Judul Skripsi : Exploring Students' Perceptions of Their Mobile Learning Experiences (A Descriptive Study on the Fifth Semester Department of English Education Students of Makassar Muhammadiyah University). The purpose of this research was to find out what kinds of mobile learning experiences fifth semester students use and their perceptions of mobile learning in learning English. The researcher used the instrument to find out the types of mobile learning experiences of the students and their perceptions.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of Research
- Scope of the Research
How are the students' perceptions towards mobile learning in the learning of English by the fifth semester students of the English Education Department of Makassar Muhammadiyah University. Students' perceptions of mobile learning in English learning by fifth-semester students of the English Education Department of Makassar Muhammadiyah University. Mobile learning experiences include students' personal mobile devices and, secondly, students' perceptions of mobile learning when learning English.
REVIEW OF RELATED LITERATURE
Concepts of Perceptions
The first process of change influenced by the psychological processes of the nervous system takes place in the human sense. The change in psychology perception, found among other things in the formation and change of attitudes. In the learning process, the main emphasis was on the presence of external stimuli (stimulus), while in the process of cognition, the main impulse or will was of the individual himself.
Mobile Learning
These observations emphasize the mobility of learning and the importance of the term 'mobile learning'. 2010) and other mobile learning proponents define mobile learning as wireless and digital devices and technologies, typically produced for the public, that are used by a learner while participating in higher education. Others define and conceptualize mobile learning by placing a strong emphasis on student mobility and mobility of learning, and on student experiences while learning through mobile devices. From the above explanation, the researcher concludes that Mobile Learning are accessible tools, wherever you are.
Most of the papers presented at this conference focused on the description and development of theories that would support the practice of mobile learning and the design production of mobile learning materials and systems. Today's consumers of higher education in developing countries almost always use mobile learning devices to supplement e-learning in higher education. Sophisticated mobile devices are currently capable of delivering a wide range of e-learning materials using web connections, infrared and Bluetooth transmissions. 2010) "mobile learning is at the intersection of mobile computing and e-learning; [it provides] accessible resources wherever you are, powerful search capabilities, rich interaction, powerful support for effective learning and performance-based assessment".
Umayra Mohammed said (2015) in her research titled “The Prevalence and Students' Perception on Mobile Learning: The Case for Upm's Faculty of Education”. He concluded that the results further indicate a strong belief among the respondents in the role of mobile learning technologies and devices in their academic performance improvement in various ways. Based on the results above, the researcher can conclude that Mobile Learning has many benefits for students regarding its application.
Mobile Learning is useful to increase students' ability to learn English in terms of technology, accessible place and time, and for formal or informal situations. However, there is little research that just focuses on the use of mobile learning for English students. Therefore, the researcher considers mobile learning as students' medium to increase their ability to learn English in external classroom.
Learning Experiences
For example, new technologies have dramatically multiplied and diversified the ways in which students can learn from and interact with educators, in addition to the level of independence they may have in learning. Students can email, chat or video chat with teachers, and they can use online course management systems to organize and exchange learning materials (eg the assignments given by teachers or the work submitted by students). Students can use software programs, apps, and educational games to learn on their own time, at their own pace, and without teacher instruction or supervision.
Students can also watch videos created by their teachers, conduct online research to learn more about a concept taught in class, or use tablets to record scientific observations in a natural environment—among many others possible options and scenarios. While listening to a lecture, reading a book or completing a homework assignment remain "learning experiences", students now learn in different ways than they did in the past and in a wider variety of out-of-school settings, such as through internships , or volunteer activities, to name just a few examples. It refers to the transactional relationship in which the subject and environment mutually constitute each other.
Learning experience, then, is any experience that does not settle in particular places (traditional and non-traditional environments). It has occurred in the provision of education to students that has been related to the concept of how, when and where learning can take place. Focus on students who have experienced certain mobile devices as their mobile learning tool, known as mobile learning experiences.
The researcher also wanted to know the students' perception of their mobile learning experiences that affect their engagement, convenience, flexibility and interactivity with mobile learning.
RESEARCH METHOD
- Research Design
- Research Variables and Indicator
- Population and Sample
- Instrument of the Research
- Data Collection
- Techniques of Data Analysis
Students' perception of using mobile learning to learn English Table 4.3 Learning English is more engaging with mobile device. The analysis of indicator No. 1 showed that the students' engagement in mobile learning in learning English was very much agreed. So the researcher could conclude that mobile learning with its variety of applications, pleasant content and simplicity makes students happy to learn English.
Therefore, the researcher could conclude that mobile learning has the advantage of reaching the materials anywhere and anytime. Analysis of indicator no. 3 showed that mobile learning has flexibility scores of students who agree. Analysis of indicator no. 7 showed that mobile learning increases the interest in learning English, the results of students strongly agree.
The analysis of indicator no.9 indicated that mobile learning can improve students' English skills scores of students agree. Based on the analysis of indicator no.10, it indicated that mobile learning can improve students' English learning ability with songs scores of students strongly agree. It was proved by the percentage of students that (85%) strongly agree that learning English is more involved in mobile learning.
2015. Prevalence and perception of students on mobile learning: The case for the Faculty of Education of UPM.
FINDINGS AND DISCUSSION
FINDINGS
- The Frequency of The Sorts of Mobile Learning Experiences by The
- Students’ Perceptions in Using Mobile Learning to Learn English
The research findings relate to answering the problem statement that aimed to discover students' perceptions of their mobile learning experiences in English learning. There are actually many other mobile learning experiences that have been studied by other researchers in the world, but the researcher selected four (4) of them after considering the popular mobile devices in Indonesia. After counting the percentage of each indicator, the researcher has presented her calculation in the table below according to the frequency order of the students' perceptions.
Based on Table 4.2, it appeared that 85% of students strongly agree that learning English is more engaging with mobile devices, 82% of students strongly agree that learning English with mobile device is more convenient, 79% dozens of students agree that mobile learning gives students more flexibility, 79% of students agree that the features of mobile device support more interactivity with English learning, 84% of students strongly agree that mobile device makes it easier to students to use social media, 72% of students agree that mobile learning motivates students to learn English more and more, 83% of students strongly agree that students can learn English in a fun way with mobile learning, 85 % of students strongly agree that with mobile devices students can practice English anywhere and anytime 80% of students agree that mobile learning can improve students' English skills 89% of students agree that listening to English songs can improve students' ability to learn English. More and more students know how to use them and they are becoming the most used tool. Mobile learning in this research, its used in informal situations, had a positive impact and very acceptable, especially by students as one of the media that support easy learning.
This was because mobile learning offers flexibility for learners, better completion rates and retention, collaborative learning and greater engagement.
DISCUSSION
The analysis of indicator no.2 showed that the convenience of mobile learning to learn English, scores of students strongly agree and indicator no. 8 showed that with mobile learning, students can learn English anywhere and anytime, scores of students also strongly agree. The researcher was therefore able to conclude that mobile learning is no longer limited to any place or time. With the advent of the Internet and the accompanying technology, there are numerous options for improving students' English proficiency.
Mobile learning provides an easily accessible opportunity with a low threshold to view materials and complete mobile tasks. So the researcher could conclude that one of the features of M-Learning which is here is the ability to provide English songs, improve students' ability to understand English. The kind of mobile learning experiences in learning English used by the fifth semester students of English Education Department of Makassar Muhammadiyah University are smartphones.
Analysis of Second Semester of English Education Department of UIN Alauddin Makassar Students' Perception of English Teachers' Competencies in Teaching in High School. 2016.Students' Perception on Teacher Teaching Method and Classroom Management in English Learning at the Second Grade of Sma Muhammadiyah 1 Unismuh. 2015. Effectiveness of Ubiquitous Learning Using Smartphone and Teacher Centered Learning (TCL) Approach on Student Achievement in Third Semester of English Education Department UIN Alauddin.
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