Managing English Language Teaching Media in a Mobile Phone-Banned Classroom
Nurul Hanifah Putri, M. Hanafi, Dina Adriana
Abstract
This study focuses on how the teacher manages learning media in English classes by comparing the teacher's reflective practices and the contents of teaching modules as official guides. The background of this study departs from the gap between the creativity of the teacher in the classroom and the administrative approach that is reflected in the learning documents. This study uses a qualitative case study design to describe in depth the practice of learning media management in schools. The data collected through in-depth interviews with teacher and document analysis of teaching modules. These two types of data used thematic analysis by applying triangulation methods to ensure the validity of the findings and reinforce the interpretation of the results. The results show that teacher actively choose and modify the media to be more interesting and in accordance with the ability of students, while also preparing alternatives when faced with technical obstacles. In contrast, the teaching module displays only standard media without reflection on their effectiveness or barriers to use. These findings indicate that teacher practice is more innovative than the content of teaching modules that are procedural. The research discussion emphasizes the need to integrate teacher's practical reflections into learning documents so that planning becomes more adaptive, contextual, and responsive to student needs.
Keywords
Teaching Media; English Language Teaching (ELT); Media Management; Educational Policy; Mobile Phone-Banned
References
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317.
Andriani, K., Ardiana, & Firman. (2022). Teaching Media In EFL Classrooms: What Are They And Why Select Them? Journal of Language Testing and Assessment, 2(1), 87–97. https://doi.org/10.56983/jlta.v2i1.214
Ardıç, Ö., & Çiftçi, H. (2019). ICT competence and needs of Turkish EFL instructors: the role of gender, institution and experience. Eurasian Journal of Applied Linguistics, 5(1), 153–173. https://doi.org/10.32601/ejal.543791
Beland, L.-P., & Murphy, R. (2016). Ill communication: technology, distraction & student performance. Labour Economics, 41, 61–76. https://doi.org/10.1016/j.labeco.2016.04.004
Bjornsen, C. A., & Archer, K. J. (2015). Relations between college students’ cell phone use during class and grades. Scholarship of Teaching and Learning in Psychology, 1(4), 326–336. https://doi.org/10.1037/stl0000045
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brinton, D. M. (2001). The use of media in language teaching. In Teaching English as a second or foreign language (p. 459). Heinle and Heinle.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34–42. https://doi.org/10.1016/j.chb.2015.07.047
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51–63. https://doi.org/10.1016/j.compedu.2017.03.013
Denzin, N. K. (2017). Sociological methods: A sourcebook. Routledge.
Elliott, V. (2020). Knowledge in English: Canon, curriculum and cultural literacy. Routledge. https://doi.org/10.4324/9780429331275
Evertson, C. M., & Weinstein, C. S. (2013). Handbook of classroom management: Research, practice, and contemporary issues. Routledge.
Fansury, A. H., Rahman, M. A., & Jabu, B. (2021). Developing mobile English application as teaching media: Pengembangan aplikasi bahasa Inggris sebagai media pembelajaran. Deepublish.
Fu, Q.-K., & Hwang, G.-J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129–143. https://doi.org/10.1016/j.compedu.2018.01.004
Fullan, M. (2016). The new meaning of educational change. Teachers College Press.
Gao, Q., Yan, Z., Zhao, C., Pan, Y., & Mo, L. (2014). To ban or not to ban: Differences in mobile phone policies at elementary, middle, and high schools. Computers in Human Behavior, 38, 25–32. https://doi.org/10.1016/j.chb.2014.05.011
Glass, A. L., & Kang, M. (2019). Dividing attention in the classroom reduces exam performance. Educational Psychology, 39(3), 395–408. https://doi.org/10.1080/01443410.2018.1489046
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963
Hojatpanah, S., & Dashtestani, R. (2020). Electronic Dictionaries as Language Learning Tools for Iranian Junior High School Students. Computer-Assisted Language Learning Electronic Journal, 21(1), 79–96.
Kearney, M., & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2). https://doi.org/10.14742/ajet.1298
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344–365. https://doi.org/10.1080/03634523.2015.1038727
Lekawael, R. F. J. (2017). The impact of smartphone and internet usage on English language learning. English Review: Journal of English Education, 5(2), 255–262. https://doi.org/10.25134/erjee.v5i2.540
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of US college students. Sage Open, 5(1), 2158244015573169. https://doi.org/10.1177/2158244015573169
Machmud, K. (2018). The smartphone use in Indonesian schools: the high school students’ perspectives. Journal of Arts and Humanities, 7(3), 33–40. https://doi.org/10.18533/journal.v7i3.1354
Machmud, K., & Abdulah, R. (2018). Using mobile phone to overcome students’ anxiety in speaking English. SHS Web of Conferences, 42, 4. https://doi.org/10.1051/shsconf/20184200004
Magnusson, A. G., Ott, T., Hård af Segerstad, Y., & Sofkova Hashemi, S. (2023). Complexities of managing a mobile phone ban in the digitalized schools’ classroom. Computers in the Schools, 40(3), 303–323. https://doi.org/10.1080/07380569.2023.2211062
Mayer, R. E. (2009). Multimedia learning (2nd Ed.). Cambridge University Press.
Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257–275. https://doi.org/10.1007/s40692-020-00156-7
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.
Parsons, D. (2017). Stakeholder, corporate, and policy perspectives. In Capacity building in a changing ICT environment. International Telecommunication Union.
Prabawati, A., St Asriati, A. M., & St Asmayanti, A. M. (2021). The Students’ Perception of the Online Media Used by Teachers in Learning English. English Language Teaching Methodology, 1(3), 169–181.
Pratiwi, B. J., & Nuryanti, R. (2018). Smartphone usage on students learning English: The impact of school policy. ELS Journal on Interdisciplinary Studies in Humanities, 1(2), 199–209. https://doi.org/10.34050/els-jish.v1i2.4390
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293
Rionanda, L. S., Farida, F., Putra, F. G., Damayanti, E., & Pradana, K. C. (2022). ICT-Based Lajur Bata Game Media Using Guided Discovery Method on Flat-sided Space Geometry Subject. Journal Corner of Education, Linguistics, and Literature (JCELL), 1(4), 235–248. https://doi.org/10.54012/jcell.v1i4.47
Roy, S. (2016). Challenges to Implementing Communicative Language Teaching (CLT) in Bangladesh. Language in India, 16(3), 218–235.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Singh, R. (2019). Barriers of technology integration in teaching English. International Journal of Academic Research, 1(2), 24–37. https://doi.org/10.5281/zenodo.3364752
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
Tafani, V. (2009). Teaching English through Mass Media. Acta Didactica Napocensia, 2(1), 81–95.
Thomas, K. M., O’Bannon, B. W., & Britt, V. G. (2014). Standing in the schoolhouse door: Teacher perceptions of mobile phones in the classroom. Journal of Research on Technology in Education, 46(4), 373–395. https://doi.org/10.1080/15391523.2014.925686
Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1–9. https://doi.org/10.1080/87567555.2011.604802
Widiastari, N., & Fithriani, R. (2024). Teachers’ Practices of Reflective Teaching in EFL Classroom. IJORER: International Journal of Recent Educational Research, 5(3), 679–689.
Wood, E., Mirza, A., & Shaw, L. (2018). Using technology to promote classroom instruction: Assessing incidences of on-task and off-task multitasking and learning. Journal of Computing in Higher Education, 30(3), 553–571. https://doi.org/10.1007/s12528-018-9185-1
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage.
DOI: https://doi.org/10.24967/esp.v5i02.4528
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Nurul Hanifah Putri, M. Hanafi, Dina AdrianaAbstract
Keywords
References
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317.
Andriani, K., Ardiana, & Firman. (2022). Teaching Media In EFL Classrooms: What Are They And Why Select Them? Journal of Language Testing and Assessment, 2(1), 87–97. https://doi.org/10.56983/jlta.v2i1.214
Ardıç, Ö., & Çiftçi, H. (2019). ICT competence and needs of Turkish EFL instructors: the role of gender, institution and experience. Eurasian Journal of Applied Linguistics, 5(1), 153–173. https://doi.org/10.32601/ejal.543791
Beland, L.-P., & Murphy, R. (2016). Ill communication: technology, distraction & student performance. Labour Economics, 41, 61–76. https://doi.org/10.1016/j.labeco.2016.04.004
Bjornsen, C. A., & Archer, K. J. (2015). Relations between college students’ cell phone use during class and grades. Scholarship of Teaching and Learning in Psychology, 1(4), 326–336. https://doi.org/10.1037/stl0000045
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brinton, D. M. (2001). The use of media in language teaching. In Teaching English as a second or foreign language (p. 459). Heinle and Heinle.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34–42. https://doi.org/10.1016/j.chb.2015.07.047
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51–63. https://doi.org/10.1016/j.compedu.2017.03.013
Denzin, N. K. (2017). Sociological methods: A sourcebook. Routledge.
Elliott, V. (2020). Knowledge in English: Canon, curriculum and cultural literacy. Routledge. https://doi.org/10.4324/9780429331275
Evertson, C. M., & Weinstein, C. S. (2013). Handbook of classroom management: Research, practice, and contemporary issues. Routledge.
Fansury, A. H., Rahman, M. A., & Jabu, B. (2021). Developing mobile English application as teaching media: Pengembangan aplikasi bahasa Inggris sebagai media pembelajaran. Deepublish.
Fu, Q.-K., & Hwang, G.-J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129–143. https://doi.org/10.1016/j.compedu.2018.01.004
Fullan, M. (2016). The new meaning of educational change. Teachers College Press.
Gao, Q., Yan, Z., Zhao, C., Pan, Y., & Mo, L. (2014). To ban or not to ban: Differences in mobile phone policies at elementary, middle, and high schools. Computers in Human Behavior, 38, 25–32. https://doi.org/10.1016/j.chb.2014.05.011
Glass, A. L., & Kang, M. (2019). Dividing attention in the classroom reduces exam performance. Educational Psychology, 39(3), 395–408. https://doi.org/10.1080/01443410.2018.1489046
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963
Hojatpanah, S., & Dashtestani, R. (2020). Electronic Dictionaries as Language Learning Tools for Iranian Junior High School Students. Computer-Assisted Language Learning Electronic Journal, 21(1), 79–96.
Kearney, M., & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2). https://doi.org/10.14742/ajet.1298
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344–365. https://doi.org/10.1080/03634523.2015.1038727
Lekawael, R. F. J. (2017). The impact of smartphone and internet usage on English language learning. English Review: Journal of English Education, 5(2), 255–262. https://doi.org/10.25134/erjee.v5i2.540
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of US college students. Sage Open, 5(1), 2158244015573169. https://doi.org/10.1177/2158244015573169
Machmud, K. (2018). The smartphone use in Indonesian schools: the high school students’ perspectives. Journal of Arts and Humanities, 7(3), 33–40. https://doi.org/10.18533/journal.v7i3.1354
Machmud, K., & Abdulah, R. (2018). Using mobile phone to overcome students’ anxiety in speaking English. SHS Web of Conferences, 42, 4. https://doi.org/10.1051/shsconf/20184200004
Magnusson, A. G., Ott, T., Hård af Segerstad, Y., & Sofkova Hashemi, S. (2023). Complexities of managing a mobile phone ban in the digitalized schools’ classroom. Computers in the Schools, 40(3), 303–323. https://doi.org/10.1080/07380569.2023.2211062
Mayer, R. E. (2009). Multimedia learning (2nd Ed.). Cambridge University Press.
Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257–275. https://doi.org/10.1007/s40692-020-00156-7
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.
Parsons, D. (2017). Stakeholder, corporate, and policy perspectives. In Capacity building in a changing ICT environment. International Telecommunication Union.
Prabawati, A., St Asriati, A. M., & St Asmayanti, A. M. (2021). The Students’ Perception of the Online Media Used by Teachers in Learning English. English Language Teaching Methodology, 1(3), 169–181.
Pratiwi, B. J., & Nuryanti, R. (2018). Smartphone usage on students learning English: The impact of school policy. ELS Journal on Interdisciplinary Studies in Humanities, 1(2), 199–209. https://doi.org/10.34050/els-jish.v1i2.4390
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293
Rionanda, L. S., Farida, F., Putra, F. G., Damayanti, E., & Pradana, K. C. (2022). ICT-Based Lajur Bata Game Media Using Guided Discovery Method on Flat-sided Space Geometry Subject. Journal Corner of Education, Linguistics, and Literature (JCELL), 1(4), 235–248. https://doi.org/10.54012/jcell.v1i4.47
Roy, S. (2016). Challenges to Implementing Communicative Language Teaching (CLT) in Bangladesh. Language in India, 16(3), 218–235.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Singh, R. (2019). Barriers of technology integration in teaching English. International Journal of Academic Research, 1(2), 24–37. https://doi.org/10.5281/zenodo.3364752
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
Tafani, V. (2009). Teaching English through Mass Media. Acta Didactica Napocensia, 2(1), 81–95.
Thomas, K. M., O’Bannon, B. W., & Britt, V. G. (2014). Standing in the schoolhouse door: Teacher perceptions of mobile phones in the classroom. Journal of Research on Technology in Education, 46(4), 373–395. https://doi.org/10.1080/15391523.2014.925686
Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1–9. https://doi.org/10.1080/87567555.2011.604802
Widiastari, N., & Fithriani, R. (2024). Teachers’ Practices of Reflective Teaching in EFL Classroom. IJORER: International Journal of Recent Educational Research, 5(3), 679–689.
Wood, E., Mirza, A., & Shaw, L. (2018). Using technology to promote classroom instruction: Assessing incidences of on-task and off-task multitasking and learning. Journal of Computing in Higher Education, 30(3), 553–571. https://doi.org/10.1007/s12528-018-9185-1
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage.
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