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.
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.
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.
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.
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
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
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
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:
xi
LISN OF APPENDICES
APPEHDIX 1 In-Depth Interwiew 1 (Gilang) ……….. 81
APPEHDIX 2 In-Depth Interview 2 (Dewa) ………. 88
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
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.
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.
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.
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.
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
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
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
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,
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
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
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
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
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
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
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
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
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.,
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
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
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
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
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
(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.
[image:40.595.101.515.277.708.2]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
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
(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
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,
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
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
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
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
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
Ponton (2010) confirms that self-efficacy is considered as one of the
characteristics of autonomous learners instead of desire.
Autonomy plays an important role in students’ language learning
especially in the context of learning English as a foreign language where in order
to develop their language competences they are supposed to learn not only inside
classroom but also outside classroom. There are three reasons proposed by
Myartawan et al. (2013) showing the importance of learning autonomy. First,
learner autonomy can be a solution to the problem of learner’s intrinsic
motivation. Second, learner autonomy is related to the success of learning since
the autonomy in learning triggers to learn efficiently and effectively. Third,
autonomy in learning can enhance language learners to learn optimally
developing their communicative skills since they can make use every opportunity
both inside and outside classroom to learn (Scharle & Szabo, 2000 in Myartawan
et al., 2013). According to importance of the learning autonomy, it reveals the
notion that learners who enjoy a high degree of autonomy (especially, social
autonomy) in their learning environment would have more opportunities to
develop their communicative ability as compared to those who do not (Scharle &
Szabo, 2000).
Technology such as mobile phone can assist the students in positive way
to develop their a
