QUALITATIVE CASE STUDY OF MIT APP INVENTOR IMPLEMENTATION IN CONSECUTIVE INTERPRETING LEARNING
DOI:
https://doi.org/10.22460/eltin.v14i2.p455-468Keywords:
Consecutive Interpreting, English Education, Interpreter Training, Mobile Application, Qualitative Case StudyAbstract
Consecutive interpreting places considerable cognitive demands on undergraduate English education students, who must simultaneously manage complex notation systems and render spoken messages across languages under constrained time conditions. However, conventional instructional approaches to interpreter training typically offer limited technological support, creating a substantive gap between the cognitive requirements of the task and the availability of adequate learning tools. To bridge this gap, a peer-developed mobile application was constructed using the MIT App Inventor platform as a direct response to the identified learning needs of student practitioners. This qualitative case study systematically examined the extent to which the application addressed students' specific learning requirements within consecutive interpreting practice contexts. Twenty seventh-semester undergraduate students enrolled in the English Education programme at Institut Pendidikan Indonesia Garut contributed as research participants. Reflective journal data were subjected to thematic analysis following the procedural framework established by Braun and Clarke. Three principal themes emerged from the analysis: productivity enhancement through greater operational efficiency, translation quality improvement via systematic processing, and strengthened learner confidence during practice activities. All twenty participants affirmed that the mobile application meaningfully contributed to their professional competence development. The investigation concluded that digital instruments provided substantive support for interpreter training while directly resolving recognized pedagogical difficulties inherent in conventional interpretive instruction.
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