1.
The discussion of the implementation of Mobile Assisted Language Learning
(MALL) in teaching and learning English for EFL students
Mobile assisted language learning is the new innovative media for language
learning that is really correlated with technology of education. It is relevant used for
EFL students who want to improve thier language learning. English lecturers in
Islamic Institute of Riyadlotul Mujahidin liked to teach English using MALL. There
was effective communication among lecturer and students when lecturers used
MALL. According to Kristianus and Dewi (2021), implementing mobile apps in
learning English skills can help students enhancing their skills. Another researcher,
Arkara et all. (2020) that mobile apps can be employed to develop students’ English
skill.
The lecturer of English in IAIRM used MALL in their daily habit. Lecturer
prepare the program (software) when they would teach English for EFL students. It is
called pre-tutorial stage. Several application should be proper for the learner. The
lecturer use Whatsapp aplication to transfer the material for students. The lecturer also
used Pdf viewer, youtube and sometime used U-Dictionary in order to teaching and
learning. So thats why tecaher prepare those applications. According to Purnawati
Etty (2007) pre tutorial stages are stages of selecting a suitable teaching program for
students in accordance with his or her behavior. In the first time, lecturer formulate or
determine the instructional goals and entering behavior as input that is expected the
application (MALL) to work in accordance with the required program. After lecturer
prepare sutibale program for students, the lecturer gave a proper instruction to the
students about the material or subject through mobile assited language leraning in
tutorial stage.In tutorial stage, most of students felt happy. It can be find in
observation and documentation activity. In tutorial process, most of students really
fun with visual in the activity of learning using youtube using their mobile phone.
Lecturer asked students to acces youtube with a link prepared by the lecturer. Lecturer
used another media that is white board and connect their observation and anayse it.
According Etty Ratnawati (2007) tutorial stage is a step that aims to implement an
instructional program that has been selected through a computer program and monitor
students behavior in order to assess whether the program is suitable for students.
Mobile assisted language learning is very popular for EFL students particularly
nd
2 semester student of Islamic Religious Education. Most of students easily accept
when lecturer used MALL. Every students who used MALL felt passionate. Most of
students always keep attention when lecturer shows material using MALL.
From all aspects above, it can be known that all users of MALL are happy with
interactive media. It is like MALL application for English learning. It can build good
communication with students so the class became interactive. MALL is very suitable
for young learner especially college students as EFL.
2. The discussion of The Ways of Mobile Assisted Language Learning (MALL) can
contribute in Teaching and learning English for EFL students
There are several contributions of Mobile Assisted Language Learning
(MALL) in English language learning and teaching for 2nd semester student of
Islamic Religious Education. Some advantegous relate to the use of MALL are:
1. English language lecturer were easy control the class.
2. Students were more enjoyable and fun in learning English.
3. Younger students prefer pragmatic mechanism in learning rather than
complicated mechanism
4. Younger students prefer a modern style with sophisticated technology and
tecaher can displays an object with computer
5. It can increase the communication betwen lecturer and students. Even, it
can contribute comunications between students.
In paralel with Solihin (2021) stated in general, MALL has a variety of
advantages for foreign language learner. For starters, it makes language learning
easier for both lecturers and students. Lecturers can assign a variety of tasks utilizing
particular mobile devices and applications, with no time or location constraints.
Second, both lecturers and students can benefit from global connectivity and
education. Poppy and Rosyid also said that (2020) MALL tend to its mobility. It
means the language learner can use it whenever and wherever the user want to use.
One of the advantageous is its mobility.So there are a lot of advantageous of MALL
application for language learning. It is proven by the observation and some researcher
elaboration.
However the massive use of MALL in language learning still has several
obstacle. It was related to the readiness of lecturer using this tool. Actually, there are
lot of tools that can be explored by the lecturer to enhance students language skill.
Another reason is the feasibility of MALL. Accoriding to Solihin (2021) stated that
some English lecturers have stated that using MALL in language learning is still
difficult for them. This is especially true in undeveloped and emerging countries like
Indonesia, which is made up of several islands. Some Indonesian regions have
progressed to the point where their educational institutions may employ MALL. Other
regions, on the other hand, find it difficult, if not impossible, to implement MALL in
their educational institutions. The most recent news mentioned by Lombok Post
(2020), 3.000 villages in Indonesia are still without electricity, and 11.000 have no
access to the internet. For example, it is estimated that 44 sub-villages in Sumbawa
regency, West Nusa Tenggara Province, do not have access to power. As a result of
this occurrence, 5.000 families are unable to utilize any electrical gadgets or services.
Moreover, out of 24 sub-districts in the Sumbawa, only 2 have the access to electricity
24 hours (Merdeka.com, 2020). These situations certainly make it difficult to
implement MALL in these regions in educational institutions. As a result, to assess
the feasibility of MALL in the Indonesian setting, particularly in rural areas, resources
relevant to the potential and constraints of MALL must be an alyzed and documented.
3. The discussion of Lecturer and Students Expect’ to use Mobile Assisted Language
Learning (MALL) in teaching English for EFL students
Mobile assisted language learning as media for teaching-learning should be
developed for teaching EFL students especially for second semester students of
Islamic Religious Education. There are several expectation from lecturer and college
students regarding to the use of MALL. Those are :
1. English lecturer should be able to develop their potential ability in using MALL
2. Lecturer should be able to control the use of MALL regarding students need.
3. Lecturer should be creative to choose appropriate MALL program for EFL
students.
4. Students should be more familiar with the use of MALL because of its big
advantageous
5. Students should be serious in their learning and focus in using their mobile phone
for language learning.
Molenda Russel (1993) said that almost all education especially English should be
able to deceive and take advantage of technological advances in an effort to produce good
quality of human resources and be able to compete in the global arena. In other word, English
language that covering four skill, which are speaking and writing as productive skill and
listening and writing as receptive skill should be integrated with any media of learning
particularly mobile phone.
As mobile assisted language learning popular. It is significant for the English
languge leaner to maximize this sophisticated media. Sasti Kartika (2023) stated Mobile-
Assisted Language Learning (MALL) stands out as a versatile and dynamic approach
employed in both formal and informal language instruction, leveraging the capabilities of
mobile devices to enhance foreign language education. An inherent advantage of MALL is
the empowerment it provides to learners in terms of ownership and mobility. Students
become proprietors of their language learning journey, as MALL facilitates accessibility and
convenience through mobile devices, such as smartphones and other technological tools. This
accessibility transcends geographical constraints, allowing students to engage with language
learning materials regardless of their location.
Conslusion
After analyzing the data, it can be found that teaching and learning English for
EFL students at 2nd semester students of Islamic Religious Education Faculty of
Tarbiyah in Islamic Institute of Riyadlotul Mujahidin Ngabar Ponorogo using Mobile
assisted Language learning (MALL) was effective. The writer had several conclusion
that:
1. The implementation of MALL by the english lecturer consist of per-tutorial
stage and tutorial stage.
2. There are several ways of MALL used by the lecturer in english teaching
and learning. One of the contribution of MALL is English lecturer is easy to
contorl the class
3. Mobile assisted language learning as media for teaching-learning should be
developed for teaching EFL students especially for second semester
students of Islamic Religious Education. One of the expectation from the
lecturer is students should be more familiar with the use of MALL because
of its big advantageous
Based on the research, it can be viewed that there are several implications
of using MALL for teaching EFL. Through the application of MALL in learning, it
provides an increase in the development of students' English skills in the aspects of
knowledge, attitudes and language competence of students in giving orders,
answering questions and expressing ideas. At implementation, teachers and students
both looked excited and enthusiastic when carrying out learning, especially when
they carried out learning using MALL. They feel that they get easier to understand the
material and accessible. As younger, they prefer to use modern style in English
language learning rather than conventional learning. Students get more insight
because teaching-learning using MALL makes students easy to get various English
lessons virtually and contextually. Teachers also find it easier to communicate with
students. For this reason, it is better if the teacher use more extensively the
implementation of MALL in the learning process, and conducts discussions more
frequently and takes part in coaching related to the use of technology products in
learning, because this will provide new insights in the application of English learning
strategies.
Several suggestions can be explored after conducted this research. For the
teacher, they should maximize the use of MALL in teaching and learning EFL for
students regarding many advantageous from this application. It is caused that Mobile
phone is used significantly in daily life particularly in education. For the researcher,
they should explore this study and focus on the particular object so the further
research about Mobile Assisted Language Learning will be more applicable in any
context.
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