Students’ Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

Aratusa, Zana Chobita

doi:10.47191/ijcsrr/v5-i7-50

Cited by 6 publications

(8 citation statements)

References 13 publications

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“…Departing from the previous explanation, it can be seen that self-confidence does not just appear in a person, because there is a certain process in their personality so that the formation of self-confidence occurs. In this regard, the formation of a strong selfconfidence occurs through four processes, namely; (1). The formation of a good personality is in accordance with the development process that gives birth to certain advantages.…”

Section: The Role Of Confidence In Learningmentioning

confidence: 96%

“…Many education experts have said that a quiet environment, free from noise, is one that is indispensable in learning activities. For example, Muhamad Sain Hanafi said that a conducive learning environment is created from the attitude of the teacher given to students (Aratusa et al, 2022). What is meant by attitude here is the ability of teachers to interact with students through attitudes that include speech, behavior, and ways of thinking that can be used as examples by students.…”

Section: B the Role Of The Environment In Learningmentioning

confidence: 99%

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Implementation of Mastery Learning Method in Teaching Islamic Religious Education: The Case of State Senior High School 2 Sigi Regency, Indonesia

2022

IJMRA

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The aim of this study is to examine the implementation of mastery learning method in teaching Islamic religious education at a state senior high school in Sigi regency in Indonesia. This study used a qualitative method in which the data was gathered through field observation, in depth interviews, and written document analysis. This study was conducted in a state senior high school in a regency in Indonesia. The focus of this study is the use of mastery learning methods in teaching the subject of Islamic religious education to the students of the school. Our findings show that the mastery learning method can increase the students achievement in the Islamic religious education subject. Teachers in the school implemented the method using classical approach which involved steps such as teaching preparation, teachers readiness, orientation, apperception, material presentation, and evaluation. Our study also shows that the students were well-motivated in studying the subject. The motivation was increased as the result of the freedom given to the students during learning process.

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Section: The Role Of Confidence In Learningmentioning

confidence: 96%

Section: B the Role Of The Environment In Learningmentioning

confidence: 99%

Implementation of Mastery Learning Method in Teaching Islamic Religious Education: The Case of State Senior High School 2 Sigi Regency, Indonesia

2022

IJMRA

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“…Some authors identified that technology provides a means for effective teacher-student communication required for collaborative learning (Dong et al, 2021). Additionally, novel scientific studies affirm that MALL plays a vital role in improving learners' pronunciation and speaking skills (Rajendran and Yunus, 2021;Aratusa et al, 2022;Islam and Hasan, 2020;Hazaea and Alzubi, 2016;Ahmed, 2019;Wang, 2017). However, a critical analysis of the literature on MALL and CALL presents two notable points: the slow adoption and acceptance by teachers and the preference for traditional-based teaching (Lin et al, 2022;Hafour, 2022).…”

Section: Mobile Learning and Cap(e)mentioning

confidence: 99%

“…, 2021). Additionally, novel scientific studies affirm that MALL plays a vital role in improving learners' pronunciation and speaking skills (Rajendran and Yunus, 2021; Aratusa et al. , 2022; Islam and Hasan, 2020; Hazaea and Alzubi, 2016; Ahmed, 2019; Wang, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Istek¹,

Ironsi²

2023

LHT

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PurposeGiven the persistent receptive skills challenges faced by language learners and the numerous merits of using technologically-enhanced learning in the form of mobile-assisted language learning in language teaching, this study decides to incorporate a context-analysis-practice-exploration lesson-planning framework with mobile learning to improve the receptive skills of learners. This step is necessary on the recommendation by scholarly research that while implementing technology, teacher training, digital literacy and expertise, incorporating good teaching practices and lesson planning frameworks may assist in yielding positive results.Design/methodology/approachThis study decides to utilize a mixed-method research design through an experimental approach to elicit information from 90 EFL students concerning the effectiveness of incorporating the context-analysis-practice-exploration framework in a mobile-leaning mode instructional delivery to improve their reading and listening skills.FindingsAfter collecting and analyzing data, the study found that while the participants perceived enhanced-mobile learning to make lessons enjoyable, integrating this framework and m-learning improved their reading skills. This study used notable findings to make pedagogical conclusions on the objective of this study.Originality/valueThis study contributes through empirical evidence on the effectiveness of incorporating mobile learning and a responsive lesson planning framework towards improving English as a foreign language learners' learning outcome. Besides, this study is the first to probe and unpack the effectiveness of a responsive lesson-planning framework in language education.

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“…Both of the students mention that the use of online learning media as the main system of learning did not very much help them. It was because not only of the internet connection was not in its maximum capacity and sometimes lost, but also because they felt it is harder for them to get used to these kind of learning system (Aratusa et al, 2022). Moreover, she mentioned that since most of the time they have difficulties in making interactions with others to have discussions about the materials.…”

Section: Students' Learning Obstaclesmentioning

confidence: 99%

Students' Learning Experience in Using Online Learning Media in Covid 19 Era: A Case Study of Undergraduate Students of Tadulako University Palu

et al. 2023

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This research aims to find out and analyze learning experiences in using online learning media during the COVID 19 pandemic of the second-year undergraduate students of English Education study program at Tadulako University Palu. The researcher applied qualitative case study research methodology. It investigates intensively about an individual, group, or other units to find a general understanding of the subjects. The subject was selected using snowball sampling techniques in which the four students were chosen intentionally for research participants from 236 students. The researcher initially contacted her quittance then introduces her to the first interviewee, for good measure the interviewee introduce her to the next ones. Data were collected through in-depth interviews and documentary data. In this research, the researcher found that the students from case two in Menui Island who are in their hometown during the online learning period faced a number of difficulties in their learning experiences. Their learning experiences include learning motivation and learning obstacles. The results have shown that the first is unavailability and unsustainability of internet connection, the second is the accessibility of the teaching media, and the last is the compatibility of facilities to access the media. The result of the current study suggests that accessibility of the internet connection is still the major factor influencing the success of online learning and concludes that the students have less motivation to study and face a lot of obstacles in the search for internet availability. Also implies that online learning media is considered an unsuccessful method of learning during COVID-19 era for students in the remote area particularly in Menui island. As a preventive action, the government should install more Telkom towers in remote areas like Menui in order for the students to achieve the national learning objective.

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Students’ Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

Cited by 6 publications

References 13 publications

Implementation of Mastery Learning Method in Teaching Islamic Religious Education: The Case of State Senior High School 2 Sigi Regency, Indonesia

Implementation of Mastery Learning Method in Teaching Islamic Religious Education: The Case of State Senior High School 2 Sigi Regency, Indonesia

Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Students' Learning Experience in Using Online Learning Media in Covid 19 Era: A Case Study of Undergraduate Students of Tadulako University Palu

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