The meaning of learning English using Busuu to junior high school students grade VII.

ABSTRACT

Vinindita Citrayasa. 2015. The Meaning of Learning English Using Busuu to Junior High School Students Grade VII. Yogyakarta: The Graduate Program in English Language Studies.

Mobile and ubiquitous learning technologies provide the opportunity for students to learn anything at anytime and anywhere. This happens in line with the fast growth of smart phone users in Indonesia. The smart phone users come from various backgrounds of people including junior high school students. There are many applications for learning English that can be downloaded in a smart phone such as dictionary, game learning, and language courses. This must be helpful for those students in a way that it offers reasonable prices which are affordable enough for them who come from various backgrounds of age and economy. Using smart phones for learning English becomes promising as many students have got more access to learn English through their own personal smart phones. This could be observed in SMP X in Yogyakarta where almost all of the students in grade 7 own their smart phones and for learning English. Bussu is one application for learning English that they used. Bussu is designed and developed to help learners mastering English listening, speaking, reading, and writing skills. Mobile phone technology can be effectively engaged in EFL (English as a foreign language) students and it proves to be both reasonable in theory and feasible in practice. Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students’ lived experience of using Bussu for learning English. The research question for this study is what is the meaning of learning English with Busuu to students like?

The study is a hermeneutic phenomenology study. The study focuses on the description and interpretation of the students’ lived experiences of using Busuu (an android application) to learn English. There were two participants and they came from one private junior high school in Yogyakarta. Two participants have been using Busuu for 6 months. The instrument of this research is in-depth interviews. The data was in the form of texts.

The finding of this research is the description and the interpretation of two participants’ lived experiences of learning English with an android application

Busuu. There are two types of meanings assigned under two major bracketed themes based on the interpretation of their lived experiences. The themes were pre-figured themes and emergent themes. Pre-figured themes were determined based on the discovery of conceptual or logical truth. Another theme was the emergent theme which was found during the research process. Under those major themes, there are two main types of assigned meaning; empirical and transcendent meaning. The result shows that in the pre-figured themes, there are some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners. There are some emergent

meanings in this study. One participant felt upset since he could not access some purchased materials in this application. Another emergent meaning shows that personal English learning that both participants experienced shaped their belief in the meaning and roles of teacher in their English learning process.

This research is beneficial for learners, teachers, researcher, and English learning application developer. This research can give significant information and description about the benefit of one learning application like Busuu to learn English through the participants’ lived experiences. Busuu could facilitate learners to turn their dead time and free time to a kind of fun circumstance for learning. The less tensed learning can encourage students to learn more.

ABSTRAK

Vinindita Citrayasa. 2015. The Meaning of Learning English Using Busuu to Junior High School Students Grade VII. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma

Teknologi semakin memberi kesempatan bagi siswa untuk belajar apa saja, kapan saja, dan dimana saja. Hal ini terjadi seiring dengan peningkatan jumlah pengguna ponsel pintar di Indonesia. Para pengguna ponsel pintar datang dari berbagai latar belakang orang termasuk siswa SMP. Banyak aplikasi pembelajaran Bahasa Inggris yang dapat diunduh pada ponsel pintar seperti kamus, media belajar, dan materi pembelajaran bahasa. Penerapan bantuan teknologi ponsel dalam pembelajaran Bahasa Inggris pun semakin meningkat dimana banyak aplikasi pembelajaran bahasa berbasis Android yang bisa diunduh dan digunakan secara gratis. Hal ini dapat diamati pada SMP X di Yogyakarta di mana hampir semua siswa kelas 7 memiliki ponsel pintar mereka dan untuk belajar bahasa Inggris. Bussu adalah salah satu aplikasi untuk belajar Bahasa Inggris yang mereka gunakan. Bussu dirancang dan dikembangkan untuk membantu peserta didik menguasai keterampilan berbahasa yang meliputi keterampilan mendengarkan, berbicara, membaca, dan menulis dalam Bahasa Inggris. Penelitian tentang penggunaan ponsel sebagai alat bantu belajar sebagian besar fokus pada bagaimana kegunaannya dalam memberikan pengaruh yang signifikan terhadap kemampuan berbahasa asing. Namun, hanya beberapa yang fokus pada pengalaman hidup mereka saat belajar Bahasa Inggris menggunakan ponsel pintar di mana saja, di luar kelas, dan kapan saja di luar waktu sekolah yang dapat mengungkapkan makna yang berkaitan dengan kesadaran, keyakinan, dan tindakan para partisipan. Penelitian ini kemudian bertujuan menggambarkan dan menafsirkan pengalaman hidup siswa menggunakan Bussu untuk belajar Bahasa Inggris. Rumusan masalah pada penelitian ini ialah seperti apa makna dari belajar Bahasa Inggris dengan Busuu bagi siswa?

Penelitian ini merupakan penelitian fenomenologi hermeneutik. Penelitian ini berfokus pada deskripsi dan interpretasi pengalaman hidup para partisipan menggunakan Busuu (aplikasi android) untuk belajar Bahasa Inggris. Ada dua partisipan dan mereka berasal dari salah satu SMP swasta di Yogyakarta. Mereka telah menggunakan Busuu selama 6 bulan. Instrumen penelitian ini adalah wawancara mendalam. Data yang disajikan dalam penelitian ini berbentuk teks.

Temuan penelitian ini adalah deskripsi dan interpretasi pengalaman hidup dua partisipan yang menggunakan aplikasi Busuu untuk belajar Bahasa Inggris. Ada dua jenis makna yang didapat dan berada dalam dua tema utama berdasarkan interpretasi pengalaman hidup mereka. Tema yang diduga dan tema yang muncul. Tema yang diduga sebelumnya didapat dan ditentukan berdasarkan penemuan teori konseptual atau logis. Tema lain adalah tema yang muncul yang ditemukan selama proses penelitian. Pada kedua tema utama, terdapat makna empiris dan makna transenden. Hasil penelitian menunjukkan bahwa makna empiris pengalaman mereka ialah belajar yang bisa dilakukan dimana saja dan kapan saja, belajar yang menyenangkan, dan belajar yang membantu meningkatkan kemampuan berbahasa. Sementara makna transenden yang didapat adalah bahwa kedua partisipan percaya bahwa Busuu mendorong mereka untuk menjadi siswa-siswa yang lebih otonom. Penelitian ini juga menunjukkan beberapa makna yang

muncul. Salah satu partisipan merasakan kekecewaan disaat dia tidak bisa mengakses materi berbayar di aplikasi ini. Hasil lainnya menunjukkan bahwa pembelajaran Bahasa Inggris secara personal yang mereka alami memberikan pengaruh kepada mereka dalam memaknai arti dan peran guru dalam proses belajar mereka.

Penelitian ini bermanfaat bagi peserta didik , guru , peneliti , dan pengembang aplikasi belajar. Penelitian ini dapat memberikan informasi yang signifikan dan deskripsi tentang manfaat dari satu aplikasi pembelajaran seperti

Busuu untuk belajar Bahasa Inggris melalui pengalaman hidup partisipan . Busuu

bisa memfasilitasi peserta didik untuk memanfaatkan waktu luang mereka untuk dan belajar dan mengalami pembelajaran bahasa yang menyenangkan. Pembelajaran yang tidak menekan siswa dapat mendorong siswa untuk belajar lebih banyak.

THE MEANING OF LEARNING ENGLISH USING BUSUU TO JUNIOR HIGH SCHOOL STUDENTS GRADE VII

A THESIS TITLE PAGE

Presented as Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum.)

in English Language Studies

by

Vinindita Citrayasa 136332030

TITLE PAGE

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

i

THE MEANING OF LEARNING ENGLISH USING BUSUU TO JUNIOR HIGH SCHOOL STUDENTS GRADE VII

A THESIS TITLE PAGE

Presented as Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum.)

in English Language Studies

by

Vinindita Citrayasa 136332030

TITLE PAGE

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

vi

ACKNOWLEDGMENNS

My Lord has been most grahious and kind to me through Jesus Christ. There are no words good enough to thank Him for His goodness toward me through many people who have helped me to finish this thesis.

First and foremost, I would like to thank my thesis advison, Dr. J. Bismoko for his invaluable assistanhe, insights leading and support to the writing of this thesis. Sehond, I would like to thank to F.X. Mukarto, Ph.D., Dr. B.B. Dwijatmoko, M.A., and Widya Kiswara, M.Hum for the insightful teahhing and guidanhe throughout my study in KBI Sanata Dharma University.

My sinhere thanks also go to my mom Maria, my grandmother, my brother Ohtavianus, and my sister in law Lea for their endless love and enhouragement. I would like to thank to my housin Olivia who has been suhh a good hompanion for over the time we studied and did thesis writing in the library.

I would also give my spehial thanks to my mentors kak Endah, Ellen, and kak Lina for being suhh good friends who stihk hloser than sister. Thank you for being patienhe with me and thank you for remembering me in your prayers. For those who have behome the reasons I have stomahhahhe due to laughter: Astri, Ika Fathin, Fajri, Ayu, Endah, and Bob, I want to say thank you a bunhh. Distanhe is never a barrier for us to keep enhouraging eahh other.

Last, but by no means least, I thank my friends in KBI’13: bundo Wulan, Aik, Levyn, ce Vivi, Desta, mbak Kurni, mbak Dian, mbak Siska, Anin, mbak Tuti, mas Bayu, Joan, Siwi, mbak Luluk, Amy, Tia, Dewinta, Putri, Adria, mas

vii

Ryan, Dhenok, mbak Dina, mbak Gaby, Hindi, mbak Asti, for the friendship, their support, inspiration, motivation, and enhouragement.

I honsider that my thesis still far from being perfeht. For any errors or inadequahies that may remain in this work, the responsibility is entirely my own.

.

viii

NABLE OF CONNENNS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFEHSE APPROVAL PAGE ... iii

STATEMEHT OF WORK ORIGIHALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... v

ACKHOWLEDGMEHTS ... vi

TABLE OF COHTEHTS ... viii

LIST OF TABLES AHD FIGURES ... x

LIST OF APPEHDICES ... xi

ABSTRACT ... xiii

ABSTRAK ... xv

CGAPNER I. INNRODUCNION ... 1

A.Researhh Bahkground ... 1

B.Problem Identifihation ... 4

C.Problem Limitation ... 5

D.Researhh Question ... 5

E. Researhh Objehtives ... 6

F. Researhh Benefits ... 6

CGAPNER II. LINERANURE REVIEW ... 7

A.Theoretihal Review ... 7

1. Related Studies ... 7

2. Learning Theories for Tehhnology Enhanhed Language Learning ... 10

3. The Hature of Mobile Learning (M-Learning) ... 14

4. Mobile Assisted Language Learning ... 18

5. Busuu ... 21

6. Students Grade VII ... 23

7. Autonomy ... 26

8. Lived Experienhe ... 30

B. Pre-Understanding ... 31

CGAPNER III. RESEARCG MENGODOLOGY ... 33

A. Researhh Method ... 33

B. Researhh Design ... 34

C. Researhh Setting ... 34

D. Researhh Prohedure ... 34

E. Researhh Data... 35

1. Hature of Data ... 35

2. Partihipants ... 35

3. Data Gathering Tehhniques and Instruments ... 35

4. Data Analysis Tehhniques ... 36

ix

CGAPNER IV. DESCRIPNION AND INNERPRENANION ... 39

A. The Deshription of the Partihipants’ Lived Experienhes ... 39

1. Gilang’s Story ... 39

2. Dewa’s Story ... 47

B. The Interpretations of the Partihipants’ Lived Experienhes ... 55

1. Pre-Figured Themes ... 55

2. Emergent Theme ... 74

CGAPNER V. CONCLUSIONS AND IMPLEMENNANIONS ... 75

A. Conhlusions ... 75

B. Implementations ... 77

BIBLIOGRAPGY ... 78

x

LISN OF NABLES AND FIGURES

Nables:

Table 2.1 Convergenhe between learning and tehhnology…………. 13 Table 2.2 Overview of Busuu Applihation 1 ………. 24 Table 2.3 Overview of Busuu Applihation 2 ………. 24 Table 2.4 Overview of Busuu Applihation 3 ………. 25 Figures:

Figure 2.1 the Conhept of Mobile Learning in Three Areas ……..… 20 Figure 4.1 Shreenshots of Busuu Features 1 ……… ………. 59 Figure 4.2 Shreenshots of Busuu Features 1 ……… ………. 66

xi

LISN OF APPENDICES

APPEHDIX 1 In-Depth Interwiew 1 (Gilang) ……….. 81 APPEHDIX 2 In-Depth Interview 2 (Dewa) ………. 88 APPEHDIX 3 Busuu Applihation Review ………. 95

xii

LISN OF ABBREVIANIONS

R : Researhher

Gil : Gilang

Dew : Dewa

LE : Lived Experienhe

Pre : Pre-figured

Em : Emergent

E : Empirihal

T : Transhendent

H : Htory

EL : English Learning

EPL : English Personal Learning

LT : Learning with Tehhnology

F : Feeling

I : Intention

B : Belief

A : Ahtion

SD : Skill Development

D : Disappointment

R : Reflehtion

Au : Autonomy

MALL : Mobile Assisted Language Learning

xiii ABSNRACN

Vinindita Citrayasa. 2015. The Meaning of Learning English Using Busuu to Junior High School Students Grade VII. Yogyakarta: The Graduate Program in English Language Studies.

Mobile and ubiquitous learning tehhnologies provide the opportunity for students to learn anything at anytime and anywhere. This happens in line with the fast growth of smart phone users in Indonesia. The smart phone users home from various bahkgrounds of people inhluding junior high shhool students. There are many applihations for learning English that han be downloaded in a smart phone suhh as dihtionary, game learning, and language hourses. This must be helpful for those students in a way that it offers reasonable prihes whihh are affordable enough for them who home from various bahkgrounds of age and ehonomy. Using smart phones for learning English behomes promising as many students have got more ahhess to learn English through their own personal smart phones. This hould be observed in SMP X in Yogyakarta where almost all of the students in grade 7 own their smart phones and for learning English. Bussu is one applihation for learning English that they used. Bussu is designed and developed to help learners mastering English listening, speaking, reading, and writing skills. Mobile phone tehhnology han be effehtively engaged in EFL (English as a foreign language) students and it proves to be both reasonable in theory and feasible in prahtihe. Researhhes on MALL mostly fohus on how learning by using mobile phones gives signifihant effeht on sehond/ foreign language skills. However, only few whihh fohus on their lived-experienhes of learning English using their smart phones anywhere outside their hlass and anytime outside their shhool time that han reveal meanings related to their awareness, beliefs, and ahtions. This researhh is then aimed at deshribing and interpreting the students’ lived experienhe of using Bussu for learning English. The researhh question for this study is what is the meaning of learning English with Busuu to students like?

The study is a hermeneutih phenomenology study. The study fohuses on the deshription and interpretation of the students’ lived experienhes of using Busuu (an android applihation) to learn English. There were two partihipants and they hame from one private junior high shhool in Yogyakarta. Two partihipants have been using Busuu for 6 months. The instrument of this researhh is in-depth interviews. The data was in the form of texts.

The finding of this researhh is the deshription and the interpretation of two partihipants’ lived experienhes of learning English with an android applihation Busuu. There are two types of meanings assigned under two major brahketed themes based on the interpretation of their lived experienhes. The themes were pre-figured themes and emergent themes. Pre-figured themes were determined based on the dishovery of honheptual or logihal truth. Another theme was the emergent theme whihh was found during the researhh prohess. Under those major themes, there are two main types of assigned meaning; empirihal and transhendent meaning. The result shows that in the pre-figured themes, there are some empirihal meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study reveals the finding of transhendent meaning that Busuu enhouraged them to behome more autonomous learners. There are some emergent

xiv

meanings in this study. One partihipant felt upset sinhe he hould not ahhess some purhhased materials in this applihation. Another emergent meaning shows that personal English learning that both partihipants experienhed shaped their belief in the meaning and roles of teahher in their English learning prohess.

This researhh is benefihial for learners, teahhers, researhher, and English learning applihation developer. This researhh han give signifihant information and deshription about the benefit of one learning applihation like Busuu to learn English through the partihipants’ lived experienhes. Busuu hould fahilitate learners to turn their dead time and free time to a kind of fun hirhumstanhe for learning. The less tensed learning han enhourage students to learn more.

xv ABSTRAK

Vinindita Citrayasa. 2015. The Meaning of Learning English Using Busuu to Junior High School Students Grade VII. Yogyakarta: Program Pasha Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma

Teknologi semakin memberi kesempatan bagi siswa untuk belajar apa saja, kapan saja, dan dimana saja. Hal ini terjadi seiring dengan peningkatan jumlah pengguna ponsel pintar di Indonesia. Para pengguna ponsel pintar datang dari berbagai latar belakang orang termasuk siswa SMP. Banyak aplikasi pembelajaran Bahasa Inggris yang dapat diunduh pada ponsel pintar seperti kamus, media belajar, dan materi pembelajaran bahasa. Penerapan bantuan teknologi ponsel dalam pembelajaran Bahasa Inggris pun semakin meningkat dimana banyak aplikasi pembelajaran bahasa berbasis Android yang bisa diunduh dan digunakan sehara gratis. Hal ini dapat diamati pada SMP X di Yogyakarta di mana hampir semua siswa kelas 7 memiliki ponsel pintar mereka dan untuk belajar bahasa Inggris. Bussu adalah salah satu aplikasi untuk belajar Bahasa Inggris yang mereka gunakan. Bussu diranhang dan dikembangkan untuk membantu peserta didik menguasai keterampilan berbahasa yang meliputi keterampilan mendengarkan, berbihara, membaha, dan menulis dalam Bahasa Inggris. Penelitian tentang penggunaan ponsel sebagai alat bantu belajar sebagian besar fokus pada bagaimana kegunaannya dalam memberikan pengaruh yang signifikan terhadap kemampuan berbahasa asing. Hamun, hanya beberapa yang fokus pada pengalaman hidup mereka saat belajar Bahasa Inggris menggunakan ponsel pintar di mana saja, di luar kelas, dan kapan saja di luar waktu sekolah yang dapat mengungkapkan makna yang berkaitan dengan kesadaran, keyakinan, dan tindakan para partisipan. Penelitian ini kemudian bertujuan menggambarkan dan menafsirkan pengalaman hidup siswa menggunakan Bussu untuk belajar Bahasa Inggris. Rumusan masalah pada penelitian ini ialah seperti apa makna dari belajar Bahasa Inggris dengan Busuu bagi siswa?

Penelitian ini merupakan penelitian fenomenologi hermeneutik. Penelitian ini berfokus pada deskripsi dan interpretasi pengalaman hidup para partisipan menggunakan Busuu (aplikasi android) untuk belajar Bahasa Inggris. Ada dua partisipan dan mereka berasal dari salah satu SMP swasta di Yogyakarta. Mereka telah menggunakan Busuu selama 6 bulan. Instrumen penelitian ini adalah wawanhara mendalam. Data yang disajikan dalam penelitian ini berbentuk teks.

Temuan penelitian ini adalah deskripsi dan interpretasi pengalaman hidup dua partisipan yang menggunakan aplikasi Busuu untuk belajar Bahasa Inggris. Ada dua jenis makna yang didapat dan berada dalam dua tema utama berdasarkan interpretasi pengalaman hidup mereka. Tema yang diduga dan tema yang munhul. Tema yang diduga sebelumnya didapat dan ditentukan berdasarkan penemuan teori konseptual atau logis. Tema lain adalah tema yang munhul yang ditemukan selama proses penelitian. Pada kedua tema utama, terdapat makna empiris dan makna transenden. Hasil penelitian menunjukkan bahwa makna empiris pengalaman mereka ialah belajar yang bisa dilakukan dimana saja dan kapan saja, belajar yang menyenangkan, dan belajar yang membantu meningkatkan kemampuan berbahasa. Sementara makna transenden yang didapat adalah bahwa kedua partisipan perhaya bahwa Busuu mendorong mereka untuk menjadi siswa-siswa yang lebih otonom. Penelitian ini juga menunjukkan beberapa makna yang

xvi

munhul. Salah satu partisipan merasakan kekehewaan disaat dia tidak bisa mengakses materi berbayar di aplikasi ini. Hasil lainnya menunjukkan bahwa pembelajaran Bahasa Inggris sehara personal yang mereka alami memberikan pengaruh kepada mereka dalam memaknai arti dan peran guru dalam proses belajar mereka.

Penelitian ini bermanfaat bagi peserta didik , guru , peneliti , dan pengembang aplikasi belajar. Penelitian ini dapat memberikan informasi yang signifikan dan deskripsi tentang manfaat dari satu aplikasi pembelajaran seperti Busuu untuk belajar Bahasa Inggris melalui pengalaman hidup partisipan . Busuu bisa memfasilitasi peserta didik untuk memanfaatkan waktu luang mereka untuk dan belajar dan mengalami pembelajaran bahasa yang menyenangkan. Pembelajaran yang tidak menekan siswa dapat mendorong siswa untuk belajar lebih banyak.

CHAPTER I INTROPUCTION

This chapter attempts to describe the purpose of conducting the research and to ensure that this research is valid and feasible enough to do. It covers the background, the problem identification and limitation, the main question, goals and benefits of conducting this research.

A. Research Background

From times to times, technology has been developing and producing many devices that are helpful in education, specifically English language learning. There is an increasing interest of making use technology in learning, as one of language learning fields (Garret, 2009). Previously, there are many attempts and practices of using computer to assist language learning, therefore there is a term coined as CALL (computer assisted language learning). Later, another term, MALL (mobile assisted language learning) has shown its existence as the attention and interest are increasingly drawn to the latest device, smart phones. Making use smart phones to help the language learning process becomes popular as there is a fast and massive production of this hand-held computer around the world. Since the prices which are getting low and affordable there are many people able to own this device, including students in junior high schools.

In the theory of conditions for language acquisition stated by Spolsky (1989), technology is suggested as a critical variable for it creates more opportunities for learners to explore and study. In many settings, the internet and

other electronic sources make large quantities of English available to learners, and accordingly amplify the importance of English internationally (Chapelle, 2003).

MALL is a subset of CALL and they have so much in common between (Stockwell & Hubbard, 2013; Shanmugapriya & Tamilari, 2013). The point that makes them different is portability which gives effect to a new way of learning; ubiquitous and personal learning. Smart phones are designed with new and smart functions such as educational application that make them more powerful than computer. The devices enable users to create knowledge and share it broadly more effective than Web 2.0 computers (Brick, 2015). The users can download and install many language learning applications (both free and purchased) such as language courses, flash cards, and dictionaries which are designed by third part apps companies: Android and Applefrom Google Play Store. By the assistance of features and applications provided in smart phones, learning process then may happen not only inside classroom but also outside classroom; not only in school hours, but also in their spare time (Cilesiz, 2011; Kukulska-Hulmes, 2012; Brick, 2015).

Research results of the studies present an overall positive picture of m-learning in second/ foreign language m-learning and teaching at all levels. Mobile phone technology can be effectively engaged in EFL (English as a foreign language) classroom and it proves to be both reasonable in theory and feasible in practice (Zhang, 2013). Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills such as vocabulary learning (Başoğlu, Akdemir, 2010; Agca & Özdemir, 2013;

Liu, 2014), extensive reading (Lin, 2014), reading development of young learners (Lan, Sung, & Chang, 2013), grammar accuracy (Baleghizadeh & Oladrostam, 2010; Guerrero, Ochoa, & Collazos, 2010;Nah, 2010 (listening (Demouy & Kukulska-Hulme, 2010; Azar & Nasiri, 2014), pronunciation (Segaran, Ali & Hoe, 2014), and mobile dictionary integration (Rahimi & Miri, 2014). Concerning the positive significances of learning English by using mobile phone, there are many application for language learning that are designed and developed (Godwin-Jones, 2011; Chang & Hsu, 2011; Chen & Chung , 2008; Fallahkhair et al., 2007; Huang et al., 2012).

There are various English learning applications which can be downloaded in Google Play Store. As learners can now get more access to use those applications, they will experiene a new learning environment where they are given more opportunity to learn outside the classroom (Anderson et al., 2008). They can also have more time and spaces for learning out of school and out of school time and schedule. This is more beneficial for EFL students especially for the marginal; students who are not able to go abroad to learn language and students who are not affordable to pay some money to an English course, English private teacher, and for buying books.

Smart phone must be helpful for those students in a way that it offers reasonable prices which are affordable enough for them who come from various backgrounds of age and economy. Though their types of smart phones are different in features, still they are able to enjoy the same benefits. Using smart phones for learning are promising as many students have got their own personal smart phones. This could be observed in SMP X in Yogyakarta where almost all

of the students in grade 7 own their smart phones. However, they are not allowed to bring their phones to school since it is forbidden and whoever brings smart phone will be punished.

Most students are observed using their smart phones for gaming and social media. For the sake of learning, they only use dictionary and they access Google Translator. None of them knew that there are English learning applications such as Busuu, which is considered as the most downloaded language learning application in Google Play Store. After being told about this application, many students downloaded and started using this application. Among the students, there were two students who continually used Busuu for learning English for 5-6 months. A phenomenology research was then done to reveal their perceived meanings from their lived experienced of using Busuu.

B.Problem Identification

The development of MALL gives impacts to the learning process. However, it does not only give impacts on the students’ knowledge and skills, but beyond that. There should be a variation of perceived meaning on their own experiences in using android application such as Busuu.

Many researches or studies done to measure the students’ achievement in using MALL for their improvement in learning, however only few which focus on their lived-experiences which can reveal meanings related to their awareness, beliefs, and actions.

C.Problem Limitation

This study delimits its focus on how the research participants who are the junior high school students grade seven on perceiving their lived experience of using Busuu that has assisted them to learn English. The results of qualitative studies are not generalized (Bogdan & Biklen, 2007), and as such, the findings presented here are not intended to serve as the predictors of behavior of those students. The data presented and their interpretations are intended to increase the depth and breadth of information on the students. This study is delimited to two junior high school students of grade seven in one junior high school, Yogyakarta.

Several limitations were considered in conducting this research and interpreting the results of study. First, the participants had limited capability to articulate all of their insightful understanding. Therefore, the interpretation cannot then be applied as a conclusion that works in another similar situation existed in the same and differenct cities and country around the world. Second, since the time and research fund were limited, the study only involved two participants without considering some aspects such as age, gander, geographical background, academic achievement, and family background. Last limitiation on this research is some misinterpretation which happened in forming the texts into English written texts since the interview happened in Bahasa Indonesia. There were some expressions which stated in Javanesse and slang language existed among youngsters.

P. Research Question

Through this hermeneutic phenomenology research, the junior high school students’ experiences are going to be unveiled, described and interpreted

as well. Therefore, the research question proposed in this study is: what is the meaning of learning English with Busuu to students like?

E.Research Objectives

The goal of this research is to describe and interpret the junior high school students’ meaningful experiences in using Busuu to assist them learning English. The description and the interpretation will lead to another goal which is to improve higher efficiency and better understanding of the value got from the participants lived experience. The ultimate goal of this research is to improve life quality in the area of English Education Technology.

F. Research Benefits

This research considers some benefits to give. First, the finding of the research can improve the students’ reflection that lead to their quality of their own language learning. Second, this research will improve either higher efficiency or better emphatic understanding towards the research participants’ human value improvement such characteristics of more autonomy, more self-directed, and more self-confidence. It can be revealed whether what they have reflected and learned will be immediately related or applied in their real life.

This research will enrich the participants, researchers as well as audience in building assumptions and belief toward the benefits and possible problems of learning English using android application such as Busuu for them. This will make clear about some significant points related to the students’ motivation and personal achievement.

CHAPTER II LITERATURE REVIEW

This chapter aims to discover the logical truth and relations among the concepts. This chapter consists of theoretical review and pre understanding. A.Theoretical Review

1. Related Studies

The concept of experience in phenomenology and suggestion of experience with technology as a construct for educational technology research is proposed as important research to be done (Cilezis, 2011). The purpose of the inquiry is to increase the understanding of technology’s influence on individuals, societies, and education and to contribute to unlocking potentials for research at the core of educational technology as well as to help create new lines of inquiry. It attempts to highlight several potential research areas in educational technology that would benefit from building on a phenomenological concept of experience and utilizing phenomenology as the theoretical and methodological framework since phenomenology is concerned with uncovering and describing the essence of human experiences, it has potential to offer valuable insights about the use of technology in teaching and learning. There was a phenomenology research which investigated the first-time computer experience of adults. The study which was done by Howard in 1994 reveals in-depth findings of some aspects of the experience such as feelings, engagement, self-awareness, and attitudes. In 2009, a similar research was done by Cilesiz on the adolescents’ experiences of educational computer use in informal learning environments. The study describes

the essential elements of these experiences and highlight implications for adolescent development and informal education policy.

Concerning specifically to smart phones usage in learning, there was a phenomenology research which investigated the students’ lived experiences of using smart phones for learning (Chan et al., 2013). According to the participants, their use of smart phones are primarily for communication and social networking using mobile applications such as Facebook, Twitter, Whatsapp, Line and Viber. Entertainment is next, with a focus on playing games and watching YouTube videos. Learning takes the last position and the participants perceive their learning as searching for information in class and outside of class, writing on blogs or websites and reading. They have very limited awareness of their learning or the learning potential of their smart phones as their perception was that these were daily activities associated with their smart phones. The findings reveal that there were other aspects of learning occurring: peer-based learning from communities of practice, problem-based learning, collaborative learning, reflective learning, music learning and language learning. In addition, they were sub-consciously learning even while they were watching YouTube videos, playing games and social networking. In their approaches to learning, they were utilizing both surface and deep approaches and with the easy access to information on the Internet, their preference was not for memorization of knowledge or facts. Their perceptions of mobile learning was that it was ‘spontaneous’, ‘easy’, ‘convenient’, ‘simple’, and ‘learning anytime, anywhere’. They term it as ‘satisfaction learning’ or learning by ‘trial and error’. Some participants believed that in searching for information

and reading for greater understanding, they began to see changes in themselves and were able to perceive topics and the world in new ways.

A study by analyzing the mobile technology’s use in the different aspects of language learning have supported the idea that mobile technology can enhance learners’ second and foreign language acquisition. Learners’ attitudes towards technologies, their intention to use it, and the various actual uses of mobile technology integrated in their second and foreign language learning is a dominating research focus (Chang & Hsu, 2011; Cheng et al., 2010). The impact of mobile technology on language learning has often been measured by individuals’ stated perceptions. This exemplifies what Orlikowski & Iacono (2001) call the proxy view of technology. Effectiveness studies focus on how this technology is viewed by individual users where the perceptive, cognitive, and attitudinal responses to technology become the critical variable in explaining mobile technology. This tool view of technology is criticized as it fails to take into account the transformational nature of technology; technology brings with it changes not only in procedures – how we do things – but also in our perceptions of what is doable or not, e.g. in terms of accessing distant materials and people. Hence technology itself plays a role in reshaping people’s preferences, perceptions, and attitudes and the new teaching and learning methods that evolve are co-constructed in a sociotechnical system rather than engineered. This is called the ensemble view of technology (Orlikowski & Iacono, 2001), and this idea of sociotechnical construction – as opposed to purely social construction – is something often lacking in MALL studies.

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.

Appendix 3

The transcript and the coding of the interview with participant 2. R01 Umurnya berapa ya?

Dew01 Tigabelas tahun

R02 Sejak kapan Dewa memiliki smart phone? Dew02 Dari..kelas 5 SD.

R03 Kelas 5 sd..itu tahun berapa ya? Dew03 Kira-kira..tahun 2010-2011.

R04 Waktu itu smart phone memang khusus buat dewa atau berdua sama adik, ato mungkin barengan sama mama papa? Dew04 Waktu itu khusus buat sendiri.

R05 Merknya apa waktu itu?

Dew05 Waktu itu Samsung. Tapi gak inget Samsung tipe apa. R06 Waktu itu.. Kenapa beli smat phone?

Dew06 Itu dipake cuma buat nelpon kalau nggak sms mama papaku

waktu pulang sekolah. Dew06-H-I R07 Waktu itu udah boleh bawa HP ke sekolah?

Dew07 Di sekolah SD boleh.

R08 Selain buat komunikasi dengan mama papa?

Dew08 Cuma paling bisa dipake buka facebook atau media sosial yang lain. Dipake maen game juga, tapi gak semua game bisa dimainin.

Dew06-H-I R09 Nah habis itu pernah ganti HP?

Dew09 Ganti jadi Grand Prime.

R10 Sampai saat ini sudah berapa kali ganti HP? Dew10 Dua.

R11 Kenapa ganti?

Dew11 Ya soalnya..mulai masuk kelas 7 kan mungkin kan udah perlu mungkin mau main atau mau ngapain yang lebih luas lagi gitu. Jadi minta HP yang baru dan dibeliin. Kalo di HP sebelumnya kan gamenya terbatas cuma game bawaan. Kalo disini kan kita kan bisa pake game yang bisa didownload atau dibeli dari playstore atau dari aplikasi yang lain.

Dew11-H-I

R12 Setelah beli HP baru, Dewa langusng download banyak game?

Dew12 Iya, pertamanya belum. Download media sosial dulu baru download game.

R13 Bisa disebutin media sosialnya apa aja?

Dew13 Facebook, Instagram,Whatsapp, sama Line, terus habis itu langsung ke game. Gamenya cuma game-game biasa. Game Pou, Subway surf.

R14 Kamu pernah pakai HP kamu buat belajar Bahasa Inggris? Dew14 Iya, waktu itu download aplikasi Busuu. Sebelumnya

download kamus tapi waktu itu gak bisa, jadi dihapus lagi gitu.

R15 Belajar Bahasa inggris sejak kelas berapa?

Dew15 Dari TK. Waktu itu di TK terus ikut les juga. Bahasa Inggris itu kalau misalnya disuruh milih dari pelajaran-pelajaran di sekolah itu lebih milih Bahasa Inggris daripada pelajaran

Dew15-H-EL-F

yang lain. R16 Kenapa?

Dew16 Ya..lebih enak dipelajari daripada yang lain.

R17 Waktu itu Dewa belajar dengan les terus dari TK ya? Dew17 Enggak sih, sempat putus habis lulus TK lalu ikut les lagi.

Waktu kelas 1 SD itu Belum ada Bahasa Inggris, pas naik kelas 2 udah ada Bahasa Inggris jadi mulai les lagi sampai kelas 6. Terus les privat pas kelas 7.

2- Dew17-H-EL R18 Waktu les Bahasa Inggris, belajarnya pakai apa?

Dew18 Dari buku. Materinya kadang ikut buku kadang kalau nggak ikut catetan yang dikasih dari sekolah. Guru les kasih kuis-kuis atau game yang bersangkutan sama materi, misalnya kayak kita dikasih kertas. Jadi nanti disebutin nama nanti kita harus tulis namanya dibelakangnya.

Dew18-H-EL

R19 Selain dengan buku, Dewa belajar menggunakan sumber atau alat lain tidak?

Dew19 Biasanya laptop sama HP. Laptop itu biasanya buat cari materi, yang pasti buka translate. Iya, kadang kalau misalnya gak tau kan yang dibuka translate. Kayak Google Translator. Kalo HP, buka Google Translator juga.

2- Dew19-EPL-LT R20 Lebih sering mana, HP atau laptop?

Dew20 HP

R21 Dalam sehari, Dewa pakai HP itu berapa lama?

Dew21 Emm gak pasti. Jadi kadang, kalo misalnya di Facebook

atau Instagram mungkin pas lagi apa, ada mungkin chat sama temen, atau habis upload foto gitu. Ya itu, jadi kalau kadang ada yang bales gitu atau ada yang komen gitu jadi bikin lama.

Dew21-H-A

R22 Ceritakan pengalaman Dewa belajar Bahasa Inggris pake HP.

Dew22 Waktu itu belajarnya pakai Busuu. R23 Kapan tau Busuu dan mulai pakai Busuu? Dew23 Belum, baru di SMP.

R24 Baru di SMP. Pertama tau kalau ada aplikasi tersebut, apa yang dewa lakukan waktu itu.

Dew24 Coba download abis itu bisa dipake, log in pakai email kita nanti bisa main dan itu lumayan seru.

R25 Serunya seperti apa?

Dew25 Ya nanti kita dikasi, waktu pertama-pertama itu, diajarin vocabularynya gimana. Habis itu kita harus ngerjain kuis yang sudah dibuat disitu. Belum pernah dengan hal-hal yang seperti itu sebelumnya. Bisa nambah nambah ilmu juga. Bisa nambah kosakata ya, apalagi kan kalo misalnya di sekolah gitu kan, kalo misalnya ada soal kan, mungkin kan harus pakai kamus dan kalau misalnya pakai kamus gitu kan, nyarinya kan satu-satu gitu. Perkata. Kalau lewat Bussu juga kan kita ndengerin audio,jadi tahu cara pengucapannya gimana dan cara penulisannya juga.

4- Dew25- EPL-LT-Pre-E-SD 5- Dew25- EPL-LT-Pre-E-SD R26 Memangnya sebelumnya gak pernah belajar pengucapan?

Dew26 Pernah sih, kadang-kadang diajari sama oma juga.

R27 Begitu..emm.. terus ceritakan hal lain tentang pengalamanmu bersama Busuu waktu itu. Belajar apa aja

sih? Di Busuu?

Dew27 Di Busuu, belajar ya dengan hal-hal yang berhubungan dengan kehidupan. Relation and public places.

R28 Paling suka belajar apa waktu itu? Dew28 Relasi dalam keluarga.

R29 Kenapa?

Dew29 Ya, karna kan..waktu di sekolah kan ada materi yang berhubungan sama topik relasi dalam keluarga.Waktu itu sebenarnya itu kurang paham gitu. Akhirnya pas di Busuu dapat yang itu, yang sama. Jadi dipelajari lagi. Habis itu akhirnya ya bisa lumayan, dan hasil ulangannya juga memuaskan.

4- Dew20- LE-EPL- LT-Pre-E-A 5Dew20- LE-Pre-E-SD R30 Selain itu, apalagi?

Dew30 Materi tentang pekerjaan ya. jadi tuh biasa kan orang kan mungkin cuma taunya pekerjaan tuh yang umum tuh kan dokter polisi atau apa tapi disini tuh mungkin tuh kita bisa dapet yang lebih luas lagi, mungkin ada ya mungkin petani atau yang lain itu yang dianggap remeh tapi kan itu juga semuanya penting, buat kita.

R31 Selain belajar kosa kata belajar pengucapan dan listening ada hal lain gak yg kamu pelajari di Busuu?

Dew31 Emm penghapalan. Busuu membantu waktu menghapalkan. Dew31- LE-EPL-LT-R R32 Gimana itu?

Dew32 Jadi kan sebelumnya mungkin belum tahu,apa, baru tahunya belum semua, dan di Busuu itu diperdalam lagi jadi akhirnya benar-benar paham. kalau misalnya ada satu materi yang mungkin kurang jelas. Udah jelas terus jadi hapal. Lewat dialog juga. Di Busuu ada percakapan-percakapannya. Aku bisa belajar memahami apa yang dimaksud dengan ini atau mungkin apa yang dibicarakan.

1- Dew32- LE-EPL-LT-R-SD 5- Dew32- LE-EPL- LT-Pre-E-B R33 Sudah sampai level apa?

Dew33 Intermediate.

R34 Nah, itu sehari itu bisa main Busuu berapa lama itu?

Dew34 Sehari mungkin, emm (jeda) cuma kalau lagi santai-santai aja ya sambil buka-buka. Mungkin ya..(jeda), pulang...pulang sekolah itu, habis ada udah ngerjain tugas ngerjain PR ada waktu luang gitu.

R35 Sebelum main Busuu, biasanya kalau waktu luang Dewa ngapain?

Dew35 Main komputer ya, atau nggak ya main game di HP. R36 Tapi suka mana main game di HP atau belajar Busuu? Dew36 Sama sih sebenarnya, tapi kan..kalau menyangkut pelajaran

ya jelas lebih penting..lebih enak main Busuu ya daripada main game yang lain.

Dew36- LE-EPL-

LT-Pre-T-Au R37 Apa yang bisa dewa pelajari dari Busuu?

Dew37 Ya...banyak, tentang hal-hal yang yang perlu di..pahami di sekolah mungkin bisa dipahami di Busuu, berkaitan dgn materinya karena banyak yang berkaitan.

Dew37-LE-LT-I R38 Disaat kamu belajar pakai Busuu, heem, kamu belajar sama

siapa? Ada yang nemenin gak?

Dew38 Jarang sih. Paling cuma belajar sendiri. Tapi waktu itu pernah, pas lagi pulang sekolah kan, nungguin orang tua jemput dan pas bawa HP. Terus aku pakai HPnya buat main Busuu bareng sama temen-temen. Jadi mereka juga bawa HP dan bukanya materi yang sama gitu, terus habis itu nanti kayak lomba gitu. Iya, jadi kayak yang kuisnya gitu. bisa cepet-cepetan.

3- Dew38-LE-LT-A

R39 Heem..terus, waktu itu seneng perasaannya?

Dew39 Seneng.

3- Dew38-LE-LT-F R40 Hal positif gak yang bisa diambil waktu main Busuu?

Dew40 Membantu aku harus fokus. Iya, karena kalau misalnya kita belajar nggak fokus gitu kan jadinya yang dipelajari tuh kan malah bukannya tambah paham malah tambah nggak paham, gitu.

1- Dew40- LE-LT-R-B R41 Butuh bantuan nggak waktu belajar Busuu?

Dew41 Kadang-kadang masih. Waktu itu misalnya masih ada yang aku kurang paham. Terus dibantu guru untuk mengerti maksudnya ini tuh apa. Waktu itu dapet materi di Busuu yang belum pernah diajarkan di sekolah. Jadi itu coba main tapi tuh kayaknya tuh belum terlalu paham, jadi tanya ke guru les, akhirnya gurunya tuh jelasin ini ini ini dan akhirnya mulai paham.

R42 Selain membantu Dewa untuk lebih fokus belajar, ada hal positif lain? Coba dewa ceritain lagi.

Dew42 Yang pasti..nambah wawasan tentang materi-materi yang ada di Bahasa Inggris mungkin, ya seperti yang tadi itu harus fokus, jadi lebih semangat ya jadinya. Soalnya kalau misalnya kita cuma belajar di sekolah gitu kan atau cuma belajar sama guru kan kadang bosenin. Kalau misalnya belajar di Busuu kan lebih bisa bikin semangat.

1- Dew42- LT-EPL- LT-Pre-E-SD 3- Dew42- LE-EPL- LT-Pre-E-B R43 Contohnya?

Dew43 Kuis-kuis di Busuu. Menjawab kuis-kuis di Busuu bikin aku nggak mudah menyerah kadang kan kan kalau jawab bisa salah-salah, harus ulangi dari awal lagi. Iya, dan akhirnya itu kan bikin aku terus semangat buat bisa ngerjain itu sampai bener.

2- Dew43- LE-EPL- LT-Pre-T-Au R44 Selain itu?

1-semangat belajar. Karena kan kita gak hanya membaca, juga bisa mendengarkan. Jadi itu kan..beda dari yang lain gitu. Selain itu bisa kumpulin berry gitu. Kalau misalnya cuma belajar biasa kan kita kan cuma baca atau gak ngapain kalau disini kita tuh bisa belajar sekalian dibilang kayak game gitu. Jadi kita harus kumpulin bery sebanyak-banyaknya. Jadi nanti kalau misalnya udah banyak gitu kan jadi berarti tuh menandakan kalau kita tuh udah belajar banyak materi gitu.

Dew44- LE-LT-Pre-E-B 2-Dew44- LE-LT- Pre-E-B-SD 4-Dew44- LE-LT-Pre-E-B R45 Waktu itu berry udah dapet berapa?

Dew45 Waktu itu..terakhir kali... seribu...tiga ratus.

R46 Apa yang dewa rasakan waktu ketika lihat berryku udah 1300?

Dew46 Waktu itu pastinya seneng. Ya jadi itu berati sadar kalau udah belajar banyak dan pengen nambah berry nya lagi, kalau bisa sebanyak-banyaknya semampunya.

2- Dew46- LE-EPL-LT-B R47 Ada gak hal yang kamu pikir negatif ?

Dew47 Enggak ada.

R48 Ada gak tujuan yang kamu ingin capai setelah memakai Busuu buat belajar Bahasa Inggris?

Dew48 Supaya aku lebih paham tentang materi yang aku belum paham di sekolah. Di Busuu bisa ketemu materi itu jadi kita bisa belajar lebih dalam lagi.

1- Dew48-EPL-LT-I

2- Dew48- LE-EPL-LT-B R49 oo gitu dan harapanmu tercapai enggak?

Dew49 Lumayan. Masih ada beberapa materi juga yang mungkin belum ketemu.

R50 Heem..terus ini kan ada yang digembok nih, bagaimana menurutmu?

Dew50 Jadi kalau digembok itu kita harus jadi member atau langganan gitu ya, jadi baru itu bisa kebuka baru jadi kita baru bisa mainin itu, mungkin langganan perbulan atau pertahun gitu

R51 Waktu itu dewa jadi langganan nggak? Dew51 Nggak, belum.

R52 Kenapa?

Dew52 Ya waktu itu, kan ngeliatnya juga materi yang belum dimengerti juga kan masih banyak jadi mungkin, dimainin dulu, mungkin nanti kalau misalnya udah selesai gitu mungkin baru mau coba langganan gitu ya, jadi biar bisa semuanya kebuka gitu.

Dew53 Waktu itu sih.. ya..biasa aja sih. Iya, karena kan juga kan kalau misalnya harus bayar ya, kendalanya kan juga gak punya kartu kredit sendiri yang punya kan orangtua gitu. Jadi kan kadang juga kalau mau minta juga paling nanti ujung-ujungnya dimarahin.

1- Dew53- LE-LT-Em-F R54 Emm okay (jeda) emm..kay, apakah kamu pernah

membagikan pengalaman Busuu, main Busuu gitu atau nawarin Busuu ke temen-temen kamu gak?

Dew54 Pernah , ya mungkin di temen, sama temen-temen di sekolahan gitu. kebanyakan juga..mereka juga coba main gitu ya.

R55 Ada gak perubahan di dalam diri kamu, sebelum memakai busuu dan sesudah memakai busuu?

Dew55 Ada.

R56 Ceritain dong.

Dew56 Pastinya ya perubahannya kalau misalnya kalau waktu. Kalau waktu luang mungkin, kita cuma bisa main apa, kalau misalnya kita main Busuu kan jadinya sambil belajar. Sambil belajar sambil main juga gitu, jadi gak hanya main juga gak hanya belajar gitu.

2- Dew56- LE-EPL- LT-R-B-Au R57 Jadi belajar dan main jadi bisa sama-sama gitu ya.

Dew57 Iya. R58 Selain itu?

Dew58 Pemikiran tentang Bahasa Inggrisnya ya jadi..lebih kalau sebelumnya kan mungkin banyak temen-temen yang bilang Bahasa Inggris itu gak enak mungkin atau gimana terus susah tapi kan mungkin setelah gitu kan coba sendiri ternyata tuh anggapannya mereka itu salah kalau Bahasa Inggris tuh juga sebenarnya enak dan mudah, apa jadi tuh materinya juga gampang dipahami gitu. Terbantu banget sama aplikasi ini.

2- Dew58- LE-EPL- LT-Em-T-B

R59 Heem..kalau misalnya nih ada, misalnya yang mewawancarai kamu sekarang itu yang founder designernya busuu gitu apa yang ingin kamu sampaikan ke orang itu? Dew59 Makasih udah ciptaiin aplikasi gitu yang bisa membantu

dalam pelajaran. Soalnya kan mungkin kalau gak ada itu kan kita kan mungkin hanya main gak bisa sambil belajar gak bisa sambil mengerti hal-hal yang lain. Jadi itu membuat terbantu banget ya.

R60 Terus da mungkin saran yang mau kamu sampaikan? Dew60 Sarannya mungkin ya yang tadi itu mungkin beberapa yang

dikunci mungkin ya dibuka lah apa gitu, gak semualah paling, beberapa aja misalnya ya mungkin ya yang materinya yang mudah-mudah gitu ya, jadi kan bisa lebih membantu gitu.