![](bg5.png)
Arabic vocabulary. 2015 students took more than a
year to study Arabic compared to those of 2016.
However, in the Arabic Language proficiency
courses, there were three students of a previous
academic year who, despite re-taking the subject,
found themselves in the very low level of mastery in
2016 class .
The factor that needs to be observed is the
treatment of the access to LMS between the two
academic years, which was not much different. They
could access learning materials and interactive Arabic
exercises at any time. The only difference was the
frequency of smartphone usage in the memorization
of at least 15 vocabularies per day. As for 2016 class
, it was only recommended to memorize at least 15
words per day, but they were not obliged to input their
memorization every day via a smartphone.
4 CONCLUSION
The use of smartphones as learning media is quite
effective and efficient. The use of smartphones to
improve the ability to master Arabic vocabulary is
sufficient enough as an evidence. The design of the
use of smartphone media is also quite easy for the
instructor in conducting evaluations and tests of
vocabulary mastery skills.
The preparation of interactive training for vocabulary
mastery course materials takes a lot of energy,
tenacity and patience from the lecturers. Teachers
must consider supporting facilities, especially
hardware and software supporting the smooth use of
this media. In addition, the lecturers must also
consider whether or not students afford smartphones.
This article advises educators and instructors to be
keen in addressing the development of current 4.0
technology. The era of disruption can no longer be
avoided. This condition seems to force educators and
teachers to utilize 4.0 technology, including
smartphones.
REFERENCES
APJII, 2017. Asosiasi Penyelenggara Jasa Internet
Indonesia. [Online]
Available at: https://apjii.or.id/survei2017
[Accessed 15 May 2018].
BAN-PT, 2018. Direktori Hasil Akreditasi Program Studi.
[Online] Available at:
https://banpt.or.id/direktori/prodi/pencarian_prodi
[Accessed 04 Juli 2018].
Baso, Y. S., 2009. Cara Mudah Membuat Latihan Interaktif
Pembelajaran Bahasa. 1 ed. Malang: Mayskat.
Chen-Chung, L., Chen-Wei, C., Nian-Shing, C., & Baw-
Jhiune, L., 2009. Analysis of Peer Interaction in
Learning Activities with Personal Handhelds and
Shared Displays. Journal of Educational Technology &
Society, 12(3), pp. 127-142.
Chi, M., 1997. Quantifying Qualitative Analyses of Verbal
Data: A Practical Guide. The Journal of the Learning
Sciences, 6(3), pp. 271-315.
Clough, G., Jones, A., McAndrew, P., & Scanlon, E., 2008.
Informal Learning with PDAs and Amartphones.
Journal of Computer Assisted Learning, 24(5), p. 359–
371.
Gong, Z., & Wallace, J., 2012. A Comparative Analysis of
iPad and other M-Learning Technologies: Exploring
Students’ View of Adoption, Potentials, and
Challenges. Journal of Literacy and Technology, 13(1),
pp. 2-29.
Klopfer, E., Squire, K., & Jenkins, H., 2002. Environment
Detectives: PDAs as a Window into a Virtual Simulated
World. Proceedings of IEEE International Workshop
on Wireless and Mobile Technologies in Education, 19
Dec, pp. 95-98.
Merriam, S., 1998. Qualitative research and case study
applications in education. San Francisco: Jossey-Bass.
M.
Moore, M., 1989. Three Types of Interactions. The
American Journal of Distance Education, 3(2), pp. 1-7.
Peng, H., Su, Y., Chou, C., & Tsai, C., 2009. Ubiquitous
Knowledge Construction: Mobile Learning Redefined
and a Conceptual Framework. Innovations in Education
and Teaching International, 46(2), pp. 171-183.
Sachs, L., & Bull, P, 2012. Case Study: Using iPad2 for a
Graduate Practicum Course. [Online]
Available at:
https://www.learntechlib.org/primary/p/40057/
[Accessed 14 June 2018].
Seppälä, P., & Alamäki, H., 2003. Mobile Learning in
Teacher Training. Journal of Computer Assisted,
Volume 19, pp. 330-335.
Tai, Y., & Ting, Y., 2011. Adoption of Mobile Technology
for Language Learning: Teacher Attitudes and
Challenges. The JALT CALL Journal, 7(1), pp. 3-18.
Thurmond, V., 2003. Defining Interaction and Strategies to
Enhance Interactions in Web-based Courses. Nurse
Educator, 28(5), p. 237.
UNESCO, 2012. Mobile Learning for Teachers in Africa
and Middle East: Exploring the Potential of Mobile
Technologies to Support Teachers and Improve
Practice. 2, June ed. Paris: United educational,
Scientific and Cultural Organization.
Wagner, E., 1997. Interactivity: From Agents to Outcomes.
New Directions for Teaching and Learning, Volume
71, pp. 19-26.
The Proliferation of Smartphones and their Effects on Improving the Vocabulary of Indonesian Learners of Arabic
147