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Teachers’ Practices in Using Educational Mobile Applications to Teach English

English Education Journal · Vol. 11 No. 1 (2021) · hlm. 37–55

DOI
10.15294/eej.v11i1.40710
ISSN
2087-0108, 2502-4566
Terbit
2021-03-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

English language learning has shifted with the development of technology in education. Learning can also be done through easy access from a mobile phone. Educational mobile applications bridge the teaching learning processes effectively. This study aims to investigate the teachers’ practices in using educational mobile applications to teach English in senior high school in Semarang. This study utilize case study approach to achieve the objectives of the study. Questionnaire, interview, document analysis, and classroom observation were applied to investigate the teachers’ practices in using educational mobile applications in relation to multimedia learning theory and the Technological Pedagogical Content Knowledge (TPACK) theory. An evaluation rubric was used to find out the effectiveness of the educational mobile applications the participants used in teaching. Then a compatibility checklist was used to find out the compatibility of the educational mobile applications with the current curriculum, the 2013 curriculum. The findings revealed that the teachers were aware of multimedia learning when they chose to use certain educational mobile applications to teach English. They also possessed what the TPACK suggested. Therefore, they had the tools they needed to integrate technology into their classrooms. The study showed that from the five educational mobile applications the teachers used, Google Classroom was the most effective, whereas Goggle Drive was the least effective. The other three, 360 Video, YouTube, and Google Slides could, meanwhile, be considered effective apps. In case of compatibility of the educational mobile apps with the 2013 curriculum, it could be said that all of the educational mobile applications were compatible with the curriculum since they were applicable in classroom settings.

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  • Institut Teknologi Sepuluh Nopember
  • State University of Semarang
  • Universitas Muhammadiyah Semarang
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Dwi RukminiAfiliasi tidak diketahui5
Rudi HartonoAfiliasi tidak diketahui4
Januarius MujiyantoAfiliasi tidak diketahui3
Fahrur RoziInstitut Teknologi Sepuluh Nopember3
Zulfa SakhiyyaAfiliasi tidak diketahui2
Ani RusilowatiState University of Semarang2
Issy YuliasriAfiliasi tidak diketahui2
Mesak IekAfiliasi tidak diketahui1
P. N. PatinggiAfiliasi tidak diketahui1
Antonia KlaraAfiliasi tidak diketahui1
Salsa SafiraAfiliasi tidak diketahui1
Wahyu Puji LestariAfiliasi tidak diketahui1
Ali MasyharAfiliasi tidak diketahui1
Heru SaputraAfiliasi tidak diketahui1
Dolendra PaudelAfiliasi tidak diketahui1
SRI WAHYUNIAfiliasi tidak diketahui1
Hana Azmi Zakiyyah MustaqimahAfiliasi tidak diketahui1
Gracendy Aluz Clarita BudionoAfiliasi tidak diketahui1
Syarifa ManullangAfiliasi tidak diketahui1
Afief FakhruddinAfiliasi tidak diketahui1
Agus PrayogoAfiliasi tidak diketahui1
Puspa WijayantiAfiliasi tidak diketahui1
Pamujo Effa KusdianangAfiliasi tidak diketahui1
Zuhrian Ivan ArviantoAfiliasi tidak diketahui1
Abdurrahman FaridiAfiliasi tidak diketahui1
Nurlaila TuananyAfiliasi tidak diketahui1
Manikowati ManikowatiAfiliasi tidak diketahui1
Kiki Nuriska DenhasAfiliasi tidak diketahui1
Yulianti YuliantiAfiliasi tidak diketahui1
Anjar SetiawanUniversitas Muhammadiyah Semarang1
Rifki Nurlaili HidayatAfiliasi tidak diketahui1
Roni WahyudiAfiliasi tidak diketahui1
Setyani Rohmatul MuthohharohAfiliasi tidak diketahui1
Suwandi SuwandiAfiliasi tidak diketahui1
Ali Akbar RafsanjaniAfiliasi tidak diketahui1
Nunung SusilowatiAfiliasi tidak diketahui1
Wigati MartinaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Teachers’ Practices in Using Educational Mobile Applications to Teach English</dc:title>
	<dc:creator>Aryani, Oktianti Dwi</dc:creator>
	<dc:creator>Linggar Bharati, Dwi Anggani</dc:creator>
	<dc:creator>Astuti, Puji</dc:creator>
	<dc:description xml:lang="en-US">English language learning has shifted with the development of technology in education. Learning can also be done through easy access from a mobile phone. Educational mobile applications bridge the teaching learning processes effectively. This study aims to investigate the teachers’ practices in using educational mobile applications to teach English in senior high school in Semarang. This study utilize case study approach to achieve the objectives of the study. Questionnaire, interview, document analysis, and classroom observation were applied to investigate the teachers’ practices in using educational mobile applications in relation to multimedia learning theory and the Technological Pedagogical Content Knowledge (TPACK) theory. An evaluation rubric was used to find out the effectiveness of the educational mobile applications the participants used in teaching. Then a compatibility checklist was used to find out the compatibility of the educational mobile applications with the current curriculum, the 2013 curriculum. The findings revealed that the teachers were aware of multimedia learning when they chose to use certain educational mobile applications to teach English. They also possessed what the TPACK suggested. Therefore, they had the tools they needed to integrate technology into their classrooms. The study showed that from the five educational mobile applications the teachers used, Google Classroom was the most effective, whereas Goggle Drive was the least effective. The other three, 360 Video, YouTube, and Google Slides could, meanwhile, be considered effective apps. In case of compatibility of the educational mobile apps with the 2013 curriculum, it could be said that all of the educational mobile applications were compatible with the curriculum since they were applicable in classroom settings.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2021-03-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/40710</dc:identifier>
	<dc:identifier>10.15294/eej.v11i1.40710</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 11 No 1 (2021): March 2021; 37-55</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/40710/17523</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 English Education Journal</dc:rights>
</oai_dc:dc>