option is selected. Behaviors refer to actions executed by the applications, e.g. playing a sound, moving an image. Event-handlers are behaviors executed in
response to some events. The last component which is variables refer to memory kept by the apps, such as the score of a game.
Penta n.d. proposes four elements developers should understand in developing apps using App Inventor. The first element which is App Inventor
Designer refers to the interface visual appearance of the apps and components used in the apps. The second element i.e. App Inventor Blocks Editor is where the
code is written by dragging and dropping the “blocks” which works like puzzles. The third element is Android Emulator. This element enables developers to test the
apps on a virtual phone. The last element, Android phone, is an optional element which functions similarly as Android Emulator. These four elements, therefore, are
needed by app developers in order to successfully develop an application.
Figure 2.5. The Four Elements in App Inventor Penta, n.d.
App Inventor is designed to allow developers without prior programming experience to develop mobile applications on Android platform. In using this
programming tool to develop either small or large Android apps, beginner developers do not need to meet any special requirements Wolber et al., 2011: 2.
This programming tool aimed for beginners in app development is freely available on the web. It runs online and is accessible from any browser. Therefore, App
Inventor facilitates beginner app developers in developing Android apps in an easy, practical, and affordable way.
C. Characteristics of Source of Texts
The participants in this study were graduate students who work as English teachers in formal school. The participants participated in this study represented a
population group of English teachers who live in the digital age era. Moreover, they were selected as the participants of this study based on the illuminating aspect
which means that they were able to provide rich descriptions of their lived experience in developing an Android-based English language learning application.
The participants, as EFL teachers in digital age era, have some characteristics and competences regarding to the advancement of technology use in teaching and
learning practices. As mentioned by Labas and Shaban 2013, with the rapid changes in communication techniques, teachers are required to have familiarity
with educational changes, especially changes which are related to technology for teaching and learning practices. In coping with educational changes which involve
the use of technology, they display some characteristics and competences as follow. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Dealing with the rapid expansion of the Internet and mobile technology, the participants have an awareness of embracing technology in their teaching practices
as well as in providing learners with better learning environment. Moreover, based on the idea of timeless and borderless learning, they are encouraged to connect
digital divide between teachers and learners Dudeney and Hockly, 2007: 8. Along with the aforementioned issues, the participants, as the twenty-first century
teachers, have some key characteristics needed to effectively integrate technology in teaching learning practices as described below.
The twenty-first century teachers are lifelong learners OECD, 2012. As new ways of learning and new technology are emerging, teachers learn some skills in
technology. Their skills and readiness in integrating mobile technology are supported by trainings and pedagogical knowledge in implementing MALL into
teaching learning practices. Furthermore, their willingness to learn, accept, and embrace the new technology in teaching and learning practices is indicated by their
ability to design, manage, and plan new learning environments to empower learners to achieve flexible and accessible learning OECD, 2012.
Vrasidas and McIsaac 2001 mention that teachers in digital age have readjusted their position in teaching learning practices. They are characterized by
their familiarity with the tools and resources available online and their eagerness to learn and use mobile technology in teaching learning practices. In addition, to cope
with the digital age, today’s teachers are equipped with e-readiness; they are able to use and adopt mobile technology into their teaching practices to obtain more
knowledge and share meaning Vrasidas and McIsaac, 2001. The advancement of technology requires them to be the agents of innovation. By bringing mobile
