PROBLEM FORMULATION RESEARCH GOALS

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CHAPTER II LITERATURE REVIEW

In this chapter, the researcher discusses some theories that are used as theoretical base for the research. This chapter consists of the theoretical review and theoretical framework followedby the hypothesis and a pre-understanding.

A. THEORETICAL REVIEW 1.

Mobile Learning m-learning Nowadays, mobile phones are popular in education since its portability and wide access Tayebinik and Puteh, 2012: 60. Morevover, mobile phones with high capabilities smartphones have been extensively accessible among the society. The accessability of mobile phones or smartphones have attracted researchers’ interest in developing media for learning. There has been growing evidence of using mobile phone as the media for learning which is familiar with the term mobile learning m-learning. Mobile learning m-learning is defined as any service or facility that contributes to acquisition of knowledge regardless of time and location Lehner and Nosekable, 2002 as cited in Tayebinik and Puteh, 2012: 58. Mobile learning includes the use of mobile phones, MP3 players, Personal Digital Assistants PDAs such as Palm hand-held computers and devices using Windows Mobile Computing platforms such as the iPAQ Dudeney and Hockly, 2007: 156. Miangah and Nezarat 2012: 309 state some characteristics of mobile learning. They are personalized freedom of time and place, spontaneous, informal and ubiquitous. Ubiquitous is often defined as existing or being everywhere at the same time Calimag, Miguel and Conde, 2014: 119. Miangah and Nezarat 2012: 309 also mentioned two other characteristics of mobile learning: portability and connectivity. Mobile learning has been popular in language learning. The use of mobile phones in language learning is also known as Mobile-Assissted Language Learning MALL. Mobile learning can be in the classroom but it is more frequently done outside the classroom. Usually, teachers lack time in presenting all materials in the classroom. In this case, mobile learning will be fruitful to solve the problem. Students can learn and practise more outside the class through their mobile phones. Because of its practicality, Miangah and Nezarat 2012: 311 even state that mobile learning technology is more useful for doing activities outside the classroom. In other words, mobile learning m-learning is a new learning that has great potential to make ‘learning’ on the ‘move’ and ‘anytime, anyplace learning’ a realization Lee, 2005 cited in Kim, 2014; Demouy and Kukulska- Hulme, 2010. Some studies has shown the success of using mobile phones. Kiernan and Aizawa 2004 as cited in Tayebinik Puteh, 2012: 58 conducted a study about the effectiveness of course delivery on Japanese university students’ achievement in EFL classes using mobile devices. The result of the study shows that learning gained through task-based mobile learning including text messages, emails and speaking activities was satisfactorily achieved by the students. They found that second language acquisition is significantly enhanced through learning using mobile devices. More specific researches have been available which concern on learning English using certain mobile varieties such as PDA, Ipods, podcast and cell phones Tayebinik and Puteh, 2012: 58-59. Another study by Huang and Sun 2010 cited in Kim, 2014: 69 studied the effects of m-learning on English listening. They found that students who practised listening exercises through mobile phones improved their listening comprehension skills. In integrating mobile devices to language learning, Kim 2013: 12 stated that mobile devices need to be supported based on a variety of learning theories and methodological approaches.Therefore, in terms of teaching listening, teachers need to pay attention to learning theories and learning approaches which are suitable for the classroom context and the students’ needs. One of the points that teachers need to consider is the materials selection. Teachers need to select the materials which are relevant to students’ interests, includes variety of conversation types, modes of presentations and situations, as quoted from Elkhafaifi 2005 and Kao 2006 cited in Kim 2013: 14.

2. Listening

Listening is one of the four significant skills in English. According to Lynch and Mendelsohn as cited in Schmitt, 2002: 193, listening can be defined as the activity to make sense of spoken language which usually accompanied by other sounds and visual input, assited by background knowledge and context. Listening has long been considered as Cinderella skill. It got less attention in teaching foreign language in some countries, including in Indonesia. It was also considered as unimportant and passive. Whereas, listening actually is an active process. It is not a passive skill Gebhard, 2000: 143. It deals with the active and purposeful process of making sense of what people hear Nunan, 2003: 24.When the listeners listen, they engage in a variety of mental processes in an effort to comprehend information from spoken texts.