JELE (Journal of English Language and Education) ISSN

2541-6421
Vol. 4, No. 1, June 2018, pp. xx-xx 1

Developing S.M.I.L.E. (Smart Mobile Independent Learning of

English) as English learning media by implementing Epignosis
LLC’s principles
Yustinus Albertus Krisnanto, Buntalan Kalitengah Klaten, 57461, Indonesia
1
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A RT I C L E I N F O ABSTRACT (10PT)

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Article history
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This is an open access article under the CC–BY-SA license.
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1. Introduction (Heading 1) (bold, 11 pt)

1.1 Background of the Study

According to the Seels & Carey (1994) ideal learning will be implemented properly in the role of
optimally system components learning. The learning system components include humans, media
technology, learning strategies, learning environment, learning resources, and learning. Today, the
development of information technology is extreamely rapid, demand for higher technology,
consumerist culture that make technology increasingly searching for and utilized either positively or
negatively. The world of education, the existence of information technology is very helpful in terms
of delivering the message of learning and can easily get needed information from anyone, anywhere
and anytime, in this case, the information technology is electronic learning (E-Learning) namely
network and computer-based learning, a concept that is very good for helping improve the flexibility
of learning. The development of E-Learning in this period has been designed to support and
facilitate the process of teaching and learning. This product is commonly referred to with a Learning
Management System (LMS). Some examples of the LMS is Moodle, ATutor, Dokeos, Sakai,
WebCT, LAMS, and many more that can be found in the era of technology. The variety of functions
that can be utilized from the LMS is to support the learning process such as facilitating the
formation of material in the form of text, audio, video, discussion, quiz, forum, teleconference, and
assignment In addition, the utilization of LMS could be complementary in the world of education.
Referring to the AECT 1994 definition of theory and practice in design, development, utilization,
management, and evaluation of processes and resources for learning. In the definition, there is a
development area in the process of translating design specifications into physical includes: printing
technology, audio-visual technology, computer-based technology, and integrated technology. In the
definition of the development, there is a computer-based technology which includes multimedia

jele@mercubuana-yogya.ac.id
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learning and electronic learning (E-Learning). The learning process was not optimal in the
classroom becomes one of the most vital issues and needs a solution as soon as possible. Therefore,
the needs of development for E-Learning as an effort to improve the quality and help education
process in the digital era.
Based at the preliminary study in Leonardo Vocational High School it showed that the limitations
of learning time and space in the class become an obstacle for educators to give knowledge to the
learners. This makes problems for educators in delivering the material in details. This limitations
have a lot of complainant from educators and learners. In addition, the utilization of E-Learning at
the moment still to be maximized and still not using the tools to clarify the message because
educators only used E-Learning and asked the learners to download and study the material.
E-Learning development that takes into principles of the effectiveness of E- Learning was
initiated by Epignosis LLC., using such tools are expected to assist in clarifying the content of the
material. The tool is the voice, musical instruments, pictures, video, text or use of language that is
appropriate to the material being taught. There are principles expressed by Epignosis LLC., known
as principle 1), multimedia is the effort to use text tools and images for clarify the message, 2).
Contiguity when words and images are presented more closely in one screen, will make the
presentation of text and images are merged closely in one screen, 3). Coherence is remove the tools
that are not in accordance with the material, 4). Modality use tool help animation and narration as
efforts to clarify the material, 5). Redundancy is use of audio and text excessively will damage the
explanation of the graph, 6). Personalization by using everyday language will improve the
understanding of learners.

1.2 Research Questions

This research proposes two questions to be answered, they are as follows.
1. How is the process of the development E-Learning media by using principles of
Epignosis LLC. E-Learning effectiveness?
2. How is the quality of E-Learning media by applying the principles of E-Learning
effectiveness Epignosis LLC.?
3. How far English learning media with the use of E-Learning media by applying the
principles of E-Learning effectiveness Epignosis LLC. is considered good?

1.3 Research Objectives

Based on the research problems above, the aim of the research is as follows:
1. To describe the process of developing produce E-Learning media by applying the
principles of E-Learning effectiveness Epignosis LLC.
2. To find out the quality of English learning media with the use of E-Learning.
3. To find out the feasibility of E-Learning as a media of learning by applying the
principles of E-Learning effectiveness Epignosis LLC.

1.4 Research Benefit

This research was expected to give benefits both theoretically and practically. Theoretically, the
result of this research might help other researchers as their references in conducting the similar
research and the E-Learning could be used as the example for develope another apps. Then, for
practically, it would be useful for teacher to teach with technology, she or he can improve their
competence in teaching English especially in using technology in teaching English. Moreover, this
online media and research gave beneficial for students to comprehend the materials easily and
made them be more excited and have high motivation in study.

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2. Method

2.1 Research Instruments

In this research, there are two types of data obtained, they are quantitative data and qualitative
data. Quantitative data obtained from the validation test of material experts, media experts, initial
field trials, field trials, and field operational trials. In addition, there are qualitative data obtained
from the needs analysis of learners and educators, input from media experts and material experts
and inputs from learners who already use the E-Learning products. The data already obtained
would be a description of the quantity and quality both in terms of product display E-Learning and
in terms of material products that researchers develop.

2.2 Research Participants

The subject test in the research of the development of E-Learning students of class
X Electronics Industry in Leonardo Vocational High School subject with details at the table

No. Objective Student Qty.

1 Initial field test 3
2 Field test 8
3 Implementation test 29
The researcher began the experiment from 3 to 29 students because it was adjusted to the Borg
and Gall RnD method.

2.3 Data Collecting Technique

This phase was discussed about the technique used to gain the data analysis. There were four
techniques used in this research as follows:

2.3.1 Observation method

Observation used to analyze the teaching and learning process, the teacher’s teaching method
used in teaching, and students’ characteristics and learning styles. The researcher observed the
situation of the class when the teacher teaches English subject. Then, the data of the observation
results were in the form notes. All of data from observation reported in form of observation sheet
and documentation.

2.3.2 Interview method

The interview is used as the data collection technique when researchers want to conduct a
preliminary study to find problems that need to be researched, and also when researchers want to
know things from the respondents. Interviews can be conducted in a structured or unstructured. The
researcher interviewed the English teachers to ask about their teaching experience, media lectora
used by them, their teaching method and another media, students’ absorption, learning styles,
ability in learning English, and parents’ background. The main point of this interview was to get
information about characteristics of the students and their problem in learning English actually
when she/he asks them to study trough E-Learning.

2.3.3 Questionnaire
The questionnaire is technique collection data that implemented by asking written questions to
respondents to answer. There was survey named questionnaire made by researcher. Researcher used
5 questionnaires namely (1) questionnaire for teachers in the form of need analysis, (2)
questionnaire for students in the form of analysis of student needs, (3) questionnaires for media
expertise in the form of media validation, (4) questionnaires for material expertise in the form of

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material validation, (5) assessment questionnaire in the form of application assessment by students.
Those questionnaire was given to the students contained about English learning activity that the
students want to learn, learning media, and their difficulties in learning English. There were five
options in every statements such as: Agree (YES), Disagree (NO), Strongly Disagree (SD), and
also with the reasons.

3. Findings and discussion

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References
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Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., & Brizee, A. (2010,
May 5). General format. Retrieved February 9, 2013, from
http://owl.english.purdue.edu/owl/resource/560/01/.
Ball, S., Kenny, A., & Gardiner, D. (1990). Literacy, politics and the teaching of English. In I.
Goodson, & P. Medway, (Eds.), Bringing English to order (pp. 47- 86). London: The Falmer
Press.
Big drop in students studying O-level literature. (1997, August 16). The Straits Times, p. 3.
Chambers, E., & Gregory, M. (2006). Teaching and learning English Literature. London: Sage
Ltd.
Choo, S. (2004). Investigating Ideology in the Literature curriculum in Singapore.
Unpublished master’s thesis. Department of English Language and Literature:
National University of Singapore.
Choo, S. (2011). On literature’s use(ful/less)ness: Reconceptualising the literature curriculum in the
age of globalisation. Journal of Curriculum Studies, 43(1), 47-67.
Curriculum Planning and Development Division. (2007). Literature in English, teaching syllabus.
Ministry of Education: Singapore.

Supplementary Material

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