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activities were supported by this feature. A student
commented as follows:
“Camera feature facilitates me to take picture of
my assignment and project. I can store my file in
form of picture by using this mobile phone”.
4.4 Video Recorder Feature
Feature of video recorder helped students to produce
project that their lecturer asked them to accomplish.
Students created short video that featured their
speaking skill performance. a student commented as
follows:
“I can use my mobile phone to record our group
project for making short video, this is really
helpful”.
5 DISCUSSION
English language learning in Indonesian IHE has
been discussed in several scholarly articles for
example writing skill (Ekawati et al., 2017);
listening skill (Saehu, 2016); students’ learning style
preference (Muhtar, 2015); ELT development
(Sajidin, 2013).
Concerning MALL implementation, this study
found that students possessed gadget which they
brought daily to classroom. students and gadget
were inseparable to some extent because they belong
to digital natives (Lenhart, 2012). In ELT context,
this circumstance should be tailored by EFL teachers
to support ELL activities (Yudhiantara and Nasir,
2017).
PDF Reader which was installed in students’
mobile phone facilitated them for ELL activities. It
assisted students to read English reading material.
The study revealed that mobile phone helped
students learn reading and vocabulary (Plester et al.,
2009). This is to say that mobile phone served as a
learning tool in the 21st century (Kee and Samsudin,
2014). Mobile phone in this study serves as
educational technology that assists student’s learning
process. Educational technology assisted students’
learning process in Islamic education institution
(Wekke and Hamid, 2012).
Audio video feature helped students play files in
their mobile phone. It was proven in this study that
the feature was helpful. Mobile phone integration
assisted students learning process in listening skill
(Smythe and Neufeld, 2010).
Camera feature helped students take picture of
their project and assignment. This finding supports
previous research that revealed mobile phone
integration benefit. Feature of camera can be tailored
to assist learning process (Bull and Thompson,
2004).
Video recorder which were available in students’
mobile phone could be explored to create project of
short video. This is in line with the previous study
that reported video recorder was helpful to assist
learning process (Gromik, 2012).
6 CONCLUSIONS
This study investigated mobile phone integration to
support ELL activities in Indonesian IHE. To
summarize, there were various activities which were
assisted by mobile phone integration in ELL
classroom. This was made possible by the existence
of several features like: Reading pdf file, playing
audio file, capturing picture of assignment and
creating video project.
This study provides insight for teachers in ELT
to integrate their mobile phone to support students
ELL activities in classroom. This study is qualitative
in nature. Future study may apply experimental to
investigate the effectiveness of mobile phone
integration to support ELL activities in IHE.
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