Critical Essay

Analyzing Published Articles

Members of Group:

1. Name : Tasria Erviana (1905112485)

2. Name: Aliyah Hisanah 1905112426
3. Name: Salwiyatul jannah(1905112466)
4. Name : Mutia Putri (1905114035)

Name : Tasria Erviana (1905112485)

Title The Use of Technology in English Language Learning: A Literature Review

Journal International Journal of Research in English Education (IJREE)
Volume Volume 3:2
Year June 2018
Writer Mohammad Reza Ahmadi
Reviewer Tasria Erviana
Date April, 21st 2022

Abstract The abstract of this journal contains about the use of technology at this
time in the field of education, especially in the field of learning English as
a second / foreign language. The focus is explained the use of technology
in language classroom, reviewed previous studies on using technologies in
improving language learning skills, and stated certain recommendations
for the better use of these technologies.
Introduction The introduction to this journal explains how important the role of the
internet and technology in learning, especially in improving English
language skills. Students become motivated in learning because learning
using technology can attract the attention of the students. Teachers can
facilitate their students by searching for various sources from the
internet. Technology becomes an integral part of the learning experience
and a significant issue for teachers, from the beginning of preparing
learning experiences through to teaching and learning process.
Research method In writing this journal, the researcher uses literature review method where
he was doing research by getting many readings from previous journals or
books. Also, in this journal I find many opinions from experts.
Result The result of this journal is that we as teachers can use technology so that
students do not easily get bored quickly about the lessons that are just like
 that. However, teachers also need time to learn for operating it. For young
teachers it may be easy to learn, but for the elderly it will be difficult and
it will take a lot of time to learn again. In this journal also explains about
how effective and meaningful technology in the process of learning
languages.
Conclusion In conclusion, the findings of this literature review showed that
technology provides interaction between teachers and learners, provides
comprehensible input and output, helps learners to develop thinking skills,
makes learning and teaching becomes more student-centered, promotes
learners’ autonomy and helps them feel more confident, and increases
learners’ motivation to effectively learn a foreign language.
Name: Aliyah Hisanah 1905112426

Title Exploring The Integrations Of Mall Into Efl Learning For Indonesian
Secondary Schools
Journal A Journal of Culture, English Language Teaching, Literature and Linguistics
Volume Vol. 7, No. 2
Year December 2020
Writer Bramy Biantoro
Reviewer Aliyah Hisanah
Date April, 21st 2022

Abstract The journal entitled "Exploring The Integrations Of Mall Into Efl
Learning For Indonesian Secondary Schools" goes directly to the topic
discussed by the author, so that it is easier for readers to understand this
journal.

The abstract of this journal contains the use of mobile technology in

education which is experiencing an increase throughout the world,
including in Indonesia. Unfortunately, this mobile technology-based
education is feared by several parties because mobile technology can
cause negative side effects for students. These things make many
stakeholders in Indonesia implement the application of mobile
technology-based education, including challenges in its implementation.
Therefore, this paper aims to provide theoretical insight into the
application and integration of English learning with mobile technology (or
MALL - mobile-assisted language learning) for students at the secondary
school level and also discusses issues that might hinder the
implementation of MALL in Indonesia in the future.
Introduction The introduction to this journal explains the fact that students especially
in Indonesia, use smartphones in class, and 81 percent of students use
smartphones to complete their homework (Cambridge Assessment
 International Education, 2018). However, the use of smartphones in the
classroom has also met with opposition from the former Indonesian
Minister of Women's Empowerment and Child Protection, Yohana S.
Yembise, who banned the use of smartphones from all K-12 schools in
2016 to protect students from harmful content such as pornography from
the internet.

However, behind that there are many experts and international research
has suggested that mobile devices can be very beneficial for student
learning activities, especially in learning languages such as English as a
foreign language (EFL).
Research method The research method used in this study is a systematic review used with a
total of four steps, namely defining review questions, preparing a brief
guide for literature search (i.e., selecting keywords and journal databases),
implementing a literature search, and extracting and synthesizing data
from primary or secondary studies for dissemination findings.
Result To provide Indonesian teachers with a clear overview of proper
smartphone integrations in MALL, we present five categories of MALL
implementations for EFL students in Indonesia based on a collaborative
TBLT approach adapted from Alhinty (2015): Communicative
integration, Content access integration, Productivity integration,
Interactive integration, Storing integration
Conclusion To sum up, the paper has presented possible integrations of MALL in
EFL students in Indonesian secondary schools. The MALL’s integrations'
objectives are to facilitate a more affordable, contextual, continuous, and
supportive EFL, both for individual and collaborative learning activities.
The paper shows that the preferable MALL implementations in EFL’s
instructional design covers communicative, content access, productivity,
interactive, and storing integrations based on Alhinty’s (2015) and TBLT
approaches. These integrations are expected to promote more learning
opportunities despite the challenges such as lack of theory and teaching
strategies in MALL (Burston, 2014). Furthermore, the paper also
highlights the possible challenges plaguing the implementation of the
MALL in EFL classrooms. The technology readiness of the schools and
students and pedagogical issues of EFL teachers are projected to hinder
the implementation of MALL in the secondary schools. Even though such
problems may be typical during the initial implementation of MALL,
proper immediate supports are needed to improve the future. It is also
suggested that EFL teachers spend more time familiarizing themselves
with mobile devices since MALL cannot be integrated easily without
teachers’ sufficient knowledge and skills (Mouzaa & Barrett-Greenly,
2015). Teachers are expected to be the pioneers in the implementation as
they are more likely to be the first EFL stakeholder who is ready for
MALL. Therefore, further primary research on other EFL stakeholders’
readiness and real-world implementations of MALL in Indonesian
secondary schools is necessary to find the weak links to properly improve
MALL and maximize its opportunities in the integration with EFL
learning in the future.
Name: Salwiyatul jannah(1905112466)

Title Social Network Sites as ESL/EFL Learning and Teaching Tools: A Critical
Review
Journal International Journal of Applied Linguistics & English Literature
Volume Vol. 6 No. 3
Year May 2017
Writer Sulaiman Alnujaidi
Reviewer Salwiyatul Jannah
Date April, 21st 2022

Abstract The abstract of this journal discusses and briefly explains about the
instructional implications of Social Network Sites (SNS) in the ESL/EFL
teaching and learning context. Focusing on SNS's definition, types,
classifications, features, positive and negative aspects, educational
implications as well as their limitations and challenges in the ESL/EFL
classroom settings identified and discussed in order to better utilize and
integrate their innovative aspects into the language teaching and learning
practices.
Introduction The introduction to this journal explains the development of Social
Network Sites which is in line with exponentially growing technological
advances. These technological advances are new challenges and
opportunities for ESL/EFL teachers in carrying out their profession.
Teachers must be able to determine whether the use of SNS can bring
advantages or disadvantages in its operation. This journal provides
valuable insight into how SNS should be incorporated into language
teaching and what ESL/EFL teachers need to know to implement SNS
into their teaching practice. The purpose of the study is clearly explained
in the introduction section. The introduction of this journal contains many
expert opinions that strengthen the statement that SNS has an important
role in today's life.
Research method In writing this journal, the researcher uses the literature review method. It
can be seen that the author attaches several expert opinions which indicate
that the author needs lots of references from various sources and conducts
research by reading a lot from previous journals or books.
Result The result of this journal is that SNS present both a major change and
challenge to the traditional classroom settings. SNS require a significant
shift in the teaching approaches that challenge the traditional instructional
methods. SNS provide learners with the opportunity to create their own
digital learning materials, personal learning environments, and social
networks; and therefore, they require an institutional environment that
encourages and rewards exploration, communication, critical thinking,
and risk taking. It is also critical that educational institutions have their
 own policies and processes in place that encourage dynamic transition and
change from traditional to SNS-assisted language learning environments,
innovative uses of SNS inside and outside the classroom settings, and
monitoring and evaluation of the ESL/EFL teachers as well as students
while integrating SNS into their teaching and learning practices.
Conclusion In conclusion, incorporating SNS into ESL/EFL teaching and learning has
tremendous benefits for both instructors and students. Instructors can
develop pedagogically sound activities for their students to foster
linguistic and cultural development in their classes and students can
engage in and with L2 in ways that were not possible before (Lomicka
and Lord, 2009). Cultural and social factors and obstacles should be
considered and addressed to overcome the barriers that prevent instructors
from adopting SNS in their teaching practices. Institutions should provide
instructors with training and professional development in order to
promote their SNS competence and facilitate their SNS adoption in their
teaching practices. The use of SNS should be embedded in pre-service as
well as in-service teaching training courses. As a top-down approach,
schools and institutions need to support teachers and educators by
providing them with technical and pedagogical guidance. As a bottom-up
approach, identifying creative teaching and learning practices encourages
ESL/EFL teachers to reconsider their teaching methods (Manca and
Ranieri, 2015). Institutions should also explain at policy level their
expectations towards the adoption of SNS for teaching in order to allocate
actual time and infrastructure required to implement SNS in the ESL/EFL
teaching and learning settings (Manca and Ranieri, 2015).
Name : Mutia Putri (1905114035)

Title Language Acquisition and Language Teaching Methods in English as a

Foreign Language (EFL)
Journal A Literature Review Study
Volume Vol 2, No 2
Year 2017
Writer Urip Sulistiyo
Reviewer Urip Sulistiyo

Abstract This article reports on a systematic review of language acquisition and

language
teaching methods in EFL context. The theory of Language Acquisition
proposed by
Krashen (1982) was reviewed and elaborated with other relevant literature
such as language learning theory and language teaching methods in this
study. Some insights regarding second/foreign language classroom practice,
the role of teachers in EFL language classrooms, and language teaching
methods were also reviewed to give snapshots about English teaching and
learning practice in English as a foreign language context.
Introduction The introduction include the information about investigating students’
preferred activities in learning English in one of state Universities in
Indonesia and the efforts to identify students’ preferred activities in language
learning. The discussion of these theories underpins the success of language
teaching and learning for non-English department students who are the data
source of this thesis. In addition to that, language teaching methods which
support the proposed language acquisition and learning theories are also
discussed in this review as well as some factors that affect English language
learning..

Review method This article reviewed some related literature about language acquisition
theory which focused on Krashen’s theory of Second Language Acquisition
(SLA). This journal is followed the theory of Language Acquisition
proposed by Krashen (1982) was reviewed and elaborated with other
relevant literature such as language learning theory and language teaching
methods in this study. Some insights regarding second/foreign language
classroom practice, the role of teachers in EFL language classrooms, and
language teaching methods were also reviewed to give snapshots about
English teaching and learning practice in English as a foreign language
context.
Result Based on Krashen (1989) theory, thisd journal has the result about language
acquisition that’s is; Krashen (1989) has proposed that someone is able to
acquire a language only by understanding input.

Krashen (1982) points out that language learning is playing role as monitor.
 In writing skill, the correction of grammar accuracy is based on the rules that
we
have learned. In his monitor hypothesis, Krashen further states that our mind
functions as an editor which checks our sentence productions for accuracy of
grammatical rules to make corrections. The ability to edit accuracy that our
minds
have is obtained through learning.

The view that human beings acquire language not by learning grammar
rules but by understanding the messages which are carried by the language
(Krashen, 1989) will be fruitful theory for English teachers to provide the
comprehensible input, the basic element in language acquisition in the
classroom. In addition to that, the needs of understanding rules that govern
and construct the language in order to achieve the accuracy in utterances is
still in demand.

The second language classroom can perform better to the

students if it can provide input which is optimal for language acquisition
(Krashen,
1982). Then, the question will arise to what extent that second language
classroom
can provide the students with sufficient comprehensible input.
Conclusion This article reviewed some related literature about language acquisition
theory which focused on Krashen’s theory of Second Language Acquisition
(SLA).
In the efforts to identify teaching and learning English in English as a
foreign
language context, some literature related to the topic are important to be
presented in this article. The issues are the theories about Second Language
Acquisition and Language Learning and their role in teaching and learning
English. The discussion of these theories underpins the success of language
teaching and learning in EFL context. In addition to that, language teaching
methods which support the proposed language acquisition and learning
theories are also discussed in this review as well as some relevant literature
that affect English language learning. This review presented insights for
teachers and language learners in terms of understanding and knowledge
regarding both theory and practical issue in language teaching and learning.
For teachers, this would be useful information of using theory of language
acquisition and language learning as well as its teaching methods that might
work for their classrooms. For language learners, it would be a guidance for
them in learning English to be more effective and successfull.