Utilizing Whatsapp Application for Teaching Integrated English (A Case Study at University of Technology Yogyakarta)

Dewi, Septi Riana

doi:10.24176/re.v9i2.3383

Cited by 6 publications

(5 citation statements)

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“…The second most frequently used digital platform in this study is WhatsApp Group which is a more cost-effective option. Several studies have established this fact (Dewi, 2019;Iswati, 2021;Kholis, 2020;Rinekso & Muslim, 2020;Suadi, 2021). Based on the study of Kholis (2020), because it was easy, light, and inexpensive, the WhatsApp app is ideal for studying English from a distance.…”

Section: Discussionmentioning

confidence: 99%

“…The results revealed that the virtual ELT class in the form of Zoom and WhatsApp was regarded positively by the students since they were also rated effective and efficient in terms of time, place, and cost. In addition to this, students could use WhatsApp as one of the helpful tools to learn integrated English (Dewi, 2019). To enhance more fun EFL teaching and learning activities, Google Meet for teachers' positive perspective and attitude (Souheyla, 2022), Google Classroom, and WhatsApp can be used in tandem (Sunardi, 2021).…”

Section: Introductionmentioning

confidence: 99%

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EFL Teachers’ Perceived Efficacy of Digital Platforms in Varied Online English Classes in a Higher Education

Masitoh,

Fitriyah,

Mumtaza

2024

JOLLT

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As the Covid-19 pandemic progressed, such measures disrupted schools and universities. Leaders of educational institutions identified online learning as the best option for students and teachers to continue their education when they were unable to attend school. Although EFL students' and teachers’ attitudes toward online learning were much discussed in the context of higher education, little evidence addresses how EFL teachers practice digital platforms in various EFL programs. This study aimed to investigate numerous digital platforms utilized by EFL teachers for online learning and the purposes in using those platforms. It also tried to find out the most frequently used platforms during the pandemic. Using a qualitative approach, this study involved ten EFL teachers from the English Education Program and non-English Education Programs (General English and ESP) of all faculties in a state Islamic institute in Indonesia. Through a closed and open questionnaire, this study found that all EFL teachers combined multiple digital platforms (the college’s e-learning platform developed from Moodle, WhatsApp group, YouTube, Google Form, Google Meet, Zoom meeting, Google Drive, Socrative, and Quizziz) for various purposes in online classroom activities. In addition, college’s e-learning platform developed from Moodle, WhatsApp group, and YouTube were found to be the most frequently used due to the benefits for online learning. In light of these findings, a discussion of the research implications for institutions of higher education and potential future researchers is presented.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Perceived Efficacy of Digital Platforms in Varied Online English Classes in a Higher Education

Masitoh,

Fitriyah,

Mumtaza

2024

JOLLT

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“…In this study, the teachers lead the mathematics learning community with ICT by utilising recording videos or direct WhatsApp videos to guide the parents (not the students) who would like to assist their children in learning mathematics. It was convinced that the application of ICT, especially the inclusion features of videos, tremendously improve students' learning (Dewi, 2019;Gon & Rawekar, 2019). Nevertheless, the studies focused on the learning of learning subjects other than mathematics, such as science-based and languagebased content (Dewi, 2019;Grover et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…It was convinced that the application of ICT, especially the inclusion features of videos, tremendously improve students' learning (Dewi, 2019;Gon & Rawekar, 2019). Nevertheless, the studies focused on the learning of learning subjects other than mathematics, such as science-based and languagebased content (Dewi, 2019;Grover et al, 2020). Therefore, this study has added some value to applying WhatsApp in teaching mathematics.…”

Section: Discussionmentioning

confidence: 99%

Technology and Mathematics Community: A Case Study

Teoh¹,

Mohamed²,

Rasid³

et al. 2022

IJARPED

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Mathematics education is now focusing on the application of technological instruments. The sudden change in the learning environment during COVID-19 may need more attention. Hence, this study aims to investigate how mathematics teaching communities in Taman Negara Pahang contribute to mathematics education. This study employed purposive sampling to interview four teachers from Taman Negara, Pahang (Malaysia). This study utilised a case study design to collect data, which provides insights into their teaching practices. Specifically, they shared how they lead a learning community for the development of mathematics education in their schools. The findings revealed that the teachers had used Information and Communications Technology (ICT) as the sole ICT tool for the development of mathematics education. Furthermore, they found that getting the parents communicated is the most important matter to guide the students since parents play an important role in monitoring their children in the mathematics community. The success of communication contributes to the student's development in learning mathematics. Therefore, a frequent reminder to the parents is needed to assist the students. Particularly, this study suggests that parents and teachers should focus on giving motivation to the students by maximising the usage of WhatsApp and teachers' efforts to make video recordings to guide the parents in guiding their children.

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“…This feature makes the application ultimate for language teaching and learning (Ahmed, 2019;Mbukusa, 2018;Nuraeni & Nurmalia, 2020). For example, some studies (Dewi, 2019;Hamad, 2017;Kheryadi, 2018;Urien et al, 2019) establish that integrating WhatsApp into the teaching and learning process helps students to build confidence and interest. Such advantages manifest when students use WhatsApp to improve their vocabulary, verbal interaction outside the classroom, and writing skills (Ahmed, 2019).…”

Section: Whatsapp In Educationmentioning

confidence: 99%

The Effect of Using Whatsapp Bot on English Vocabulary Learning

Al Algaithi,

Behforouz,

Isyaku

2024

Turkish Online Journal of Distance Education

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This study tried to design a WhatsApp bot to be implemented in English language vocabulary learning context in Oman. 150 Omani English as a Foreign Language (EFL) students from three different proficiency levels were selected based on random sampling. To measure the effectiveness of the treatment, pretests, posttests, and delayed posttests were conducted, respectively. The TAM 2 extended questionnaire was also used to understand learners' perceptions regarding the use of the WhatsApp bot in the learning process. The results of the study revealed that the WhatsApp bot, on all three levels, works nicely and practically. Although experimental groups, who used WhatsApp bot, at elementary and intermediate levels showed significant differences from the traditional face-to-face classes, pre-intermediate students showed no significant difference between the two mentioned terms. It was also understood that chatbots could be the best supplementary materials assisting teaching in delivering materials.

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Utilizing Whatsapp Application for Teaching Integrated English (A Case Study at University of Technology Yogyakarta)

Cited by 6 publications

References 0 publications

EFL Teachers’ Perceived Efficacy of Digital Platforms in Varied Online English Classes in a Higher Education

EFL Teachers’ Perceived Efficacy of Digital Platforms in Varied Online English Classes in a Higher Education

Technology and Mathematics Community: A Case Study

The Effect of Using Whatsapp Bot on English Vocabulary Learning

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