Computer- vs. Mobile-Assisted Learning to Promote EFL Students' Speaking Skills: A Preliminary Classroom-Based Research

Autor/inn/en	Juniardi, Yudi; Herlina, Lina; Lubis, Arif Husein; Irmawanty; Pahamzah, John
Titel	Computer- vs. Mobile-Assisted Learning to Promote EFL Students' Speaking Skills: A Preliminary Classroom-Based Research
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.417-432 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; English (Second Language); Second Language Instruction; Junior High School Students; Language Skills; Speech Communication; Program Effectiveness; Foreign Countries; Grade 8; Indonesia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Language skill; Sprachkompetenz; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Indonesien
Abstract	This study aims to compare the effectiveness of computer- and mobile-assisted learning on the EFL students' speaking skills development. This research was conducted at one state junior high school in Banten Province, and the numbers of students were thirty students. This research focused on improving students' speaking skill by using Macromedia Flash and Smartphone. It used Classroom Action Research (CAR) as the research method. The steps of the research were Plan, action, observation, and reflection. There were two cycles, and there two meetings in each cycle. The research was conducted for two weeks. The data analysis used quantitative data that was obtained from the test, observation sheet and questionnaire. The researchers used a scoring rubric to measure students' scores and then calculate the mean score. All aspects of the speaking skill improved in the second cycle meaning that the score of mean, median and mode improved (86, 67, 85, 85, respectively). In particular, the students' speaking score mean was 55.19. Then, after they were given the treatments in the first cycle, the score improved to 75. After the second cycle, the students' speaking score means reached 85. The students' responses from the questionnaire results justified the test results. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01