CHAPTER II

REVIEW OF LITERATURE

A. MAIN THEORY
B. SECONDARY THEORY
C. SUPPORTING THOERIES

A. MAIN THEORY
There has been a lot of research on using technology in learning English. Himmelsbach
(2019) stated that when the Internet is connected, we can access and collect information 24
hours a day. Moreover, we can find almost everything on the Internet, and it has regularly
updated versions. For students, this access helps them find study materials and learning
software to interact and open resources from famous universities in the world. Using
technology in learning is an online world where learners use their image as their profile
picture to immerse themselves in one place with various contexts. Second Life offers
students chances to connect and to cooperate with other learners while away from classes.
Moreover, the learners can discover and communicate with the other and immerse
themselves in the language they are learning (Zazulak, 2016). One of the benefits of using
technology in learning English is engaging students in new ways.
Motteram (2014) claimed that the users such as teachers and students could access the
Internet to seek various information and debate with their classmates about what they have
just found out in the world. Thank you for technology, especially the Internet, learners can
access to studying easily. Learners can broaden their study extent when they have classes
supported by technology (Larsen- Freeman and Anderson, 2011). According to Ahmadi
(2018), technology makes learners study smoothly, but we should be considered using it as a
support tool in learning. There are several methods in teaching vocabularies, such as using
mobile phones or mobile applications. Furthermore, these things also accept learners to
learn beyond the classroom. On the other hand, teaching activities will not restrict the places
everywhere that students can take part with their lecturers and other students
(Hashemifardnia, 2018).

CHAPTER IV
A. DATA ANALYSIS
This research is descriptive qualitative. This research conducted from 2 th of March 2024. The data were
taken from 28 students of SMP Negeri 27 Medan. The instrument were paper questionnaire. The
questionnarre consist of 7 questions with closed ended form and 1 question with open ended form.
There are several main questions in the questionnaire, namely how effective technology in case
apllications are in helping English language learning and what applications students often use to learn
English through gadgets. The researcher collected the data by implementing these terms : the
researcher made the instruments and spread the instrument to the responden, then collected the data
with submitted the respon through an assessment. After collected the data the researcher were analyzed
 the data by these following process : classifying and eliminating thedata based on the respon of the
responden, and the last presenting the data in charts and diagram.
B. FINDINGS
a) The efectiveness of technology or applications in supporting students interest in learning
English.

One of the benefits of using technology in learning English is engaging students in new ways.
Himmelsbach (2019) stated that when the Internet is connected, we can access and collect information 24
hours a day. Moreover, we can find almost everything on the Internet, and it has regularly updated versions.
For students, this access helps them find study materials and learning software to interact and open resources
from famous universities in the world. Using technology in learning is an online world where learners use their
image as their profile picture to immerse themselves in one place with various contexts. Second Life offers
students chances to connect and to cooperate with other learners while away from classes.
This study found that students enjoy learning English more when there are many applications available on
gadgets such as kahoot, duolingo, grammarly, cambridge, quezzez, DeeoL translator, Youtube, Instagram content
and so on. Some students stated that by using gadgets students do not need to open printed dictionaries to find
difficult vocabulary. Then with gadgets students stated that the existence of gadgets made it easier for students to
meet foreign tourists at unexpected times. Some students also learned to optimize the functions of gadgets to
access applications functions. Then with technology students stated that the existence of technology especially in
applications made it easier for students when meeting foreign tourists at a sudden time. Some students also stated
that with gadgets students could learn many new things besides learning English, students also learned to
optimize the functions of gadgets in accessing applications. Which nowadays everything can be easily learned
through Youtube and free and paid websites that can be accessed through gadget.
In spite of the effectiveness of technology in gathering information for classroom activity, there are also
teachers who may not encourage their students, respectively, to use gadget in the classroom. Since students can
have quick access to information on their gadget, they may not find it necessary to store the information in
their minds. most students say that with the existence of gadgets, learning becomes much more fun. Besides
that, learning does not become something difficult and stressful. Some students also think that with gadgets
students can easily find various information related to further education that they will take.
 b) Students learning source for English online learning media.
Learning resources are an important part of online learning. Source is shown in the figure :

Kinds of aplications using by students in English Language Learning

5%

15%

Google translate AI
80%

Other aplications (Duolingo, kahoot, grammarly, cambridge, DeepL translator, Quezezz, British council) 4th Qtr