Speaking is the most essential skill that must be learned in acquiring a new language. It is important for the students to find the best learning strategies in order help them in learning the materials. However, it is necessary for the students to realize that there are many kinds of learning strategies that they may use during English speaking class. Therefore, this study aimed to elaborate on the kinds of students’ learning strategies in the English speaking class and to identify the factors that caused students to choose that learning strategy. The participants of this research were the students of English Department in the fourth semesters. The data were collected by using questionnaire and interview. The result shows that the students of English Department applied almost the learning strategies which provide on the metacognitive, cognitive, and socio-affective strategies while learning speaking. The most strategy used by students was note taking (51, 4%) and the least strategy was a translation (19, 6%). On the other hand, the strategy used by male students was cooperation (16, 8%) and there were (27, 1) female students who used self-evaluation as their strategy in learning speaking. Those learning strategies may be chosen depending on the students’ occasion and learning objectives.
Abstract-This paper aims to develop a mobile-assisted language learning (MALL) application for English intensive course (EIC) using user centered design method. This method consists of four steps: 1) specify context of use; 2) specify user and organizational requirements; 3) produce design solution; and 4) evaluate design against user. The result shows that users (students) feel that the MALL application can help the students to study and comprehend the EIC material. Students can use the MALL application for self-study, inside and outside the classroom, whether in idle or mobile. For the lecturers, the MALL application is very helpful in teaching and learning process.Intisari-Makalah ini bertujuan untuk mengembangkan aplikasi mobile-assisted language learning (MALL) untuk mata kuliah English Intensive Course (EIC) menggunakan metode user centered design (UCD). Metode UCD yang digunakan terdiri atas empat tahap, yaitu: 1) memahami dan menentukan konteks pengguna; 2) menentukan kebutuhan pengguna dan organisasi; 3) solusi perencanaan yang dihasilkan; dan 4) evaluasi terhadap kebutuhan pengguna. Hasilnya menunjukkan bahwa pengguna mahasiswa merasa aplikasi MALL yang dikembangkan membantu mereka dalam belajar dan memahami materi mata kuliah EIC. Mahasiswa dapat menggunakan aplikasi MALL untuk belajar secara mandiri di dalam dan di luar kelas, baik dalam keadaan diam maupun mobile. Adapun untuk pengguna dosen, aplikasi MALL sangat membantu dalam proses belajar mengajar. Kata Kunci-MALL, EIC, UCD.I. PENDAHULUAN Evolusi teknologi mobile, baik dari segi perangkat keras maupun perangkat lunaknya, telah membawa perubahan yang dramatis dalam gaya hidup manusia. Hari ini, hampir setiap orang memiliki perangkat mobile seperti smartphone dengan kemampuan komputasi layaknya PC. Keragaman aplikasinya, mulai dari aplikasi sosial media sampai dengan aplikasi perkantoran, serta kemudahan menggunakan fungsi-fungsinya, membuat pengguna dapat bekerja dan berkomunikasi dalam keadaan mobile. Beberapa orang bahkan menganggap bahwa kemudahan fungsionalitas tersebut adalah inti dari strategi pembelajaran pada institusi yang lebih tinggi [1]. Pembelajaran berbasis mobile atau m-learning adalah subset dari e-learning yang merupakan generasi baru dalam pembelajaran dengan menggunakan perangkat elektronik sebagai sarana untuk menyampaikan materi pembelajaran [2]. M-learning adalah pembelajaran personal yang dilakukan di mana saja dan kapan saja dengan menggunakan keuntungan fungsionalitas yang disediakan oleh perangkat mobile [3], [4]. M-learning memiliki banyak keuntungan, antara lain lebih ditekankan pada pembelajaran kolaboratif, meningkatkan mobilitas, menghemat waktu, ramah lingkungan, interaktif, dan murah karena menggunakan teknologi terkini [5], [6].Salah satu jenis pembelajaran m-learning adalah mobileassisted language learning (MALL) yang berhubungan dengan penggunaan teknologi mobile dalam proses pembelajaran bahasa (semua bahasa) [6]. Teknologi mobile tersebut memiliki karakteristik dalam hal portabilitas, konektivitas, interaksi ...
Abstract-Mobile-assisted language learning (MALL) is the new generation of e-learning. It deals with the use of mobile technology in language learning. The aims of this research is to develop a MALL application as additional media for English intensive course textbook, that help students to understand the course materials both inside and outside classroom using mobile devices. This research used R&D method with 5 steps, start with 1) identification of IC textbook; 2) product development; 3) product validation; 4) application feedback; and end with 5) product review. The result shown, that the application of MALL for English intensive course is very useful and helpful as a supplement for the IC textbook. The student can use the application both inside and outside the classroom (mobile), so it could give impact on increasing student motivation in understanding the materials. In addition, the application is able to control the users that login to the application as a prevention to the irresponsible user that violated copyright of this application.
Mastering lexical collocation uses in learning English as a foreign language is absolutely essential to develop students’ communicative skills and linguistic abilities. Most students, however, have problems with putting words together in a characteristic of “natural” English native speaker-like manner during writing. Students tend to use strange lexical collocation expressions therefore students’ language production does not sound natural and carries imprecise meaning. With regard to this underlying issue, the main emphasis of the current study was lying on the investigation of the types and the causes of lexical collocation error committed by EFL students in their argumentative writing. Through a qualitative research approach applying a descriptive-analytic method, sixteen university students were chosen purposively. The data were collected from two principal sources i.e., students’ writing samples and semi-structured interviews. In terms of data analysis technique, this study employed an error analysis technique developed by Ellis (1994) to analyze the obtained lexical collocation errors and applied a content analysis technique provided by Kumar (2011) to analyze the interview results. The study revealed 54 erroneousness of lexical collocation production consisting of verb + noun/pronoun (PP), adjective + noun, adverb + adjective, noun + noun, and verb + adverb combination. These errors were caused by a lack of collocation competence, native language influence, the use of synonym, overgeneralization, and approximation.
The Mobile Intensive Course (MIC) application version 2 is an application designed to assist the learning process of the English intensive course subject. Measurement of the application usability has never been done before, so the effectiveness, efficiency, and user satisfaction for this application have not been measured yet. Also, usability measurement can be used as a reference for the level of user loyalty, whether it is net promoters, passive users, or detractors. One of the usability measuring tools that are easy to use but still valid and reliable, is the System Usability Scale (SUS). The purpose of this study was to test the usability of the application to determine the quality using the SUS questionnaire. This research was conducted in four steps, namely 1) trying out the application to the respondents; 2) distributing SUS questionnaires; 3) calculating the average SUS score; 4) analyzing the average SUS score. This study involved 37 respondents consisting of students and EIC lecturers. The results of this study indicates that the usability of the application can be accepted by users with an average SUS score of 70.61 and obtained C mark based on the CGS assessment. Nevertheless, the application only obtained passive users. The average contribution value for learnability was still low, namely 1.9 from the maximum score 4. It is necessary to improve future applications in terms of application learnability that allowing users to be more familiar with applications and potentially becoming net promoters.
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