Penggunaan Strategi Bantuan Seluler dalam Pembelajaran Bahasa Inggris Sebagai Bahasa Asing (EFL): Kasus Pembelajar SMA di Indonesia

Abstract

This study investigates the use of mobile assisted learning strategies among Indonesian senior high school students in the context of English as a Foreign Language (EFL) education. As mobile technology becomes increasingly embedded in students’ daily learning routines, understanding how learners employ cognitive, metacognitive, and affective strategies through mobile applications is essential for effective pedagogy. Drawing on Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and recent developments in Mobile Assisted Language Learning (MALL), this research adopts a mixed methods case study design. A total of 100 eleventh grade students from an urban public high school in Indonesia participated in the study. Data were collected using a validated Mobile Learning Strategy Questionnaire (MLSQ), focus group discussions, and semi structured interviews with English teachers. Quantitative results indicate that metacognitive strategies such as goal setting, self-monitoring, and evaluating learning progress were used most frequently, followed by cognitive strategies (e.g., note taking, repetition) and affective strategies (e.g., anxiety reduction, self-motivation). Qualitative findings reveal a consistent use of mobile applications such as Duolingo, Grammarly, YouTube, and WhatsApp to support vocabulary development, pronunciation practice, and peer collaboration. The study highlights both the potential of mobile learning for fostering learner autonomy and the challenges related to unequal access to technology and digital literacy. These findings have pedagogical implications for EFL teachers, curriculum designers, and policymakers seeking to integrate mobile technologies into English instruction in meaningful, student centered ways.