Journals / IOJET / 2019 / Cilt: 6 - Sayı: 1

A PRELIMINARY STUDY OF EFL READING ANDROID APPLICATION DEVELOPMENT

Journal
IOJET
Pages
151–168
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The ongoing product in the form of theprototype is also presented at the end of this study report.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study reports the results of an exploration stage of research and development(RND) whose project is to develop an EFL reading android application.
📊
Key Findings & Data:At this explorationstage, this study aims at finding out the possible weaknesses of the existing EFL readingmedia (textbook) and the needs for an ideal EFL reading android application. 33 tenth gradesenior high school students at one of the schools in central Java, Indonesia, were engaged asthe participants.
💡
Conclusion & Impact:The ongoing product in the form of theprototype is also presented at the end of this study report.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The present study reports the results of an exploration stage of research and development(RND) whose project is to develop an EFL reading android application. At this explorationstage, this study aims at finding out the possible weaknesses of the existing EFL readingmedia (textbook) and the needs for an ideal EFL reading android application. 33 tenth gradesenior high school students at one of the schools in central Java, Indonesia, were engaged asthe participants. Both quantitative questionnaire and qualitative interview to 6 students wereassigned to garner the data. This exploration revealed that some weaknesses of the textbookwere comprised of monotonous colors, minimum portability, less automatic concept, limitedmaterials, less readable instructions, limited exercises, less direct feedback of the exercises,and insufficient explanations related to EFL reading skill indicators. In turn, the needsanalysis data indicated that an EFL reading android application was required to be developed.The developed product was expected to be simple and easily used, motivating andfacilitating, up-to-date, providing various EFL reading activities, portable to be used insideand outside of the classroom, and controlling. The ongoing product in the form of theprototype is also presented at the end of this study report.

🔖

Cite This Article

MUSLAINI, F., KRİSTİNA, D., SUTOMO, N. (2022). A PRELIMINARY STUDY OF EFL READING ANDROID APPLICATION DEVELOPMENT. IOJET, Cilt: 6 - Sayı: 1, 151–168. https://ajindex.com/articles/542302

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Ali, S. M., & Ahmad, M. T. (2014). Scope and impact of android application in education sector. Chronicle of the Neville Wadia Institute of Management Studies & Research, 284–290.
  2. Alsuraihi, A. K., Almaqati, A. S., Abughanim, S. A., & Jastaniah, N. A. (2016). Use of Social Media in Education among Medical Students in Saudi Arabia. Korean Journal of Medical Education, 28(4), 343–354. https://doi.org/10.3946/kjme.2016.40 Crăciun, D. (2015). Training teachers for the knowledge society: Social media in science education. Broad Research in Artificial Intelligence and Neuroscience, 6(3–4), 82–88.
  3. Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research ISSN, 12(21), 973– 4562. Hadi, A. (2006). Reading based-classroom activities: An effort toward the integration of language skills in teaching English as a foreign language in Indonesia. TEFLIN Journal, 17(1), 59–68. https://doi.org/10.15639/TEFLINJOURNAL.V17I1/61-71
  4. Hazar, E. (2018). Digital competence in primary education: the case of Turkish language, mathematics and personal and social development. International Online Journal of Education and Teaching (IOJET), 5(2), 443–458.
  5. Hung, D., Shu-Shing, L., & Lim, Y. T. K. (2006). Authenticity in learning for the 21 st Century: Bridging the formal and the informal. Educational Technology Research and Development, 60(6), 1–36. https://doi.org/10.1007/s11423-012-9272-3
  6. Kachru, B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3–20.
  7. Kaware, S. S., & Sain, S. K. (2014). ICT application in education: An overview. International Journal of Multidisciplinary Approach and Studies, 1(5), 138–147.
  8. Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., & Reid, E. (2001). English in urban Classrooms: A multimodal perspective on teaching and learning, 2nd Edition (2nd ed.). London: RoutledgeFalmer. https://doi.org/10.4324/9780203397305
  9. Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. https://doi.org/10.1017/S0958344009000202
  10. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, California 91320: SAGE Publications, Inc. Munir, S. (2013). An evaluation of the reading comprehension textbooks taught at the English Education Department of Islamic Higher Education in West Sumatera. Qudus International Jurnal of Islamic Studies, 1(1), 59–75. Pre