i

STUDENTS’ PERCEPTION TOWARD THE USE OF

SMARTPHONES IN LEARNING ENGLISH DURING
POST-PANDEMIC AT MAN SIDENRENG RAPPANG

MIMI KARTIKA

219110021

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE
2023
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List Of Contents

A. Title.................................................................................................................1
B. Background.....................................................................................................1
C. Focus of the Research.....................................................................................5
D. Problem Statement..........................................................................................5
E. Objective of the Research...............................................................................5
F. Significance of the Research..........................................................................5
G. Some Related Research Findings...................................................................6
H. Some Pertinent Ideas....................................................................................11
1. Perceptions..................................................................................................11
2. Smartphones...............................................................................................14
3. Learning English.........................................................................................15
I. Research Design...........................................................................................20
J. Research Site................................................................................................21
K. Research Participants or informant...............................................................21
L. Procedure of Collecting Data.......................................................................22
M. Technique of Data Analysis.........................................................................24
N. Research Validity.........................................................................................26
Bibliography..........................................................................................28
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A. Students’ Perception Toward the Use of Smartphones in Learning

English During Post-Pandemic at MAN Sidenreng Rappang

B. Background

Technology has an important role in improving the quality of

education because the exchange of information is accelerating with the times.

Mohammadi et al (2020) revealed that technology is developing in various

aspects of life, including education. According to Ta’amneh (2021), One of the

benefits of information and communication technology in education is to

facilitate the field of teaching and learning by using various types of

technology such as smartphones, computers, tablets, and laptops. The

advancement of educational technology cannot be separated from the changes

that occur in the field of technology and the field of education. Information

technology is currently experiencing extraordinary developments, such as the

use of digital books, wireless technology, electronic portfolios, and so on.

Mastery of information technology is an absolute value that must be mastered

by students to face the era of globalization with competition for rapid

technological advances

Humans have relied on technology, especially cell phones, to

encourage communication and mobility of life because many things can be

accessed through cell phones, especially smartphones (Pham, 2022). Apart

from being used as a communication medium, smartphones can also be utilized

as a learning tool to improve students' ability to learn English if used properly.

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The use of smartphones for education is increasingly popular around the world,

and many people, especially students and teachers are using these smartphones

to share knowledge and reference dictionaries (Mohammadi et al., 2020).

Technology and education cannot be separated. Maritsa et al (2021)

revealed that technology plays an important role in education as a bridge to

teaching. Maritsa et al also added that every party involved in the world of

education must master the existing technological progress. This statement

provides a strong foundation for why this research is important to do.

Smartphones, as one of the media technologies, have a positive impact on

learning, especially in English. A study conducted by Angkasa et al (2023)

revealed that the use of smartphones had a positive impact on student learning

outcomes. Many researchers mention the advantages of smartphone media in

the learning process such as easier access to teaching materials and flexibility.

(Alrefaai, 2019; Kukulska-Hulme dan Pettit, 2009 & Kukulska-Hulme &

Shield, 2008).

Technology is needed in education at the time of the coronavirus three

years ago, precisely in March 2020. The World Health Organization (WHO)

disseminated that the coronavirus had become a pandemic throughout the

world. As a result, the government must enforce a reduction in activities to

break the chain of spreading the coronavirus, the covid-19 pandemic also has

an impact on the education system. Learning that was originally based on face-

to-face directly in the classroom must be replaced with a virtual learning

system from home. This is regulated through the Ministry of Education and
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Culture (Kemendikbud) notification about Covid-19 Number 4 of 2020

concerning the implementation of emergency education and applies whether

the education is received online or remotely.

Online learning is a new phenomenon in Indonesia (Pustika, 2020). In

the online teaching and learning process, students and teachers are required to

be able to adapt to existing changes. Yuzulia (2021) emphasized that teachers,

students, and parents face various problems in online learning in terms of

technology, knowledge, time, internet connection, and so on. Maming &

Sudarmanto (2022) said that students experience many complaints due to

distance learning, especially English learning. For approximately two years,

students learn from home using various applications from smartphones,

computers, and laptops by relying on internet connections from students’

homes until in early 2022 the face-to-face learning process at school resumes.

Many schools began to allow students to use smartphones in the

learning process in the classroom after the covid-19 phenomenon ended

because smartphones were thought to be used as a learning medium.

Smartphones with all the services offered bring some convenience that

supports learning (Khotimah et al., 2021). this statement is supported by the

results of research conducted by Papadakies (2018) which shows that the

features of smartphones create a comfortable and meaningful learning

atmosphere. Alrefaai (2019) also shows that the process of learning English

becomes more interesting with the use of smartphone media. The use of

smartphones in learning English is also applied in MAN Sidenreng Rappang.

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According to one of the teachers at the MAN Sidenreng Rappang, the policy

was made to follow the era of technology by leveraging digital learning.

The results of preliminary observations, the researcher found that

students at MAN Sidenreng Rappang have been allowed to use smartphones

since 2019 but are still limited, only allowed to be used in certain subjects but

after face-to-face learning is held again, to be precise in early 2022 students

have been allowed to use smartphones as one of the learning media,

especially in learning English. In English learning classes, students use

smartphones for various activities such as studying materials sent by the

teacher, translating words or sentences that have not been understood, using

dictionary applications on smartphones, and searching for additional material

on the internet that is not understood when studying in class, even

smartphones are also used as Android-based test media at MAN Sidenreng

Rappang. The researcher has also conducted observations in several other

schools and found that some schools do not allow students to utilize

smartphone technology in the learning process. For example, SMAN 4

Sidenreng Rappang, SMAN 1 Sidenreng Rappang, and SMKN 2 Sidenreng

Rappang.

Based on the explanation above, the researcher is interested in

conducting research at MAN Sidenreng Rappang regarding the students'

perception toward the use of smartphones in learning English during the Post-

Pandemic. Another reason the researcher focuses on this research is to

introduce more innovative and useful methods for English classes.

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C. Focus of the Research

Due to the limitation of time, thought, and energy that can reach by the

researcher, the problems in this study are limited to the use of student

smartphones in learning English during the post-pandemic at MAN Sidenreng

Rappang.

D. Problem Statement

Based on the background above, the researcher formulated the problem

of the research as follows: “How do the students perceive the use of

smartphones in learning English at MAN Sidenreng Rappang?”

E. Objective of the Research

Based on the problem statement above, the study aims “to find out how

the students’ perceptions toward the use of smartphones in learning English at

MAN Sidenreng Rappang.”

F. Significance of the Research

There are two significances of the research, theoretical significance,

and practical significance.

1. Theoretical Significance

The results of this study will provide further information regarding

the use of smartphones that can be used as learning media. This gets used as a

resource for teachers to increase teachers, knowledge about one of the

innovative and enjoyable learning media.

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2. Practical Significance

A. For the teachers

The results of this study are expected to provide benefits and

become a reference on how smartphones can be used as a learning medium

if used properly and correctly at school.

B. For further researches

The results of this research are intended to be a useful resource for

future researchers on similar research.

G. Some Related Research Findings

Knowing students' perspectives is very important to do because

students are the most important part of a learning process. Students'

perspectives will show how students' attitudes or acceptance of using

smartphones in the learning process. In reviewing previous research, the

researcher conducts in-depth analysis and identification of existing knowledge

in previous research that is relevant to the topic to be studied. The following

references from previous research are as follows:

Ahmad (2020) researched to find students' perceptions toward the use

of cell phones as a learning tool. The researcher aims to find out students'

opinions about the use of cell phones in Caribbean higher education

institutions. The study used a structured questionnaire format with 14 questions

and involved a total of 145 students. Students indicated a positive attitude

about the use of cell phones as a learning tool. Ahmad also found that students
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are interested in using mobile phones as social networking and collaborative

tools that students can use for flexible and individualized learning activities.

Maknuni (2020) researched to determine the effect of smartphone

media on student learning during the Covid-19 Pandemic Era. The results

showed that smartphone media had a major influence on the learning process in

the Covid-19 pandemic era because smartphones became one of the effective

media used in distance learning. The benefits obtained from using smartphones

include facilitating communication, as a learning medium, increasing student

insight, and becoming an information center. From the results of the interviews

in this study, it is also explained the obstacles experienced by students such as

being more wasteful because students have to buy internet packages, lack of

student motivation to study from home, and there are still some students who

do not have smartphones.

Rasheed et al (2019) examined the role of smartphones in English

language learning. Sampling in this study was taken through cluster sampling

with 480 participants studying in the final year of BS and master of English

selected from six different universities in Pakistan. The results of this study

show that smartphones help students in learning English because smartphones’

size and internet access make students feel comfortable. Smartphones facilitate

the student in the learning process without the time and place limits.

Faradika (2020) investigated the use of smartphones to teach English

at SMAN 1 Sambit Ponorogo. The purpose of this study is to find out the

reasons for using smartphones to teach English language learning at SMAN 1

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Sambit Ponorogo, the implementation process of smartphones for English

language teaching activities at SMAN 1 Sambit Ponorogo, and to find out

whether there are implications of using smartphones on students' English

language skills. The results showed that according to English teachers at

SMAN 1 Sambit Ponogoro as research respondents said that the reason teacher

use smartphones to teach English is that smartphones are interesting, efficient,

and effective learning media using various learning applications in

smartphones. The results also show that the use of smartphones to teach

English has a positive influence on students because students are more

motivated to learn with innovative media.

Akmal (2020) investigates the implementation of smartphones in

improving student learning outcomes in Arabic language learning. This study

aims to find out the implementation of smartphones in Arabic language

learning and to find out how the influence of smartphones as a learning

medium in improving student learning outcomes at MTsN 1 Yogyakarta. The

results showed that students feel excited about learning Arabic using

smartphone media but some students complain about online learning because it

wastes quota, and not all students have smartphones. The results also showed

that students' learning outcomes in learning Arabic by applying smartphone

media increased significantly.

Shofiah (2020) conducted a study to find out the influence of

smartphones as a learning resource for Islamic religious education subjects at

SMKN 1 Kotawaringin Lama. descriptive qualitative methods were used in

 9

this study with observation, interview, and documentation techniques. the

interview results show that the use of smartphones as a learning resource at

SMKN 1 Kotawaringin Lama has been used for the last three years to find

subject matter. the results also show that students are more active and prefer to

learn using smartphones.

Arsita et al (2021) investigate the use of smartphones as a medium for

learning mathematics and investigate the use of smartphones as a medium for

online learning. The type of research used is qualitative research with a

phenomenological approach. The results showed that smartphone media in

learning mathematics is considered less effective to use. Despite the

smartphone feature that helps students and teachers to communicate with each

other and find additional materials and references through the internet,

smartphones are considered less effective because the use of smartphones as a

learning medium has an impact on students' lack of understanding of the

material delivered by the teacher.

Rahma (2020) analyzed the effect of smartphones on the learning

outcomes of the biology of excretion material. This study used tests and

questionnaires to know the effect of smartphone media on student motivation

and learning outcomes on excretory system material in eleventh-grade IPA.

The questionnaire results showed that student motivation using smartphones

increased. The results also showed that student motivation and learning

outcomes increased significantly with the use of smartphones in the learning

process.
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Fitri et al (2022) analyzed the use of smartphones on interest in

learning by using the questionnaire technique on 36 research samples. Data

analysis techniques in this study were carried out by descriptive analysis,

prerequisite tests, and hypothesis testing. The results showed that there was a

positive effect of smartphone use on student interest in learning at SMKN 1

Tasikmalaya, this can be seen from the results of the respondent's achievement

level in the good category. With the smartphone, student learning outcomes

have increased in the excellent category, the higher the learning outcomes

obtained by students, the learning process is said to be successful.

Anggraini (2022) analyzed the effect of smartphone learning media on

student learning outcomes at MAN 1 Lampung Tengah during covid-19. The

results showed that the use of smartphone media in learning had a positive

effect on student learning achievement. The results of the correlation

coefficient analysis show that there is a relationship that falls into the strong

category between smartphones as learning media on student learning outcomes

during the covid-19 period at Madrasah Aliyah Negeri 1 Lampung Tengah.

Based on the ten studies mentioned above, it is clear that the use of

smartphones as one of the learning media is not only beneficial in learning

English but can also be used in subjects of Arabic, mathematics, biology, etc.

The use of smartphones has been studied in a variety of subjects, the results of

the research show that smartphones have a positive impact as a tool in teaching

in both the covid-19 and post-pandemic periods. The findings also show that

the use of smartphones has a positive impact on student interests, motivation,

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learning outcomes, and performance. In contrast to the studies above, the

researcher aimed to research to find out students' perceptions of the use of

smartphones in learning English during the post-pandemic at the MAN

Sidenreng Rappang. previous research focused on smartphone use during the

covid-19 pandemic as it was the most effective media at the time and focused

on the teacher's perception of using smartphones in the teaching process.

H. Some Pertinent Ideas

This section covers some pertinent ideas or theories to better understand

the aim which this study is specifically trying to accomplish.

1. Perceptions

Perception in the view of the Quran is considered very important

because perception is a bridge of understanding related to the events and

realities of life experienced by mankind. Humans are given various kinds

of privileges by Allah SWT, one of which is the process and function of

perception which is more complex than other creatures. It has been

explained in the Quran that the process and function of perception starts

from the process of human creation which is equipped with the creation

of vision and hearing functions as described in QS. Al-Isra' verse 70. Erin

and Maharani (in Rahman, 2021) add that perception is a psychological

process involving the five senses, meaning that the process of perception

begins with the receipt of stimuli through the five human senses.

Allah SWT says in Q.S Al-Hujurat ayat 12:

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“o ye who believe! Avoid suspicion as much (As possible): for suspicion

in some cases is a sin: And spy not on each other, Nor speak ill of each

other Behind their backs. Would any of you like to eat the flesh of his dead

Brother? Nay, ye would Abhor it. But fear Allah: For Allah is Oft-

Returning, Most Merciful.”

Many people believe that perception is a way of thinking about

something that creates a certain attitude pattern (Wahyuni, 2019).

Meanwhile, Kondalkar (in Rahman, 2021) explains that perception is

beauty, depending on who sees it. Perception is a process of

understanding the world, each person is different in interpreting and

understanding an event.

Based on the various notions of perception above, perception can

be defined as an observation process that involves receiving and

interpreting information both positively and negatively using the five

senses. if someone has a perception of something, it means that the

person knows, understands, and realizes the object through his five

senses.
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a. Types of Perceptions

After the individual interacts with the objects to be perceived

through the stimulus process of the five senses, the results of perception

are distinguished as follows:

1) Positive perception

`Positive perception is a personal judgment that describes an object

positively. If someone has a positive perception of something, it

means that the person accepts or supports it.

2) Negative perception

A negative perception is a perception that describes an object

negatively or not as expected. If someone interprets an object

negatively, it means that the person rejects or feels incompatible with

the object.

b. Students’ Perception

Students are the most important thing in an educational unit where

students' perceptions of the learning process are needed to evaluate and

improve the quality of learning in schools. According to Khotimah

(2021) Knowing students' perspectives is very important to do because

students are the most important part of the learning process. Students’

perspectives will show how students’ attitudes or acceptance of using

smartphones in the learning process.

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In this study, researchers will examine students' perceptions of the

use of smartphones in learning English. Through the observation of the

five senses, students can give meaning to interpret the observed objects.

2. Media in Teaching English

Media that is following the characteristics of students is needed for

the learning process to be effective. The learning process that uses

effective media can support students to gain the skills, attitudes, and

knowledge to be achieved. Harmer (2007) reveals that several learning

media can be used in the classroom, namely in the form of textbooks,

pictures, whiteboards, flipcharts, and computer-based presentations that

apply audio and visual, and android-based learning media. There are

many advantages when using technology-based learning media, one of

which can increase student interest and motivation to learn.

Android-based learning media is one of the innovative media that

students can use in the learning process in the classroom. This is in line

with research conducted by Saefi et al (2017) which suggests that

smartphones can be developed into learning media. This statement is

supported by Lestariningsih et al (2022) who said that Android devices

help students improve lessons in today's technology-oriented era. The use

of smartphone media can also make lessons flexible because they can be

done anywhere both in the classroom and outside the classroom. The

learning process with the implementation of Android-based technology

can be done without limits, even though learning has been done in class.
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Android-based media has many advantages in the learning process,

especially in learning English. For example, in listening classes, teachers

can utilize smartphone media to train students' listening skills by sending

audio links to students before the listening quiz begins. One of the

smartphone features that can be utilized to train students' listening skills

according to Harmer (2007) is by listening to music or English audio. In

addition to listening, speaking skills can also be improved using

smartphone media from previous listening activities. This is the reason

why Android-based media can be utilized in learning English. In line

with this statement, Chiu (2015) argues that smartphones in language

learning have many benefits, especially in spelling and pronunciation,

vocabulary, and listening skills. By using smartphones as media in

teaching English, students can practice listening, then from the

knowledge gained from listening activities, students can practice

pronunciation and practice reading.

Based on the explanation above, it can be concluded that

smartphones are one of the learning media with various smart features

that can be utilized in the field of education.

3. Smartphone in Learning English

a. The Use of Smartphones in Learning during Covid-19 and Post-

Pandemic Era

The impact of the covid-19 virus certainly has a big influence on

the field of education. The government requires learning to be carried

 16

out online which makes students and teachers unable to conduct direct

learning in the classroom. This makes the government and all parties

involved in the world of education have to find alternatives during the

problems that occur. One of them is by utilizing technology to help the

learning process, such as smartphones. The use of smartphones in

learning during the pandemic is very helpful for students, this is

following the results of research conducted by Maknuni (2020) which

revealed that smartphones became one of the effective media in the

learning process during covid-19.

In some schools, the use of smartphones in learning continues

until the pandemic ends, for example at MAN Sidenreng Rappang.

Hutami et al (2023) reported that smartphones are an innovation in the

world of education. Features that are almost similar to computers make

smartphones easier for students and teachers in the classroom. Many

students who learn English use smartphones because they are

considered effective media to use Makhfirah (2021). This is supported

by a study conducted by Aamri (2011) that investigated the

effectiveness of using smartphones to learn English in 100 students at

various colleges at Sultan Qaboos University. This survey aims to find

out how attitudes, behaviors, and problems students face in using

smartphones in learning English. It was found that students were more

happy to learn using smartphones in the classroom, the research also

 17

revealed that smartphones are an effective learning medium when used

properly.

b. Challenges of using smartphones in the learning Process

Mobile technology has become an integral part of education,

especially in the learning process. This learning method is also

popularly known as m-learning. Even Leis et al (2015) suggested a new

name for learning methods using smartphones called SPALL because

the capabilities of smartphones are very far from cellular phones. Apart

from the fact that smartphones are easy to carry anywhere, the features

of smartphones such as personalized learning, interactivity of

smartphones, and independence in time and place make smartphones

very efficient to be used in the learning process. Many studies have

revealed that the unique applications and features found in smartphones

are beneficial in learning foreign languages.

However, the use of smartphones in English language learning

has some challenges to face, especially for teachers. The policy of using

m-learning observed by Khaddage and Zeidan ( in Hidayati, 2019)

reported that some older teachers feel less confident in using

smartphones as learning media because it is considered a distraction

tool (Thompson, 2013). Sad & Goktas (2013) also added that

smartphones are also potentially used as a tool for cheating. Therefore,

the application of smartphones in learning receives special attention and

consideration from some teachers.

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The implementation of smartphones in learning also provides

students with some challenges. This is because students need various

information related to learning from various sites with the help of

features contained in smartphones. However, Klimova & Prazak (2019)

mentioned that one of the weaknesses of m-learning is the problem of

internet access and connection. Students must have an internet quota to

access the required material on the internet. In addition, another

challenge is the potential for student inattention caused by applications

and features that interfere with concentration in the learning process.

This makes smartphone media ineffective for some students. White and

Mills (2012) found that smartphones for some students only focus on

personal use rather than education. Therefore, the role of teachers is

needed in the implementation of smartphones in the learning process.

c. Ways to Use Smartphones for Learning English

Smartphone is one of the technology-based media that can be

used as a tool in supporting the learning process, it refers to Law No. 20

of 2003 article 40 paragraph 2 on the national education system,

education is a conscious effort planned to create an atmosphere of

learning and learning process so that students actively develop their

potential to have spiritual power of religion, self-control, personality,

intelligence, noble morals as well as the necessary skills of the state. In

support of education, media or tools are needed in the learning process,

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one of which is based on technology. One of the technologies that can be

used in the world of Education is the smartphone.

The use of smartphones in learning makes lessons more

interesting because of the features on smartphones that can be utilized in

the learning process. The use of smartphones also has a positive impact

on student learning outcomes, in line with several previous studies

where it was found that the application of technology in learning

produces innovative learning styles, improves student performance, and

reduces student frustration in learning (Thinley, Reye and Geva, 2014;

Luo, Lin, Chen & Fang, 2015; Ebrahim, Ezzadeen and A.K, 2015).

Ta’amneh (2014) believes that the use of technology-based media

creates more effective English language learning.

Using smartphones in learning is a smart choice. Students can

take advantage of the various media available on smartphones to support

lessons. Asyar (2011) grouped learning media into three types

1) Visual media utilizes visual senses such as images, journals, and e-

books. One of the features of smartphones is that students can

access the internet easily, students can read e-books from

smartphones, journals, and even students can easily utilize visual

dictionaries to learn English.

2) Audio media is media that can be reached by hearing, such as

recordings, radio, and music. By using smartphones students can

practice listening skills easily. Such as practicing listening skills by

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listening to English music, practicing pronunciation by listening to

vocabulary, and others.

3) Audio-visual media is a combination of both media that rely on the

senses of sight and hearing such as videos and movies.

Smartphones have many features that can be utilized to learn

English. Like watching movies on the youtube application which

can increase English vocabulary and practice student

pronunciation.

I. Research Design

The approach taken in data collection is referred to as the method.

This research used a qualitative research method. In qualitative research,

there are 8 types of research, one of which is a case study. The researcher

will use case studies in this research. The case study approach is a

thorough investigation of a particular program, event, or activity at the

individual, group, or organizational level to gain an in-depth understanding

of the event (Heale & Twycross, 2018).

The results of qualitative research cannot be changed by the

researcher, because it focuses on phenomena and facts that occur in the

field. This approach is appropriate to find out how students view the use of

smartphones in learning English during the post-pandemic by using

several data collection techniques, namely questionnaires, interviews, and

documentation.
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J. Research Site

The research was conducted at MAN Sidenreng Rappang which is

located at Jalan Poros Pinrang No.1A, Duampanua Village, Baranti District,

Sidrap Regency, South Sulawesi Province. The reason why the researcher

conducted research in MAN Sidenreng Rappang, is because MAN

Sidenreng Rappang is one of the schools that applies Smartphones in the

teaching and learning process, while some schools prohibit students from

operating Smartphones in the learning process.

K. Research Participants or informant

In qualitative research, the term research subject or respondent is also

called an informant. Informants are people who provide information about

the data being studied by researchers (Gay et al., 2012).

Population is the whole object to be studied. According to Sugiyono

(2012), a population is a generalization area consisting of objects or subjects

that have certain qualities and characteristics set by researchers to study and

then draw conclusions. Population is the whole subject to be studied with

characteristics that can be said to be similar so that the results of research

conducted on the population can be generalized. The population in this

study were twelfth-grade students of MAN Sidenreng Rappang. The

population in this study was five classes with a total of one hundred and

fifty students.

Subject selection in this study will be carried out using a purposive

sampling technique. According to Rai & Thapa (2015), purposive sampling

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is a data collection technique where researchers rely on their judgment to

select members of the population who will participate in their research. To

obtain the information, the researcher took seven twelfth-grade students of

MAN Sidenreng Rappang as respondents in this study. The researcher chose

the twelfth-grade students because they have had longer experience using

smartphones in the learning process, especially in learning English, which is

for more than two years.

L. Procedure of Collecting Data

In qualitative research, the main instrument of data collection is the

researcher himself by observing, asking, listening, asking, and taking research

data. Therefore, the researcher must have a broad insight into what is being

researched. To collect data in this study, prospective researchers used several

data collection techniques, namely:

1. Interview Technique

An interview is a meeting of two or more people to exchange

information, and ideas, or explore data through questions and answers so

that one person can get information from another (Gay et al., 2012).

Interview techniques are usually carried out by facing each other with

sources, but interviews can also be conducted through focus groups and

can also be done via telephone. In collecting data with interview

techniques, the most important thing is that researchers must record or

record information from sources.

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This research will use face-to-face interview techniques, interview

activities are carried out using structured interview types. The researcher

has prepared 14 questions that will be asked to the respondents, this

interview guideline is adapted from Mutia Nurul Makhfirah (2021). The

researcher chose this type of interview because it can clearly understand

how students perceive the use of smartphones in learning English at MAN

Sidenreng Rappang. The questions to be asked include topics about how

students use smartphones in learning English, applications, and features

used, obstacles experienced when learning with smartphones, and

solutions to these obstacles.

2. Observation

Observation is a research method used in data collection and involves

the use of personal observation of the thing being examined. According to

Sutrisni Hadi in Sugiyono (2019), observation is a complicated process

consisting of some biological and psychological processes. Observation

sheets serve as a resource for researchers as long as they make the

observations necessary for the researcher to make. Researchers record

activities at the research site in field notes in an unstructured or semi-

structured way using several questions that the investigator wants to know

the answers to.

a. Direct observation techniques

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Direct observation is an observation made by researchers on objects at

the place where the event took place so that researchers are in the

same place as the object to be investigated.

b. Indirect observation technique

Indirect observation techniques are recordings or observations made

by researchers, not at the time of the event.

The observation technique in this research is the direct observation

technique, where in this case the researcher observes the use of

smartphones on students at MAN Sidenreng Rappang directly.

3. Documentation

Documentation is an indirect data collection technique aimed at

research subjects through documents. The documentation technique is

used to obtain data that can be in the form of oral or notes according to the

wishes of the researcher. Notes on what happens in the field can be called

documents. Documentation is a record of events that have passed, the

document can be in the form of notes, letters, photos, or monumental

works of a person.

The main nature of the data obtained by the documentation

technique is not limited to space and time so it provides opportunities for

researchers to find out things that have happened in the past. researchers

will take student grades in English subjects, attitude assessments, as well

 25

as photos and videos related to activities carried out by researchers and

sources as supporting material for research information.

M. Technique of Data Analysis

The effort to organize, process and break down an event into small

units is called data analysis. Data analysis also means systematically

organizing the results of the data that has been collected, then the data is

interpreted to produce an opinion, thought, idea, or new theory. Activities in

qualitative data analysis are carried out interactively and continue

continuously until completion.

After all the data has been collected by the researcher, the next step

is to analyze the data from respondents. The researcher adopted the 3 stages

of qualitative data analysis according to Ary, Jacobs, and Sorensen (2010),

the data analysis activities in this study are as follows:

1. Familiarizing and organizing

Researchers must deeply understand the data that has been

collected by reading and continuing to read until they are accustomed to

audio recordings of written data. with the data that has been collected.

In this study, the researcher will make transcripts of the interview

results to make it easier to study the data. According to Creswell

(2012), transcribing is the process of converting audio recording data

into written data.

2. Coding and reducing

 26

The coding stage is the core stage of qualitative research. After the

interview results are made in the form of transcripts, researchers will

study and process the data then filter the necessary data, and then group

based on the themes of the interview questions. The next stage is for

researchers to do coding so that the data is easier to analyze.

3. Interpreting and representing

The last stage of qualitative data analysis in this research is interpreting

and representing data. After the data is analyzed, the data will be

interpreted and discussed based on themes. interpretation is the process

of interpreting, explaining, and providing a reasonable explanation for

the data that has been coded previously. In making judgments, the

researcher in this study used interview results as evidence.

N. Research Validity

The validity of qualitative research is determined if it has one degree

of trust. In this study, researchers used triangulation as a data credibility test.

This technique is specifically made to check the truth and to understand

different perspectives of the phenomenon being studied as well as to reduce

biases that arise during data collection and data analysis. According to

Norman K. Denkin’s view (in Romanus Turnip & Sirait, 2020) triangulation

is the process of examining the relationship of a phenomenon that occurs

from various perspectives by using a combination of various methods. In

this study, 3 triangulation techniques were used, namely: source

triangulation, technique triangulation, and time triangulation.

 27

1) Source triangulation is testing the credibility of data by checking data

obtained through several different sources with the same technique,

namely by interviewing in detail.

2) The triangulation technique is testing the credibility of data by checking

data from the same source with different techniques. For example, data

obtained by interview is then checked by observation, documentation,

or questionnaire.

3) Time triangulation, namely testing the credibility of data can be done

by checking or interviewing, observing, or other means in different

situations or times.

From the results of the interviews, observation, and documentation

with triangulation of sources, techniques, and time to ensure that data

confidence is synchronized, valid, and justified.

 28

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Appendix 2

INTERVIEW QUESTIONS

1. Do you use a smartphone to learn English?

2. When do you use smartphones as a medium for learning English?

3. Why do you choose to use smartphones to learn English?

4. How do you use your smartphone for learning English every day?

5. Do you determine how long it takes to learn English using

smartphones in a day? (Maybe 1-2 hours)

6. What learning media do you use in learning English through

smartphone?

7. What are applications do you use to learn English?

8. When do you often use to learn English using a smartphone?

9. What are the benefits of smartphone features in learning English?

10. How do smartphone features affect English language skills?

11. Do you feel more motivated in learning English using a smartphone?

12. Is there an increase in English skills by using smartphones?

13. What obstacles do you get when learning English using

smartphones?

14. What are your solutions when the problems you experience occur in

learning English?
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This interviews guide was adapted from Mutia Nurul Makhfirah

(2021) that entitles The Role of Smartphones in Learning English as

EFL for Students of the Department of English Language Education

PEDOMAN OBSERVASI

NO Daftar Pengamatan Hasil Pengamatan

1. Mengamati gambaran umum dan letak

geografis SMP Tamansiswa Boja.

2. Memahami visi misi SMP

Tamansiswa Boja

3. Mengamati pelaksanaan kegiatan guru

PAI dalam menjalankan tugasnya di
SMP Tamansiswa Boja

4. Mengamati tingkahlaku siswa saat

kegiatan pembelajaran maupun pada
saat istirahat sedang berlangsung.

5. Mengamati upaya yang dilakukan

guru dalam menanggulangi dampak
negatif smartphone pada siswa.