.png)
.png)
The Ways to Optimize Mobile Phone Usage in English Instructional Activities
Abstract
In the midst of controversial perceptions among students and teachers regarding the use of mobile phone in the classrooms, it is urgent to look for solution in order that these sophisticated devices are able to bring more benefits in language learning. This research aims at exploring students’ and teachers’ perceptions on how to optimize the mobile phones in English instructional activities so that the teaching and learning can be attractive and interactive, hence students’ participation in the classroom may increase as well as their learning outcome. This research applied qualitative research. The informants participated in this research were two English teachers and four students from two state Islamic senior high schools in Parepare, Indonesia. To collect the data, the researchers employed Focus Group Discussion (FGD). Students and teachers sat together in a forum to discuss and to argue their opinion or experiences in order that the use of mobile phones in the classroom during English learning activities can be optimal. To analyze the data, the researchers analyzed them by using thematic technique from Creswell. The results of this research show that there were five ways offered by both students and English teachers. Those ways are recommended to apply by both parties without too much worry because of potential distractions that may come up.
Full Text:
PDFReferences
Ahmad, T. (2020). Student Perceptions on Using Cell Phones as Learning Tools. PSU Research Review, 4(1), 25–43. https://doi.org/10.1108/prr-03-2018-0007
Aoumeur, H. (2017). The Impact of Class Size on Teaching and Learning English as a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University. Arab World English Journal, 8(2), 349–361. https://doi.org/10.24093/awej/vol8no2.25
Bakla, A. (2018). Quick Response Codes in Foreign Language Instruction: Practical Ideas and Strategies. İnönü University Journal of the Faculty of Education, 19(3), 749–762. https://doi.org/10.17679/inuefd.475262
Bridget, A., Bedua, S. V, Bengan, C. V. P., Ea, E. P., Goleng, D. J. G., & D, R. G. (2021). Social Media on the Students ’ Academic Performance. Indonesian Journal of Educational Research and Technology, 1(2), 41–44.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Fahdin, R. G. P. (2020). Student’s Perception toward The Use of Tik Tok in Learning English Vocabulary. Khazanah: Jurnal Mahasiswa, 12(2), 27458733. https://doi.org/10.20885/khazanah.vol12.iss2.art47
Hazarika, Z. (2017). Exploring the Impact of Technology in Teaching English: Tesol in the Context. European Journal of English Language and Literature Studies, 5(10), 19–28. www.eajournals.org
Jati, A. G. (2018). The Use of Smartphone Applications in English Language Teaching and Learning. Jurnal Sosioteknologi, 17(1), 144–153. https://doi.org/10.5614/sostek.itbj.2018.17.1.14
Jawad, Z. A. (2021). Challenges of Learning English through Mobile Devices : EFL Teachers ’ Perspectives. Intensive Journal, 4(1), 18–26.
Kranthi, K. (2017). Technology Enhanced Language Learning (TELL). International Journal of Business and Management Invention, 6(2), 30–33.
Machmud, K. (2018). The Smartphone Use in Indonesian Schools : The High School. Journal of Arts and Humanities (JAH), 07(03), 33–40.
Muhtarifa, H. H. (2018). Teacher ’ S Perception on Smartphone Restriction for Students At Smpn 8 Madiun in 2018 / 2019 Academic Year. Universitas Muhammadiyah Surakarta.
Nariyati, N. P. L., Sudirman, S., & Pratiwi, N. P. A. (2020). EFL Pre-service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English. International Journal of Language Education, 4(1), 38–47. https://doi.org/10.26858/ijole.v4i2.10052
Novarita, & Srikandi, D. S. (2021). The Students’ Perception toward Using Mobile Technology for Learning English. Jurnal Elsa, 19(1), 74–82.
Nurchalis, N. F., Ermawati, E., Sardi, A., & Nursabra, N. (2021). Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene? Elsya : Journal of English Language Studies, 3(3), 183–194. https://doi.org/10.31849/elsya.v3i3.6824
Raposo, A., Durão, A., Estradas, A., & Ribeiro, I. (2020). Technology as a Tool to Enhance Motivation and Learning. E3S Web of Conferences, 171, 1–4. https://doi.org/10.1051/e3sconf/202017101011
Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L., & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115(May 2020), 1–12. https://doi.org/10.1016/j.chb.2020.106625
Sawang, S., O’Connor, P., & Ali, M. (2017). Engage: Using Technology to Enhance Students’ Engagement in a Large Classroom. Journal of Learning Design, 10(1), 11–19. https://doi.org/10.5204/jld.v9i3.292
Segaran, V. C., & Hashim, H. (2022). ‘More Online Quizzes, Please!’ The Effectiveness of Online Quiz Tools in Enhancing the Learning of Grammar among ESL Learners. International Journal of Academic Research in Business and Social Sciences, 12(1), 1756–1770. https://doi.org/10.6007/ijarbss/v12-i1/12064
Warni, S., Aziz, T. A., & Febriawan, D. (2018). The use of technology in English as a foreign language learning outside the classroom: An insight into learner autonomy. LLT Journal: A Journal on Language and Language Teaching, 21(2), 148–156.
DOI: http://dx.doi.org/10.30870/jels.v8i1.18361
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Journal of English Language Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.
Copyright @ 2024 Journal of English Language Studies.