Utilizing WhatsApp Application in   English Language Learning Classroom

Nuraeni, Cicih; Nurmalia, Lia

doi:10.31002/metathesis.v4i1.2289

Cited by 15 publications

(16 citation statements)

References 7 publications

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“…The teacher sees that as practical use of WhatsApp, because compared to Google Form, WhatsApp is considered to be easier for teachers and students to exchange information at the same time. Therefore, WhatsApp helps students overcome their fear of using the language through sharing information and discussion (Nuraeni & Nurmalia, 2020). Furthermore, WhatsApp does not require a stable network to keep it running (Nihayati & Indriani, 2021).…”

Section: Discussionmentioning

confidence: 99%

Utilization of educational applications in assessing the reading skills of junior high school students

Hidayat

Mulyati

Husna

2022

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

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Utilization of educational applications in assessing the reading skills of junior high school studentsGlobalization and the advancement of technology are giving a new challenge as well as opportunities for English educators around the globe. Indirectly, there are obstacles associated with learning English due to the fact that technology has become an integral aspect of human existence. The teaching of reading skill also faces the same challenge. Nowadays, reading is seen as more important than other skills, considering that reading has become one of the aspects of literacy. With regard to assessment, the availability of an educational application might be advantageous for teachers to assess students' reading skills. The current study investigates the types of application used by teachers in assessing students’ reading skill and the type of reading assessment that occur during the implementation of the application. Through open-ended interview and document analysis method, the research result indicates that the implementation of Google Form as an educational application to assess students reading skills demonstrated a reading assessment based on traditional assessment approaches with a focus on intensive reading. This study has shown the appropriate media for assessing students reading skill along with the reading focuses and assessment design that is suitable for it. In addition, in this study, Google Form dominates the most considerable use of media to assess students reading skills. Therefore, teachers could also save more time in assessing students’ reading by utilizing educational applications.Penggunaan aplikasi pendidikan dalam menilai ketrampilan membaca siswa SMPGlobalisasi dan kemajuan teknologi memberikan tantangan sekaligus peluang baru bagi pengajar bahasa Inggris di seluruh belahan dunia. Secara tidak langsung, terdapat kendala yang terkait dengan pembelajaran bahasa Inggris karena fakta bahwa teknologi telah menjadi aspek yang tidak terpisahkan dari keberadaan manusia. Saat ini, membaca dipandang lebih penting daripada keterampilan lainnya, mengingat membaca telah menjadi salah satu aspek literasi. Secara khusus, menentukan keterampilan membaca siswa menjadi sangat penting dalam pengajaran dan penilaian bahasa, dengan penambahan aplikasi pendidikan yang mungkin bermanfaat bagi guru untuk menilai keterampilan membaca siswa. Penelitian ini bertujuan mengidentifikasi aplikasi pendidikan yang dimanfaatkan untuk menilai ketrampilan membaca dan jenis-jenis ketrampilan membaca yang dinilai menggunakan aplikasi. Melalui metode wawancara terbuka dan analisis dokumen, hasil penelitian menunjukkan bahwa implementasi Google Form sebagai aplikasi pendidikan untuk menilai keterampilan membaca siswa menunjukkan penilaian membaca berdasarkan pendekatan penilaian tradisional dengan fokus pada membaca intensif. Penelitian ini telah menunjukkan media yang sesuai untuk menilai keterampilan membaca siswa beserta fokus membaca dan desain penilaian yang sesuai dengannya. Selain itu, dalam penelitian ini, Google Form mendominasi penggunaan media yang paling banyak digunakan untuk menilai kemampuan membaca siswa. Oleh karena itu, guru juga dapat menghemat lebih banyak waktu saat melakukan penilaian keterampilan membaca siswa.

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Section: Discussionmentioning

confidence: 99%

Utilization of educational applications in assessing the reading skills of junior high school students

Hidayat

Mulyati

Husna

2022

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

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“…The use of Social networking sites is quite popular in the context of English language teaching. Previous studies have acknowledged the promising use of the social media to enhance the quality of English teaching and learning activities, such as the use of Whatsapp (Nuraeni & Nurmalia, 2020), Youtube (Fakhruddin et al, 2020), Instagram (Nugroho & Rahmawati, 2020), and Facebook (Gatcho & Hajan, 2019). Therefore, it is not surprising when the Indonesian ESP teachers also utilize Social media to conduct and provide variation on their English language teaching activities.…”

Section: Esp Teachers' Practices On the Use Of Technology For Languag...mentioning

confidence: 99%

Digital Teaching Awareness and Practice: Narratives From Indonesian Esp Teachers

Nugroho¹,

Triana²,

Zulaiha

2022

ELT Echo

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Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachers" digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.

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“…Moreover, WhatsApp also has disadvantages. The disadvantages that WhatsApp has for EFL students are students are not when answer teacher's question while giving the materials (Nuraeni & Nurmalia, 2020). It is important to make the learning activities' atmosphere more fun and enjoyable through WhatsApp.…”

Section: The Advantages and Disadvantages Of Whatsapp In Efl Contextmentioning

confidence: 99%

Effective Strategy in Writing with WhatsApp in EFL Context

Savitri

2022

ijoeel

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The implementation of 21st century learning in the world help teachers and students interact even remotely with the use of IT, 21st century learning focuses on the use of IT during their learning process IT relates to the use of technology during learning activites, technology is flexible can access it anytime and anywhere. Teachers and students are required to learn how to use IT so the learning activities will run smoothly. IT facilitates learning activities, teachers can send material to students through applications, one of the applications is WhatsApp. Various learning activities can be done on WhatsApp. Nowadays, students’ interests with writing are very low, not all of students interest with writing. By the use of WhatsApp can help to improving students’ writing skill, the teacher should know what students like and give students interesting materials that can increase students’ writing skill, students can explore their knowledge by write the materials on WhatsApp and also students can exchange ideas with other students and also the teachers about the materials. In addition, the use of WhatsApp has advantage, the advantage is teachers and students can do the learning activities with no time limit. The use of WhatsApp can supported by mobile assisted language learning (MALL). This study used descriptive qualitative approach.This study aimed to find out the implementation of WhatsApp application during learning activities. The subject of this study was EFL teacher. The data develop by giving information about the effective strategy in writing using WhatsApp in EFL context.

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Utilizing WhatsApp Application in English Language Learning Classroom

Cited by 15 publications

References 7 publications

Utilization of educational applications in assessing the reading skills of junior high school students

Utilization of educational applications in assessing the reading skills of junior high school students

Digital Teaching Awareness and Practice: Narratives From Indonesian Esp Teachers

Effective Strategy in Writing with WhatsApp in EFL Context

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