The use of mobile applications in language teaching: Transition from tradition to easy, fun and daily life

Year 2020, Volume: 8 Issue: 4, 1603 - 1617, 15.12.2020

Akla Akla , Budiyono Saputro , Aprijon Efendi Sri Wahyuni

https://doi.org/10.17478/jegys.794048

Abstract

The learning difficulties experienced by students during COVID-19 are from boredom, lack of enthusiasm in learning, and unstable emotions, which are stimulated by the uninteresting and boring learning design. This research aims to analyze three things: the use of mobile learning in overcoming students’ difficulties in Arabic language learning, students’ attitudes in Arabic language learning, the use of mobile learning technology in transforming students’ Arabic language skills. This research used the approach of mixed-method research that is focused on collecting and analyzing data that are done in a series of studies. The respondents of this research were the eighty students from Metro Lampung High School and East Lampung High School, respectively. The research instruments were questions in Quizizz application, the questionnaire used Google Form application, and the interview was conducted through a video call. The data were analyzed using qualitative and quantitative data analysis techniques. This study resulted in findings that COVID-19 has stimulated teachers in improving the creativity in designing learning based on interesting mobile learning. The positive attitude of the students increases significantly after using mobile learning. The result of the t-test was p<.05, which means that the use of mobile learning can transform students’ Arabic language skills. This study concluded that interesting mobile learning technology has overcome various students’ learning difficulties. This study recommends the use of mobile learning in Arabic language learning.

Keywords

Covid 19, Language teaching, Mobile applications

Supporting Institution

Madrasah Aliyah Metro City and Madrasah Aliyah in East Lampung

Project Number

2019/2020

Thanks

This study is supported by the leaders of Madrasah Aliyah Metro City and Madrasah Aliyah in East Lampung along with the Arabic teacher and the students. Without their support, this study would not be possibly conducted, for that we extend our gratitude to all those who have collaborated in the collection of data.

References

• Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education. 1(1), 9.
• Adachi, R. (2015). Motivation and communicative attitudes among Japanese EFL pupils. Indonesian Journal of Applied Linguistics. 5(1), 1–9.
• Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. Electronic Journal of E-Learning, 18(2), 162–174.
• Alepis, E., & Kontogianni, A. (2020). Smartphone Crowdsourcing and Data Sharing Towards Advancing User Experience and Mobile Services. International Journal of Interactive Mobile Technologies (IJIM). 14(03), 38.
• Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University . Human Behavior and Emerging Technologies, 2(2), 113-115.
• Batlolona, J. R., & Souisa, H. F. (2020). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education, 9(2), 269–277.
• Besand, A. (2020). The crisis as an opportunity to learn. Or: ‘collateral civic education’ in the context of the covid-19 pandemic an essay in times of crises. Journal of Social Science Education, 19(1), 8–14.
• Blaschke, L. M. (2014). Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology, 22(1), 1-23.
• Blieck, Y., Zhu, C., Schildkamp, K., Struyven, K., Pynoo, B., & Cindy, L. (2020). A Conceptual Model for Effective Quality Management of Online and Blended Learning, 18(2), 189–204.
• Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. Internet and Higher Education, 38(1), 28–35.
• Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22. DOI: 10.1177/0047239520934018.
• Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465.
• Gallego, G., & Topaloglu, H. (2019). Online Learning. In International Series in Operations Research and Management Science, 3(10), 275-289.
• Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20.
• Gkonou, C. (2016). New Directions in Language Learning Psychology. Second Language Learning and Teaching, 39–53. DOI: 10.1007/978-3-319-23491-5
• Grubic, N., Badovinac, S., & Johri, A. M. (2020). Student mental health in the midst of the COVID-19 pandemic: A call for further research and immediate solutions. International Journal of Social Psychiatry, 66(5), 517–518.
• Guler, N. (2020). Preparing to teach English language learners: effect of online courses in changing mainstream teachers’ perceptions of English language learners. Innovation in Language Learning and Teaching, 14(1), 83–96.
• Hassan, M. M., Alam, M. G. R., Uddin, M. Z., Huda, S., Almogren, A., & Fortino, G. (2019). Human emotion recognition using deep belief network architecture. Information Fusion, 51(4), 10-18.
• Hern, E., Jaimez-gonz, C. R., & Garc, B. (2020). Interactive Mobile Applications to Support the Teaching of Reading and Writing of Spanish for Children in Primary Education. International Journal of Interactive Mobile Technologies (IJIM). 14(14), 64–79.
• Heumos, T., & Kickmeier-Rust, M. (2019). Using game-based training to reduce media induced anxiety in young children. Proceedings of the European Conference on Games-Based Learning, 3(3), 961–969.
• Hrastinski, S. (2009). A theory of online learning as online participation. Computers and Education, 52(1), 78-82.
• Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education. 94(3), 120–133.
• Krause, J., Portolese, L., & Bonner, J. (2017). Student perceptions of the use of multimedia for online course communication. Online Learning Journal, 21(3), 36–49.
• Kumar, J. A., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), 1793–1817.
• Lee, B. R., Phillips, D. R., Steward, R. K., Kerns, S. E. U., & Lee, B. R. (2020). Equipping TFC Parents as Treatment Providers : Findings from Expert Interviews. Journal of Child and Family Studies, 73(3), 1793–1817.
• Mamun, M. A. Al, Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers and Education, 144(1), 2-17.
• Mandarakas, M. (2014). Teachers and Parent—School Engagement: International Perspectives on Teachers’ Preparation for and Views about Working with Parents. Global Studies of Childhood, 4(1), 21–27.
• McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2), 202-222.
• Mirzamohammadi, M. H. (2017). The feasibility of E-Learning implementation in an Iranian university. Electronic Journal of E-Learning, 15(5), 423–432.
• Montenegro, H. (2020). Teacher educators’ conceptions of modeling: A phenomenographic study. Teaching and Teacher Education, 94(4), 586-601.
• Nofriansyah, D., Ganefri, & Ridwan. (2020). A new learning model of software engineering in vocational education. International Journal of Evaluation and Research in Education, 9(3), 572–582.
• Olaniran, S. O., Duma, M. A. N., & Nzima, D. R. (2017). Assessing the utilization level of E-Learning resources among ODL based pre-service teacher trainees. Electronic Journal of E-Learning, 15(5), 384–394.
• Owusu-Fordjour, C., Koomson, C. K., & & Hanson, D. (2020). The impact of COVID-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88-101.
• Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809-4818.
• Qadhi, S., Hendawi, M., Mohammad, E. G., Ghazi, I., Al-Dosari, N., & Du, X. (2020). The impact of a teacher preparation programs on professional teaching competencies – Female novice teachers’ perspectives. International Journal of Learning, Teaching and Educational Research, 19(1), 118–135.
• Shakah, G., Al-Oqaily, A. T., & Alqudah, F. (2019). Motivation Path between the difficulties and attitudes of using the E-Learning systems in the Jordanian Universities: Aajloun University as a case study. International Journal of Emerging Technologies in Learning, 14(19), 26–48.
• Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1–21.
• Sulisworo, D., Ishafit, & Firdausy, K. (2016). The development of mobile learning application using Jigsaw technique. International Journal of Interactive Mobile Technologies, 10(3), 11–16.
• Tahir, R., & Wang, A. I. (2020). Codifying Game-Based Learning: Development and Application of LEAGUÊ Framework for Learning Games. The Electronic Journal of E-Learning, 18(1), 69–87.
• Tamir, E. (2020). The effects of teacher preparation on student teachers’ ideas about good. Australian Journal of Teacher Education, 45(4), 1–17. DOI:10.14221/ajte.2020v45n4.1.
• Viberg, O., Mavroudi, A., Khalil, M., & Bälter, O. (2020). Validating an instrument to measure teachers’ preparedness to use digital technology in their teaching. Nordic Journal of Digital Literacy, 15(1), 38–54.
• Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1-25.
• Widiastuti, K., Susilo, M. J., & Nurfinaputri, H. S. (2020). How classroom design impacts for student learning comfort: Architect perspective on designing classess. International Journal of Evaluation and Research in Education, 9(3), 1–9.
• Yoo, M., & Jin, S. H. (2020). Development and evaluation of learning analytics dashboards to support online discussion activities. Educational Technology and Society, 23(2), 1–18.
• Zalavra, E., & Papanikolaou, K. (2019). Exploring the potential of the learning designer as a teacher support tool. Electronic Journal of E-Learning, 17(2), 107–117.
• Zhou, T., Huang, S., Cheng, J., & Xiao, Y. (2020). The distance teaching practice of combined mode of massive open online course micro-video for interns in emergency department during the COVID-19 epidemic period. Telemedicine and E-Health, 26(5), 584-588.