THE CORRELATION BETWEEN MOBILE LEARNING TECHNOLOGY USAGE AND STUDENTS’ ENGLISH LEARNING RESULTS AT SMA NEGERI 5 TUALANG

Abstract

Mobile learning technology has become increasingly common in secondary English classrooms because it offers flexibility, accessibility, and opportunities for independent learning. However, its contribution to students’ academic achievement remains uncertain and requires empirical investigation. This study aimed to examine the correlation between students’ use of mobile learning and their English learning outcomes at SMA Negeri 5 Tualang. The research employed a quantitative correlational design involving 65 twelfth-grade students selected through cluster random sampling. Data were collected through a questionnaire measuring mobile learning usage and documentation of students’ English report card scores. Since the data were not normally distributed, Spearman’s rank-order correlation test was used for analysis with SPSS. The results showed a significance value of 0.245 (p > 0.05) and a correlation coefficient of 0.146, indicating no significant relationship and only a very weak positive correlation. This finding may be influenced by the relatively homogeneous distribution of students’ scores and the limited integration of mobile learning into structured instructional practices. In addition, the impact of mobile learning depends largely on teacher guidance, student motivation, and effective classroom implementation.