Using Mobile-Assisted Language Learning (MALL) to Improve Junior High School Students’ Reading Comprehension of Descriptive Texts
DOI:
https://doi.org/10.31004/anthor.v5i4.1037Keywords:
MALL, Reading-Comprehension, Descriptive-Text, English Learning, EFLAbstract
This study aims to investigate the effectiveness of Mobile-Assisted Language Learning (MALL) in improving junior high school students’ reading comprehension of descriptive texts. A quantitative approach was employed using a pre-experimental design with a one-group pre-test and post-test model. The participants were 29 seventh-grade students from a junior high school in Indonesia. Data were collected through reading comprehension tests administered before and after the implementation of MALL-based learning activities. The instrument consisted of multiple-choice questions measuring four aspects of reading comprehension: identifying the main idea, locating specific information, recognizing generic structure, and understanding vocabulary meaning. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test with SPSS because the data were not normally distributed. The results showed that the students’ mean score increased from 67.67 in the pre-test to 69.54 in the post-test. However, the Wilcoxon Signed-Rank Test indicated that the difference between the pre-test and post-test scores was not statistically significant (Sig. = 0.401 > 0.05). These findings indicate that although MALL provided opportunities for students to interact with descriptive texts through mobile-based learning activities, its implementation did not significantly improve students’ reading comprehension within the treatment period. Therefore, future studies are recommended to employ longer treatment periods and incorporate more varied mobile-based learning activities to maximize the potential of MALL for developing students’ reading comprehension.
References
Alderson, J. C. (2000). Assessing reading. Cambridge University Press. https://doi.org/10.1017/CBO9780511732935
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology, 17(3), 157–225.
Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9–16. https://doi.org/10.64152/10125/44040
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.
Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45–51. https://doi.org/10.5539/elt.v9n9p45
Ebadi, S., & Raygan, A. (2023). Investigating the facilitating conditions, perceived ease of use, and usefulness of mobile-assisted language learning. Smart Learning Environments, 10, Article 30. https://doi.org/10.1186/s40561-023-00250-0
Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru. Rizqi Press.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge.
Gustinefa. (2022). Applying genre-based approach to teaching descriptive writing on online learning. Journal of Learning and Instructional Studies, 1(2), 64–80. https://doi.org/10.46637/jlis.v1i2.11
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. University of New South Wales Press.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge University Press.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. https://doi.org/10.1017/S0958344009000202
Kukulska-Hulme, A., & Bull, S. (2009). Theory-based support for mobile language learning: Noticing and recording. International Journal of Interactive Mobile Technologies, 3(2), 12–18. https://doi.org/10.3991/ijim.v3i2.740
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
Li, R., Zou, D., Reynolds, B. L., & Vazquez-Calvo, B. (2023). Mobile assisted language learning: Developments, affordances, and solutions. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1293483
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, U., & Suryati, N. (2020). Mobile-assisted language learning (MALL): Students’ perception and problems toward mobile learning in English language. Journal of Physics: Conference Series, 1641, 012027. https://doi.org/10.1088/1742-6596/1641/1/012027
Pardede, P. (2019). Print vs. digital reading comprehension in EFL. Journal of English Teaching, 5(2). https://doi.org/10.33541/jet.v5i2.1059
Rusmawan, P. N. (2017). Genre-based approach to teach writing descriptive text. Journal of English Educators Society, 2(2), 119–134. https://doi.org/10.21070/jees.v2i2.875
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16, Article 12. https://doi.org/10.1186/s41039-021-00157-9
Santos, E. S., & Braga, J. C. F. (2023). Mobile assisted language learning: A study on affordances to the development of reading tasks in English. Texto Livre: Linguagem e Tecnologia, 16. https://doi.org/10.1590/1983-3652.2023.42312
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
Stockwell, G. (2022). Mobile assisted language learning: Concepts, contexts and challenges. Cambridge University Press.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Viberg, O., & Kukulska-Hulme, A. (2021). Fostering learners’ self-regulation and collaboration skills and strategies for mobile language learning beyond the classroom. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1815094
Widiawati, Y., Siregar, E., & Sonjaya, I. (2024). The application design based on Mobile Assisted Language Learning (MALL) to improve reading comprehension. INSANIA: Jurnal Pemikiran Alternatif Kependidikan, 29(2), 272–284. https://doi.org/10.24090/insania.v29i2.8927
Yang, W., & Gao, X. A. (2022). Review of Mobile assisted language learning: Concepts, contexts and challenges. Language Learning & Technology, 26(1), 1–5.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Indah Salza Legiasih, Maisa, Linda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
