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CHAPTER II

THEORITICAL REVIEW

Theoretical review is the second chapter in this study. It contains two

important parts, such as theoretical description and review of previous studies.

The theoretical description consists of the teachers attempts, learning planning,

curriculum, approach, methods, and techniques, utilization of learning resources,

learning evaluation, learning remedial, and learning difficulties. The review of

previous studies consist of three previous studies related to this study

A. Theoritical Description

1. Definition of Media

Media can be seen as a medium, broadly conceived, any person,

material, or event that establishes conditions which enable the learner

to acquire knowledge, skills and attitudes (Jacobs, 2002). Reiser &

Gagne (1983) define education media as "the physical means by which

an instructional message is communicated."

Generally, media are selected on their ability to present the

events of instruction (Reiser & Gagne, 1983) and to facilitate the

achievement of stated objectives (Gerlach & Ely, 1980). Media refers

to the presentation of material using both words and pictures. He

further states that learners can better understand an explanation when it

is presented in words and pictures than when presented in words alone.

According to several researcher’s media can be defined as all the

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methods and material that can be used to support the learning process.

Atherson (2003) quotes Marshall McLuhan's famous words that "the

medium is the message".

In teaching the medium is certainly a message. The use of any

adjunct to the voice sends a message to the learners, which will be

received and understood at least out of consciousness and perhaps

explicitly. Media can be seen as any medium or methods that are used

to present a message.

2. Mobile Assisted Language Learning (MALL)

a. The Nature of MALL

According to Senani (2015) MALL is the use of mobile

devices and technology in learning and teaching foreign languages.

Mobile device can be a modern media in English teaching learning.

It will support all of the activities of teacher and students.

Nezarat and Mozavi (2012) define MALL as various

activities related to language learning are supported by mobile

devices among which we can name SMS, internet access, camera,

audio/video recording, and video messaging (MMS). Both the

teacher and the students use mobile device, smartphone, in so

many ways. They can use internet access to see the online

dictionary, use video recording to practice speaking skill, and etc.

Furuya, Kimura, and Ohta in Kim (2013) found improved learning

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outcomes in use of mobile phones for language practices.

Involving smartphone in classroom increases the achievement of

language learning.

b. Principles of Mall

Stockwell and Hubbard (2013) state that there are 10 principles of

mobile assisted language learning as follows:

(1) The activity of mobile learning, tasks, and apps should

distinguish both 1) the affordances and limitations of the

mobile device, 2) the affordances and limitations of the

environment in which the device will be used in light of the

learning target

(2) Limit multi-tasking and environmental distractions. Mobile

environments, such as when computing, by their nature are

likely to be distracting, and multi-tasking is a natural part of

that environment.

(3) Push, but respect boundaries. Learners can also interrupt other

more or equally valid activities, particularly in the workplace.

A recommendation is to allow the user some control over when

these push events occur, and to plan them for particular times to

allow the learner to plan to accommodate them.

(4) In a classroom or other formal language learning setting,

important issues to be sensitive to include whether the learner

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has a mobile device, what device the learner has in terms of

compatibility and functionality, how consistent device

connectivity is, and what the expense is for using that device

for the planned operation. Reasonably equivalent non-mobile

alternatives should be available if an inequity is apparent.

(5) Acknowledge and plan for accommodating language learner

differences. For mobile devices, access issues such as visual

acuity and manual dexterity for smaller keypads and

touchscreens are also prominent concerns.

(6) Be aware of language learners’ existing uses and cultures of use

for their devices. Some mobile applications may require

developing new skills, but the more consistent a task or app is

with existing uses, the more readily learners will likely accept

it.

(7) Keep mobile language learning activities and tasks short and

succinct when possible. Interruptions, which will occur

predictably in many mobile environments, should trigger as

little backtracking as possible when students are returning to

the task.

(8) Let the language learning task fit the technology and

environment, and let the technology and environment fit the

task. If the assumption is that learners will be using a mobile

phone at short intervals during the day (e.g., “dead time”

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between classes or other activities) in settings where it may be

difficult to incorporate sound, then tasks should be developed

that fit that technology and environment and still allow

effective learning.

(9) Some, possibly most, learners will need guidance and training

to effectively use mobile devices for language learning.

(10) Recognize and accommodate multiple stakeholders. In the

language classroom setting, adequate preparation and

motivational support for teachers as well as learners must be

provided. In the workplace, the impact of the potential ubiquity

of mobile learning on co-workers, supervisors, and productivity

in general should be considered.

Meanwhile, Naismith et al (2004) also state about the principles

of MALL as follows:

(1) It is the learner who is mobile, not the technology

(2) Mobile learning can both complement and conflict with formal

education

(3) Mobile learning raises deep ethical questions involving privacy

and ownership.

(4) Mobile learning uses devices people are used to carrying

around with them.

(5) Mobile learning devices are friendly and personal.

(6) Mobile learning devices are inexpensive and easy to use.

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(7) People use mobile learning devices in all walks of life and

in many different settings

(8) Learning can be considered mobile in terms of space,

between different areas of life, and with respect to time.

From the explanation above, principles of mobile assisted

language learning as like a characteristic about all of the

activity when mobile learning is applied. It will be basic

application of smartphone in teaching language.

c. Disadvantages of MALL

Reinders (2010) states that there will be some problems when

smartphone is applied in the English classroom. These are:

(1) Lack of access to mobile phones. Not all students in all classes

will have mobile phones, and the concerns around lack of

access are valid; however, it is probably safe to say that of all

the technologies available to teachers, mobile phones are the

most widespread.

(2) Cost of mobile phones and wireless services. It is important to

realize that not all students have access to mobile phone

technology and to not place a financial burden on your students

and their parents by requiring students to have phones.

Activities such as texting, going online, and of course making

calls cost money. Not every student has an unlimited calling

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plan. Some of the ideas above involve sending and receiving

text messages, which could be a problem because not all

students subscribe to a texting plan. In some countries this can

be expensive.

(3) Noise and disruption in class. Despite the exciting potential for

mobile phones to increase opportunities for learning, the

prospect of allowing noisy phones into a classroom may seem a

bit daunting, especially if one has little experience using them

as a teaching tool. As with music, movies, and computers, their

usefulness depends on having clear tasks for your students to

work with. Phones can be disruptive.

(4) Privacy considerations. It is paramount to consider issues of

privacy before using mobile phones in class. If you teach

younger learners, you may need to get parents’ consent to use

mobile phones in school. Some students may be reluctant to

share private information with others.

(5) Increased teacher workload. Finally, the use of mobile phones,

or any new technology, has the potential to increase your

workload. There may be a learning curve, which is an

investment that will hopefully pay itself back in increased

student motivation and engagement. However, there is also the

question of how to deal with the extra communication that use

of phone generates.
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Meanwhile, McQuiggann (2015) states that there are the

challenges of mobile learning as follows:

(1) Differentiated access to devices and internet. Mobile learning

initiatives can face is the differentiated access to devices and

internet across different audiences. Availability and cost of

broadband in schools and homes can be a big hurdle for smaller

and low wealth school districts, presenting a huge disparity

among students form different economic backgrounds.

(2) Use must be monitored. When mobile devices are used by

students in classrooms or at home, their use must be monitored

in some way. While mobile devices can be used for academic

enrichment, the opportunity also exist for them to be used for

distraction or unethical behavior. There are also health

concerns stemming from increased screen time and privacy

concerns about students or the device, itself, oversharing

personal information.

(3) Prevailing attitudes and prejudices against using technology for

instruction. While there are many studies and anecdotal support

for the power of mobile learning, there is no accepted theory of

mobile learning and, hence, some disagreement among

educators, administrators, and legislators on the actual value of

the paradigm. Sometimes these attitudes are reflected in laws

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prohibiting the use of mobile technologies in the classroom

categorically.

(4) Limiting physical attributes. There are some limiting physical

attributes that make them more difficult to use. For instance,

most tablets don’t come with a keyboard, making typing more

difficult. Typing on a smaller interface, such as a smartphone

or iPod Touch, is even more challenging.

(5) Mobile devices are shared among a group. In some educational

situations where, mobile devices are shared among a group, the

functionally and benefits are impacted. There are many ways

that enable student data to be transferred across devices,

particularly by storing data and work in the cloud and offering

logins for apps. While it’s been shown that mobile learning is

optimal when students have their own devices and can fully

integrate their preferences and resources, having access to

shared devices is not going to nullify all of the benefits of

mobile learning. In a device sharing arrangement, however, the

lack of ubiquity; the access to devices anytime in the classroom

does compromise some of the benefits of mobile learning.

(6) Way in which the devices are implemented impacts the

effectiveness of them. Mobile devices shouldn’t simply be

added to existing curricula and used in place of an old tool.

They should be used to change the way lessons are structured

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to engage students in new ways. Teacher should first make a

mobile learning plan then get devices, not get devices and

subsequently fold them into normal instructional methods.

From the explanation above, there are some disadvantages that will

be a problem when MALL is attempted in the classroom.

d. Advantages of MALL

In a language learning classroom, teacher and students involve the

product of technology such as smartphone. In this case, smartphone

as a media in teaching language. There are some advantages that

can be taken. McQuiggan (2015) argues the benefits of MALL as

follows:

(1) Ability to learn on the go. In the past, students learn in the

classroom from 8 a.m. until 3 p.m. In this modern era, learning

is not limited to a predetermined location or time. Learning can

occur anytime and anywhere with mobile devices.

(2) Reach underserved children and schools. Mobile devices offer a

different financial and technological model altogether, one that

is much easier to maintain under tight budgets. They also offer

substantial power in taking learning opportunities outside of the

four walls of the classroom. Especially for low wealth school

districts or lower income students, mobile technology could

truly level the playing field.

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(3) Improve higher-order thinking skills. The Partnership for 21st

Century Skills has defined four keys for students to master in

school. These are critical thinking and problem solving,

communication, collaboration, and creativity and innovation.

The features of mobile learning inherently foster these complex

skill sets in students. The ability to easily share information

with others, creatively utilize a wide variety of resources,

critically evaluate the veracity and value of sources are just a

few examples of the activities implicit to everyday use of

mobile technology in education.

(4) Support alternative learning environments. Many schools are

offering alternative learning environments, such as flipped

classroom or blended learning environments, which allow

teacher to use class time more efficiently and even more

material, among other things. Mobile learning can enhance the

traditional classroom setup as well and improve pedagogy.

(5) Enable personalized learning. Personalized learning

environments enable teachers to more easily target which

students are struggling with which concepts and assign

coursework and homework accordingly. Mobile technology

makes this process more seamless, enabling effective

implementation and tracking of student growth. It provides a

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rich data set to add to the students record for future reference

and research.

(6) Motivate students. Mobile learning provides a new way to

motivate students by providing high levels of engagement and

novelty, personalization, and autonomy. The ability to

constantly use new apps and find new ways to use the device

keeps it fresh and interesting for students.

Hashemi (2011) also mentions the benefits of MALL as

follows:

(1) Interaction: student interact with instructors and among

others.

(2) Portability: PDAs (Personal Digital Assistant) are lighter

than books and enable the students to take notes or input

data directly into the device regardless of location either

typed, handwritten or using voice.

(3) Collaborative: enables several students work together on

assignments even while at distant locations.

(4) Engaging learners: the new generation likes mobile devices

such as PDAs, phones and games devices.

(5) Increase motivation: owner ship of handheld devices seems

to increase commitment to using and learning from it.

(6) Bridging of the digital divide: since handhelds are more

affordable than larger systems, they are accessible.

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(7) Just in time learning: Increases work/learning performance

and relevance to the learner.

(8) May assist learners with some disabilities

Meanwhile, Sarrab (2012) also argue that there are so many

benefits of MALL. There are:

(1) Anytime access to content.

(2) Anywhere access to content.

(3) Support distance learning.

(4) Can enhance student centered learning.

(5) Great for just in time training or review of content.

(6) It can be used more effectively for the differently able.

(7) Support differentiation of student learning needs and

personalized learning.

(8) Can enhance interaction between and among students,

learners, and instructors.

(9) Reduce cultural and communication barriers between

faculty and students by using communication channels that

students like.

Therefore, when mobile learning applied in the classroom,

the teacher and the students will get positive impact. It will be also

a problem solution to solve the problem. They can gain the benefits

of MALL to increase their quality of English teaching learning,

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especially in teaching listening. They also still follow the period as

the modern people because of application mobile learning.

B. Previous Study

Related to this research, this study actually capable to find an idea

or a new learning method of research, but this study cannot be separated

from the others previous supporting studies. Some research compilations

drawn from some references.

The first researcher are Mona Khabiri and Mohammad Bagher

Khatibi (Islamic Azad University, 2013). They conducted the research

entitled “Mobile-Assisted Language Learning: Practices among Iranian

EFL Learners”. The difference of this study with study by Mona Khabiri

and Mohammad Bagher Khatibi’ are the focus of study and setting. The

focus of Mona Khabiri and Mohammad Bagher Khatibi is about specific

language skills and components that are more practiced by Iranian mobile

language learners, while the focus of the researcher study is teachers’

attempt towards MALL in SMK Telkom. Setting of study conducted by

Mona Khabiri and Mohammad Bagher Khatibi is in Iran, while the

researcher study was conducted in Indonesia.

The second researcher is Vedran Askraba (Monash University,

2008). The research entitled “Mobile Assisted Language Learning and its

Impact on Student Motivation and Acquisition”. The difference of this

study with study by Vedran Askraba are the focus of study and setting.
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The focus of study by Vedran Askrabas’ is about the impact on student

motivation and acquisition, while the focus of the researcher study is

teachers’ attempt towards MALL in SMK Telkom. Setting of study

conducted by Vedran Askraba is in Australia, while the researcher study

was conducted in Indonesia.

The third researcher is Amina Bouzidi (University of Biskra,

2015). The research entitled “Exploring the Effectiveness of Mobile-

assisted Language Learning in Enhancing EFL Students’ Vocabulary

Acquisition”. The difference of this study with study by Amina Bouzidis’

are the focus of study and setting. The focus of Amina Bouzidi is about

EFL students at Biskra University which perceive the usefulness of

Mobile-assisted Language Learning, particularly mobile vocabulary

activities, in assisting their vocabulary acquisition, while the focus of the

researcher study is teachers’ attempt towards MALL in SMK Telkom.

Setting of study conducted by Amina Bouzidi is in Algeria, while the

researcher study was conducted in Indonesia.

The fourth researcher are Imtiaz Hassan Taj, Norrihan Binti Sulan,

Muhammad Aslam Sipra and Waqar Ahmad (Australian International

Academic Centre, 2016). The research entitled “Impact of Mobile Assisted

Language Learning (MALL) on EFL: A Meta-Analysis”. The difference

of this study with study by Imtiaz Hassan Taj, Norrihan Binti Sulan,

Muhammad Aslam Sipra and Waqar Ahmad are the focus study and

setting. The focus of Imtiaz Hassan Taj, Norrihan Binti Sulan, Muhammad
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Aslam Sipra and Waqar Ahmad is about meta-analysis MALL impact on

EFL, while the focus of the researcher study is teachers’ attempt towards

MALL in SMK Telkom. Setting of study conducted by Imtiaz Hassan Taj,

Norrihan Binti Sulan, Muhammad Aslam Sipra and Waqar Ahmad is in

Australia, while the researcher study was conducted in Indonesia.

The fifth researcher are Zijuan Shi, Gaofeng Luo and Le He

(International Journal of Emerging Technologies in Learning (iJET),

2017). The research entitled “Mobile-assisted Language Learning Using

WeChat Instant Messaging”. The difference of this study with study by

Zijuan Shi, Gaofeng Luo and Le He are the focus study and setting. The

focus of Zijuan Shi, Gaofeng Luo and Le He is about using WeChat

instant messaging for language learning, while the focus of the researcher

study is teachers’ attempt towards MALL in SMK Telkom. Setting of

study conducted by Zijuan Shi, Gaofeng Luo and Le He is in China, while

the researcher study was conducted in Indonesia.