Designing unlocked gramm application to promote students’ self-directed learning
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Published:
Apr 6, 2023
Keywords:
Unlocked Gramm Apllication, Grammar Mastery, Self-directed learning, Students' Engagement
Main Article Content
(1) * Ninuk Indrayani
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Indonesia
(2) Sofkhatin Khumaidah
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Indonesia
(*) Corresponding Author
Abstract
The process of self-direction is viewed as essential for achieving worthwhile and significant educational achievements. It is related to setting up learning objectives, keeping one's intentions, and aiming for high-quality learning. In order for students to reach the ultimate educational goal of being continuous learners with the ability for future educational progress, learning interests, and possibilities for lifelong learning, self-direction with the involvement of technology is considered as crucial. The objective of this study was to create the Unlocked Gramm mobile application, which would increase students’ motivation to learn grammar and promote students' self-directed learning using Design and Development (D&D) methodology as research design. Questionnaire with quantitative analysis and interview for qualitative analysis were used to examine the design, development, and evaluation of the media. The study was considered successful with the score of Likert Scale 3.8 from the range 1-5 to the fact that the generated application was a good medium and satisfied the requirements for an appropriate media based on the evaluation results. Using Unlocked Gramm can be challenging and a solution for both teachers and students to keep themselves interested in and motivated to actively learning grammar. The main goal is to encourage self-directed learning as a crucial element of adult education, which leads to the students' successful learning. It is imperative to put self-directed learning into practice, particularly in formal educational settings like higher education institutions.
HIGHLIGHTS:
- Technology and self-directedness support lifelong learning
- Unlocked Gramm touches the interest of digital native in learning Grammar
- A fun Grammar learning can be done at anywhere and anytime with Unlocked Gramm
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How to Cite
Indrayani, N., & Khumaidah, S. (2023). Designing unlocked gramm application to promote students’ self-directed learning. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1716
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Copyright (c) 2023 Ninuk Indrayani
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Cole, J., & Vanderplank, R. (2016). Comparing Autonomous and Class-Based Learners in Brazil: Evidence for the Present-Day Advantages of Informal, Out-of-Class Learning. System, 61, 31–42. https://doi.org/10.1016/j.system.2016.07.007
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Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, C. S. (2013). Connected Learning: An Agenda for Research and Design. In Connected Learning: An Agenda for Research and Design. The Digital Media and Learning Research Hub. https://doi.org/10.1016/B978-008044654-7/50201-6
Jarvis, H., & Achilleos, M. (2013). From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU). The Electronic Journal for English as a Second Language, 16(4), 1–18. https://files.eric.ed.gov/fulltext/EJ1004355.pdf
Kee Ch’ng, L., & Samsudin, Z. (2013). Integration of Mobile Devices into Ubiquitous Learning by the 21st Century Teenagers. Education, 3(6), 362–374. https://doi.org/10.5923/j.edu.20130306.12
Kumpulainen, K., & Sefton-green, J. (2014). What is Conneced Learning and How to Research It? International Journal of Learning and Media, 4(2), 33–46. https://doi.org/10.1162/IJLM
Lai, C., Zhu, W., & Gong, G. (2015). Understanding the Quality of Out-of-Class English Learning. TESOL Quarterly, 49(2), 278–308. https://doi.org/10.1002/tesq.171
Lee, J. S. (2019a). EFL Students’ Views of Willingness to Communicate in the Extramural Digital Context. Computer Assisted Language Learning, 32(7), 692–712. https://doi.org/10.1080/09588221.2018.1535509
Lee, J. S. (2019b). Informal Digital Learning of English and Strategic Competence for Cross-Cultural Communication: Perception of Varieties of English as a Mediator. ReCALL, 1–16. https://doi.org/10.1017/S0958344019000181
Lee, J. S. (2019c). Quantity and Diversity of Informal Digital Learning of English. Language Learning and Technology, 23(1), 114–126. https://doi.org/10.125/44675
Lee, J. S., & Dressman, M. (2018). When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency. TESOL Quarterly, 52(2), 435–445. https://doi.org/10.1002/tesq.422
Lee, K. S., Tsai, P. S., Chai, C. S., & Koh, J. H. L. (2014). Students’ Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology. Journal of Computer Assisted Learning, 30(5), 425–437. https://doi.org/10.1111/jcal.12055
Meriam, S. G., Caffarella, R. S., & Baumgartner, L. M. (2014). Adult Learning in Today’s World. In S. B. Merriam & L. L. Bierema (Eds.), Adult Learning: Linking Theory and Practice (First, pp. 1–32). Routledge. https://www.wiley.com/en-gb/Adult+Learning:+Linking+Theory+and+Practice-p-9781118130575
Paputungan, F. M., Helingo, A., & Rahmah, I. Y. (2022). An Analysis on Students’ Difficulties in Intermediate English Grammar Course. Jornal of English Teaching and Linguistic Issues, 1(1), 10–17. https://doi.org/10.30812/humanitatis.v7i2.1248
Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, M., & Lipponen, L. (2016). Connecting Learning Across School and Out-of-School Contexts: A Review of Pedagogical Approaches. Learning Across Contexts in the Knowledge Society, May, 1–256. https://doi.org/10.1007/978-94-6300-414-5_2
Reeves, T. C., & McKnenney, S. (2013). Computer-Assissted Language Learning and Design-Based Research: Increased Complexit for Sure, Enhanced Impact Perhaps. In J. C. Rodriguez & C. Pardo-Ballester (Eds.), Design-Based Research in CALL (Vol. 11, pp. 9–22). CALICO Monograph Series. https://research.ou.nl/en/publications/computer-assisted-language-learning-and-design-based-research-inc
Reinders, H., & Benson, P. (2017). Research Agenda: Language Learning beyond the Classroom. Language Teaching, 50(4), 561–578. https://doi.org/10.1017/S0261444817000192
Reinders, H., & Wattana, S. (2015). Affect and Willingness to Communicate in Digital Game-Based Learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/S0958344014000226
Richards, J. C. (2015). The Changing Face of Language Learning: Learning beyond the Classroom. RELC Journal, 46(1), 5–22. https://doi.org/10.1177/0033688214561621
Sockett, G., & Toffoli, D. (2012). Beyond Learner Autonomy: A Dynamic Systems View of the Informal Learning of English in Virtual Online Communities. ReCALL, 24(2), 138–151. https://doi.org/10.1017/S0958344012000031
Sundqvist, P. (2019). Commercial-off-the-Shelf Games in the Digital Wild and L2 Learner Vocabulary. Language Learning & Technology, 23(1), 87–113. https://doi.org/doi.org/10125/44674
Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in Teaching and Learning: From Theory and Research to Practice (H. Reinders (ed.)). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-46048-6
Sundqvist, P., & Wikström, P. (2015). Out-of-School Digital Gameplay and In-School L2 English Vocabulary Outcomes. System, 51, 65–76. https://doi.org/10.1016/j.system.2015.04.001
Teo, T., & Koh, J. H. L. (2010). Assessing the Dimensionality of Computer Self-Efficacy among Pre-Service Teachers in Singapore: a Structural Equation Modeling Approach. International Journal of Education and Development Using Information and Communication Technology, 6(3), 7–18. https://files.eric.ed.gov/fulltext/EJ1085024.pdf
Ur, P. (2012). A Course in Language English Teaching. In Routledge Encyclopedia of Translation Studies (2nd ed.). Cambridge University Press. https://sacunslc.files.wordpress.com/2015/03/penny-ur-a-course-in-language-teaching-practice-of-theory-cambridge-teacher-training-and-development-1996.pdf
White, J., & Mills, D. J. (2014). Examining Attitudes Towards and Usage of Smartphone Technology among Japanese University Students Studying EFL. Call-Ej, 15(2), 1–15. https://www.researchgate.net/publication/287318256_Examining_attitudes_towards_and_usage_of_smartphone_technology_among_Japanese_university_students_studying_EFL.