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CHAPTER I
INTRODUCTION
A. Background of The Study
One of the most important creations of human work in the history of
civilization is language. Through this language, humans interact and
communicate among themselves.1 Language plays a great part in this life.
Language is a system of communication through which consists of a set of
sounds and written symbol which is used by the people of a particular country
for talking or writing.2
English is the international language. International English is the concept
of the Indonesian language as a global means of communication in many
dialects, and also the movement towards an international standard for the
language. It is spoken all over the world. This language is the mother tongue of
nearly 320 million people and another 200 million people use it as a second
language. So it is very useful to establish international relation for
communication purposes and for the exchange of views with different
countries of the world. It is also referred to as Global English, World English,
Common English, or General English.3
1 Ilzamudin Ma'mur, Membangun Budaya Literasi Meretas Komunikasi Globa (Jakarta: Diadit Media, 2010), 49.
2 M.F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools and Techniques (Jaipur: Sunrise Publishers and Distributors, 2008), 27-28.
3 Jain, English Language Teaching: Methods, Tools and Techniques, 6.
2
English has become the primary language of International
communication, the lingua franca of the world. English has become the
dominant language in many fields of activity like for business, tourism,
education, communication, advertising and so on. English does not only
mastery listening, speaking, reading and writing. The components of language
such as grammar, pronunciation, and vocabulary could be taught to support the
development of those skills.
Pronunciation is important to communicate with others, especially to
speak in the English language. People can understand what you say if your
pronunciation is good. Pronunciation is important for both speaking and
listening.
Competence in pronunciation is related to speaking, listening and
reading. Bad pronunciation can be a bad effect on those skills. For instance,
when people do not recognize the key sounds or words from a speaker in the
listening section, they do not know the meaning of words. It also happened to
students, if students do not know how to pronounce words, their partner will
not understand what they speak and feel hard for them to write the words.
Based on writer' experience when observation in MTs Nurul Falah
Ciaseum-Pabuaran, most of them felt difficult in pronouncing the word or
sentence of English text and difficult to understand what their teacher speak.
The problem they face in pronunciation could be some factor; the teacher's and
students' factor.
3
The students' factor in learning pronunciation is according to English is a
difficult subject because different from their language, so they get difficulties
to pronounce English words. When learning activity, they want to speak
English but they feel anxious, afraid, and feel not confident. In addition, they
lack the motivation to pronounce and they lazy to practice their pronunciation.
The students' factor in learning pronunciation is almost of English
teachers still use the traditional or conventional method in teaching
pronunciation. In the field, not all students can understand what the teacher
says, they still lack comprehension of pronunciation. When teaching
pronunciation the teachers' pronunciation must be good and correct and it must
separately be imitated by his or her students.4 The teacher's speech should be
clear and moderately placed.
One of the ways to make the teaching pronunciation effectively is
making the students active so they will enjoy learning and they can improve
their pronunciation skill. Speaking can be a fun activity when the students feel
confident in pronouncing the word or sentence and the teacher knows strategy
or technique in teaching pronunciation.
Students need technique and strategy in pronunciation to achieve
pronunciation goals. It means students should get something which makes
them interested in studying pronunciation. To achieve the expected situation,
4 Jain, English Language Teaching: Methods, Tools and Techniques, 110.
4
the teacher should give the students more activities that can attract their
attention to participate in the lesson actively.
The teacher should consider the most effective method and strategy to
improve students' pronunciation. There are some alternative strategies in
improving the students' pronunciation comprehension, such as by games, sing
a song, daily conversation, or giving media to help students' learning. In this
research, the writer tries to improve students pronunciation by using Mobile
Assisted Language Learning (MALL).
In recent years, educational methods and instrumentation have been
changing at a pace commensurate with the rapid technological advances in
other phases of our society. Mobile Assisted Language Learning (MALL) is
one of the teachings' media that can use in English learning. It means that is
one good media method for English learning included to improve students'
pronunciation.
Mobile Assisted Language Learning (MALL) merging language
teaching methodology which can effectively integrate listening, reading and
speaking activities. It can also develop the academic study, critical thinking
and research skills. Mobile Assisted Language Learning (MALL) is ideal for
language learners who travel or fun by learning English. The mobile phone is
superior to a computer in portability – a very much valued feature by most
young English language learners. Professionally developed materials
delivered through mobile phones to improve English language learners'
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vocabulary acquisition and critical thinking skills. Students can read the
definitions of words, sentences, improve pronunciation skills, and develop
skills through quizzes. Useful Mobile Assisted Language Learning (MALL)
software, as well as references, are readily available and updatable online.5
Based on the explanation above, the writer interested in doing research
with writing entitled "The Effectiveness of Mobile Assisted Language
Learning (MALL) to Improve Students’ Pronunciation Skill". The writer uses
the method of the experimental research at the eighth grade on MTs Nurul
Falah Ciaseum-Pabuaran.
B. Identification of The Problem
Based on the study above, the problem can be identified, as follows :
1. Teaching English at MTs Nurul Falah Ciaseum-Pabuaran does not focus
on pronunciation mastery.
2. Most students still guessing the pronunciation of new words.
3. The teacher's of MTs Nurul Falah Ciaseum-Pabuaran was affected by her
mother tongue. It influences the way the pronounces the new word when
he teaches.
4. Most of the students are not able to use technology in learning English.
C. Limitation of The Problem
5 Javad Gholami and Ghader Azami, "An Introduction to Mobile Assisted Language Learning", International Journal of Management, It and Engineering (IJMIE), Vol II, N0. 8, (August 2012). 1.
6
In this section, the writer limits this research to the effectiveness of the
use of Mobile Assisted Language Learning (MALL) on students' pronunciation
skill (aspects of sounds: vowels and consonants) at the eighth grade of MTs
Nurul Falah Ciaseum-Pabuaran.
D. Statement of The Problem
From the explanation above, the researcher would like to formulate the
problems as follows :
1. How is the students’ pronunciation skill at the eighth-grade students of
MTs Nurul Falah Ciaseum-Pabuaran before using Mobile Assisted
Language Learning (MALL)?
2. How is the students’ pronunciation skill at the eighth-grade students of
MTs Nurul Falah Ciaseum-Pabuaran after using Mobile Assisted Language
Learning (MALL)?
3. How is the effectiveness of Mobile Assisted Language Learning (MALL)
for teaching pronunciation comprehension at the eighth-grade students of
MTs Nurul Falah Ciaseum-Pabuaran?
E. Objectives of the Study
7
The objective of the study are:
1. To know is does the students’ pronunciation skill at the eighth-grade
students of MTs Nurul Falah Ciaseum-Pabuaran before using Mobile
Assisted Language Learning (MALL).
2. To know how is the students’ pronunciation skill at the eighth-grade
students of MTs Nurul Falah Ciaseum-Pabuaran after using Mobile
Assisted Language Learning (MALL).
3. To know how is the effectiveness of Mobile Assisted Language Learning
(MALL) for teaching pronunciation comprehension at the eighth-grade
students of MTs Nurul Falah Ciaseum-Pabuaran.
F. Significance of The Study
The result of the research is expected to be beneficial for the following
group of people.
1. School
The result of the research is expected to give some theoretical contributions
to the school to develop the quality of education.
2. Teachers
This research gives benefit to the English teacher to conduct teaching
pronunciation. The research also gives some motivation to the English
teacher in use target language that the native speaker.
3. Students
8
This research gives positive insight to the students as foreign language
learners. Hopefully, the results of the research are useful for the students as
information to know their pronunciation, so they can improve it, because of
its important to communicate with others, especially to speak in the English
language.
4. Researchers
The result of this research is expected to become a reference for other
researchers who want to conduct further research on a similar problem.
G. Hypotheses of The Research
Based on the research question above, the hypotheses of this research
are as follows:
1. Alternative Hypotheses (Ha): There is a significant improvement to
students' English pronunciation by using Mobile Assisted Language
Learning (MALL).
2. Null Hypotheses (HO): There is no significant improvement to students'
English pronunciation by using Mobile Assisted Language Learning
(MALL).
9
H. Previous of Study
1. An Overview of Mobile Assisted Language Learning: Can Mobile device
support collaborative practice in speaking and listening ability? by Agnes
Kukulska-Hulme and Lesley Shield, The Open University, UK Journal.
This research is focused on areas of speaking and listening activities
could be successfully supported by a mobile device. The finding of this
research is by face-to-face with all members of groups that using mobile
phones to send citizenship-related message more sense in a distributed
community, and yet other studies have also tried to address the barrier to
participation raised by the cost of a mobile device and their use. The
similarity between the researcher's research is teaching speaking
(Pronunciation) by using Mobile Assisted Language Learning (MALL) and
the difference is a participant (The students of The Open University, UK).
2. The Effectiveness of Mobile Assisted Language Learning as a
Supplementary Material For English Language Teaching Coursebooks by
Hem Korkmaz, The Department of Teaching English as a Foreign
Language Binkent University, Ankara 2010.
This research is focused on Turkish EFL students' classroom
achievement and the attitudes of towards using Mobile Assisted Language
Learning (MALL) as a supplementary learning material. It is a quasi-
experimental study where the form used is one group of pretest and posttest
design. The similarity between the researcher's research is teaching EFL
10
students' classroom by using Mobile Assisted Language Learning (MALL)
and the difference is a participant (The students of Aydin Adnan Mandaras
University, in the School of Foreign Language in the spring term of the
2009-2010 academic year).
3. Learners' Attitudes Toward The Effectiveness of Mobile Assisted Language
Learning in L2 Listening Comprehension by Ali Sorrayaei Azar and Hassan
Nasiri, Procedia-Social and Behavioral Sciences, No. 98, (2014).
This research focus on investigating the effectiveness of cell-phone
in Iranian L2 Listening Comprehension, and their attitudes toward mobile
technology in the educational centre. The similarity between the
researcher's research is teaching EFL students' classroom by using Mobile
Assisted Language Learning (MALL) and this research use experimental to
analyze the data. The difference is the participant, the participant in this
research is a group of EFL learners studying at Zaban Amooz in Mahaban,
Iran. Consist of 35 students of experimental class (Class A, 18 and class C
17) and 35 students of control class (Class B, 17 and class D, 18).
I. The Organization of The Paper
This writing is divided into five chapters.
Chapter I is Introduction. Which includes the background of the
study, the identification of the problem, limitation of the problem, statement of
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the problem, the importance of the study, the hypothesis of the research, the
previous of study and the organization of the paper.
Chapter II is the Theoretical Framework. It discusses about the
definition of pronunciation, the aspect of pronunciation, the background of
Mobile Assisted Language Learning (MALL), types of Mobile Assisted
Language Learning (MALL) and the steps and procedures learning
pronunciation by using Mobile Assisted Language Learning (MALL).
Chapter III is Reseach Methodology, that consists of research
method, place and time, population and sample, the resesarch instrument, the
technique of collecting data, and technique of data analysis.
CHAPTER IV is Result and Discussion, it consists of the
description of data, the analysis of data and interpretation of data.
CHAPTER V is the conclusion and suggestion.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Pronunciation
1. Definition of Pronunciation
One feature common to all human education is the communicative
interchange between teachers and learners. Whereas the most primitive men
relied almost entirely on face-to-face communication to transmit knowledge
and skills from one generation to the next, the pattern has shifted gradually
to greater and greater dependence on remote communication technique.
Commonly, human beings communicate throughout two ways; writing and
speaking. If communication by writing, there is no speech organ involved in
this process. Whereas, if communication by speaking done by oral, speech
organ, and good pronunciation is important to communicate with others,
especially to speak in the English language.
Pronunciation is a feature of speech and spelling a feature of writing,
spelling will often have an influence on the learning of pronunciation as the
majority of learners use written texts in their studies.6
Based on the sound concept, pronunciation is "an integrated system that
consists of speaking and listening".7 It means pronunciation is important for
6 Martin Hewings, Pronunciation Practice Activities (Cambridge: Cambridge University Press, 2004), 9.7 Marnie Reed and Christina Michaud, Sound Concepts: An Integrated Pronunciation course ( New York: McGraw-Hill, 2005), Viii.
13
both speaking and listening.8 These means that pronunciation is the most
important aspects in basic communication, people can understand what we
say if our pronunciation is clear.
Frome the explanation above, the writer concludes that pronunciation is
the most important aspects in language and basic communication because
of it one of the ways in which a word is pronounced. Without good
pronunciation, speaking will not good. So, the mastering of pronunciation is
one of the main requirements in good communication.
2. Aspect of Pronunciation
The various aspect of pronunciation is sounds, stress, intonation and
rhythm. The speech sound or phones (any sound made by vocal apparatus)
that are combined to form the words of the language are known as
segmental features. Another class of phonemes is called suprasegmental
features.
a. Sounds
Sounds is the idea or impression that you get from what says or
what you read.9 In pronunciation sounds of language are important to
differentiate words and it is one organ of the speech's to get good
pronunciation.
8 Jonathan Marks, English Pronunciation in Use Elementary: Self Study and Classroom Use (Cambridge: Cambridge University Press, 2007), 6.9 Oxford, Learner's Pocket Dictionary, fourth edition (Oxford: Oxford University Press, 2007), 424.
14
According to roach that sounds are divided into vowels and
consonant.10
1) Vowels
Actually, vowels and consonants behave very similarly indeed.
Vowels are sounds in which there is no obstruction to the flow of
air as it passes from larynx to the consonant.11 Vowels are clear
sound because there is no air resistance coming through the larynx
to the mouth that sounds like a and e.
According to Amalia English vowels are divided into two
major categories, simple vowels (monophthongs) and diphthongs.12
a) Simple Vowels
Close Vowels; For the close vowels the tongue is quite high
in the mouth. Starts from /i:/ to /u:/. The tongue position,
/i:/ is a front vowel and /u:/ is a black vowel.
Mid Vowels; The tongue is neither high nor low in the
mouth. Moving from /e/ to /ɔ:/. From the tongue position,
/e/ is a front vowel and /ɔ:/ is a black vowel.
10 Peter Roach, English Phonetics and Phonology, Second Edition: A Practical Course (Cambridge: Cambridge University Press, 1991), 10.11 Roach, English Phonetics and Phonology, Second Edition: A Practical Course, 10.12 Ila Amalia, Pronunciation the English Speech Sounds (Serang: Cahaya Minolta, 2012), 33.
15
Open vowels; The tongue is quite low in the mouth.
Moving from /ᴂ/ which is a front vowel, through /ɒ/, which
is a black vowel.
b) Diphthongs
Dipthong is a glide from one vowel to another, and the
whole glide acts like one of the long, simple vowel. English
usually has eight diphthongs and they can be grouped into the
following way:
Centring Diphthongs; end with a glide toward /ə/ sound.
Examples: Here /Iə/
Wear /ə/
Closing Diphthongs; end with a glide toward /I/ to /ʊ/.
Examples: Say /I/
Loud /aʊ/
c) Nasal Vowel
Nasal vowels are produced with a lowered velum so the
air passes simultaneously through the oral and nasal cavities.
When the nasal passage is blocked oral vowel are produced.
When the nasal passage is open nasal vowels are produced.13
It means that vowels just like consonants can be produced with
13 Amalia, Pronunciation the English Speech Sounds, 57.
16
raised velum that prevents the air from escaping through the
nose.
2) Consonants
Consonants are sound that is difficult or impossible for the air
to pass through the mouth.14 Whereas the consonants are the sound
of air resistance as it passes through the larynx and mouth that
sounds like s and d.
There are 24 consonants in English.15
According to the position of vocal cords, the consonant can
be divided into voiceless and voiced. Besides the position of vocal
cords, consonant can be divide based on place of articulation and
manner of articulation.
14 Roach, English Phonetics and Phonology, Second Edition: A Practical Course, 10.15 Gerald Kelly, How to Teach Pronunciation (London: Longman, 2003), 7.
17
http//www.quizlet.com/
Place of articulation describing in a consonant sound, it is
also necessary to state where in the vocal track a constriction is
made-that is, where the vocal tract us is made more narrow.
This is referred to like the sound's place of articulation.16
Bilabial - bilabial sounds are made by bringing both lips closer
together.
Labiodental – labiodental consonants are made with the lower
lip against the upper front teeth.
Dental – dental are made with the tip of the tongue between the
front teeth.
Alveolar – just behind your upper front teeth there is a small
ridge called the alveolar ridge.
16 Nick Cipollone, Steven Hartman Keiser and Sharavan Vasishth, Language Files: Materials for an Introduction to Language & Linguistics, Seventh Edition (Colombus: The Ohio University Press, 1998), 39-42.
18
Palatal – if you let your finger glide back along the roof of your
mouth you will note that the anterior position is hard and the
posterior portion is soft.
Velar – the soft part of the roof of the mouth behind the hard
palate is called the velum.
Glottal – the space between the vocal folds is the glottis.
Beside stating whether a sound is voiced or voiceless and
giving the sound's point of articulation, it is necessary to describe
its manner of articulation, that is, how airstream is modified by the
vocal tract to produce the sound. The manner of articulation of a
sound depends on the degree of closure of the articulators (how
close together or far apart they are).
Stops – stops are made by obstructing the airstream completely
in the oral cavity.
Fricatives – fricatives are made by forming a nearly complete
stoppage of the airstream.
Affricative – an affricative is made by briefly stopping the
airstream completely and then releasing the articulators slightly
so that friction is produced.
Nasals – notice that the velum can be raised or lowered.
19
Liquids – when a liquid is produced, there is an obstruction
formed by the articulators, but it is not narrow enough to stop
the airflow or to cause friction.
Glides – glides are made with only a slilght closure of the
articulators.
b. Stress
The word stress means "loudness." Stress is a term that we apply to
words in isolation which have more than one syllable.17 Stress is
important in individual words, in phrase and in sentence. By shifting it
around in a phrase or a sentence can change emphasis or meaning.18
From the definition above, the writer conclude that words stress
and sentence stress are the music of spoken English. In other words,
stress is the safest way to reduce fuzziness in speech. Stress is so natural
for them that they do not even know, if they use it. Because, native
English speakers who speak English to non-native English speakers
without word stress or sentence stress, find difficulty to understand,
because their speaking is fast.
c. Intonation
Intonation is the way the voice goes up and down in pitch when we
are speaking. It is a fundamental part of the way we express our own
17 Salmani-Nodoushan, Mohammad Ali, An Introduction to Phonetics (Taheran: Zabankadeh Publication, 2005), 99
18 Jeremy Harmer, The Practice of English Language Teaching, Third Edition (New York: Longman, 2004), 191.
20
thoughts and it enables us to understand those of others.19 As well as
helping to determine meaning, intonation gives us clues about the
attitude of the speaker, how the speaker feels what the he is saying, or
how he personally feels at the moment. Even if you pronounce each
word clearly, and your intonation patterns are standard, your meaning
will probably is clear. Also in terms of comprehension, you will get a
great information.
d. Rhythm
Rhythm is a division of lines into short potions by a regular
succession of arses and theses or percussions and remissions of voice on
words or syllable.20
From the definition above, the rhythm also affects the
pronunciation of a word or sentence. Because the means will be
understood by examining how two or more utterance containing the
same words in the same order can have a different meaning.
B. Mobile Assisted Language Learning (MALL)
1. Background of Mobile Assisted Language Learning (MALL)
When, in 1973, the mobile devices were invented for the first time, no
one ever thought someday they would become an important part of routine
19 Roach, English Phonetics and Phonology, 86.20 Houghton Mifflin, “Dictionary of the English Language,” 06 April 2018, http//www.
Freedictionary.com/rhythm.
21
life. As soon as mobile phones became a crucial part of our lives, there felt
a need for using them in language learning tasks.
Learning through the mobile phone or m-learning provides the
learners with the opportunity to learn where they are on the bus, outside or
at work doing part-time jobs. In fact, they can learn every time and
everywhere they are.21
According to Trifanova et al. in The Open University, UK Journal, by
Agnes Kukulska-Hulme & Lesley Shield define the mobile device as "...any
device that is small, autonomous and unobtrusive enough to accompany us
in every moment". Typically, m-learning is identified both by being
available, "anywhere, anytime”.22
Mobile Assisted Language Learning (MALL) is a merging language
teaching methodology which can effectively integrate listening, reading and
speaking activities. It can also develop the academic study, critical thinking
and research skills.23
Mobile Assisted Language Learning (MALL) deals with the use of
mobile technology in language learning. Students do not always have to
study a second language in a classroom. They may have the opportunity to
21 Tayebeh Mosavi Miangah and Amin Nezarat, "Mobile-Assisted Language Learning", International Journal of Distributed and Parallel System (IJDPS), Vol III, No. 1, (January 2012), 310.22 Agnes Kukulska-Hulme & Lesley Shield, "An overview of Mobile Assisted Language Learning: Can Mobile device support collaborative practice in speaking and listening ?" The Open University, UK Journal, (September 2007), p. 3.
23 Javad Gholami and Ghader Azami, "An Introduction to Mobile Assisted Language Learning", International Journal of Management, It and engineering (IJMIE), Vol II, N0. 8, (August 2012), 1.
22
learn it using mobile devices when they desire and where they are. As
learning English is considered the main factor for professional a criterion
for being educated in many communities, providing a more convenient
environment for people to learn English is one of the educational goals
towards improving the students' achievement and supporting differentiation
of learning needs.
The materials can phone to improve English language learners'
vocabulary acquisition and critical thinking skills. Students can read the
definitions of words, sentences, improve pronunciation skills, and develop
their thinking skills.
The learners may download dictionaries on the PDA1 with sound
functions so that they can learn the correct pronunciation of unfamiliar or
new words to be able to fulfil their learning needs.24 This way give the
learners the opportunity to record their own voice. Then, teachers are able
to make a better assessment of the students' weaknesses in pronunciation.
This way, by enhancing various functions of the system like providing a
dictionary for looking up unfamiliar words and their correct phonetic form,
the pronunciation, as well as speaking skills of the learners, can be well
improved.
In summary, Mobile Assisted Language Learning (MALL) is one
method developed by Computer Assisted Language Learning. Mobile
24 Nezarat, Mobile-Assisted Language Learning, Vol III, 314.
23
Assisted LanguageLanguage Learning (MALL) which help the student to
learn all of the material, especially in learning English and provide the free
time when the students need (they can learn every time and everywhere
they want).
2. Types of Mobile Assisted Language Learning (MALL)
There are three types of Mobile Assisted Language Learning can be
used as a learning tool and to support in teaching and learning process in the
classroom.
a. Mobile Phones
In the last decade, the development of mobile phone industry,
associated with the parallel development in Mobile Internet has been
explosively swift: from the earliest voice phone to the current 3G
smartphone which can serve as a mini-computer, telephone, or camera,
and transfer data as well as audio and video files.
Mobile Phones are one of the most important communication tools
as well. They are the most important technology products which young
people use very commonly recent years because they have voice, text,
and video communication support and connect to the internet.25 In this
era, we can easily communicate with others in this world by using a
mobile phone. E-mail, Facebook, WhatsApp, Twitter, Instagram,
Skype, and so on, are the application provided by mobile phone to 25 Nilgun Tosun, "The Effect of the Internet and Mobile Phones On The Habit Of Teacher
Candidates' Using the Turkish Language As Written Language", Procedia-Social and Behavioral Sciences, No. 55, (2012), 768.
24
connectively each other. Not only for communication but also we can
use the mobile phone to get all information about everything, one of
them about education, one of them, we can combine with accessories
such as good application to support the strategy of learning.
b. Personal Digital Assistants (PDAs)
Personal Digital Assistants (PDAs) is a small hand-held computer
for downloading and storing information such as documents, databases
and calendar entries.26
Personal Digital Assistants (PDAs) is a small mobile device that
has address and calendar management functions as standard.27
Based on the definition above, the writer concludes that a Personal
Digital Assistants (PDAs) is a small mobile device for downloading
and storing information, the types of digital media consisting of
episodic series of audio, video, pdf or ePub files, file subscription and
download via web syndication or streaming online to a computer or
mobile phone.
c. Podcast and Media Players
One of this new technology that has gained popularity and special
action in education recently is podcast. The podcast is a phenomenon
which has seen a huge development in the last few years. Podcast
26 Ken Beatty, Teaching and Researching Computer-Assisted Language Learning, 2nd Edition (British: British Library, 2010), 81.27 Thames and Hudson, Designing for Small Screen: Mobile Phones, PDAs, Navigation System, MP3 Players, Game Consoles (Switzerland: AVA Publishing SA, 2005), 24-25.
25
became popular in late 2004. Within popular culture, podcasting has
become an innovative way of broadcasting information on a range of
subjects, from new-based items to educational subjects. However,
within an educational context, podcast provides innovative and creative
opportunities to support learning more.
The podcast is a new media of Web 2.0 era, it is personalized
internet radios, which with video upload, download, on-demand,
subscription and interactive discussion functions, and its
communication advantages and interactive function have been widely
used in commercial fields.28
A podcast refers "to any automatically downloadable audio or
audio/video file (commonly in mp3 format)". These mp3 files can be
downloaded on the computer or any portable device such as mobile
phones or laptop. Students can easily listen to these files in any location
according to their needs.29
From the definition above, the writer concludes that podcasts are
an audio file in the mp3 format that can easily be downloaded from the
internet. One significant feature of a podcast is that it provides a
situation in which a teacher can expand the borders of the classroom by
delivering on-demand audio files via the web. 28 Wang Lin, Wang Daping and Hao Lingling, "The Design Implementation of University
Video Resources Platform Based on Podcast", Procedia Engineering, No. 15, (2011), 2186.29 Mehrak Rahimi and Fatemeh Asadollahi, "Iranian students' readiness for using podcasting in
higher education: Access, familiarity, and experience", Procedia Computer Science, No. 3. (2011), 197.
26
3. The Steps and Procedures learning Pronunciation by Using Mobile
Assisted Language Learning (MALL)
Mobile learning technology is more useful for doing activities
outside the classroom. Such activities enable learning to be more directly
connected to real-world experiments. Moreover, learning through mobile
phones outside the of better exploiting the learner's free time; even the
students on the move can improve their learning skills.
Learning with the help of information and communications
technology tools. These tools may include the internet, intranets, wireless
networking, PC based on technologies, handle computers, interactive TV
and also e-technology to support traditional delivery, for example using the
electronic game and electronic dictionary. Learning English by using the
game and electronic dictionary can easily improve students English skill,
especially in pronunciation. We can use the application, such as the
application of KEPHAM (Pronunciation) to support the strategy of
learning. Below will explain how to use Mobile Assisted Language
Learning in teaching pronunciation.
1. Firstly, open the application of google drive and write the keywords
"PRONUNCIATION" on the tabulation of the search engine. Then click
the application of PRONUNCIATION by KEPHAM and install.
27
2. Secondly, click ACCEPT to continue the process of downloading the
English Pronunciation KEPHAM. After that, we can wait a minute for
the next process of installing the application.
3. The next step, click open and choose an account for registration our
application to continue to pronunciation.
4. Finally, after we have verified our account, we can be set and select
language based on our choice. Then, you can use the application
Pronunciation KEPHAM.
28
There are the steps and procedures how to use Mobile Assisted
Language Learning in teaching pronunciation, you can check about your
pronunciation skill and can easily to practice by this application everywhere
and anytime you need.
29
CHAPTER III
METHOD OF THE RESEARCH
A. Research Method
In this research, the writer will use the quantitative method. Quantitative
methods can be interpreted as research methods based on the philosophy of
positivism, used to examine certain populations and samples, collecting data
using research instruments, analyzing data that is quantitative/statistical in
nature, with the aim of testing the hypotheses that have been set. Quantitative
methods are divided into two, namely experimental research methods and
survey methods. The research method used to find the effect of certain
treatments in controlled conditions.
The experimental method is basically a collection of research designs,
guidelines for using them, principles and procedures for determining statistical
significance, and criteria for determining the quality of the study.30
According to Creswell in Metode Penelitian Kombinasi (Mixed Method)
by Sugiono said "experimental a specific treatment influence an outcome in a
study. This impact is assessed by providing a specific treatment to one group
and withholding it from another group and then determining how both groups
score on an outcome".31
30 David and Kathelen, Exploring Second Language Class Room Research (Ottawa: HEINLE Cengage Learning, 2009), 83.
31 Sugiono, Metode Penelitian Kombinasi (Bandung: Alfabeta, 2012), 11-12.
30
For this research, the writer uses quasi-experimental research. According
to Ary, Jacobs, Sorensen, and Razavieh, quasi-experimental designs are
considered worthwhile because they permit researchers to reach reasonable
conclusions even though full control is not possible.32 So there will be two
classes between experiment and control class.
In applying this research, the writer teaches pronunciation through Mobile
Assisted Language Learning (MALL) as an experimental class and teach
pronunciation without Mobile Assisted Language Learning (MALL) as control
class. In order for the writer to know further The Effectiveness of Mobile
Assisted Language Learning (MALL) to Improve Students Pronunciation
Skill in learning English.
B. Place and Time of Reseach
The research will take at MTs Nurul Falah Ciaseum-Pabuaran, which is
located at Jl. Raya Palka Kp. Ciaseum Ds, Pasanggrahan Kec. Pabuaran, Kab.
Serang. The research hold on March 2019.
C. Population and Sample
The population of this research is students in the second grand MTs Nurul
Falah Ciaseum-Pabuaran are 108 students. They are divided into for class. The
32 Donald Ary, Lucy Cheser Jacobs, Christine K. Sorenes and Asghar Razavieh, Introduction to Reseach in Education, eighth Edition (Ottawa: Wadsworth Cengage Learning, 2010), 316.
31
writer takes the subject as the sample in this research as 52 students. 26
students as experiment class and 26 students as control class.
The writer uses random sampling to get data from two classes in the
second grade. The total students consist part of the research are 52 students.
Consists of 26 students from VIII D as experiment class 26 students from
VIII C as control class.
D. The Research Instrument
1. Pronunciation Pre-test and Post-test
a. Pre-test
The test is given to both of control class before giving treatment
non-Mobile Assisted Language Learning (MALL) as media and
experiment class before giving treatment with Mobile Assisted Language
Learning (MALL) as media.
b. Post-test
The test that given to both of control class after given the treatment
non-Mobile Assisted Language Learning (MALL) as media and
experiment class after given the treatment with Mobile Assisted
Language Learning (MALL) as media.
2. The rubric of Pronunciation Assesment
No Aspect Point
1 The students have errors in pronunciation, some effort 0-5
32
in vowels in the target language.
2 The students have errors in pronunciation, some effort
in consonants in the target language.
0-5
E. The Technique of Data Collecting
1. Test
A test, in simple terms, is a method of measuring a persons' ability,
knowledge, or performance in a given domain.33 The test is a series of
questions or exercises and other tools used to measure skills, intelligence
knowledge, abilities or talents possessed by individuals or groups.
The researcher gathers the data by analyzing the test based on the
material of pronunciation by using Mobile Assisted Language Learning
(MALL). The researcher made the test recomended by the teacher of MTs
Nurul Falah and gives the test twice (pre-test and post-test) in both
experimental and control class. First meeting they do a pre-test, it is given
before the learning process. Then the teaching-learning process is done in
three times. Then in the last meeting, they are giving post-test.
a. Pre-test
Before the writer gives pre-test to collect the data. firstly, introduce
about pronunciation and then gives pre-test before using Mobile
Assisted Language Learning (MALL) to knows students' pronunciation
33 H. Douglas Brown, Language Assesment Principles and Classroom Practices (New York: San Francisco State University Press, 2004), 3.
33
ability at second-grade MTs Nurul Falah Ciaseum-Pabuaran before
using Mobile Assisted Language Learning (MALL) to improve
students' pronunciation. In the pre-test, the writer gives 10 instructions
to pronounce words.
b. Treatment
After the writer gives pre-test than teach pronunciation through
Mobile Assisted Language Learning (MALL) in experimental class and
without Mobile Assisted Language Learning (MALL) in the control
class. Both the experimental class and control class will give the same
instructional materials with a different technique.
c. Post-test
After the writer gives pre-test and teaching material than gives
post-test after using Mobile Assisted Language Learning (MALL) in
learning English, the writer can know the result how Mobile Assisted
Language Learning (MALL) to improve students' pronunciation. In the
post-test, the writer gives 10 instructions to pronounce words with the
phonetics of the word.
F. The Technique of Data Analysis
For the next step of the research, the researcher process and analysis the
data. The researcher compares the data between the experiment and control
classes.
34
To find out the differences students' score by using Mobile Assisted
Language Learning (MALL), the researcher will use the statistical calculation
of the ‘t' test.
In analyzing the result of the final test statistics of t-test is used with a
significant degree 5% and 1% as follows:34
to = M1−M 2
√¿¿¿
M 1 = Mean score of the experiment class
M 2 = Mean score of the control class
∑ x12 = Sum of square deviation score in experiment class
∑ x22 = Sum of square deviation score in control class
N1 = Number of students of experiment class
N 2 = Number of students of control class
2 = Constant number
df = Degree of Freedom (df = N1+N2−2)
Next the writer will take the square root of the result:
1. Determine Mean of Variable X1:
M1=
∑ X 1
N 1
2. Determine Mean of Variable X2:
M2=
∑ X 2
N 2
34 Anas Sudjiono, Pengantar Statistic Pendidikan (Jakarta: Raja Grafindo Persada, 2019), 317.
35
3. Determine score deviation of Variable X1 :
x1=X 1−M1
4. Determine score deviation of Variable X2:
x2=X 2−M2
5. The squaring of X1, then add up; obtained Ʃx12
6. The squaring of X2, then add up; obtained Ʃx22
7. Determine to :
M1−M 2
√¿¿¿
8. Determining t-table in significance level 5% and 1% with df:
df =( N1+N2 )−2
CHAPTER IV
RESULT AND DISCUSSION
A. The Description of Data
In this chapter the writer would like to present the description of data
obtained. As the writer explained in the previous chapter that the population in
this research were 108 students of second grade in MTs Nurul Falah Ciaseum-
Pabuaran and the sample were 26 students of VIII D as experimental class and
26 students of VIII C as control class.
In this research, the writer did an analyze of quantitative data. The data is
obtained by giving test to the experimental class and control class. The test
divided two types are pre-test and post-test. Pre-test was given before treatment
and post-test was given after treatment. On the test, students should pronounce
the words in front of the class according the instructions or questions by the
writer.
The writer identified some result to find out the effect of Mobile assisted
Language Learning (MALL) in improving students’ pronunciation. They are
the score of students before treatment, the score students after treatment and the
differences between pre-test and post-test score of students. The writer
describes the data in experimental and control class as below:
Table 1
The Score of Pre-Test and Post Test in Experiment Class
No Name Pre-Test Post-Test
1 AR 74 82
2 AR 57 78
3 A 62 74
4 AN 70 80
5 BN 82 90
6 DK 64 78
7 DS 67 80
8 DAT 72 81
9 FM 64 77
10 FS 67 75
11 IN 64 80
12 II 63 82
13 K 85 92
14 KH 68 79
15 MNI 71 88
16 MA 70 80
17 MH 62 83
18 MR 67 78
19 MS 80 67
20 RP 73 85
21 RAM 85 97
22 RM 57 76
23 RM 54 68
24 SS 66 77
25 SH 55 60
26 UF 65 68
∑ 1764 2055
X 67.85 79.04
The table above shows the students’ scores of pre-test and post-test in
experiment class. The scores show the students’ pronunciation comprehension
in class VIII D as experiment class mostly is less before giving treatment. It can
be seen from the scores of pre-test, the highest score of students’ is 85 while is
the lowest score is 54. Then the highest score of students’ pronunciation skill is
enough while the lowest score of students’ pronunciation skill is low.
Meanwhile, the students’ of post-test mostly is good, the highest score is 97
while the lowest score is 60. It can be known that there is an improvement on
the criteria of students’ score that the highest score is very good and the lowest
score is low.
To find the mean score, the researcher follows the formula:
M1 = ∑ X2
N2
= 2055
26
= 79.04
M2 = ∑ X1
N1
= 1764
26
= 67.85
Note: M1 = mean
X1 = students’ scores (pre-test)
X2 = students’ scores (post-test)
N = number of students
According to the calculation on the table 1 of pre-test and post-test
assessment in experiment class, it shows that the cumulative value of
assessment result before applying Mobile Assisted Language Learning
(MALL) is 1764, the average of pre-test is 67.85. Meanwhile, the cumulative
of assessment result after applying Mobile Assisted Language Learning
(MALL) is 2055, the average of the post-test is 79.04.
Determining mean by formula:
M = M1 – M2
= 79.04. – 67.85
= 11.19
Note: M = Mean
M1 = mean of post test
M2 = mean of pre test
From the calculation of mean determining above, it can be known that
the average score of pre test and post test (in experiment class) increase in
amount of 11.19.
Table 2
The Score of Pre-Test and Post Test in Control Class
No Name Pre-Test Post-Test
1 AB 54 66
2 AMR 63 76
3 A 45 57
4 A 62 65
5 AP 51 64
6 AM 70 64
7 AA 63 74
8 AI 72 75
9 DA 62 72
10 E 60 55
11 FI 75 73
12 HR 60 66
13 IF 66 57
14 IM 56 66
15 LN 54 60
16 MMT 53 61
17 MR 65 68
18 MF 75 82
19 M 73 77
20 NF 62 57
21 PS 55 50
22 RAM 57 60
23 SU 66 70
24 SK 72 67
25 SS 57 63
26 S 55 45
∑ 1603 1690
X 61.65 65
The table above shows the students’ scores of pre-test and post-test
in experiment class. The scores show the students’ pronunciation
comprehension in class VIII C as control class mostly is less before giving
treatment. It can be seen from the scores of pre-test, the highest score of
students’ is 75 while is the lowest score is 53. Then the highest score of
students’ pronunciation skill is enough while the lowest score of students’
pronunciation skill is low. Meanwhile, the students’ of post-test mostly is good,
the highest score is 82 while the lowest score is 45. It can be known that there is
an improvement on the criteria of students’ score that the highest score is very
good and the lowest score is low.
To find the mean score, the researcher follows the formula:
M1 = ∑ X2
N2
= 1690
26
= 65
M2 = ∑ X1
N1
= 1603
26
= 61.65
Note: M1 = mean
X1 = students’ scores (pre-test)
X2 = students’ scores (post-test)
N = number of students
According to the calculation on the table 1 of pre-test and post-test
assessment in control class, it shows that the cumulative value of assessment
result before applying Mobile Assisted Language Learning (MALL) is 1603,
the average of pre-test is 61.65. Meanwhile, the cumulative of assessment
result after applying Mobile Assisted Language Learning (MALL) is 1690,
the average of the post-test is 65.
Determining mean by formula:
M = M1 – M2
= 65 – 61.65
= 3.35
Note: M = Mean
M1 = mean of post test
M2 = mean of pre test
From the calculation of mean determining above, it can be known that
the average score of pre test and post test (in experiment class) increase in
amount of 3.35.
AR A BN DS FM IN KMNI
MH MSRAM RM SH
020406080
100120
Graphic 1Description of Pre-Test and Post-Test Scores in
Experiment Class
Series1 Series2Pre-Test Post-Test
AB A APAA DA FI IF LN MR M PS SU SS
0102030405060708090
Graphic 2Description Pre-Test and Post-Test Scores in
Control Class
Series1 Series2Pre-Test Post-Test
B. The Analysis of Data
After getting the data, the researcher analyzed it using statistic
calculation to determine the data. The result of data determining can be seen as
follow:
Table 3
The Score of Frequency Distribution
No x1 x2 X1 X2 X12 X22
1. 82 66 2.96 1 8.76 1
2. 78 76 -1.04 11 1.08 121
3. 74 57 -5.04 -8 25.40 64
4. 80 65 0.96 0 0.92 0
5. 90 64 10.96 -1 120.12 1
6. 78 64 -1.04 -1 1.08 1
7. 80 74 0.96 9 0.92 61
8. 81 75 1.96 10 3.84 100
9. 77 72 -2.04 7 4.16 49
10. 75 55 -4.04 -10 16.32 100
11. 80 73 0.96 8 0.92 64
12. 82 66 2.96 1 8.76 1
13. 92 57 12.96 -8 167.96 64
14. 79 66 -0.04 1 0.0016 1
15. 88 60 8.96 -5 80.28 25
16. 80 61 0.96 -4 0.92 16
17. 83 68 3.96 3 15.68 9
18. 78 82 -1.04 17 1.08 289
19. 67 77 -12.04 12 144.96 144
20. 85 57 5.96 -8 35.52 64
21. 97 50 17.96 -15 322.56 225
22. 76 60 -3.04 -5 9.24 25
23. 68 70 -11.04 5 121.88 25
24. 77 67 -2.04 2 4.16 4
25. 60 63 -19.04 -2 362.52 4
26 68 45 -11.04 -20 121.88 400
∑ 2055 1690 0.04 0 1580.92 1858
Note :
x1 = Score Post-Test (Experiment Class) X1 = x1-M1
x2 = Score Post-Test (Control Class) X2 = x2-M2
X11 = Squared value of X1 X22 = Squared X2
The formula to determine T-table with significance 5% and 1% as follow:
Df = N1+N2-2
= 26+26-2
= 50 (consult to “t” table score)
Based on t table that there is 50. With df as number 50 is got t table as
follow:
a. At significance level 5% : tt = 2.00
b. At significance level 1% : tt = 2.67
t= M 1−M 2√¿¿¿¿
= 79.04−65
√ (1580.92+1858 ) (26+26 )(26+26−2 )26 .26
= 14.04
√{3438.9250 }{ 52
676 }=
14.04√ {68.78 } {0.08 }
= 14.04√5.50
= 14.042.35
= 5.97
In general, the scores of post-test in experiment class was better than
the scores of post-test in control class. It can be seen from the total amount of
the scores of post-test in experiment class was 2055 and pre-test was 1764
and the average score of post-test was 79.04 and pre-test was 67.85, while the
total amount of the post-test scores in control class was 1690 and pre-test was
1603, and the average score of post-test was 65 and pre-test was 61.65.
According to the result of statistic calculation, it is obtained that the
score of to is = 5.97 degree of freedom is (5)%. The value of 50 is mentioned
in the table about 2.00 (as degree of significant).
To prove the hypothesis, the data obtained from the experimental class
in calculated by using t-test formula with assumption as follow:
a. If tobservation> ttable the alternative hypothesis is accepted. It means there is
effectiveness of using Mobile Assisted Language Learning (MALL) on
students’ pronunciation skill.
b. If tobservation< ttable the alternative hypothesis is rejected. It means there is no
effectiveness of using Mobile Assisted Language Learning (MALL) on
students’ pronunciation skill.
C. Interpretation of the Data
The analysis is aimed to know the effectiveness of Mobile Assisted
Language Learning (MALL) on students’ pronunciation skill. It has been
known that the mean score of experiment class is 79.04 in pre-test and 67.85
in post-test. Seeing the calculation above, the experiment class is improved
on 11.19 points. It is better than the control class which is improved on 3.35
points.
Before deciding the result of hypothesis, the researcher proposes the
interpretation with procedures as follows:
a. Ha = tobservation> ttable. It means there is effectiveness of Mobile Assisted
Language Learning (MALL) on students’ pronunciation skill.
b. Ho = tobservation< ttable. It means there is no effectiveness of Mobile Assisted
Language Learning (MALL) on students’pronunciation skill. According
to the data, the value of tobservation is bigger than ttable. tobservation = 5.97 > ttable
= 2.00 (5%) or tobservation = 5.97 > ttable = 2.67 (1%), so Ho is rejected and
Ha is accepted.
From the result above, the researcher gives conclusion that there is the
effectiveness of Mobile Assisted Language Learning (MALL) on students’
pronunciation skill. It can be seen that the students get good or better scores
use Mobile Assisted Language Learning (MALL).
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
According to the result of the study, the researcher concludes that this
research question about the effectiveness of Mobile Assisted Language Learning
(MALL) to improve students pronunciation. These are the conclusions :
1. In general, the students’ pronunciation skill at the eighth grade of MTs
Nurul Falah Ciaseum-Pabuaran (both experiment and control class) before
treatment is less. In pre-test scores of experiment class, the highest score is
85 while the lowest score is 54. It can be known that the highest score is
enough while the lowest score is low. Then the result of post-test after
giving treatment in experiment class, the highest is 97 while the lowest
score is 60. Meanwhile, in control class the highest score of pre-test is 75
while the lowest score is 53. The highest score is enough while the lowest
score is very low. Then the highest score of post-test in control class is 82
while the lowest is 45. From pre-test and post-test scores between
experiment and control class, the researcher knows that the students’
pronunciation skill using Mobile Assisted Language Learning (MALL) get
better score and improved than the students who taught without using
Mobile Assisted Language Learning (MALL).
2. Teaching students’ pronunciation using Mobile Assisted Language
Learning (MALL) gives positive influence on the students’ pronunciation
skill at the eighth grade of MTs Nurul Falah Ciaseum-Pabuaran. The
application of Mobile Assisted Language Learning (MALL) is more
effective in improving students’ pronunciation skill than the students who
were taught without using Mobile Assisted Language Learning (MALL).
From this research is concluded that the students who were taught using
Mobile Assisted Language Learning (MALL) have higher scores than
without Mobile Assisted Language Learning (MALL).
3. Based on the analysis of the data, it can be known that the average score of
to= 5.97 is bigger than tt= 2.00 and 2.67 with level significant of 5% or
1%. Since the to is bigger than tt, so the writer can summarize that using
Mobile Assisted Language Learning (MALL) has significant influence to
improve students’ pronunciation.
B. Suggestions
According to the conclusions, the researcher would like to give some
suggestions related to teaching learning process in MTs Nurul Falah Ciaseum-
Pabuaran. The suggestions are for the teacher, the students, and the school.
a. For the teacher
1. The teacher has to know the various methods or techniques in learning
and teaching in order to choose the suitable method or technique for
suitable materials in classroom.
2. The teacher are expected to be creative person in order to make the
learning and teaching process more interesting, effective and
comfortable for the students.
3. Both the teachers and students can collaborate well in teaching and
learning process. It will make them easier in solving the problems faced
in teaching and learning process.
b. For the students
1. The students should practice a lot of speaking English, especially in
pronunciation to more correct about aspect of pronunciation like sound,
stress and intonation.
2. This strategy give students opportunity to think critically and also
requires the students to be active and update about technology.
c. For the school
1. The school should support every teaching and learning process
especially in English lesson.
2. The school pays more attention to the method or technique that was
needed by the students to learn with fun.
The suggestions above are given based on the research that was
done by the researcher. The researcher hopes the suggestions can give
positive contribution for improving the teaching learning process in
MTs Nurul Falah Ciaseum-Pabuaran.
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