Format

Share Document