INTEGRATING A SCIENTIFIC APPROACH ON MOBILE ASSISTED LANGUAGE LEARNING IN ENGLISH WRITING INSTRUCTION
Keywords:
action research, MALL, scientific approach, writingAbstract
Writing has often been considered a challenging skill to master. The purpose of this research is to investigate the effect of a scientific approach based on Mobile Assisted Language Learning (MALL) on enhancing students' descriptive writing abilities. This investigation employed classroom action research with twenty-four ninth-grade junior high school students in West Jakarta as participants. The research was conducted in two cycles, utilizing observation, interviews, and a series of writing tests to collect data. The results indicated that students' writing improved as a consequence of the use of a scientific approach based on MALL. By engaging them in a number of practices at each meeting, working with websites and applications, and seeking feedback from both students and teachers, MALL tended to enhance students' writing abilities. Implementing a scientific approach supported by MALL has shown potential in helping learners enhance their ideas in writing. They demonstrated their ability to create lengthy paragraphs supplemented with relevant details. Students boosted their vocabulary learning by using digital dictionaries and watching videos. Regular feedback from peers and teachers were crucial in helping students understand the significance of punctuation and spelling accuracy in their written work. Therefore, it is advised to conduct additional scholarly research to examine the effectiveness of the scientific approach based on MALL, covering not just writing skills but also extending to reading, speaking, or listening skills.References
Al-Hadithy, T. (2021). Exploring the potential of MALL in teaching ELLs academic writing. TESL Ontario CONTACT Magazine,(March), 46-58.
Alharbi, M. A. (2022). Exploring the impact of teacher feedback modes and features on students' text revisions in writing. Assessing Writing, 52, 100610.
Amin, M. Z. M., Rashid, R. A., & Teh, K. S. M. (2019). Investigating Issues and Challenges in Employing Action Research for Teacher Training in Malaysian Context. International Journal of Education and Practice, 7(1), 30-40.
Antika, R. R. (2014). Proses Pembelajaran Berbasis Student Centered Learning (Studi deskriptif di Sekolah Menengah Pertama Islam Baitul ‘Izzah, Nganjuk). Jurnal BioKultur, 3(1), 251-265.
Billings, E. S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. Journal of Science Education and Technology, 21, 494-503.
Boonmoh, A., Jumpakate, T., & Karpklon, S. (2022). A close look at the use of technology by Thai teachers in secondary EFL classrooms. Computer Assisted Language Learning, 23(1), 78-107.
Chang, S. C. (2011). A Contrastive Study Of Grammar Translation Method And Communicative Approach In Teaching English Grammar. English Language Teaching, 4(2), 13-24. https://doi.org/10.5539/elt. v4n2p13.
Dwigustini, R., Sari, N., Susilawati, S., & Nisa, B. (2021). Fostering students’ writing skill by the integration of mall application. Journal of Languages and Language Teaching, 9(1), 34-43.
Eubanks, J., Yeh, H.,& Tseng, H. (2018). Learning Chinese through a twenty-fist century writing workshop with the integration of mobile technology in a language immersion elementary school. Computer Assisted Language Learning, 31(4), 346-366.
Ghafar, Z. N. (2023). The Teacher-Centered and the Student-Centered: A Comparison of Two Approaches. International Journal of Arts and Humanities, 1(1), 18-23.
Heaton, J.B. (1991). Writing English Language Tests. Harlow: Longman.
Hosnan. (2014). Pendekatan Scientifik dan Kontekstual dalam Pembelajaran Abad 21: Kunci Sukses Implementasi Kurikulum 2013. Bogor: Ghalia Indonesia.
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. Y. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263-276.
Hyland, K. (2013). Second language writing: The manufacture of a social fact. Journal of Second Language Writing, 22(4), 426-427.
Lin, J. M. C., & Wu, Y. J. (2010). Netbooks in sixth-grade English language classrooms. Australasian Journal of Educational Technology, 26(7).
Kanala, S., Nousiainen, T., & Kankaanranta, M. (2013). Using a mobile application to support children's writing motivation. Interactive Technology and Smart Education, 10(1), 4-14.
Kassem, M. A. M. (2018). The effect of a suggested in-service teacher training program based on MALL applications on developing EFL students' vocabulary acquisition. Journal of Language Teaching and Research, 9(2), 250-260.
Kementrian Pendidikan dan Kebudayaan. (2013). Materi Pelatihan Guru Implementasi Kurikulum 2013. Jakarta: Depdikbud.
Kementrian Pendidikan dan Kebudayaan. (2013). Modul Pelatihan Guru Implementasi Kurikulum 2013. Jakarta: Badan Sumber Daya Manusia Pendidikan dan Kebudayaan.
Kurinasih, I., & Sani, B. (2014). Implementasi kurikulum 2013 konsep dan penerapan. Kata Pena.
Lufungulo, E. S., Mambwe, R., & Kalinde, B. (2021). The meaning and role of action research in education. Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 4(2), 115-128.
Miller, B., & McCardle, P. (2011). Reflections on the need for continued research on writing. Reading and Writing, 24, 121-132
Ramet, A. (2011). Creative writing. Hachette UK.
Sadikin, I., & Handayani, R. (2019, April). Integrating technology for teaching English writing as a foreign language in Indonesian context. In Proceedings of the 1st International Conference on Science and Technology for an Internet of Things, 20 October 2018, Yogyakarta, Indonesia.
Sadikin, I. S. (2023). The Students and Teacher’s Perception of Mobile-Assisted Language Learning Integration in EFL Teaching-Learning Practices. Linguistics and ELT Journal, 11(2).
Sandberg, J., Maris, M., & De Geus, K. (2011). Mobile English learning: An evidence-based study with fifth graders. Computers & Education, 57(1), 1334-1347.
Spanou, S., & Zafiri, M. N. (2019). Teaching reading and writing skills to young learners in English as a foreign language using blogs: A case study. Journal of Language and Cultural Education, 7(2), 1-20.
Stehlik, T. (2018). Educational philosophy for 21st century teachers (pp. 59-82). Switzerland: Palgrave Macmillan.
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills : Ability, problem , and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/http://doi.org/10.21093/di.v19i1.1506
Thomas, K., & Muñoz, M. A. (2016). Hold the phone! High school students' perceptions of mobile phone integration in the classroom. American Secondary Education, 19-37.
Wang, J. H., Hsu, S. H., Chen, S. Y., Ko, H. W., Ku, Y. M., & Chan, T. W. (2014). Effects of a Mixed-Mode Peer Response on Student Response Behavior and Writing Performance. Journal of Educational Computing Research, 51(2), 233–256.
Wu, Y., & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal, 58(3), 492-526.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
