2. Learning Theories for Technology Enhanced Language Learning.
Technology has changed the face of education as the products of technology are embedded in conducting teaching and learning process and it has
been being considered as one variable to support language learning. Every product of technology from the most earliest considered as most traditional such
as printed books to the most recent most sophisticated such as computer, internet, and mobile phone offer aids and accompanies that benefit both teachers
and learners. The technology usage in teaching and learning gives influence on the education culture, teaching and learning methods and approaches, and the
contemporary educational theories and practices Sharples, et al., 2006. Language teachers, practitioners, researchers, and learners have been facing the
changing or technology eras which have given impact on how they conduct teaching and learning practices. There is significant difference of the way and the
process of how students learn. The era when mass printed text books become the medium of teaching and learning process, learning theories deal more with
learning which happens inside classroom. Learning takes place as the transmission of knowledge from teachers to students, placing teachers as the
centre and the source of assistance and information for students in classrooms. While in the computer era, education has been re-conceptualized around the
construction of knowledge through information processing, modeling, and interaction Duffy Cunningham, 1996, in Sharples, 2006. A change is
gradually happened when computer, a product of technology, is used as a facility to ease them and to help them to learn. Teachers and students experience new
learning environment where they may learn in a computer laboratory. The position of teacher changes gradually to be less centered.
Technology has a great role specifically in the context of language learning as what Spolsky 1989 states in the theory of conditions for language
acquisition. There are five variables which support success of language learning. They are knowledge in the present, abilities, motivation affection, opportunity,
and knowledge in the future. Among those variables, opportunity is highlighted variable discussed in this research as it is considered as one critical component of
language acquisition that technology can directly influence. Technology has a role in facilitating a new environment of learning, specifically in this context of
language learning. The deployment of technology in language learning is considered able to support eight conditions for optimal language learning
environment where learners have opportunities to interact and negotiate meaning, interact in the target language, are involved in authentic tasks, are exposed to and
encouraged to produce varied and creative language, have enough time and feedback, are guided to attend mindfully to the learning process, work in
atmosphere with an ideal stress anxiety level, and are encouraged to be autonomous learner Egbert Hanson-Smith, 1999.
The interest of using technology is getting more increased as the advanced features of technology for learning are offered by various modern
devices such as the latest product, smart phone. This hand held computer is produced massively with more advanced features that enable people to do many
possible things, including learning languages, by staying connected to the internet connection. People now experience global access to information and
mobility of knowledge. Mobile devices enable learners to learn on the move which means the students can learn across the time, revisiting knowledge that
was gained earlier in a different context, and more broadly, through ideas and strategies gained in early years providing for a lifetime of learning Vavoula
Sharples, 2002. Therefore, being facilitated by smart phones and the internet students get more and more opportunities to learn. Tapscott 2009, in his book
Growing Up Digital: The Rise of the Net Generation, argues that we are now in a digital era of learning. According to Tapscott, a transformation in learning is
taking place from what he labels broadcast learning to interactive learning. Tapscott 1998 states that there are eight shifts in learning today. Learning shifts
from linear to hypermedia, from instruction to construction and discovery, from teacher-centered to learner-centered education, from absorbing material to
learning how to navigate and how to learn, from school to lifelong learning, from one-size-fits-all to customized learning, from learning as torture as learning as
fun, and from the teacher as transmitter to the teacher as facilitator. Sharples, et al. 2006 suggest that learning theory for mobile learning is
firstly determined by distinguishing what special things related to learning activities that mobile learning can offer compared to other types of learning
activity. There is a convergence between learning and technology as he proposed in the table below.
Table 2.1: Convergence between learning and technology Sharples, et al, 2006
New Learning New Technology
Personalised Personal
Learner centred User centred
Situated Mobile
Collaborative Networked
Ubiquitous Ubiquitous
Lifelong Durable
Based on the table above, new technology offers new learning which covers six learning points; personalized, learner centered, situated learning,
collaborative, ubiquitous, and lifelong learning. Since mobile phone can be held anywhere inside and outside classroom a new learning environment are
possible to be created outside classroom and it can be anywhere. This will create more opportunities to revisit knowledge that was gained earlier in a different
context, and more broadly, through ideas and strategies in early years providing a framework for a lifetime of learning. Learning will become more personalized
depending what the learners’ preference and decision, meaning that they are possible to study the subjects which are not in the school curriculum context. The
learners become the centre where they build on the skills and knowledge students and enable to reason based their own experiences. The theory is then more
focused on the mobility of learning where knowledge and skills can be transferred across contexts context of learning environment such as home and
school, how learning can be managed across life transitions, and how new technologies can be designed to support a society in which people on the move
increasingly try to cram learning into the gaps of daily life Sharples, et al., 2006.
3. The Nature of Mobile Learning M-Learning
The various products of technology have given positive contribution in language teaching and learning process. The role of those products, started from
the earliest and most traditional one like whiteboard and the more sophisticated ones such as internet and computer, are noted to ease, to help, and to facilitate for
both teachers and students. There are many ways of teaching and learning which make use the benefit of technology development existing time by time in the
history of English education. Many computer language labs established in schools indicating how they have embedded technology computer and internet
as an effort to support their teaching and learning process. The ongoing English education technology does not stop when computers produced in many variants
have born. Mobile phones, more advanced technology, are getting involved as well to give positive role in language learning. Lately a term mobile learning m-
learning is coined showing how mobile phones can be made use to assist students in their learning process.
M-learning is viewed as a supplement for e-learning which brings a new dimension to education technology and it gives the learners helpful, immediate,
reusable, persistent, personalized and situated learning experiences anchored in their real surroundings Huang et al. 2002, in Patorkopi et al., 2007. M-learning
uses voice, text and multimedia to support s discussion and discourse, real-time, synchronous and asynchronous, using voice, text and multimedia,
KukulskaHulme Shield, 2008; Traxler, 2009. Based on the definition, it tries to compare that m-learning shows no difference with a type of learning which
uses computer e-learning. Ally 2009, in line with Yamaguchi 2005, states
the term “portability” to show the core point which differentiates e-learning and m-learning. Mobile phone is better that computer in portability even though
computer handles more various types of information better compared to mobile phone Yamaguchi, 2005. Mobile learning allows learners to access learning
materials and information from anywhere and at anytime Ally, 2009. The learning process therefore does not depend anymore with space and time.
Students may have learning process both inside and outside classroom. They may continue to learn out of school time which means every time and everywhere as
they carry their mobile phones. Learners then do not have to wait for a certain time to learn or go to a certain place to learn what is prescribed to them Ally,
2009. There are 4 perspectives on m-learning proposed by Winters 2006. First,
m-learning can be viewed an extension of e-learning and placed on the e-learning spectrum of portability. Second, m-learning is placed amongst different forms of
styles of learning other than traditional classroom-based learning which face-to- face learning is in a stereotypical lecture. Third, techno-centric views mobile
learning as a learning using mobile devices such as personal digital assistants PDAs, mobile phones, tablet devices, and notebook devices. Fourth, it reveals
the student-centered perspective which focuses on the mobility of students rather than technology aspects.
The portability issue is becoming a strong point of mobile learning as the device is featured with the access of internet. As the development of mobile
phone has been taking place like adding more advanced features, there is additional meaning in the definition of mobile learning. M-learning can then be
defined as a ubiquitous handheld technologies featuring with wireless and mobile phone networks to facilitate, support, and enhance and extend the reach of
teaching and learning and it is a type of e-learning, enabled to deliver educational contents and learning support materials Hashemi et al, 2011; Hanafi
Samsudin, 2012. Another product of technology such as wi-fi more emphasizes the term portability in m-learning. Portability issue contains the meaning of
handheld. The point is not only to be carried away anywhere and anytime but also to be suit enough in your pocket. Hockly 2014 states that mobile learning
is learning that takes via portable, often WiFi enabled, handheld devices which are basically enough to put into pocket and to carry around such as smart phones,
e-reader, small laptop, netbooks and gaming consoles. Besides portability, the cost efficiency is considered as a beneficial
feature or characteristic of m-learning. There are so many mobile companies which produce and sell the products that are affordable enough for teachers and
especially students to buy. Not only mobile companies, many internet providers also offer good price for the users. Churches et al. 2011 believe that mobile
devices provide a “cost-efficient alternative” to traditional e-learning tools such as desktop laboratories and pods of laptops as they are becoming
“more powerful, portable, affordable and accessible. Knight et al. 2012 herald a “mobile learning revolution”. For students, the wealth of mobile devices,
iTextbooks, cloud-based documents and education apps foster greater personalization, collaboration, creativity and engagement in the learning process.
Nowadays, mobile phones are produced in more various new platforms and operating systems. The newest one is claimed as smart phone which has
advanced operating system such as iOs and android that they are so advanced enabling teachers and students to make use its fastest access to the content and
the materials of study using mobile phones. Teachers and learners are eased to access more interesting and fascinating multimedia contents for instance audio,
videos, animations. By using their smart phones, they get more possibilities to download the content effortlessly.
Holky 2014 classifies the mobile based on contents into four categories and she puts them in the continuum range. The categories are based on the
content of mobile phones, the usage, types of learners’ activities, and how the mobile contents reach learners. Based on the content of mobile phones, there are
rich content, discrete content, and both. Multi-media such as images, audio, and video; the chance to interact with others via social networks, and access to web
resources are the examples showing rich content while discrete content covers quizzes, polls, simple games, and applications apps. The usage of mobile phone
covers two types; strategic and discrete. Strategic is class set and it is when mobile phones are used as resource and to cover range of function. Discrete is
optional and it is for out-of-class and for learners’ self-study. There are three types of learners’ activities with mobile devices: consumption listening
podcasts, using flashcards, reviewing vocabulary, produce recording sounds, taking photos, and both consuming and producing. According to how the mobile
contents reach learners, they are three types of mobile contents: push content, pull content, and mixtures push outside and pull inside or push inside and pull
outside. When teachers are going to be responsible for sending mobile-friendly content such as quizzes, sms-based content, audio and video to learner, this
means push contents are taking place. Pull contents is related to when the student are going to search for and access mobile-friendly content on their own,
depending on their own interests and needs.
4. Mobile Assisted Language Learning
Mobile assisted language learning is defined as the use of mobile technologies in language learning especially in situations where device
portability offers specific advantages Kukulska-Hulme, 2013. Mobile assisted language learning MALL is a subset of mobile learning which describes the
educational function of mobile phones to learn language. Mobile assisted language learning MALL is a sub-discipline of CALL which makes use of
mobile devices such as smart phones and tablet computers for language learning Shanmugapriya Tamilari, 2013. MALL has so much in common with
computer-assisted language learning CALL Stockwell Hubbard, 2013. However, the point which differentiates CALL and MALL is its portability.
The development of MALL is increasing significantly as more advanced technologies are being rapidly invented. Not only the portability feature which
eases students to carry around their devices everywhere and every time, but also the feature that enables students to connect their phones to the internet. They are
enabled to have learning access outside classroom and computer laboratory. Mobile phones especially smart phones have smaller size and it is described as
mini-computers that allow the learner to install application mini-software of their choice from the various online app stores. In these stores is a great variety
of language learning apps that can be used offline or need an internet connection
Andersen,2013. The portability feature of mobile devices has given birth to the concept of mobility in student’s learning process.
There are three concepts of mobility in mobile learning namely mobility of technology, mobility of learning, and mobility of learner El-Husein and
Cronje, 2010, in Kim Kwon, 2012. The first concept, mobility of technology, means that mobile technologies such as smart phones are featured with wireless
application protocol WAP and Wi-Fi. Those applications will enable the internet connection or satellites to deliver content and instruction therefore
learners will be able to study anywhere and anytime. It triggers the second concept; the mobility of learning. Learning process is turned on not only inside
the classroom but anywhere outside the classroom. It generates modes of educational delivery: personalized, learner-centered, situated, collaborative,
ubiquitous, and lifelong learning Sharples, Taylor Vavloula, 2005 in Kim Kwon, 2012. The third concept is the mobility of learner. Learning by using
mobile phone gives students benefits to be more flexible, to gain more access to learning resources, and to personalize their learning activities and those will
enhance the students’ productivity and effectiveness based on the developed senses of enjoyment, freedom, and independence Kim Kwon, 2012. The
concepts are drawn in the figure below.
Figure 2.1 The Concept of Mobile Learning in Three Areas El-Husein Cronje, 2010
In line with the concepts of mobility in learning, here are some values proposed specifically in mobile assisted language learning MALL by Ellias
2011. First, MALL delivers content in the simplest possible format equitable use. Second, MALL can be used flexibly package content in small chunks.
Third, MALL allows tolerance for error. It scaffolds and supports situated learning methods. Last, MALL has instructional climate such as push regular
reminders, quizzes, and questions to students. Learning English with the sophisticated and advanced mobile devices
gives students some benefits. Here are some benefits that MALL offers based on researches. The first benefit is that MALL supports student-centered learning
Wang et al, 2009, Cheon et al, 2012. Looi et al 2010 states that MALL’s main characteristics, portability and versatility promotes a change in pedagogical
perspective where students become the centre to be more an active participant in learning activities replacing a didactic teacher. Second benefit is that MALL
supports a ubiquitous learning which is learning anytime and anywhere on any devices and it enables students to share their learning experiences with peers
Wang et al, 2009. Students are given more access to get language learning materials more easily and quickly wherever they are and whatever they do.
Besides, they are enabled to get additional information they need directly by communicating with people anywhere and anytime Kim Kwon, 2012. Third
is that MALL heightens the learners’ autonomy and collaboration through various resources and tools for language learning Cho, 2009; Lee, 2010; Kim
Kwon, 2012. A study reveals that learning with smart phones encourages students to have more effort in their private learning, in terms of the length of
time they spent studying. It means that there is a tendency of being autonomous in comparison to those who are prohibited from using smart phone in class Leis
et al, 2015. The fourth benefit is that MALL encourages learners to be more motivated Looi et al, 2010. Other benefits are that MALL triggers an important
change in students’ value and character and that MALL allows rapid development of speaking, listening, reading, and writing skills through the
individualized language learning activities synchronously happening right now and asynchronously. The further benefit from the ubiquitous learning that
MALL promotes gives another effect on students’ value and character in learning process. MALL can gauge students as lifelong learners and persons-to-be Looi
et al, 2010. The last benefit purposed is that mobile learners perceived more and preferred learning with mobile phones compared with paper and computer-based
lessons to learn vocabulary Thornton Houser, 2005 in Kim Kwon, 2012. However, there is limitation found as well. Not all applications provided
in Google play store and Apple play store are free. Based on study of exploring smart phones application conducted by Kim and Kwon 2012, there are
applications which are three times more paid apps than the free ones. Students will be charged in various price ranges and it depends on data capacity amount
and features offered.
5. Busuu
Busuu is a language learning application that offers 12 language courses. Previously, it was developed in the form of website and now it is being
developed and updated in mobile application. This language learning application has been downloaded by 5 million people and it got 4.3 stars out of 5 stars
observed in Google Play Store. Busuu is developed to bring a new mode of learning which is not expensive, more motivating, and different from the
traditional way of learning about Busuu.com. Learners are encouraged to enjoy the language learning with the application and the materials that they design. The
learning materials are based on image and sound and they use native speakers to help learners. However, not all the materials are offered free, only soma parts.
They lock some materials and in order to obtain them, learners should pay for a Premium Membership Anderson, 2013. As the premium members, they will be
charged Rp 71.500, 00 per month and Rp 32.500,00 per month when they register directly for 12 months.
There are 3 stages of learning, started from beginner A1, elementary A2, intermediate B1, upper intermediate B2 with 5-15 lessons of English learning
covering various topics such as greeting people, feelings, personal pronouns, physical appearances, jobs, number and colors, etc. Every time a learner has
accomplished one lesson, she or he will be rewarded berries. The berries are considered as the motivational tool in this application Anderson, 2013. Busuu
offers some features such as learning the basics with vocabulary grammar units, audio dialogue, language games and interactive tests, submitting practice
exercises where native speakers’ help, setting learners’ personalized goal to ensure them that they are reaching their learning objectives, personalizing to fit
the learners’ style of learning, ensuring they become proficient in the shortest possible time, learning the most important 150 topics and 3000 words, specific
language training, testing their knowledge with fun quizzes and word games to see how much they have learnt.
Busuu helps learners to work on their pronunciation, grammar, and vocabulary right away. Busuu offers study material that covers different day-to-
day topics and it give learners various activities to comprehend the materials such as multiple-choice questions, drag and drop building a sentence from a word
scramble, pairing, and word ordering, and fill in the blanks. The content, materials, and the features encourage the learners to
experience incredible foreign language learning and to boost their confidence. Besides the materials and tasks or activities, Busuu gives space for learners to
share their writing peace to be given feedback by native speakers or other learners around the world.
The tables of Busuu overview based on Anderson’s 2013 which cover review on methodology, level, motivation tools, feedback provided by the
application, learning content covering vocabulary, listening, reading, speaking, pronunciation, grammar, and writing, types of exercise, the software description
size and price, and comments or feedback from the user are provided in Appendix 1.
6. Students Grade VII
The junior high school student grade 7 are categorized as young adolescents 10- to 15- years- olds. During that period of life time, they
experience significant intellectual development. They start to grow in their ability to think about one’s own thinking metacognition and independent thought
Kellough Kellough, 2008. Young adolescents have started to anticipate their needs, to be aware of their future, and to set their goals Kellough Kellough,
2008. Their curiosity to find and to learn new and interesting topics increases
significantly Caskey Anfara, 2007. Therefore, they have a great willing and eagerness to experience active learning and more interactions with their friends in
doing the tasks. Other intellectual developments are shown in their ability to create logical
operations, to solve problems, to develop and test hypotheses, to analyze and to synthesize data, to grapple with complex concepts, and think reflectively
Manning, 2002. The young adolescence gain a high achievement when they are challenged and engaged. They also have capacity to build upon their individual
experiences and prior knowledge to make sense of the world around them Piaget, 1960. Bransford, Brown, Cocking 1999 argue that the adolescent
learners are able to construct the meaning based on they understand and believe through their experience. Therefore, the learners prefer to experience the real-life
and authentic learning. Young adolescents nowadays are experiencing a rapid era of technology
development that they get more opportunities to interact with technology. Thus adolescents are avid users of modern technologies that can facilitate them to have
the real-life and authentic learning. There are many advantages that young people get from the new technology Honet et al., 2005 such as increased motivation
and engagement in learning O’Hara Pritchard, 2010. According to the findings, adolescents’ use of modern technologies has implications for
educational practice because it is now a prevalent environmental factor in their lives Sinforosa, 2007.
Prensky 2001 states those young adolescences represent the first generations which grow up with new technology that they have spent their entire
lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age and
these are integral parts of their lives. Strying 2015 specifically define the generations born after 1997 who tend to to have a heavily digital life; they have
grown up with technology and social media and they embrace them fully as generation Z. The characteristics of this generation are first, they are used to
receive information really fast. Second, they like to parallel process and multi- task. Third, they like graphics that appear before texts rather than after texts.
Fourth, they prefer random access. Fifth, they function best when networked. Sixth, they grow with instant gratification and frequent rewards. The last
character is that they prefer games to serious work. Another term, Net Geners was coined by Topscott 2009. Net Geners
assume continual, constant access to computers, the Internet and each other, via phone, text or some other still-emerging technology. Those factors have changed
how Net Geners act and even how their brains function in some areas. Net Geners use computer technology naturally and easily, prefer to learn and work
collaboratively and they don’t make sharp distinctions between work and play, or their public and private spheres Topscott, 2009. Having been raised in an age of
media saturation and convenient access to digital technologies, Net Geners have distinctive ways of thinking, communicating, and learning Oblinger Oblinger,
2005; Prensky, 2006; Tapscott, 1998 and they tend toward independence and autonomy in their learning style Barnes, Marateo, Ferris, 2007.
7. Autonomy
Mobile technology enables learner to have learning situation and process which take place not only inside classroom but also outside classroom. When the
learning happens outside the classroom, a learner may have more opportunities to be the center of learning and she or he can learn anytime and anywhere. Benson
Reinders 2011 states that mobile technology are potential to give learners chances of having interaction, situated-learning, and support for learning outside
formal context. Learners are more afforded to get immediate support and more access to resources in out-of-school context Kukulska-Hulme Traxler, 2005.
When learners are positioned in the situation where they do self study with the help of their mobile phones, they take charge of their own learning
responsibilities, choices, and decisions. Therefore, the assistance or the help of mobile learning triggers the learners’ autonomy in learning language which
means that the learners accepts responsibility for his her learning Chang, 2007. Learners have roles take control of their own learning, on their own time, and for
their own purposes Collentine, 2011. When learners’ autonomy is developed well, the language learning will be better since autonomy in language learning is
closely related and equivalent to each other Benson, 2001. Research done Reinders 2011 shows that mobile technology foster the learners’ autonomy and
there is a link between autonomy and language acquisition. Learners’ autonomy is not only about accepting their own responsibilities
for self-learning. As defined by Paul Elder 2008, autonomy is the freedom and ability to manage one’s own affairs, which entails the right to make decisions
as well. There are learners’ actions to direct and control their thinking, author
their beliefs, values, and ways of thinking. The learners become the center of learning shifting the teacher’s roles to present the information since they are able
to make use their devices to get the resources for learning Macaskill Taylor 2010. They will practice their language skills by using the authentic materials
which can be obtained through their mobile phones. This shows the independent character in learners’ selves and this is line with what Nation Macalister
2010 states about the characteristic of an autonomous learner. They characterize an autonomous learner as an independent and effective learner that
they show their capabilities to know how to learn language, to monitor, and to be aware of their language learning process and progress. They are able to be
independent learning in the situation where teachers are not always able to be around them to guide or to instruct Nosratinia Zaker, 2013.
There are other characters of the autonomous learners besides the point of independence that some researchers to reveal. In 1981, Holec tried to derive two
concepts of which can be used to determine the learners’ autonomy. First is ability which he states as a power or capacity to do something, and he argues that
it is different with behavior. Second is taking charge of one’s own learning, indicating learners’ ability to hold responsibility for all the decision concerning
all aspects of learning such as setting, objective, decisions of content and progression, method of learning, learning progress monitoring, and learning
product evaluation. Benson 2001 argues that the sufficient autonomy are determined by three levels of controls; controls over learning management,
cognitive process, and learning content. Taking control over learning management means they are able to plan, to organize, and to evaluate their
learning and he states that those are observable thorough their behavior. However, another level of control control over cognitive process such as
attention, reflection, and meta-cognitive awareness can be observed since they happen in human’s brain. The cognitive process is more related to psychological
aspects of learning. The last level is control over learning content which consider the social aspects of learners’ situations and abilities to interact with others.
His contend is more in line with what Confossore’s 1992 statement of personal characteristics of autonomous learners where both of them tries to
define about the personal characteristics of autonomous learners Myartawan et al., 2013 such as desire, resourcefulness, initiative, and persistence. Desire
reflects the learners’ freedom, power, and change over their life. Resourcefulness is related to the intention to make decision and action in order to solve problems.
When the learners are resourceful, they are able to expect and prepare themselves for their future rewards of learning. They are able to make learning as the main
priority over the other activities which are considered more fun. Though they find the obstacles or problems during learning, they are found able to solve them. The
initiative character refers to behavior of planning the goals and objectives to attain the goals through their learning activities. When they keep continuously
moving on despite the problems and challenges they face without waiting for helps from others, they show the last character of autonomy; persistence.
Confessore and Park 2004 divide the characteristics of autonomous learners to two main constructs; conative and preconative. Conative includes
beliefs cognitive entity and attitudes affective entity while pre-conative covers the learners’ intentions such as resourcefulness, initiatives, and persistence.
Ponton 2010 confirms that self-efficacy is considered as one of the characteristics of autonomous learners instead of desire.
Autonomy plays an important role in students’ language learning especially in the context of learning English as a foreign language where in order
to develop their language competences they are supposed to learn not only inside classroom but also outside classroom. There are three reasons proposed by
Myartawan et al. 2013 showing the importance of learning autonomy. First, learner autonomy can be a solution to the problem of learner’s intrinsic
motivation. Second, learner autonomy is related to the success of learning since the autonomy in learning triggers to learn efficiently and effectively. Third,
autonomy in learning can enhance language learners to learn optimally developing their communicative skills since they can make use every opportunity
both inside and outside classroom to learn Scharle Szabo, 2000 in Myartawan et al., 2013. According to importance of the learning autonomy, it reveals the
notion that learners who enjoy a high degree of autonomy especially, social autonomy in their learning environment would have more opportunities to
develop their communicative ability as compared to those who do not Scharle Szabo, 2000.
Technology such as mobile phone can assist the students in positive way to develop their autonomy, however technology can be also found detrimental on
the learners’ autonomy. There are negative effects revealed by Reinders 2010. First, when the learners are not prepared well, the authentic materials or native
speakers can be detrimental if learners are not prepared or supported for this. Second, when learners depend much on the technology such as online dictionary,
they can be discouraged from memorizing new vocabularies. Third is related to the negative impact related to learners’ learning development. Learners may learn
English from gaming application in mobile phone, however it limits them to learn the language from other genres and it will not push them to engage in other types
of other language practices in reading and writing more texts Gee, 2003 in Reinders, 2010.
8. Lived Experience
The approach which is used to seek and understand the certain phenomena is qualitative research approach which will concern more about the
verbal data of description and interpretation of those phenomena. One phenomenon itself is a situation and condition manipulated by a researcher
Patton, 2002. Its setting is a real world setting which is observed in order to gather the participants’ view of their meaningful lived experiences. The
participants’ honest story is not the result of generalization; instead the findings will be understood and interpreted deeply. Van Manen 1990 asserts that lived
experience is similar to phenomenology since the aim of the research is to study the human experiences in relation with understanding and giving meanings to
world around them. According to Creswell 1998, phenomenology research provides the
meaning of the lived experiences for several individuals about a concept or the phenomenon which in this context is a context of senior high school students who
use Busuu. Edmund Husserl and Martin Heidegger in the last century, has been considered both as a philosophical approach and methodology Manen, 1990.
The aim in phenomenological research is to explore the consciousness and essence of the lived experiences and therefore this research perspective try to
unveil the qualitative rather than the quantitative factors in human experiences Moustakas, 1994. According to Dowling 2007 researchers in
phenomenological perspective should conduct the study without any prejudice in order to understand the phenomenon correctly and presented accurately.
B. Pre-Understanding
There is an increasing degree of interest of using mobile assisted language learning to help the students learning English. Mobile devices are believed to
offer some unique benefits to learning. These benefits, often the foci of many m- learning research, includes flexibility, accommodating special needs of some
learners, improving learners’ engagement and motivation, encouraging learners’ critical thinking and construction of knowledge, and facilitating the
communication and collaboration. M-learning results in more interaction and collaboration than traditional learning. Students in m-learning are also engaged in
active and reflective learning. Nowadays, many products or applications of smart phones that can be
used to learn English anywhere and anytime. One product is Busuu which has been so far becoming popular for it has been downloaded by around five millions
people around the world. The materials provided in this application do not only help the learners to improve their knowledge of English vocabulary, expressions,
and reading skill but also listening and speaking skills. This application creates more opportunities for the users to learn practice their listening, writing, reading
and speaking skills with assistance from a rapidly growing community of native
speakers. Using Busuu in learning does not only deal with their improvement in knowledge or skills. There must be struggles, efforts, and self-improvement that
can be reflected through the students’ lived experiences in using Busuu. Considering the role of smart phone application in learning English,
Busuu will affect the users who are students in junior high school grade 7 in perceiving its functions and meaning. The meanings which are formed are related
to both their efficiency and effectiveness in learning. The students have their own perceived meanings which evolve around their awareness, belief, their life
history, learning strategy, and learning action. Using Busuu would give results on less time to learn, more enjoyment, and more enthusiastic feeling. It also helps
the students to have better pronunciation and grammar ability that can improve their effectiveness in learning. Those are bracketed under pre-figured themes
namely: Busuu facilitates more to learn English anytime and anywhere, learning English is more fun with Busuu, the application assists the participants to
improve their English skills and to be more autonomous.
CHAPTER III METHOPOLOGY
This chapter aims to ensure that the data verification is valid, telling that the empirical truth verifies the logical truth validly. The detail information about
the method which was used to answer the research question is presented in this chapeter. This chapter covers method, design, data description, research
procedure, research setting, participant, data gathering technique, research instruments, data analysis and trustworthiness of the research.
A. Research Method
The research method was a hermeneutic phenomenology research which focused on the description and the interpretation of the participants’ lived
experiences. This type of research is a part under one umbrella of phenomenology research. Phenomonology itself as defined by Langdridge 2007
as a discipline which has purpose in focusing on people’s lived experience. It deals with the revealed meaning in their experience. It is in line with what Manen
1997 states that phenomenology deals with a description of how one orients to lived experiences. Hermeneutic describes how one interprets the texts of life
Manen, 1997. The aim of the study was to get the better understanding of the nature and
quality of phenomena as they present themselves Willig, 2008. The phenomenology research deals with lived experiences that seek to describe and
interpret the person’s point of view towards the meaningful experiences of a certain phenomenon.
B. Research Pesign
The goal of this research is to help the students become more self- actualized. The research was started with an observation in order to find out
participants who used Busuu regulary at that time. There were ten students who had used Busuu. Out of ten, there were two students who had been using Busuu
for 6 months. They were the students who used the application longer than the other students. Those students then became the participants to be interviewed in
this study. The in-depth interviews were done and the obtained data which was in the
form of texts was transcribed and interpreted to seek the meaning of their experiences towards the phenomenon.
C. Research Setting
The study was conducted in one private junior high school in the centre area of Yogyakarta city. The study was focused on the grade 7 and the
observation was done to four classes. Based on the observation, there were 2 participants selected for this study. The study was conducted for one semester
ranging from the observation and interview process to the description and the interpretation of the texts.
P. Research Procedure
The initial step done is an observation step in order to select the participants who were willing and excited to share their lived experiences of
using Busuu for learning out of school. The selection was done through the observation of berries rewards they got in their Busuu as an indicator of how
long time they had used the application. The amount of berries could show the
consistency of using this application, the more they got the longer period of time of using Busuu.
After selecting two participants, the next step which was interview was done to these participants. For each participant, the interview was held once and
it lasted for 30-40 minutes. The interview process was recorded and the results were transcribed. After the transcription process, the texts were described and
interpreted.
E. Research Pata
This section covers the description of the study’s data type, the information of the selected participants, the technique and instruments used to
collect the data, and the technique for analyzing the data.
1. Nature of Pata
. The nature of data in this research is texts. The data obtained from this
study is presented in the form of text which was taken from the participants’ lived experiences of using Bussu for learning English. Based on the texts which
were obtained from the participants, the researcher sought the description and the interpretation of the meaning.
2. Participants
Data sources cover participants and setting of the study. The participants of this research were two junior high school students grade seven who were
interested in this research and had a great willingness to share their stories and point of view towards the phenomenon. The students were from the same private
junior high school in Yogyakarta.
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