CHAPTER 1 INTRODUCTION
This chapter outlines the research’s introduction, which is consisted of various parts. First, the researcher begins by discussing the research’s background. Second, the researcher discussed how the phenomena was identified.
Third, the researcher ensures the research’s delimitation. Fourth, the researcher questions the research itself. Fifth, the researcher outlines the objectives of the research. Sixth, the researcher discusses the significance of the research. Seventh, the researcher discusses the theoretical foundation. Eighth, the researcher discusses previous stuff. Ninth, the researcher demonstrates the frames of thought of the research. Tenth, the researcher introduces a research methodology that directs how this research is done. Finally, the research shows the timeline for carrying out this research.
1.1 Background of the Research
Education is the simple process of learning and knowing. Education is more just instruction; it is a process of knowledge transfer, value transformation, and personality formation that emphasses all of its elements.Education, in the perspective of Melmambessy Moses (2012), is the systematic transfer of knowledge from one person to another in accordance with the criteria established by professionals. It is intended that the transfer of knowledge will change attitudes, behaviors, thinking ability, and personality development in both formal and informal education.So, education plays a significant part in person’s life and will serve as a preparation for future problems that are larger and more competitive.
One of the nations affected by the COVID-19 pandemic is Indonesia.
As a result of the covid-19 pandemic, numerous policies have been put in place to stop the virus's chain of transmission in Indonesia. The government has a work-from-home policy (WFH). This policy is an effort to encourage everyone in the community to work from home.
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The covid-19 pandemic has an affect on a variety of sectors in Indonesia, including education. The Minister of Education and Culture of the Republic of Indonesia issued Circular Letter No. 4 of 2020 to implement education policy during the Covid-19 emergency period. The Circular mentioned that online and distant learning might be done at home. As a result, the Indonesian Ministry of Education has also released a policy that calls for leveraging online learning to replace the KBM process.
Online learning is education that takes place without the teachers and students having any direct face-to-face contact.The development of online learning takes place from each participant's home. Distance learning is just becoming very popular in some schools.In this decade, online media has emerged as a powerful tool, and people view it as a significant tool for communication.Media is a tool for teaching and learning. Bakri divides educational media into two categories: broad meaning and limited meaning in Mubaraq, Y. F., & Saputra, I. H. (2020). When used broadly, the term
"media" refers to people, things, or events that can help pupils acquire new information, abilities, or attitudes. Books and the environment are considered as media in this meaning-teacher. While media, in its narrowest sense, refers to graphic, photographic, mechanical, and electronic tools used to express ideas and transmit both verbal and visual information.During this pandemic, the schools and other educational institutions, especially teachers, are required to use the right media/tools to make education in our country continue during pandemic happen.
Smartphone is a form of communication tool that nowadays most people already have it and take it anywhere they go. In this pandemic, smartphones are one of the alternative media used in the learning process online. Smartphones are widely used because they can be used anytime, anyplace, and are flexible. Smartphones can be used as a communication tool for learning and as a tool for learning. So, learning media, namely as a messenger or learning material, is important to the learning process.
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In the previous research in using smartphone, the researcher divided into two sides. The use of smartphones in English language learning is diverse and rapidly evolving. (1) The advantages and disadvantages of smartphones (Nalliveettil, George Mathew & Aleenazi, Talal Hail Khaled, 2016), (Pratiwi, BJ & Nuryanti, Rini, 2018), (Muhammed, Azad Ali, 2014), (Ifeanyi, Ifeanyi Peter & Chukwuere, Joshua Ebere, 2018), (Barakati, Dijey Pratiwi, 2013), (King (Nurasifa, Tuan, 2017), (2) Smartphone usage (Muntaha, 2017), (Naz, Shahida, Rasheed, Memona, & Rasheed, Tahir, 2019), (Suleiman, Kamla & Al Aamri, 2011), (Darko, Noah & Adjei, 2019), (Alzougool, Basil & Almansour, Jarrah, 2017), (Ababneh, Sana', 2017).
Based on the previous research is using of smartphone in learning english. the gap of the reseach is the researcher focuson "THE USE OF SMARTPHONES IN LEARNING ENGLISH DURING PANDEMIC."
1.2 Identification of the Phenomenon
Indonesia is one of the nations affected by the Covid-19 pandemic.
The infectious disease Covid-19 is brought on by the acute respiratory syndrome coronavirus 2(SARS-Cov-2).The teaching and learning process has changed since the Covid 19 pandemic. Smartphones' growth has been confined not simply as a means of communication until recently.
Smartphones, on the other hand, are increasingly widely utilized for educational purposes.
1.3 Delimitation of the Research
Smartphones are mobile phones that run on an open-source operating system. Not only has the growth of smartphones been inhibited as a means of communication but also Smartphones, on the other hand, are increasingly widely utilized for educational purposes. The focus of the research is using Smartphones in learning English on Procedure text material in IX.2 class at MTsN 1 Majalengka.
4 1.4 Questions of the Research
1) How is the process of using smartphone in learning English during pandemic?
2) What are the advantages and disadvantages of using smartphone applications in learning English during pandemic?
1.5 Aims of the Research
1) To find out how the process of using smartphone in learning English during pandemic
2) To find out the advantages and disadvantages of using smartphone applications in learning English during pandemic
1.6 Significance of the Research
The following are some of the research's implications for teaching and learning activities:
Theoritically, The research will presumably seem as a source of information or a frame of mind. Furthermore, this research will provide a beneficial explanation and piece of data for any future research that seek to investigate the same problem.
Practically, For the Teacher, the research will be a valuable resource for English teachers who are considering employing smartphones as learning tools for pandemic English learning. For the students, Students understand how to use smartphones as learning tools. For the Future researchers and others with an interest in the topic will find the research to be a beneficial source of knowledge and references. Additionally, this research offers helpful details and an explanation for other researchers who are interested in researching the same topic.
1.7 Theoretical Foundation
There are several theories underlying this research from many researchers, including about the nature of smartphones, learning English, and
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pandemic. The below is a point-by-point explanation of the detailed explanation.
1.7.1 The Nature of Smartphones
Smartphones are mobile phones with an operating system designed for the general public. They may be used for more than just SMS and phone calls, and users can freely add programs, functionalities, and customize them to their preferences. To put it another way, a smartphone is a little computer with phone capabilities.
Smartphones are one of the most widely utilized communication tools today, with children, teenagers, adults, and the elderly all using them.
Mobile phones were originally solely used for communication, but as the technological era progressed, they were able to transport data and add preferred applications. Individuals, groups, and organizations now all require the usage of communication media. Smartphones have now evolved into a primary everyday requirement.According to William &
Sawyer, a smartphone is a cell phone with an integrated CPU, memory, display, and modem (2011). In order to create a high-end device with text messaging, cameras, music players, video games, email access, digital television, search engines, personal information managers, GPS features, internet telephone services, and even a phone that can be used as a credit card, smartphones combine the functions of a computer and a phone.
Then, in the following decade, in 1921, mobile phones were used for the first time in the voice of a government entity, notably in Detroit Mitchigan Police Department patrol trucks. The city's police mobiles, as well as the central police operator at the office, can already communicate with one another.Finland, another European country, was the next to create mobile phones. Fennis Cable Work, a cabling firm founded in 1960, later evolved into an electronics company that manufactures the world's most well-known mobile phone brand, Nokia. The telecommunications system was then officially commercialized in 1969.Until the 1970s, the mobile
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phone industry grew in popularity, particularly in industrialized European and American countries such as the United Kingdom, France, Germany, the United States, and Canada. Motorola and Nokia were the two big firms that made mobile phones at the time, both of which were based in Europe.
Actually, these two mobile phone firms continue to work together.
The size of a mobile phone was not as large as it is now, and the antenna was fairly long; some may not even be properly termed a mobile phone because the size is hard to grasp in the hand; the size is approximately one meter (length) × one meter (width) x ten centimeters (thickness). Perhaps this is why, at first, the word "mobile phone" was used instead of "mobile telephone" or "portable phone”. In the United States, European cell phone businesses engage closely with companies in key US cities, such as Motorola's mobile phone company and Bell Labs in New York City.
Dr. Cooper is a well-known individual in the Motorola firm.
Cooper, who was General Manager of Motorola's Communication Systems at the time, spoke to himself through the portable phone he was carrying while walking about the streets of New York City for the first time in 1973. This is the first time a mobile phone is shown to the audience.
Despite the fact that Cooper's portable phone was nearly a kilogram, it was still as hefty as an adult human's arm at the time. When compared to the size and mass of today's mobile phones, which are virtually as light as a sheet of paper yet as functional as a complicated computer, it's an amazing evolution.
1.7.1.1 The purpose of using smartphones
Smartphones are a significant communication technology because of their ease of accessibility, and they are used in all areas and at all times.
The use of smartphones has had a significant impact on people's daily lives. In Indonesia, nearly everyone has a smartphone, including children, adolescents, and adults. According to Statistica Portal data, the number of
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Smartphone users in Indonesia climbed from 11.7 million in 2021 to 62.69 million in 2017. This figure demonstrates that Smartphone adoption is continuing to grow, primarily in Indonesia ( statistica.com, 2017).
A smartphone is a mobile phone that can also be used as a computer. The majority of smartphone devices run on distinct operating systems. In terms of features, most cellphones offer full email support as well as total personal control. There might be a compact QWERTY keyboard, a touch screen or D-PAD, a roster control camera, a speed counter, software and hardware navigation, the ability to read business documents, a music player, photo and video watching, internet browsing, and other features.The capacity to save as many lists of names as possible is a feature that is most commonly found in smartphones, as opposed to regular mobile phones, which have a maximum list storage limit.Smartphones can store a wide range of applications for a variety of purposes. Learners can select and choose whatever program best suits their needs and download it. Just a few examples are Duolingo, Conversation English, Youtube, and other language learning apps.
1.7.1.2 The use of smartphones in learning English
Smartphones may be used to learn both offline and online. Users of smartphones with offline access can save any type of learning material, including pdf, ppt, word, excel, photos, animations, and more. Learners, such as students and teachers, require Internet connection in order to view websites in order to meet their information demands. Students' learning activities have changed as a result of their investigation of the smartphone.
Tegoe (2014) found that mobile learning is widely used around the world, including evidence in developing nations that mobile learning is supplementing traditional teaching and learning methods. Mobile learning is, without a doubt, the fundamental focus for enhancing distance education.
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Students who are learning a new language need all the help they can get. Exposure to a variety of languages is necessary for language learners. They require substantial reading and writing practice in the language they have learned, as well as exposure to listening and speaking.
As a result, teachnology has made it possible to practice speaking and writing as well as listening and reading. When a teacher adds audio to text or speaks in a video explanation, especially if students may access it outside of the classroom, it personalizes the learning process for the students. In-depth discussion of a few helpful websites and apps for writing and reading will not be covered in this post.The smartphone also includes a number of interesting features that can help users with their everyday duties, such as the ability to set a reminder for anything important, such as a meeting time, so that they can arrive on time.
According to Mansour (2015), smartphones are becoming increasingly crucial in today's society due to their connectedness. It can not only be used to make a phone call or send a text message, but it can also be used to connect with other social media platforms such as Facebook, Twitter, and Instagram.
1.7.1.3 Advantages and Disadvantages of smartphones
Smartphones are user-friendly devices that have made everything accessible via touchscreen. It's no wonder that they've taken up such a large part of our everyday life for most of us. Smartphones have advantages and disadvantages.
1.7.1.3.1 Advantages of smartphones
An attribute that makes something better or more useful is called an advantage.There are 5 advantages of smartphones :
1) To facilitate communication, a smartphone is a communication device that can be used to communicate over short and long distances. It's an oral or written communication device that can
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save messages and is extremely portable. As a result, Smartphones are becoming increasingly valuable as long-distance communication tools, as well as portable devices that can be used anywhere.
2) To increase knowledge about technological advances, If we consider that Smartphone communication tools are one of the results of current technological advances, we can use the Smartphone to increase students' knowledge of technological advances so that they are not accused of turning a blind eye to progress in the current era of globalization, especially since the current Smartphone feature is so complete that the internet network can already be accessed. If students use their Smartphones properly, they can use this to find out what is going on around them.
3) To improve social relations, Smartphones can increase social interactions because they allow people to communicate with distant relatives, maintain friendship bonds at all times, and are regularly used to make new acquaintances.
4) As a stress reliever, Smartphones also offer the added benefit of relieving stress. As previously stated, smartphones currently include a wide range of capabilities, including Mp3, video, camera, games, television, radio, chat rooms, and internet services. As a result, individuals can use this function to alleviate stress.
5) Facilitate educational facilities by creating easy and practical digital books, The smartphone capability can be used to access the E-book application.
Learning materials include not only physical books, but also various digital resources that serve as a source of subject matter. Other E-Learning applications (practical learning methods), such as the Moodle application, can be utilized as a learning system. Students will be able to access E-Learning even when they are not in the classroom because it is not limited by space or time.
10 1.7.1.3.2 Disadvantages of smartphones
Disadvantages is something that is problematic and frequently prevents someone or something from achieving or progressing.There are 6 disadvantages of smartphones :
1) As smartphones have a number of qualities that disturb learning concentration, they can interrupt learning concentration. They can, for example, converse with their friends while learning.
2) Smartphones have the potential to result in traffic accidents. Some students text while driving, which is incredibly dangerous for traffic safety because it causes them to lose focus on the vehicle they are driving.
3) Smartphones have the potential to cause people to lose track of their educational responsibilities.
4) It's a waste of money to get a smartphone. This is because they frequently use smartphones, which require credit as well.
5) Smartphones have the potential to be harmful to the health of their users. Users' eyesight can be harmed by using smartphones for long periods of time.
6) Students get dependant on pre-installed features and apps as a result of using smartphones. Students, for example, use a smartphone dictionary to complete their coursework.
1.7.1.4 Applications
Table 1.1
Standar Features on Smartphones
No Group Features used Description
1 Social media and - Instagram Establishing communication
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communication - Facebook - Twitter - Whatsapp - Skype - Path - Telephone - Line - SMS
in cyberspace is something that almost everyone does.
Even among teachers and students, social media cannot be avoided. Social media is a source of news and a means of distributing data in addition to being a form of communication.
2 Browser - Internet
explorer
- Google Chrome - Opera mini - Safari - Firefox
When browsing the internet to access various information such as health, current news, education, and even provide information about the location of a location, a browser is a program or application designed to show text, graphics, and may also be used for many kinds of interactions.
No Group Features used Description
3 Office application/
document Reader
- Polaris Office - Quick Office - Microsoft
Office Mobile
Smartphones include features that allow us to open files in doc, excel, presentation, and pdf formats anywhere and at any time.
not only opens documents, but also edits files
4 Schedule - Clock
- Calender
This program can keep track of a long list of things that
12 - Alarm - Note - Memo
you want or need to accomplish, and it will remind you when it's time to do them. Users can also share their to-do lists with others using saved notes.
5 Calculation - Calculator Students will frequently use a calculator as a companion to complete assignments or calculate statistical data. The calculator function on smartphones makes it simpler for students and lecturers to calculate numbers.
6 Data - Google drive
- Galery - One Drive - Contact
This function can be used to save important information or to upload information to a Dropbox account. There are also contact and gallery options for storing data such as photographs and phone numbers.
No Group Features used Description
7 Translator - Dictionary Smartphone features include dictionaries that may be downloaded for free, including Indonesian to English, English to Indonesian, and other
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language dictionaries.
8 Documentation - Video - Recorder - Camera
to create documentation in the form of audio and video
1.7.1.5 Advantages and Disadvantages of smartphone applications
A smartphone application is a type of software that can be installed on tablets, computers, and other electronic devices. Smartphone applications have advantages and disadvantages :
1.7.1.5.1 Advantages of smartphone applications
In recent years, smartphone applications have become increasingly popular. Its popularity has increased. The are 3 applications that used. There are several advantages from applications.
1) Whatsapp, Whatsapp is a smartphone app that runs on practically all current hardware and software. Whatsapp users can connect with friends, teachers, and family members in their contact lists by using internet connectivity. According toHendro and Eko (2016).There are 4 advantages of using the whatsapp application, namely :
a) Teachers and students can exchange information more quickly and easily.
b) The establishment of new public places and new communication styles between students and teachers
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As information producers are encouraged by social media interaction.
c) Changes to previously democratically controlled practices and communication spaces
d) The Whatsapp app allows students to study anywhere and anytime they choose.
2) E-learning, is a type of information and communication technology that allows students to learn at their own pace and from any location (Dahiya, 2012).According to Tjokro in Indrakusuma and Putri (2016, p.8) E-learning has four advantages :
a) Absorption is easier, interactive media features like graphics, text, motion, and video can be used to enhance e-learning.
b) It’sfairly practical. Additionally, it is not limited to the needs of the local population and might be anywhere.
c) It'smore concise, which means e-learning learning doesn't require many different types of habits.
d) Accessed 24 hours a day
3) Youtube,Users can freely post and download videos to the free video-hosting website Youtube.According to Suryaman (2015) there are 6 advantages of youtube application, namely:
a) Informative, YouTube is a source of information that includes current scientific and technical advancements.
b) Cost effective, The internet offers free access to Youtube.
c) Potential,This website is highly well-liked, and YouTube is getting more and more videos, which can affect education.
d) Practical and complete,Everyone can access Youtube with easy, and there are many videos that can serve as informational resources.
e) Shareable, Videos on Youtube can be shared with other sites by sharing the link in the video.
f) Interactive, through the comments section on YouTube, questions and answers can be given, as well as discussion.
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1.7.1.5.2 Disadvantages of smartphone applications
The are 3 applications that used. There are several disadvantages from these applications.
1) Whatsapp, There are 4 disadvantages of Whatsapp described by Pangestika (2015) are as follows:
a) Not all students use WhatsApp regularly.
b) When receiving information, misunderstandings frequently occur.
c) Not all students participate in the Whatsapp group discussions.
d) When using the social networking platform WhatsApp, network disruptions commonly occur.
2) E-learning, The disadvantages of e-learning as stated by Nursalam in Indrakusuma and Putri (2016, p.8) are as follows :
a) Lack of communication between teachers and students, as well as between students themselves
b) Instead of education itself, the educational and learning process often emphasizes learning.
c) Learning methods must now be developed using ICT (Information, Communication, and Technology), in addition to changing the role of the student and mastering conventional learning methods from the begin.
d) Not all locations and areas have a stable internet connection.
e) Online human resources lacking in ability
f) Choosing the correct computer to use is challenging for students by nature.
g) If the learner's devices prevent them from accessing images, videos, and graphics, they may grow frustrated (hardware and software)
h) The student may feel isolated.
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3) Youtube, According to Sukani (2019) there are five disadvantages of Youtube
a) Network connection
b) Instant,If the process of finding data or information on YouTube is not supervised or encouraged, it will immediately affect both students and teachers' attitudes.
c) Time, Sometimes the viewing time (learning process) does not correspond to the number of lecture hours, which can cause the learning process to be rushed.
d) Content and Video Quality,When posted by the user, not all English videos on YouTube are of high quality. The quality of both is highly impacted by the selection and manufacturing processes.
e) Source disbursement process, Although there are a lot of videos on the Youtube website, not all of them are appropriate for the English content being taught, so teachers' skill is also needed when selecting videos.
1.7.2 Learning English
Smartphones have a lot of potential to become important language- learning tools. Smartphones can assist students in becoming independent learners by providing independent access to customised learning materials, particularly via the internet. They can provide pupils with possibilities for multisensory learning. Teachers can also contact with students from anywhere at any time, Additionally, they send the learning materials they have created for their students.Smartphone, audio/video recording, wireless internet access, social networking apps, mobile dictionaries, and flashcard programs are just a few of the services and applications that smartphone users can use to access "an ever-increasing amount of information and resources at any time, anywhere." (Barrs, 2011, p. 231).
Rosell-Aguliar (2014) also discusses some of the benefits of utilizing smartphone apps to learn languages. Responsive touchscreens, improved text entry, high-quality images, audio and video recording,
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editing and sharing, speech recognition, voltage, connectivity, and GPS all contribute to the multi-sensory experience necessary for effective language acquisition.Smartphones can hold a variety of applications for various uses. Learners can select and download the program that best meets their needs. Duolingo, Conversation English, Youtube, and other language learning apps are just a few examples.
1.7.2.1 Learning English using smartphones
Thousands of apps are available for many purpose, including language study, and smartphone ownership is expanding day by dayaround the world. Smartphones can assist students in becoming self-directed learners by providing independent access to customised learning materials, particularly via the internet. They can provide possibilities for students to communicate with them from anywhere at any time, as well as send learning materials that they have prepared for them (Muntaha, 2019).When learning a new language, using a smartphone can be very helpful, especially for improving vocabulary, spelling, pronunciation, grammar, listening, and reading abilities. To communicate effectively, learners need to grasp a large number of words, practice listening to learn pronunciation, and practice reading and grammar, according to Chi-Yen Chiu (2015).
Tablets and smartphones, for example, offer pupils with a tactile and personal feel of their digital surroundings (Cano, 2012). Mokoena (2012) asserts that linking students' cellphones to the internet enhances collaborative learning. This is a great example of the many benefits that smartphones have brought to kids, such as improved academic achievement, social media use, and information sharing. It enhances their social skills by enabling students to, among other things, ask for and receive academic guidance and assistance (Mokoena, 2012).
1.7.3 Pandemic
The Covid-19 virus appeared at the start of 2020, representing a threat to the global pandemic, including the emergence of this virus, which
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also presented a concern to Indonesians. To prevent the spread of Covid-19, which has now turned into a pandemic, the Indonesian government has started instituting Large-Scale Social Restrictions (PSBB) (Mona, 2020).People must keep their health during the PSBB period by keeping a safe distance, always wearing a mask while leaving the house, and regularly washing both hands with soap or hand sanitizer. To decrease the risk of spreading and transmitting the Covid-19 virus, the government, particularly the Ministry of Education and Culture, suggests closing schools and encouraging students to study from home. The Indonesian government has prohibited activities outside the house as part of this social restriction effort, including educational activities conducted online through online learning institutions ranging from elementary school to university level institutions.
1.7.3.1 Phenomenon
The corona virus disease 2019 (Covid-19), which has spread to 215 countries globally, presents particular challenges for educational institutions. The government has outlawed meetings, physical and social distancing, masks, and constant hand washing in an effort to combat Covid-19. In order to prevent the spread of COVID-19, the World Health Organization (WHO) advises temporarily stopping activities that could draw large groups. The Ministry of Education and Culture's (Kemendikbud) Directorate of Higher Education's Circular Letter No. 1 of 2020 on the prevention of covid 19's spread in the world of education was one of many actions the government took to stop the disease from spreading through social isolation even during the Covid 19 outbreak in Indonesia. A circular published by the Ministry of Education and Culture offers instructions on how to set up remote learning and encourages students to study from home.One alternative learning method is still widespread, especially networked online learning. The use of online learning requires supporting resources, such as mobile devices, PCs, or
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tablets that may be utilized to access knowledge anywhere and at any time (Gikas& Grant, 2013).
1.7.3.2 The characteristic
The coronavirus 2 that causes acute respiratory syndrome is the infectious disease known as Corona virus disease 2019 (COVID-19) (SARS-Cov-2). The disease was first identified in December 2019 in Wuhan, the capital of China's Hubei region, and it has since spread around the globe. Common signs include shortness of breath, coughing, and fever.
Possible symptoms include abdominal pain, tightness in the muscles, a sore throat, and a loss of smell. Even while most instances are small, some might worsen and lead to multi-organ failure and viral pneumonia. As of April 2020, more than 64,700 fatalities from more than 1.2 million cases had been reported in more than 200 countries and territories.
1.7.3.3 Influence in teaching and learning activities
The provincial government and local governments created policies in the field of education following the COVID-19 pandemic's entry into Indonesia, with the number of positively affected COVID-19 patients rising. The temporary elimination of face-to-face learning and replacement with online learning by mid-March 2020 is intended to reduce the number of Covid-19 sufferers. 2020; CNN Indonesia; Fey. The government policy governing this is set forth in Circular Letter of the Ministry of Education and Culture (Kemendikbud) of the Directorate of Higher Education No. 1 of 2020 regarding the prevention of the spread of COVID 19 in the educational setting. A circular letter from the Ministry of Education and Culture encourages students to study from home and provides instructions on how to set up distance learning.
1.7.3.4 Online learning
The government has decided that there is a health emergency and that there will be widespread social restrictions (PSBB). The issue of these
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regulations comes with a directive to all regional chiefs not to develop their own independent policies. One of the steps being taken to stop the COVID-19 outbreak and break the chain of transmission is this sociallimitation. According to Article 59 paragraph 2 of the Health Quarantine Law of 2020, the purpose of the large-scale social restriction is to stop the spread of disease and public health emergency among people in a particular area. Learning is hence momentarily unavailable at home. As a result, learning must take place at home.
Online learning is a way of learning that doesn't involve face-to- face interaction but rather the use of a platform that makes it possible to teach and learn even at a distance. To draw a bigger and more varied audience to learning environments, online learning aims to offer high- quality learning services via a vast and open network (Sofyana& Abdul, 2019, P.82)."Inside" and "network" are the two words that make up the word "online." When students and teachers are separated by distance and must use an interactive telecommunications system to connect them and the various resources they need, this is known as online learning (Sobron et al, 2019, p.1). Online learning is a way of learning that doesn't involve face-to-face interaction but rather the use of a platform that makes it possible to teach and learn even at a distance. To draw a bigger and more varied audience to learning environments, online learning aims to offer high-quality learning services via a vast and open network (Sofyan&
Abdul, 2019, p.82). One of the issues with online learning is the teachers' and students' lack of technological proficiency. Students participating in online learning activities, according to Dabbagh (in Hasanah, et al., 2020, P.3), exhibit the following qualities:
1) Passion for learning 2) Literacy on technology
3) Interpersonal communication skills 4) Collaborate
5) Skills for independent study
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1.7.3.5 The use of smartphone in learning English during pandemic
Smartphones have a lot of potential as language-learning devices.
Smartphones can help students become independent learners by allowing them to access individualized learning materials on their own time, especially via the internet. They can give multisensory learning opportunities for students. Teachers can provide prepared learning materials to their pupils as well as contact with them at any time and from any location. Smartphones enable users to access "an ever-increasing amount of information and resources at any time, anywhere," according to a study. Other services and applications that enable this include audio/video recording, wireless internet access, social networking apps, mobile dictionaries, and flashcard programs. Barretts (2011), p. 231.
Additionally, Rosell-Aguliar (2014) lists a few benefits of adopting smartphone apps for language acquisition. The multi-sensory experience necessary for efficient language learning is facilitated by responsive touchscreens, improved text entry, high-quality images, audio and video recording, editing, and sharing, speech recognition, voltage, connectivity, and GPS.
Whatsapp, Zoom, Etmodo, and other tools can help with teaching and learning activities. The government is involved in reducing learning activity disparity during the COVID-19 pandemic. Students can access 12 platforms or applications to study at home, including: (1) Rumah belajar (2) Mejakita (3) Icando (4) Indonesiax (5) Google for education (6) Kelas pintar (7) Microsoft office 365 (8) Quipper school (9) Ruang guru (10) Sekolahmu (11) Zenius (12) and the official website of the Indonesian Ministry of Education and Culture.
1.8 Previous Research
In order to explain the clarity and scope of understanding connected to the usage of smartphones, the researcher in this study makes reference to certain other studies.
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The fifteen previous studies listed below, which are categorized into three categories linked to the use of smartphones (Daeng (2017), Faradika, Z (2020), K, Jaroslaw & K, Blanka (2019), Nuryanti & Pratiwi (2018)), smartphone applications (Sihatul (2021), Fatmawati (2021), S, Muetia (2021), Simanjutak dkk (2021), A, Syarwan dkk (2020), P, yeyen (2021)), online learning (Prabawati (2021), Nurhasanah (2020), Hariyati (2020), Hasnidar (2019), FS, Danti (2020)).
First, There were studies have been discussed on the appropriateness materials to the use of smartphones. Such as, Nuryanti & Pratiwi (2018) analyzed the Smartphone Usage on Students Learning English: The Impact of School Policy. This study used a descriptive qualitative research design. It discussed how students and teachers felt about using smartphones to study English. In order to conduct this research, an interview with English teachers from various senior high schools in Soppeng was used. Participants in this study include 25 pupils from five different Soppeng schools and seven English teachers. The information was gathered through observation and interview. Teachers and students who participated in the study and expressed good perceptions are the study's findings. Because it has so many applications, smartphones are a crucial tool for both teachers and students in the learning process (or software).
Second, Daeng (2017) studied the use of smartphones in supporting lecture activities by students of Fispol Unsrat Manado. This research used a qualitative methodology. His research focuses on how and why Fispol Unsrat Manado students choose cellphones to complement their classroom activities.
Purposive sampling is used by the researcher, who selects two students—
onemale and one female—representing each department at random from each batch. Ten students will be questioned in all, five boys and five girls. The study's findings show that Fispol Unsrat students use group messages created through social media to communicate with their classmates in order to support lecture activities. Through these messages, they are able to share various information about lecture activities, including the materials and tasks
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they must complete. What's interesting about this study is that almost all social media platforms have class groups that exist. Students at Unsrat Faspol choose to use smartphones specifically to support their lecture activities because they think the services offered by the smartphones themselves are superior and will support their lecture activities effectively and efficiently. Smartphones become a complete handle and the ideal medium to get general knowledge and learn new things wherever and whenever they need, as well as to stay up with any advancements in the information already available.
Third, Faradika, Zian (2020) analyzed about The use of Smartphone for Teaching English at SMAN 1 Sambit Ponorogo”. The objective of this research were to find out 1) the reason of the use smartphone for teaching English in SMAN 1 Sambit Ponorogo, 2) the implementation of smartphone for teaching English in SMAN 1 Sambit Ponorogo, 3) the implementation the use of smartphones on students’ English ability in SMAN 1 Sambit Ponorogo. This investigation took place at SMAN 1 Sambit Ponorogo. It employed qualitative case study research. In order to collect data, the researcher observed and spoke with English teachers and students. The data would next be examined using techniques for data reduction, data visualization, and conclusion drafting. This study's findings could be summed up as follows: 1) Using a smartphone to teach English has three advantages: it uses less media, is efficient and effective, and is entertaining. 2) The usage of smartphones to teach English in SMAN 1 Sambit was concentrated on practice exercises. Additionally, digital media was employed to assist struggling pupils as well as to complement the instructional materials.
Students were more motivated to learn while using smartphones for instructional purposes when they could access a variety of apps and websites. Students' skills improve with regular smartphone practice of skills like reading and writing. When they are taught using a smartphone, most students report feeling more inspired.
The numerous applications and websites add variety and excitement to the teaching and learning process.
Fouth, K, Jaroslaw & K, Blanka (2019) analyzed about Use of Smartphone Applications in English Language Learning – A Challenge for Foreign Language
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Education. The purpose of this review study is to examine original, peer-reviewed English studies published from 2015 to April 2019 in order to ascertain their value and/or efficacy as tools for teaching English as a foreign language. The techniques are based on an examination of the relevant literature that was found in the reputable databases Web of Science and Scorpus. There were found to be 16 original journal studies on the subject of the study. The findings show that mobile learning is growing in importance in education and offers a fantastic chance for language acquisition. The development of the learner's cognitive abilities, motivation to study in formal and informal settings, autonomy, and confidence, as well as the promotion of individualized learning, which aids low-performing students in accomplishing their academic objectives, are some of its main advantages. Despite the fact that mobile learning generally seems to be successful, it is nevertheless advisable to develop, plan, and implement it carefully, in accordance with students' needs, and to teach different language skills in agnathic learning environments.
Fifth , Sihatul (2020) analyze about students' perceptions of the use of WhatsApp applications in learning English in class VIII Madrasah Tsnawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. This study aims to establish how eighth-grade students perceive using WhatsApp applications to learn English.
Tsanawiyah Nurul Hidayah Bhakti Idaman Madrassah Timur Tanjab Jambi The research in question is qualitative descriptive in nature. 30 students served as the study's subjects. Purposive sampling was used in this study's sampling process, and 15 students were chosen as the sample size. By conducting interviews, data is collected. In this investigation, the data were reduced, presented, and conclusions were drawn. Based on the study's findings, the researchers concluded that students' perceptions of the effectiveness of using WhatsApp for English learning were less favorable than they had anticipated. Some pupils acknowledged that it was challenging to comprehend the teacher's lesson materials. Consequently, WhatsApp's ability to aid in the process of learning English as a second language is reduced.
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Sixth, whatsapp group as the learning media to teach English at the Xith grade of SMA Bakti ponorogo (Fatmawati,2021). The purpose of this research was to determine how to deploy Whatsapp Group as a learning tool at SMA Bakti Ponorogo's Xith grade during current pandemic year (19) and the issues that students and teachers encountered while doing so. A qualitative research methodology was used for this project. Descriptive qualitative research design was used for the study. Instead, two classes were used in this study (Xith Science grade and Xith Social grade). In order to collect the data, the research used an interview, observation, and documentation. The researcher utilized a triangulation method to assess the data. According to the researcher, there are three processes involved in implementing a WhatsApp group as a learning tool: pre-teaching, whilst-teaching, and post-teaching. Whatsapp Group was used at the conference COVID-19, however researchers also discovered several issues that came up when Whatsapp Group was used as a learning tool at this time.
Seventh, Prabawati, A (2021) analyzed about the students’ perception of the online media used by teacher in learning English. This research aimed to find out (1) The kinds of online media used by the teacher in learning English; (2) The students’ perception of the online media used by the teacher in learning English.
An interview served as the research tool in this qualitative approach. Twenty kids from SMA Negeri 9 Gowa's eleventh grade received the interview, which was distributed to the pupils. The study's findings revealed that teachers employed Google Classroom, Youtube, Google Forms, and WhatsApp when teaching English online (WA). The researcher also expressed some favorable opinions about the use of online media by English teachers, including the following: The media facilitate students' understanding of the lesson by providing context and references, boost students' motivation, make learning more enjoyable, relaxed, and not boring, prevent the spread of Covid-19, and save time. While there were also some criticisms of the online resources used by teachers to teach English, including: a lack of knowledge or difficulty in comprehending the subject matter and completing the assignments given by the teacher, tedious and uninteresting, ineffective, and not saving time.
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Eighth, A, Syarwan dkk (2020) analyze about the use of social media whatsapp among English education students for solving thesis writing problems.
The purpose of the study is analyze the use of social media, WhatsApp, among the UIN Ar-Raniry’s English Language Education Program undergraduate students for solving their thesis writing problems, focusing on the effects of the WhatsApp use and to inquire whether WhatsApp communication helps the solve their thesis writing problems. This study has a descriptive qualitative research design. Thirty undergraduate students enrolled in the English Language Education Program, including nine men and twenty-one women, were chosen as participants. The semi-structured interview was employed in this study to get the specific data required for the investigation. The researchers used a Galaxy Note 8 as a recording and note-taking device. According to research, undergraduate students in the English Language Education Program at UIN Ar-Raniry who utilize WhatsApp have a favorable impact on resolving issues with their thesis writing.
The results also showed that students have felt more at ease when using WhatsApp to solve their numerous issues related to thesis writing limits.
Ninth, Nurhasanah (2020) analyzed about a study of online English learning models in the middle of covid-19 pandemic. This research aim to find out students’ perception on online English learning models in the middle of Covid-19 pandemic at FKIP UMSU. Ten students that participated in the study's source of data. This research was descriptive and qualitative. This study's instrument used documentation, interviews, and observation to gather data for its six questions.
Three steps were employed in the data analysis process: data reduction, data display, and conclusion drafting and verification. Since the Covid-19 epidemic or as of mid-March, online learning has been found to be effective. Online education has both advantages and disadvantages. The advantage is that students can study anywhere, at any time, without being restricted by space, time, or place, while the disadvantages include students having trouble understanding the lecturer or teacher's material, unstable internet networks, running out of internet quota, and having to complete tasks too quickly. The Google Classroom software, Zoom for online meetings, and WhatsApp are the online learning approaches employed
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during the Covid-19 pandemic. To help students better understand the subject being taught online, it is also a good idea to show the material utilizing a zoom or video tool.
Tenth, Hariyati (2020) analyzed about an analysis of online English learning in the covid-19 pandemic at Senior High School. This research was aim to analysis how is teacher’s perception of online English learning in the Covid-19 Pandemic. The questionnaire and interview method utilized in this study to gather data consisted of fifteen statements about how people perceive online English language instruction. One English teacher and 45 students from SMA Asuhan Daya Medan served as the study's data sources. The researcher herself is the research tool for this study. The descriptive qualitative design was used in this investigation. The three steps of the data analysis method used by the researcher are as follows: Data reduction, data visualization, and conclusion/verification come first. The results of the data analysis show that teachers have a favorable opinion of online English learning and that it makes studying English easier.
However, online English learning cannot make learning English more successful in terms of accomplishing learning objectives. The process of learning English is simplified by online instruction, and online English learning can encourage students' independent learning attitudes. However, students experienced difficulties in putting online English learning into practice, making it impossible for online English learning to develop.
Eleventh, S, Muetia (2021) analyze about students’ perception of the use of social media for learning english. The present study was intended to explore high-school students’ perception of social media use for English learning. This study included 83 students from SMA Al-Hasra in Depok, Indonesia.
Questionnaires and semi-structured interviews were used in the study's qualitative case study design to collect data. Data from the questionnaire was evaluated using fundamental statistical methods, and data from the interviews was examined utilizing the Miles and Huberman flow model. The findings showed that the study's participants used social media to practice and improve their English. The most popular social media platform they use for studying English is YouTube.
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They added that social media gives them access to English content sources where they can practice listening, expand their vocabulary, and learn more about pronunciation. Additionally, since social media offers a variety of English- language information, students can access it whenever and wherever they want.
Students can feel at ease and inspired to learn English outside of the classroom because of the circumstance, which offers a stress-free language environment for them. Additionally, students talked about how difficult it was to use social media for learning because of issues with internet connectivity, privacy, and inappropriate content. Based on the findings, it can be said that students believe using social media to learn English is a good idea.
Twelfth, Simanjutak dkk (2021) analyzed about Students’s Perceptions of Using Youtube as English Online Learning Media During Covid-19 Pandemic.
This study aims to analyze the students’ perceptions in using Youtube as online English learning media daring the Covid-19 pandemic at grade XI of SMA Negeri 4 Pematangsiantar. Attractiveness, efficacy, relevance, and motivation are factors that influence students' perceptions. These features can be observed in the classroom learning experiences of pupils. Students in classes XI PMIA 6 and XI PMIA 7 at SMA Negeri 4 pematangsiantar are the research subjects. The information is gathered utilizing qualitative research techniques, specifically the kind of fundamental interpretive studies where students complete a Google Form- based questionnaire to provide the information. The analysis of the data reveals that the majority of students responded positively to each statement in each section of the questionnaire. The usage of YouTube as an online English learning tool is appealing, efficient, and relevant to the course content, according to the research findings. Additionally, it encourages students taking English classes online at SMA Negeri 4 Pematangsiantar in grade XI to take the Covid-19 pandemic on.
Thirteenth, FS, Danti (2020) analyzed about Effectiveness of English Online Learning Strategies During the Covid Pandemic at SMP Muhammadiyah 10 Sidoarjo. The purposes of this research are analyze the effectiveness of online learning strategies used during teaching and learning activities and analyze the
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obstacles experienced during online teaching and learning activities. Research is being conducted using the qualitative descriptive technique. Research that is descriptive and uses analysis to characterize the subject of the study or the events under investigation is called qualitative research. The research findings were gathered via interviewing, observing, and documenting participants. To display the research findings, certain data will be loaded as a diagram. The study's findings indicate that it is a descriptive qualitative study with the goal of describing the English learning methodologies used at Muhammadiyah 10 Junior High School Sidoarjo during the Covid-19 epidemic.
Fourteenth, P, Yeyen (2021) analyzed about Students Perception on the Use of Whatsapp as Media In Learning English during Pandemic Era at the tenth grade students of SMKN 1 PEKAT IN ACADEMIC YEAR 2020/2021. This research aimed at knowing the students perception on the use of whatsapp as a media in learning english during pandemic era at the tenth grade students of SMKN I Pekat. This research generally answered two questions as follows: (1) How are the psycal dimension of students’ perception on the use of whatsapp as a media in learning English at the tenth grade students’ of SMKN 1 Pekat in Academic Year 2020/2021? and (2) How are the psychological dimension of students’ perception on the use of whatsapp as a media in learning English at the tenth grade students’ of SMKN 1 Pekat in Academic Year 2020/2021?. Class X students from SMKN 1 Pekat who took part in the research completed a questionnaire and participated in interviews to gather the data. Descriptive research utilizing qualitative methodologies was seen as a suitable strategy since this research examined the students' perceptions which were derived from their experiences during the COVID-19 epidemic. In order to fully reveal the students' perception, the research's findings were presented in a descriptive manner. The study discovered that because psychology is adaptable and practical, students' impressions of it are good. However, the researcher discovered that there are some students who are lazy in carrying out teaching and learning activities using whatsapp and choose to be active in temporary learning, such as only filling out the attendance lish in class groups on whatsapp. Meanwhile, some students use
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whatsapp as a learning media during the current COVID-19 condition due to its flexibility.
Fifteenth, Hasnidar (2019) analyzed about Students’ Perception of Using Online Learning Materials. The objectives of the research to find out the students’ perception of using online learning materials at the Seventh Semester of English Department in Makassar Muhammadiyah University in the year 2018/2019 from BG.VIIJ. Because it was similar to gathering data from students' perceptions, the researcher utilized a descriptive qualitative research design method and conducted interviews to gather the data. The data came from students who took their seventh semester of coursework online.
Ten students were chosen as the sample using the snowball sampling approach and purposeful sampling. According to the research's findings, the majority of students who participated in interviews had positive opinions on online learning. Online learning helped them study more effectively, and they gained fresh knowledge about how the professor had used new media in online learning. While other students claimed that barriers to online learning included a poor network, the caliber of the students' own mobile devices, and the application's functionality.
1.9 Frame of Thought
The conceptual framework above describes that will be conducted by the researcher. The Covid-19 pandemic has had a significant impact on the field of education, requiring the government to establish policies to ensure proper learning continues. As a result, in order to avoid Covid-19, students must learn online.Online learning is a system that allows students to learn more generally, broadly, and diversely. Learning media, according to Adam
& Syastra (2015, p.79), is anything in the form of physical and technological learning processes that can assist teachers in transmitting subject matter to students in order to enable the achievement of specified learning objectives.The researcher focus on the use of smartphones in learning English during pandemic.
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Figure 1.1
The use of smartphones in learning English during pandemic 1.10 Research Method
The research methodology is a process by which researchers locate, organize, and present their study findings. Sugiyono (2017) defined a research method as a set of procedures used by researchers to collect data from data sources. However, according to (Arikunto, 2010), research procedures are a systematic series of actions for gathering the needed data.
Therefore, the actions taken to get the data, analyze it, and draw a conclusion from the research constitute the research methodology.
1.10.1 Research design and steps of the data
This research takes a qualitative approach and employed qualitative descriptive analytic methods.Qualitative research, according to Sutopo (2016, p.179), is research that results in detailed and in-depth descriptions of both conditions and processes, as well as relationships or interrelationships relating to the research objectives.
Bogdan and Taylor (in Moleong, 2014, p.4) define qualitative research as"research that produces data in the form of words, both written andspoken from individuals, as well as observable behavior”. Qualitative research aims to comprehend the phenomenon of what research participants experience, such as behavior, perception, motivation, action, and so on, comprehensively and descriptively in the form of words and
Online Learning
Learning Media
The process of using smartphones in learning English during pandemic
The advantages and disadvantages of using smartphone applications in learning English
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language, in a natural setting and utilizing various natural methodologies.
Because it possesses qualities that are suitable with qualitative research.
The descriptive qualitative design was used in this research. It discussed the use of smartphones in learning English during pandemic at MTsN 1 Majalengka. This is an analytical descriptive research, which means that in order to collect as much data as possible, it uses a variety of procedures that are organized methodically to collect data from optimal research outcomes. Because of the nature of the problem and the study aims to be achieved, the researcher using descriptive qualitative. The analytical descriptive method, as defined by Sugiyono (2015), is a method for describing or providing an overview of a research object using samples or data acquired and drawing widely accepted conclusions.
The analytical descriptive method's characteristics can be summarized as simply collecting data, research rushes to provide an overview of phenomena, and it is sometimes necessary to test hypotheses, collect data using interview techniques, and make predictions and implications of a problem under study.
In this research, the researcher face 3 phases, namely : 1) Planning
Planning belong with make the research plan, choose the research location, regulate the permission, observation, choose the information, organize the instrument, and all activities related to conduct the research. The first step before conducting the research, the researcher should make a praparation, there are:
a) Looking for permission letter from the institution.
b) Obtaining permission and approval from the school that it will be researched.
c) Asking the research plan.
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In application phase the researcher collecting the data by observation, interview, and documentation by:
a) Follow the research preparation b) Take the permission to the teacher c) Entering to the field
d) Observing the English teaching learning process by using Smartphone at MTsN 1 Leuwimunding.
3) Research Report
In the last phase, the researcher make a report related the result of observation, interview, and documentation of the research that have done at MTsN 1 Leuwimunding.
1.10.2 Source and types of the data
Data sources, according to Sutopo (2006, p.56-57), are sites where data is gathered by certain techniques, such as persons, objects, or papers.
The key data sources in qualitative research, according to Moleong (2014, p.157), are words and acts, with extra data such as documents and other sources. A combination of viewing, listening, and asking actions is used to record data sources through interviews or observations. These activities are carried out purposefully, directed, and always with the goal of getting the necessary information in a qualitative thesis. Researchers employed both primary and secondary data in this research.
The source of data in those research is one English teacher namely Mrs.Pipit Laila Fitri, S.Pd and 3 students ninth grade at MTsN 1 Majalengka. So, the total number of source of data in this research is 4 respondents.
34 1.10.2.1 Primary data
Primary data are the most important information that is directly relevant to the research's discussion.The researcher gathers primary data from the teacher and students for this research.
Primary data is information gained or collected directly in the field by the researcher or the person who requires it (Hasan, 2002, p.82).
Primary data gathered from sources such as informants or individuals, such as the finding of observations, interviews, and documentation from the original source.
In this research, In IX.2 class MTsN 1 Majalengka, primary data can be collected through online class activities.The researcher presented several descriptions of all sources result such as observations, interviews, and documentation.
1.10.2.2 Secondary data
Secondary data, on the other hand, is information retrieved or gathered from existing sources by those performing study (Hasan, 2002, p.58). Secondary data is used to back up primary data gathered from library materials, literature, previous study, books, journals, and other sources.
1.10.3 Data collection and Instrument
Three different methods are used to get the data for this research.
The three basic techniques are observation, interviews, and documentation.
The researcher herself is the instrument for this study. The researcher is vital to every step of the research process, including gathering and analyzing data (Cresswell, 2009, p.175). In which the researcher isresponsible for deciding the research's focus, choosing informants as data sources, collecting data, evaluating the data's quality, analyzing data, interpreting data, and drawing conclusions about her findings.
35 1.10.3.1 Data Collection Techniques
There are certain data collection techniques, according to Suharsimi Arikunto. Test, questionnaire, interview, observation, rating scale, and documentation are the different types of tests.
Observation, interview, and documentation were employed as techniques in this study.Researchers use the following methods to collect data:
1.10.3.1.1 Observation
Observation is a method of gathering data in order to create a realistic image of an event or series of occurrences in order to answer research questions, better understand human behavior, and evaluate, i.e., to measure particular qualities and provide feedback on these measurements. the outcomes of observations in the form of specific actions, events, objects, circumstances, or atmosphere (Sujarweni, 2014).During three meetings, the researcher took notes on everything that occurred during the teaching and learning process. In order to gather accurate information about the learning process for MTsN 1 Majalengka, the researcher joined in while observing the online class.
1.10.3.1.2 Interview
In an interview, the respondent is directly questioned by the interviewer, and their written responses are written down as part of the data collection process.Typically, interview activities are presented orally to the subject of study. According to Basrowi and Suwandi (2008, P.127), an interview is a conversation between two people for a defined goal, with the interviewer acting as the questioner and the interviewer acting as the answerer.
In this research, researcher used the interview method by semi-structured and in-depth interview to collect data. Researcher
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interviewed the respondents in MTsN 1 Majalengka. There are 4 respondents (1 teacher and 3 students).
1.10.3.1.3 Documentation
The word documentation is derived from the word document, which meaning "written goods." A data collection approach used to analyze past data is known as the documentation method. Sugiyono (2015, P.329) defines documentation as "a strategy for obtaining data and information in the form of books, archives, documents, written numbers, and photos in the form of reports and information that can help study."
In addition to employing the interview approach, data can be collected through facts preserved in the form of letters, diaries, photo archives, and activity journals. Researchers can utilize the data in the form of this document to investigate historical information.
1.10.3.2 Instrument of the Research
The researcher is used as a human instrument in this research. "In qualitative research, the human researcher is the principal instrument for acquiring and evaluating data," Ary et al. (2010, p.453). The person who observes (the researcher) and interviews is the human instrument. These instruments are used to ensure that observation data is accurate and reliable.
1.10.4 Data Analysis Techniques
Bogdan (in Sugiyono, 2015, p.332) defines data analysis as the technique of carefully searching and collecting data gathered from interviews, field notes, and other materials so that it can be easily understood and the findings may be informed. Data analysis in qualitative research can be separated into three parts, according to Miles and
