120 available in the internet also has some problems. It will not work effectively if the
students tend to look for the answers in the internet instead of listening to the audios by themselves. Therefore, it is necessary for the teacher to tell them the
significances and the benefits that they will get after completing the exercises in the application on their own.
3. Final Section
This section provides some listening exercises which are packaged like in the Listening Section of the National Examination. The audio materials are taken
from the previous National Examinations 2007 – 2014. Meanwhile, some of the
questions have been developed by the researcher herself. Before the students join the test, they need to login first by filling in their name and student number.
Figure 4.18. The Login and Final Screen in the Final Version of FLAP
The Final section is divided into four parts of tests. Each part has different types of objectives and instructions. There are twenty questions and sixteen audios
in this section. The types of audios are varied, ranging from monologues to
121 dialogues depending on the purposes of the tasks. The example of the questions can
be seen as follows.
Figure 4.19. The Final Screens Part 1-4 in the Final Version of FLAP
Part 1 enables the students to make inferences about the dialogues. There is one question for each dialogue. Then, Part 2 is about giving responses. The students
are asked about the appropriate responses of the given expressions. Next, Part 3 is about selecting the correct pictures based on the dialogues. The last part is about a
long monologue. There is only one monologue with five questions about it. The Final section gives insight to the students about what types of questions
of the Listening Section in the National Examination look like. As stated in one of
122 conditions for comprehensible input i.e. meaningful, the selection of materials for
the Final section is expected to provide meaningful exposures for the students. They will be prepared from the experience they get through this application.
4. Forum Section
This section facilitates students who want to chat or communicate with their friends or teachers. They can use social media share their messages, for example
Whatsapp, BBM, and the likes, without exiting from FLAP.
Figure 4.20. The Forum Section in the Final Version of FLAP Forum section promotes the principle of m-learning Elias, 2011 i.e.
community of learners and support. Communicating via Forum, students can share their difficulties and ask questions to their friends or consult it with their teachers.
The Sharing feature enables students to select appropriately the social media that they usually access.
C. The Support of the Android Application to M-Learning
This section provides more detailed elaboration to the answer of the second research question i.e. how the application supports m-learning. After all main parts
of FLAP are presented, it is essential to discuss further about the answer of the
123 second research question. The question is about how the m-learning model of
listening comprehension supports the m-learning in grade X. After the application was validated by the experts, it was then implemented
in the teaching and learning process to know how it could support m-learning. First, the students were asked to use the application in the classroom during the English
teaching and learning process. After that, they were asked to explore the contents of the application more at home. After they learnt using the application, they were
asked to give their opinion and feedback about it by filling in the questionnaires and conducting interviews.
According to the results of the questionnaires and interviews, it can be inferred that the application could support the implementation of m-learning,
especially for listening comprehension. The application was elaborated according to the principles of m-learning by Elias 2011. There were seven out of eight
principles of m-learning chosen as the basic principles of designing FLAP, namely: 1 equitable use, 2 flexible use, 3 simple and intuitive, 4 perceptible
information, 5 tolerance of error, 6 low physical and technical effort, and 7 community of learners and support. These principles were used as the basis to
analyze the results of the questionnaires and interviews. The first principle is equitable use. It could be identified from experts’
materials and users validation questionnaire on statement number 6 see appendix 5 and 6.
The statistics result of the questionnaire showed that both experts and students agreed that the application was practical and could be accessed to various
mobile devices, such as tablets and smartphones. It enables the users who have
124 different types of gadgets to access the application. Therefore, there is a great
opportunity to conduct mobile learning using this application. The next principle is flexible use. Mobile learning can be defined based on
the use of mobile devices or on the mobility of the learners. The application in this research supports the implementation of this learning mode because FLAP is
flexible to be used anytime and anywhere. It is supported by the questionnaire result on statement number 7 see Appendix 9 and 10. Both experts and users agree that
FLAP is appropriate to be used inside and outside the classroom. Then, this application also supports the third principle i.e. simple and
intuitive. The instruction and navigation in FLAP are easy to follow. The materials are also easy to understand. The questionnaire result on statement numbers 4 and 9
showed that the results are in line with this principle. These results also support other two principles i.e. tolerance of error, and low physical and technical effort. In
brief, FLAP has simple operation. The users can operate FLAP easily with less guidance from the teachers.
The next principle which is integrated in the application is perceptible information. It is gained from the provision of captions, descriptors, and audio
transcriptions. For example, in the Unit Preview screen, the description of the units are provided. The audio transcription is also provided in the Listen section see the
questionnaire result of the main field testing, item number 8, Appendix 10. The
students stated that the audio transcription could help them to learn listening comprehension.
The last principle is community of learners and support. It is integrated with the Forum section which provides opportunities for students to learn in a
