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All Journal El-HARAKAH : Jurnal Budaya Islam Atthulab: Islamic Religion Teaching and Learning Journal English Language in Focus (ELIF) Dinasti International Journal of Management Science Emanasi Jurnal Ilmu Keislaman dan Sosial Journal Education And Islamic Studies Moderation: Journal of Islamic Studies Review
Setiyanti, Anis
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Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Journal : English Language in Focus (ELIF)

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Observation and Improvement to Undergraduate Student Activities in English Skill Using Mobile-Assisted Language Learning Setiyanti, Anis; Basit, Abd.; Suharsiwi, Suharsiwi
English Language in Focus (ELIF) Vol. 4 No. 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.137-148

Abstract

Language plays an important role in social life because it is more than just a series of sounds that can be empirically digested, but it is also rich in meaning. In Indonesia, English is one of the subjects taught in universities. Speaking activity is a communicative event that includes the use of both verbal and nonverbal language to convey meaning. Speaking is the process of constructing and sharing meaning through the use of verbal and nonverbal symbols in various contexts. The method of data collection and interpretation used by researchers in this study is guided by the model proposed by Kemmis and McTaggart, which includes planning for a change (planning a change), actions and observations of the process and the consequences of the process (acting and observing the process and the consequences of the charge), and reflecting on the processes.  The implementation of the first cycle or cycle I, which has implemented learning using the Mobile Assisted Language Learning (MALL) method, students are able to describe something when speaking English with the material provided by the researcher. After the action was given in the first cycle, the results showed that, in general, the average score of students' scores had increased but had not yet reached the minimum target score that was defined at the beginning of the study, which was 75 percent of the total score obtained by students.
Enhancing University Students’ English Speaking through MALL: Integrating the Practice English Speaking Talk Application Setiyanti, Anis; Suharsiwi, Suharsiwi
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.103-114

Abstract

English has become a global lingua franca that plays a crucial role in academic, professional, and intercultural communication, leading higher education institutions to emphasize English speaking competence as an essential graduate skill. However, many university students still experience considerable difficulties in speaking English fluently due to limited vocabulary, pronunciation challenges, lack of confidence, and insufficient exposure to authentic communication environments. The rapid advancement of mobile technology has introduced Mobile-Assisted Language Learning (MALL) as an innovative pedagogical approach that enables flexible, autonomous, and interactive language learning. This study aims to enhance university students’ English-speaking ability through the integration of the Practice English Speaking Talk application within a MALL framework using a Classroom Action Research design. The research involved 32 undergraduate students and was conducted in two cycles consisting of planning, acting, observing, and reflecting stages, with data collected through speaking performance tests, classroom observations, interviews, and learning documentation. The findings indicate significant improvement in students’ speaking competence, with the average speaking score increasing from 58.1 in the pre-cycle stage to 68.8 in Cycle I and further improving to 79.9 in Cycle II. Student participation increased from 46% to 88%, while speaking confidence improved from 40% to 85%, alongside improvements in fluency, pronunciation accuracy, vocabulary mastery, grammatical competence, participation, confidence, and learner autonomy. These findings suggest that mobile-assisted speaking applications provide an effective pedagogical solution for enhancing communicative competence in higher education English instruction.
Co-Authors Abdul Kadir, Fakhrul Adabi Ali, Mukti Bahar, Herwina Basit, Abd. Hastri Rosiyanti, Hastri Herli, Venni Ismah, Ismah Izzah, Lidiyatul Larhzizer, Fouad M, Aby Moch. Iqbal, Moch. Muhammad Choirin NUR HAMID Nuraeni Nuraeni Nurmulia, Fatma Rutska, Rutska Sadiyah, Sadiyah Santiago, Paulo Vitor da Silva Siti Shofiyah Suharsiwi Suharsiwi Suharsiwi, Suharsiwi Syauqi, Wildan Ummah Karimah, Ummah Widyasari, Nurbaiti