CHAPTER IV DESCRIPTION AND INTERPRETATION
This chapter presents the findings of the empirical truth of English teachers’ lived experience in developing an Android-based English language learning
application. There are two main sections in this chapter. The first section discusses the description of participants’ lived experienced. The second section presents the
interpretation of the lived experience.
A. Description Of Participant’s Lived Experience
In this research, there were two participants chosen based on the illumination
aspect. The participants involved were Senja and Amara; they were both pseudonyms. Each participant has a unique background and story that differ one
another.
1. Senja’s Story
The first participant was Senja. She was born in Yogya, 31 years ago. She is a curriculum developer in a private elementary school in Yogyakarta as well as a
private English tutor to school-aged children. Right after she graduated from a state senior high school in Bantul, she pursued her study in English Language Education
Study Program, Sanata Dharma University. Her interest in, language, literature, art,
and culture had brought her to English Language Education Study Program, Sanata
Dharma University. She had planned to take English education major since she was in the second grade of SHS. Having worked for some years as an English teacher
in a language institution, she decided to pursue her master degree in Sanata Dharma University.
64 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In ELS, Sanata Dharma University, she specialized in technology stream funded by SEAMOLEC. While studying in ELS, Sanata Dharma University, she
received partial scholarship for three semesters from SEAMOLEC, an organization under the Ministry of Education in South East Asia. Moreover, her motivation in
applying in technology stream ESL Sanata Dharma University was because she would like to improve her knowledge in teaching to support her work.
Having experienced teaching English for years changed her perspective of English learning. When she was in both junior and senior high school, she learned
English by listening to the teacher’s explanation, doing some written exercises from the teacher, or making dialog and presenting it. Recently, with the emergence of
digital technology, she believed that English teachers need to adapt with and adopt the development of technology used by their students who are considered as digital
natives Senja3-Intv1-ELT-BF. Learning English has no longer been listening to the teacher’s explanation, memorizing grammatical patterns, and doing written
exercises, but being involved actively in the learning process Senja3-Intv1-ELT- BF. Furthermore, she exemplified how to vary English learning activities in her
school which involve playing games, making a project with a mobile application and presenting it, and doing practice with a mobile-assisted language application
Senja3-Intv1-ELT-TB. With regard to this new way of learning, she expected that she would gain knowledge in utilizing technology in English language teaching and
learning by studying in ELS Sanata Dharma University. “Interesting teaching and learning practices involve the use of technology.
For example, the use of mobile phone applications for English learning. Today’s students are good at using the applications in mobile phone. Mobile
phones enable them to involve actively in learning process, unlike what I experienced when I was in junior and senior high school…” Senja3-Intv1-
ELT-BF. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“In our school, we downloaded some games in iPad for the students to learn and play. We also use some computer programs for English learning. I forget
the name of the programs. Another examples, we use and edit ‘Who Wants to be Millionaire’ game to teach. We also listen to the music, watch video …
Senja3-Intv1-ELT-TB. The classes she attended in ELS Sanata Dharma University offered some new
exciting possibilities for teaching and learning activities with the Internet and digital media. During her study, she explored the use of the Internet and digital media by
creating multimedia projects and evaluating learners’ work in e-portfolios, using a Learning Management System Moodle, implementing blended learning in
classroom setting, using digital story telling websites, creating video and e-books to enhance lessons in the classroom, and developing an Android-based English
language learning application. “When I was attending SEAMOLEC classes, I learned how to use Moodle,
make Learning Management System, make e-books, and use websites to support teaching and learning activities … such things … technology-assisted
teaching and learning activities. When we were in Jakarta, we learned how to use App Inventor, we were introduced the basics in App Inventor. It was three
years ago when Android was not as widely used as today. So, we were taught how to use App Inventor and Emulator. We learned the menus in App
Inventor, how to insert files, make the design … the basic things in Android app development …” Senja29-Intv1-ELT-EB.
Developing an Android-based English language learning application was her
final project assigned by SEAMOLEC as partial fulfillment of the requirements for her master degree in ELS. She admitted that developing an Android-based English
language learning application became her first experience in app development, regardless of her previous Android lesson she attended when she was in the third
semester. Moreover, developing an app was the most challenging task to do compared to the other tasks she did when attending her classes in ELS. She stated,
Kategori