Evaluate and revise Theoretical Review

54 The second study is conducted by Shanmugapriya and Tamilarasi 2013. The study focuses on the design and development of Mobile Assisted Language Learning MALL for English Language using Android push notification services. The learning content and exercises in the application focus on improving stud ents’ grammar, pronunciation, listening, speaking, reading, writing, and vocabulary skills. Based on this research, the use of Android push notifications can support the theory that mobile devices can enable enhanced, personalized, and life-long learning. Taking the benefits of using Android application for learning, this research also employs the use of Android application for developing language skills, but the focus is on a particular skill i.e. listening skill. As this research focuses on the use of mobile devices for language learning, some studies related to MALL are also presented. Baleghizadeh and Oladrostam 2010 have conducted a study on the effect of MALL on grammatical accuracy of EFL students. The mobile phones are used to record the English class discussions intended to elicit grammatical forms under review. The experimental group shows significantly better grammatical accuracy compared to the control group that did not engage in the review activities. Another study conducted by Deng and Shao 2011 investigate students’ attitudes towards a freely available mobile-phone based e-dictionary application for self directed English vocabulary acquisition. The result shows that the participants are able to automate their vocabulary learning with the software in their daily life. Yamada et al. 2011 have conducted a study on the effectiveness of a smartphone and web server program on the improvement of L2 English listening comprehension. It targets sales staff in a large Japanese company and uses audio-video clips of workplace scenarios accompanying tutorial exercises. 55 The result shows that the materials are effective in enhancing learning motivation and improving listening comprehension performance. The next study is conducted by Wang and Fang 2011 about integrating cell phones into Chinese high school EFL classroom. The study aims to know students’ attitudes and readiness to use mobile phone technology as an L2 English language learning tool. The result shows that the high school students were ready and able to use mobile phones for language learning and felt that they had learnt a lot from the activity. Many researches have proved that using mobile devices for language learning can give benefits to improve students’ language skills and to facilitate them to learn. Mobile Learning ML, as well as Mobile Assisted Language Learning MALL, has been positively developed in many countries around the world. Since the ownership of mobile devices in Indonesia has been increasing rapidly, there is a great opportunity to implement this type of learning in the Indonesian education contexts.

C. Theoretical Framework

In this section, the theories that have been mentioned before are synthesized and their relationship is drawn in supporting this research. The theories include listening comprehension for Grade X, the principles of m-learning and MALL, and Android App Inventor. The framework model of this research can be seen in the following figure. 56 Figure 2.10. Model Development Framework This research focuses on listening comprehension for Grade X students. The topics of the listening materials are selected from the competency standards and basic competences of English subject for Grade X. The listening materials are then developed and packaged into an Android application which is developed using App Inventor. Android OS is selected because it is an open comprehensive platform for mobile devices. Android has some advantages such as its open source and free charging. Many developers can create applications freely and the products can be marketed in the playstore. The software development program is App inventor because it is very appropriate for those who have little or no programming experience and want to develop mobile applications for Android based phones. The implementation of this application should be in line with the principles of m-learning by Elias 2011. Those principles are: 1 equitable use, 2 flexible 57 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. Moreover, it should also correspond to the principles of MALL proposed by Stockwell and Hubbard 2013. Those ten principles are 1 mobile activities, tasks, and applications should distinguish both the affordances and limitations of the mobile devices and the environment where the device will be used; 2 limiting multi-tasking and environmental distractions; 3 pushing, but respecting boundaries; 4 striving to maintain equity; 5 acknowledging and planning for accomodating language learner differences, 6 being aware of language learners’ existing uses and cultures of use for their devices; 7 keeping mobile language learning activities and tasks short and concise when possible; 8 letting the language learning task fit the technology and environment, and vice versa; 9 some or most learners will need guidance and training to effectively use mobile devices for language learning; and 10 recognizing and accomodating multiple stakeholders. Based on the theories that have been discussed above, an Android application was then developed. By using Android application for language learning, it shows that mobile learning m-learning is implemented in the classroom. The features in the application can facilitate students in developing their listening comprehension that are easy and free to develop. As long as there is the internet connection, students can access the application anywhere and anytime.