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Abstract
Teaching literature enhances sensitivity to life's values across diverse cultural expressions, while culturally grounded English aims to instill an appreciation for these values. Environmental themes in literary works underscore safety and sustainability and promote public awareness and appreciation for environmental preservation. The article explores how mobile-assisted learning can enhance students' understanding and appreciation of environmental themes in literature within the context of English as a Foreign Language (EFL) classrooms. This study is qualitative research, using semi-structured interviews and questionnaires as the instruments by which the data were collected. Involving 32 English Education Department students, this study presents information about mobile-assisted learning (MAL) applications in teaching literature. As a result, through the MAL model, students engage in various activities in the classroom, such as reading, writing, discussing, and presenting ideas. Students' enthusiasm indicates their deep understanding of the effectiveness of the MAL learning model for visual attraction and clarity. It provides visual information about the dangerous effects of environmental damage. This could be seen in their responses to sadness, worry, anxiety, and anger. Further research could use this finding as a new starting point to explore specific mobile apps' effectiveness, long-term impacts on literary awareness and appreciation, comparative studies across different age groups, and the role of teacher facilitation in mobile-assisted EFL literature instruction.
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Copyright (c) 2024 Ceisy Nita Wuntu, Muhammad Ilham Ali, Devilito Prasetyo Tatipang, Olga A. Rorintulus, Maissy Manuas
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How to Cite
Wuntu, C. N., Ali, M. I., Tatipang, D. P., Rorintulus, O. A., & Manuas, M. (2024). Mobile Assisted-Based Learning in Teaching Literature: Raising Students’ Environmental Awareness and Appreciation in EFL Classroom. JOALL (Journal of Applied Linguistics and Literature), 9(2), 328–354. https://doi.org/10.33369/joall.v9i2.34335
References
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Ali, M. I., & Husain, S. W. J. (2023). Literature Review: Social Issues In Works. Penerbit Tahta Media.
Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/JEGYS.650344
Becker, P. A. (2020). Teaching Language and Literacy Through the Visual Arts: An Interdisciplinary, Literature-Based Approach. Teaching Exceptional Children, 52(3), 166–179. https://doi.org/10.1177/0040059919894736/ASSET/0040059919894736.FP.PNG_V03
Bladow, K. (2022). Ecocriticism and Environmental Fiction. The Encyclopedia of Contemporary American Fiction 1980–2020, 1–11. https://doi.org/10.1002/9781119431732.ECAF0156
Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24–40. https://doi.org/10.14744/FELT.6.1.3
Dahlan. (2021). Pastoral Literature; An Effort to Form an Environmental Love Character. SeBaSa, 4(1), 45–52. https://doi.org/10.29408/SBS.V4I1.3544
Darsih, E., & Asikin, N. A. (2020). Mobile Assisted Language Learning: EFL Learners’ Perceptions Toward The Use of Mobile Applications In Learning English. English Review: Journal of English Education, 8(2), 183–194. https://doi.org/10.25134/ERJEE.V8I2.2999
Dehghanpour, B., Beheshti, Z., & Jalali, M. (2022). Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps. Culture, and Translation (LCT), 5(1), 150–161. https://doi.org/10.30495/LCT.2023.1972987.1073
Hang, Y., Khan, S., Alharbi, A., & Nazir, S. (2022). Assessing English teaching linguistic and artificial intelligence for efficient learning using analytical hierarchy process and Technique for Order of Preference by Similarity to Ideal Solution. Journal of Software: Evolution and Process, e2462. https://doi.org/10.1002/SMR.2462
Hutchison, L., & McAlister-Shields, L. (2020). Culturally Responsive Teaching: Its Application in Higher Education Environments. Education Sciences 2020, Vol. 10, Page 124, 10(5), 124. https://doi.org/10.3390/EDUCSCI10050124
Jaelani, A., & Adung, N. (2022). The Use of Mobile-Assisted Language Learning to Promote Learner Autonomy in The EFL Speaking Context. JEE (Journal of English Education), 8(1), 68–84. https://doi.org/10.30606/JEE.V8I1.1284
Johnson, C. (2020). Enhancing environmental literacy through mobile-assisted learning: A case study. Environmental Education Research, 26(5), 690-705. https://doi.org/10.1080/13504622.2019.1703819
Jones, A. (2019). Digital divides and mobile learning in environmental education: Opportunities and challenges. Journal of Environmental Education, 48(3), 215-227. https://doi.org/10.1080/00958964.2019.1583252
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher learning management: Investigating biology teachers’ tpack to conduct learning during the covid-19 outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499
Liando, N. V. F., Tatipang, D. P., & Wuntu, C. N. (2023). TPACK Framework Towards 21st Century’s Pre-Service English Teachers: Opportunities and Challenges in Application. Edumaspul: Jurnal Pendidikan, 7(1), 1799–1815. https://doi.org/10.33487/EDUMASPUL.V7I1.6479
Liu, B., Xiao, X., & Stone, P. (2021). A Lifelong Learning Approach to Mobile Robot Navigation. IEEE Robotics and Automation Letters, 6(2), 1090–1096. https://doi.org/10.1109/LRA.2021.3056373
Mustari, S. H., Khatimah, N., & Ali, M. I. (2023). Using Animated Short Story for Joyful and Effective Classroom Writing at the Second Grade Students of SMA Ulul Albab Makassar. Journal of English Language Teaching, Literature and Culture , 2(1), 12–39. https://doi.org/10.53682/JELTEC.V2I1.6190
Nushi, M., & Eqbali, M. H. (2017). Duolingo: A Mobile Application to Assist Second Language Learning. Teaching English with Technology, 17(1), 89–98.
Pelenkahu, N., Ali, M. I., & Tatipang, D. P. (2023). Curriculum Development. Penerbit Lakeisha.
Pērle-sīle, G., & Reinsone, S. (2022). Transcription as a Tool for Deep Reading and Teaching of Folklore. The 6th Digital Humanities in the Nordic and Baltic Countries Conference (DHNB 2022), Uppsala, 390–400.
Person, V., & Nouri, J. (2018). A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning, 13(2).
Pham, A. T. Van. (2023). The Implementation of Mobile Apps in Developing English Speaking Skills among Students at a Vocational School. Proceedings of the 2023 9th International Conference on Frontiers of Educational Technologies, 18–23. https://doi.org/10.1145/3606150.3606154
Putra, M. A. M., & Santosa, M. H. (2020). Mobile Assisted Language Learning in Intensive English Course for Freshmen Year Students. Journal of Education Technology, 4(2), 127–132. https://doi.org/10.23887/JET.V4I2.25097
Ramadhan, S., Sukma, E., & Indriyani, V. (2019). Environmental education and disaster mitigation through language learning. IOP Conference Series: Earth and Environmental Science, 314(1), 012054. https://doi.org/10.1088/1755-1315/314/1/012054
Rorintulus, O. A., Wuntu, C. N., Tatipang, D. P., Karisi, Y., Kicha, L., Tineh, S., Aki, A. N., & Pratasik, G. (2024). Literary-Based ELT: Alternatives for Creative and Innovative English Learning. Cv. Tahta Media.
Schneider-Mayerson, M., Von Mossner, A. W., & Malecki, A. W. P. (2020). Empirical Ecocriticism: Environmental Texts and Empirical Methods. ISLE: Interdisciplinary Studies in Literature and Environment, 27(2), 327–336. https://doi.org/10.1093/ISLE/ISAA022
Shi, L., & Jiang, L. (2022). How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK). English Language Teaching Educational Journal, 5(1), 1–15. http://journal2.uad.ac.id/index.php/eltej/index
Shimray, S. R., Keerti, C., & Ramaiah, C. K. (2015). An overview of mobile reading habits. DESIDOC Journal of Library and Information Technology, 35(5), 343–354. https://doi.org/10.14429/djlit.35.5.8901
Smith, B., et al. (2021). Impact of mobile devices on student engagement in environmental education programs. International Journal of Mobile and Blended Learning, 13(2), 37-52. https://doi.org/10.4018/IJMBL.2021040103
Sumarmi, Bachri, S., Baidowi, A., & Aliman, M. (2020). Problem-Based Service Learning’s Effect on Environmental Concern and Ability to Write Scientific Papers. International Journal of Instruction, 13(4), 161–176. https://doi.org/10.29333/iji.2020.13411a
Tatipang, D. P., Wuntu, C. N., Suoth, A. A., & Laloan, T. A. (2022). Cultural Values Study of SITARO Society’s Motto “Pakatiti Tuhema, Pakanandu Mangena, Boleng Balang Singkahindo” (As a Contribution for Culture Learning in Education). Jurnal Ilmiah Universitas Batanghari Jambi, 22(2), 1172–1175. https://doi.org/10.33087/JIUBJ.V22I2.2362
Tredoux, C., Louw, J., & Louw-Potgieter, J. (2016). Mobile phones and reading for enjoyment: evidence of use and behaviour change. The Journal of Community Informatics, 12(1), 90–103. https://doi.org/10.15353/joci.v12i1.3244
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/FPSYG.2022.870540/BIBTEX
Wuntu, C. N. (2017). Contextual Implication of Ruckert’s Ecocriticism in Figuring out Minahasa and Manado Society’s Environmental Awareness. The 5 Th Celt International Conference Proceeding: Contextualizing the Trajectory of Language, Arts and Culture in Contemporary Society, 1–12.
References
Ali, M. I., & Husain, S. W. J. (2023). Literature Review: Social Issues In Works. Penerbit Tahta Media.
Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/JEGYS.650344
Becker, P. A. (2020). Teaching Language and Literacy Through the Visual Arts: An Interdisciplinary, Literature-Based Approach. Teaching Exceptional Children, 52(3), 166–179. https://doi.org/10.1177/0040059919894736/ASSET/0040059919894736.FP.PNG_V03
Bladow, K. (2022). Ecocriticism and Environmental Fiction. The Encyclopedia of Contemporary American Fiction 1980–2020, 1–11. https://doi.org/10.1002/9781119431732.ECAF0156
Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24–40. https://doi.org/10.14744/FELT.6.1.3
Dahlan. (2021). Pastoral Literature; An Effort to Form an Environmental Love Character. SeBaSa, 4(1), 45–52. https://doi.org/10.29408/SBS.V4I1.3544
Darsih, E., & Asikin, N. A. (2020). Mobile Assisted Language Learning: EFL Learners’ Perceptions Toward The Use of Mobile Applications In Learning English. English Review: Journal of English Education, 8(2), 183–194. https://doi.org/10.25134/ERJEE.V8I2.2999
Dehghanpour, B., Beheshti, Z., & Jalali, M. (2022). Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps. Culture, and Translation (LCT), 5(1), 150–161. https://doi.org/10.30495/LCT.2023.1972987.1073
Hang, Y., Khan, S., Alharbi, A., & Nazir, S. (2022). Assessing English teaching linguistic and artificial intelligence for efficient learning using analytical hierarchy process and Technique for Order of Preference by Similarity to Ideal Solution. Journal of Software: Evolution and Process, e2462. https://doi.org/10.1002/SMR.2462
Hutchison, L., & McAlister-Shields, L. (2020). Culturally Responsive Teaching: Its Application in Higher Education Environments. Education Sciences 2020, Vol. 10, Page 124, 10(5), 124. https://doi.org/10.3390/EDUCSCI10050124
Jaelani, A., & Adung, N. (2022). The Use of Mobile-Assisted Language Learning to Promote Learner Autonomy in The EFL Speaking Context. JEE (Journal of English Education), 8(1), 68–84. https://doi.org/10.30606/JEE.V8I1.1284
Johnson, C. (2020). Enhancing environmental literacy through mobile-assisted learning: A case study. Environmental Education Research, 26(5), 690-705. https://doi.org/10.1080/13504622.2019.1703819
Jones, A. (2019). Digital divides and mobile learning in environmental education: Opportunities and challenges. Journal of Environmental Education, 48(3), 215-227. https://doi.org/10.1080/00958964.2019.1583252
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher learning management: Investigating biology teachers’ tpack to conduct learning during the covid-19 outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499
Liando, N. V. F., Tatipang, D. P., & Wuntu, C. N. (2023). TPACK Framework Towards 21st Century’s Pre-Service English Teachers: Opportunities and Challenges in Application. Edumaspul: Jurnal Pendidikan, 7(1), 1799–1815. https://doi.org/10.33487/EDUMASPUL.V7I1.6479
Liu, B., Xiao, X., & Stone, P. (2021). A Lifelong Learning Approach to Mobile Robot Navigation. IEEE Robotics and Automation Letters, 6(2), 1090–1096. https://doi.org/10.1109/LRA.2021.3056373
Mustari, S. H., Khatimah, N., & Ali, M. I. (2023). Using Animated Short Story for Joyful and Effective Classroom Writing at the Second Grade Students of SMA Ulul Albab Makassar. Journal of English Language Teaching, Literature and Culture , 2(1), 12–39. https://doi.org/10.53682/JELTEC.V2I1.6190
Nushi, M., & Eqbali, M. H. (2017). Duolingo: A Mobile Application to Assist Second Language Learning. Teaching English with Technology, 17(1), 89–98.
Pelenkahu, N., Ali, M. I., & Tatipang, D. P. (2023). Curriculum Development. Penerbit Lakeisha.
Pērle-sīle, G., & Reinsone, S. (2022). Transcription as a Tool for Deep Reading and Teaching of Folklore. The 6th Digital Humanities in the Nordic and Baltic Countries Conference (DHNB 2022), Uppsala, 390–400.
Person, V., & Nouri, J. (2018). A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning, 13(2).
Pham, A. T. Van. (2023). The Implementation of Mobile Apps in Developing English Speaking Skills among Students at a Vocational School. Proceedings of the 2023 9th International Conference on Frontiers of Educational Technologies, 18–23. https://doi.org/10.1145/3606150.3606154
Putra, M. A. M., & Santosa, M. H. (2020). Mobile Assisted Language Learning in Intensive English Course for Freshmen Year Students. Journal of Education Technology, 4(2), 127–132. https://doi.org/10.23887/JET.V4I2.25097
Ramadhan, S., Sukma, E., & Indriyani, V. (2019). Environmental education and disaster mitigation through language learning. IOP Conference Series: Earth and Environmental Science, 314(1), 012054. https://doi.org/10.1088/1755-1315/314/1/012054
Rorintulus, O. A., Wuntu, C. N., Tatipang, D. P., Karisi, Y., Kicha, L., Tineh, S., Aki, A. N., & Pratasik, G. (2024). Literary-Based ELT: Alternatives for Creative and Innovative English Learning. Cv. Tahta Media.
Schneider-Mayerson, M., Von Mossner, A. W., & Malecki, A. W. P. (2020). Empirical Ecocriticism: Environmental Texts and Empirical Methods. ISLE: Interdisciplinary Studies in Literature and Environment, 27(2), 327–336. https://doi.org/10.1093/ISLE/ISAA022
Shi, L., & Jiang, L. (2022). How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK). English Language Teaching Educational Journal, 5(1), 1–15. http://journal2.uad.ac.id/index.php/eltej/index
Shimray, S. R., Keerti, C., & Ramaiah, C. K. (2015). An overview of mobile reading habits. DESIDOC Journal of Library and Information Technology, 35(5), 343–354. https://doi.org/10.14429/djlit.35.5.8901
Smith, B., et al. (2021). Impact of mobile devices on student engagement in environmental education programs. International Journal of Mobile and Blended Learning, 13(2), 37-52. https://doi.org/10.4018/IJMBL.2021040103
Sumarmi, Bachri, S., Baidowi, A., & Aliman, M. (2020). Problem-Based Service Learning’s Effect on Environmental Concern and Ability to Write Scientific Papers. International Journal of Instruction, 13(4), 161–176. https://doi.org/10.29333/iji.2020.13411a
Tatipang, D. P., Wuntu, C. N., Suoth, A. A., & Laloan, T. A. (2022). Cultural Values Study of SITARO Society’s Motto “Pakatiti Tuhema, Pakanandu Mangena, Boleng Balang Singkahindo” (As a Contribution for Culture Learning in Education). Jurnal Ilmiah Universitas Batanghari Jambi, 22(2), 1172–1175. https://doi.org/10.33087/JIUBJ.V22I2.2362
Tredoux, C., Louw, J., & Louw-Potgieter, J. (2016). Mobile phones and reading for enjoyment: evidence of use and behaviour change. The Journal of Community Informatics, 12(1), 90–103. https://doi.org/10.15353/joci.v12i1.3244
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/FPSYG.2022.870540/BIBTEX
Wuntu, C. N. (2017). Contextual Implication of Ruckert’s Ecocriticism in Figuring out Minahasa and Manado Society’s Environmental Awareness. The 5 Th Celt International Conference Proceeding: Contextualizing the Trajectory of Language, Arts and Culture in Contemporary Society, 1–12.
Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/JEGYS.650344
Becker, P. A. (2020). Teaching Language and Literacy Through the Visual Arts: An Interdisciplinary, Literature-Based Approach. Teaching Exceptional Children, 52(3), 166–179. https://doi.org/10.1177/0040059919894736/ASSET/0040059919894736.FP.PNG_V03
Bladow, K. (2022). Ecocriticism and Environmental Fiction. The Encyclopedia of Contemporary American Fiction 1980–2020, 1–11. https://doi.org/10.1002/9781119431732.ECAF0156
Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24–40. https://doi.org/10.14744/FELT.6.1.3
Dahlan. (2021). Pastoral Literature; An Effort to Form an Environmental Love Character. SeBaSa, 4(1), 45–52. https://doi.org/10.29408/SBS.V4I1.3544
Darsih, E., & Asikin, N. A. (2020). Mobile Assisted Language Learning: EFL Learners’ Perceptions Toward The Use of Mobile Applications In Learning English. English Review: Journal of English Education, 8(2), 183–194. https://doi.org/10.25134/ERJEE.V8I2.2999
Dehghanpour, B., Beheshti, Z., & Jalali, M. (2022). Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps. Culture, and Translation (LCT), 5(1), 150–161. https://doi.org/10.30495/LCT.2023.1972987.1073
Hang, Y., Khan, S., Alharbi, A., & Nazir, S. (2022). Assessing English teaching linguistic and artificial intelligence for efficient learning using analytical hierarchy process and Technique for Order of Preference by Similarity to Ideal Solution. Journal of Software: Evolution and Process, e2462. https://doi.org/10.1002/SMR.2462
Hutchison, L., & McAlister-Shields, L. (2020). Culturally Responsive Teaching: Its Application in Higher Education Environments. Education Sciences 2020, Vol. 10, Page 124, 10(5), 124. https://doi.org/10.3390/EDUCSCI10050124
Jaelani, A., & Adung, N. (2022). The Use of Mobile-Assisted Language Learning to Promote Learner Autonomy in The EFL Speaking Context. JEE (Journal of English Education), 8(1), 68–84. https://doi.org/10.30606/JEE.V8I1.1284
Johnson, C. (2020). Enhancing environmental literacy through mobile-assisted learning: A case study. Environmental Education Research, 26(5), 690-705. https://doi.org/10.1080/13504622.2019.1703819
Jones, A. (2019). Digital divides and mobile learning in environmental education: Opportunities and challenges. Journal of Environmental Education, 48(3), 215-227. https://doi.org/10.1080/00958964.2019.1583252
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher learning management: Investigating biology teachers’ tpack to conduct learning during the covid-19 outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499
Liando, N. V. F., Tatipang, D. P., & Wuntu, C. N. (2023). TPACK Framework Towards 21st Century’s Pre-Service English Teachers: Opportunities and Challenges in Application. Edumaspul: Jurnal Pendidikan, 7(1), 1799–1815. https://doi.org/10.33487/EDUMASPUL.V7I1.6479
Liu, B., Xiao, X., & Stone, P. (2021). A Lifelong Learning Approach to Mobile Robot Navigation. IEEE Robotics and Automation Letters, 6(2), 1090–1096. https://doi.org/10.1109/LRA.2021.3056373
Mustari, S. H., Khatimah, N., & Ali, M. I. (2023). Using Animated Short Story for Joyful and Effective Classroom Writing at the Second Grade Students of SMA Ulul Albab Makassar. Journal of English Language Teaching, Literature and Culture , 2(1), 12–39. https://doi.org/10.53682/JELTEC.V2I1.6190
Nushi, M., & Eqbali, M. H. (2017). Duolingo: A Mobile Application to Assist Second Language Learning. Teaching English with Technology, 17(1), 89–98.
Pelenkahu, N., Ali, M. I., & Tatipang, D. P. (2023). Curriculum Development. Penerbit Lakeisha.
Pērle-sīle, G., & Reinsone, S. (2022). Transcription as a Tool for Deep Reading and Teaching of Folklore. The 6th Digital Humanities in the Nordic and Baltic Countries Conference (DHNB 2022), Uppsala, 390–400.
Person, V., & Nouri, J. (2018). A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning, 13(2).
Pham, A. T. Van. (2023). The Implementation of Mobile Apps in Developing English Speaking Skills among Students at a Vocational School. Proceedings of the 2023 9th International Conference on Frontiers of Educational Technologies, 18–23. https://doi.org/10.1145/3606150.3606154
Putra, M. A. M., & Santosa, M. H. (2020). Mobile Assisted Language Learning in Intensive English Course for Freshmen Year Students. Journal of Education Technology, 4(2), 127–132. https://doi.org/10.23887/JET.V4I2.25097
Ramadhan, S., Sukma, E., & Indriyani, V. (2019). Environmental education and disaster mitigation through language learning. IOP Conference Series: Earth and Environmental Science, 314(1), 012054. https://doi.org/10.1088/1755-1315/314/1/012054
Rorintulus, O. A., Wuntu, C. N., Tatipang, D. P., Karisi, Y., Kicha, L., Tineh, S., Aki, A. N., & Pratasik, G. (2024). Literary-Based ELT: Alternatives for Creative and Innovative English Learning. Cv. Tahta Media.
Schneider-Mayerson, M., Von Mossner, A. W., & Malecki, A. W. P. (2020). Empirical Ecocriticism: Environmental Texts and Empirical Methods. ISLE: Interdisciplinary Studies in Literature and Environment, 27(2), 327–336. https://doi.org/10.1093/ISLE/ISAA022
Shi, L., & Jiang, L. (2022). How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK). English Language Teaching Educational Journal, 5(1), 1–15. http://journal2.uad.ac.id/index.php/eltej/index
Shimray, S. R., Keerti, C., & Ramaiah, C. K. (2015). An overview of mobile reading habits. DESIDOC Journal of Library and Information Technology, 35(5), 343–354. https://doi.org/10.14429/djlit.35.5.8901
Smith, B., et al. (2021). Impact of mobile devices on student engagement in environmental education programs. International Journal of Mobile and Blended Learning, 13(2), 37-52. https://doi.org/10.4018/IJMBL.2021040103
Sumarmi, Bachri, S., Baidowi, A., & Aliman, M. (2020). Problem-Based Service Learning’s Effect on Environmental Concern and Ability to Write Scientific Papers. International Journal of Instruction, 13(4), 161–176. https://doi.org/10.29333/iji.2020.13411a
Tatipang, D. P., Wuntu, C. N., Suoth, A. A., & Laloan, T. A. (2022). Cultural Values Study of SITARO Society’s Motto “Pakatiti Tuhema, Pakanandu Mangena, Boleng Balang Singkahindo” (As a Contribution for Culture Learning in Education). Jurnal Ilmiah Universitas Batanghari Jambi, 22(2), 1172–1175. https://doi.org/10.33087/JIUBJ.V22I2.2362
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