CHAPTER II LITERATURE REVIEW
This chapter presents the theoretical review and the theoretical framework of the study. The theoretical review presents some theories underlying the research in
developing the learning model. The theoretical framework presents how the theories presented organized. The following are the discussion of each item.
A. THEORETICAL REVIEW
The theoretical review consists of three terms. They are Android Application, English for Midwifery, and Speaking. These terms are discussed as follows:
1. Android Application
This section discusses some related studies. They are Mobile Learning, Mobile Assisted Language Learning, Android, and App Inventor. The discussion is presented
as follows.
a. Mobile Learning
It cannot be denied that technology has been a part of human life including education. In recent years, technology enables people to be more practical and
efficient in living roles. It keeps developing rapidly. People begin to leave PC or personal computer and move to mobiles and tablets which are more practical and
efficient. Facer in Kukulska 2006 states that it was already being claimed for several years ago that, at least in the UK, mobile technologies were “a familiar part of
the lives of most teachers and students”. Mobile technologies have been used in the developing countries in the teaching and learning process.
Mobile learning m-learning has come up as an innovative learning concepts which takes advantage of the mobility of learning devices such as cell phones,
personal digital assistants PDAs, tablet PCs, and MP3 players. These devices enable the users to acquire information and knowledge at any moment, even when they are
on the move. M-learning is the use of mobile technology in education. Chen et al. 2012 state
that M-learning refers to the use of mobile technologies for pedagogical purposes. It plays role as media or a learning tool. Similarly, Geddes 2004 in Chen et al. 2012
defined mobile learning as the acquisition of any knowledge and skill through use of mobile technology, anywhere, anytime which results in an alteration in behavior.
The advanced development of mobile learning nowadays diverts the past perception. Sharples 2006 in Kukulska-Hulme and Shield 2008 argues that mobile
learning has often been defined in terms of its use of mobile technologies, more recent thinking has foregrounded the mobility of the learner. It shows the efficiency
of the mobile devices to use as learning anywhere and anytime. Similarly, Trifanova et al. 2004 define mobile devices as “...any device that is small, autonomous and
unobtrusive enough to accompany us in every moment”. Supporting the Trinova’s definition, m-learning is identified both by being available “anywhere, anytime”
Geddes, 2004 and by the tools used: mobile learning can perhaps be defined as “any educational provision where the sole or dominant technologies are handheld or
palmtop devices” Traxler, 2005.
There are some principles to use mobile media in learning. Elias 2011 reviews eight universal design principles and interprets them for mobile learning. Those
principles are: 1 equitable use, 2 flexible use, 3 simple and intuitive, 4 perceptible information, 5 tolerance of error, 6 low physical and technical effort,
7 community of learners and support, and 8 instructional climate. Equitable use means that the contents should be accessible. Leaners with various abilities, devices,
and different locations can access it. Flexible use means that the design should accommodate a wide range of individual abilities, preferences, schedules, levels of
connectivity, and choices of method. Simple and intuitive mean that the design and the navigation should be familiar. Perceptible information is that any information in
the content should be clear such as by adding captions, descriptors, and transcription. Next, high tolerance of error means that it could support the learning situation. Then,
low physical and technical effort means that the devices are less distracting environment. The community of learners and support can be done by developing
groups and support from appropriate tools, thus learners can scaffold and help each other. The last one is instructional climate. The instructor should interact with the
learners course delivery in various ways.
b. MALL Mobile-Assisted Language Learning
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