THE STUDENTS’ PERCEPTION ON USING WHATSAPP APPLICATION IN ENGLISH LEARNING PROCESS
(A Descriptive Qualitative Research at the Second Grade of SMP Negeri 1 Mare)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Part Fulfillment of the Requirement for the Degree of
English Education Department
IRA HAERANI 105351129716
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TRAINING TEACHER AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2022
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Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PE NDIDIKAN BAHASA INGGRIS
ِميِحهرلا ِنَم ْحهرلا ِ هاللَّ ِمْسِب
SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : Ira Haerani
Nim : 105351129716
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Students’ Perception on Using Whatsapp
Application in English Learning Process (A Descriptive Qualitative Research at the Secon Grade of SMP Negeri 1 Mare).
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Februari 2022 Yang Membuat Pernyataan
Ira Haerani
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Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PE NDIDIKAN BAHASA INGGRIS
ِميِحهرلا ِنَم ْحهرلا ِ هاللَّ ِمْسِب
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : Ira Haerani
Nim : 105351129716
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2022 Yang Membuat Perjanjian
Ira Haerani
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MOTTO AND DEDICATION
“Slow process does not mean failure, haste also does not necessarily succeed, the core is perseverance, pray and believe in yourself”
This thesis is dedicated to
My beloved Parents and my Big Family who always Support And
Give me Much Love
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ABSTRACT
Haerani, Ira. 2022. Students’ Perception on Using Whatsapp Application in English Learning Process (A Descriptive Qualitative Research at the Second Grade of SMP Negeri 1 Mare). Graduating Paper. English Education Department. Faculty of Teacher Training and Education. Muhammadiyah University of Makassar.Consultant: Nunung Anugrawati and Wildhan Burhanuddin..
The purpose of this research were to find out the Students‟
Perception on Using Whatsapp Application in English Learning Process (A Descriptive Qualitative Research at the Second Grade of SMP Negeri 1 Mare). The research was qualitative research. The subjects were ten active students at second grade of SMP Negeri 1 Mare. Interview were used to collect the data. The data were analyzed and interpreted through qualitative procedure. The findings indicate that the students have negative and positive perception about using Whatsapp Application in English learning process. Based on the interview result, the researcher concluded that the students not give maximum result on using Whatsapp as a learning media because lack of explanation from the teacher and sometimes the network is bad even so, in its use Whatsapp is a simple application to use in learning process because easy to send the assignment. However, overall we found that few students benefit from online classes, and most of them face some troubles.
Keywords: Perception, WhatsApp Application, English Learning Process
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ABSTRAK
Haerani, Ira. 2022. Persepsi Siswa tentang Penggunaan Aplikasi Whatsapp dalam Proses Pembelajaran Bahasa Inggris (Penelitian Deskriptif Kualitatif di Kelas II SMP Negeri 1 Mare). Kertas kelulusan. Prodi Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Makassar.Konsultan: Nunung Anugrawati dan Wildhan Burhanuddin.
Tujuan dari penelitian ini adalah untuk mengetahui Persepsi Siswa tentang Penggunaan Aplikasi Whatsapp dalam Proses Pembelajaran Bahasa Inggris (Penelitian Deskriptif Kualitatif pada Kelas II SMP Negeri 1 Mare). Jenis penelitian ini adalah penelitian kualitatif. Subjek penelitian ini adalah sepuluh siswa aktif kelas II SMP Negeri 1 Mare. Wawancara digunakan untuk mengumpulkan data. Data dianalisis dan diinterpretasikan melalui prosedur kualitatif. Temuan menunjukkan bahwa siswa memiliki persepsi negatif dan positif tentang penggunaan Aplikasi Whatsapp dalam proses pembelajaran bahasa Inggris.
Berdasarkan hasil wawancara, peneliti menyimpulkan bahwa siswa tidak memberikan hasil yang maksimal dalam menggunakan Whatsapp sebagai media pembelajaran karena kurangnya penjelasan dari guru dan terkadang jaringan yang buruk meskipun begitu, dalam penggunaannya Whatsapp merupakan aplikasi yang sederhana untuk digunakan dalam proses pembelajaran karena mudah untuk mengirim tugas. Namun, secara keseluruhan kami menemukan bahwa beberapa siswa mendapat manfaat dari kelas online, dan kebanyakan dari mereka menghadapi beberapa masalah.
Kata kunci: Persepsi, Aplikasi WhatsApp, Proses Belajar Bahasa Inggris
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ACKNOWLEDGEMENT
Alhamdulillah Robbil Alamin. Deepest gratitude would like to express the researcher highest appreciation to the almighty Allah SWT, who has given the mercy and blessing in completing this thesis. Salam and Shalawat to our prophet Muhammad SAW will always be an obligatory deed for considering themselves as ummah of prophet Muhammad SAW who has brought Islam to our civilization.
Further, the researcher also expresses to her beloved parents' deepest gratitude, to beloved father Sailing and lovely Mother Samsani, S.Pd for their prayer, motivation, financial and sacrificed for her success, and their love sincerely and purely without time.
The researcher realized that many people have valuable guidance, suggestions, assistance, and advice to complete this thesis to research and write this thesis. Therefore she would like to acknowledge them:
a. Prof. Dr. H Ambo Asse, M.Ag, the Rector of Muhammadiyah University of Makassar.
b. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Faculty of Teacher Training and Education Muhammadiyah University of Makassar.
c. Dr. Ummi Khaerati Syam, S.Pd, M.Pd, the head of English Education Department, gave her valuable authorities and suggestions in doing this thesis.
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d. The great thankfulness to Dr. Nunung Anugrawati, S.Pd., M.Pd. as the first consultant and Wildhan Burhanuddin, S.Pd., M.Hum as the second consultant who has given their valuable time and patient to support assistance and guidance to finish this thesis.
e. The greatest thanks to headmaster of SMP Negeri 1 Mare Drs.
Yappa, M.Pd and English teacher St. Haisyah, S.Pd.I and all of the students, especially for them who have spared their time and activities for being subject of this research.
f. The greatest thanks to beloved brothers and sisters in law whom always gives motivation to finishing my study, also all of my best friends especially IKAEXONE, 8S and Helleh Sisters who always gives support so that I have enthusiasm in doing my thesis.
g. The greatest thanks to Intellculate Class as a class who have given experiences in developing her character.
h. Finally, for everyone who has given the valuable suggestion, guidance, assistance, and advice to complete this thesis, may Allah SWT be with us now and ever after.
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May Allah SWT guides and give them the happiness throughout your life.
Finally the researcher realizes that this thesis was far from being perfect.
So, it was pleasure for the researcher to accept constructive critiques and suggestion for improving this thesis.
Makassar, February, 2022
The researcher
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LIST OF CONTENTS COVER
LEMBAR PENGESAHAN ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET 1 ... iii
COUNSELLING SHEET 2 ... iv
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO AND DEDICATION ... vii
ABSTRACT ... viii
ABSTRAK ... ix
ACKNOWLEDGEMENT ... x
LIST OF CONTENTS ... xiii
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem of the Research ... 3
C. Objective of the Research ... 4
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D. Significance of the Research ... 4
E. Scope of the Research ... 4
CHAPTER II REVIEW OF RELATED LITERATURE ... 5
A. Previous Related Research Findings ... 5
B. Some Partinent Ideas ... 7
C. Conceptual Framework ... 22
CHAPTER III RESEARCH METHODOLOGY ... 23
A. Research Design ... 23
B. Subject of Research ... 23
C. Research Instrument ... 23
D. Data Collection Method ... 24
E. Data Analysis Technique ... 24
CHAPTER VI FINDINGS AND DISCUSSION ... 25
A. Findings ... .. ... 25
B. Discussion ... 37
CHAPTER V CONCLUSION AND SUGGESTION ... 41
A. Conclusion ... 41
B. Suggestion ... 41
BIBLIOGRAPHY ... 43
APPENDICES ... 47
CURRICULUM VITAE ... 84
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LIST OF FIGURE
Figure 2.1 Conceptual Framework ... 22
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LIST OF APPENDICES
Appendix 1 Instrument of Data Collection ... 48 Appendix 2 Interview Transcription ... 50 Appendix 3 Documentation ... 75
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CHAPTER 1 INTRODUCTION A. Background
As we know, the global growth of the covid 19 epidemic, which has spread to 215 nations, poses unique obstacles for educational institutions, notably junior high schools. They should wear a mask and frequently wash their hands. The government, through the ministry of education and culture, has mandated that all schools, elementary through secondary, cease using face-to-face (traditional) instruction in favor of ringing. Letter N0.1 of the Ministry of Education and Culture's 2000 Higher Education Circular). The World Health Organization has issued an appeal to stem the spread of Corona Virus Disease 2019 (Covid 19), which is expected to garner a sizable audience. As a result, the feasibility of deploying face-to-face learning with a large group of children is reviewed.
Individuals during the globalization era compete to improve their lives by utilizing all available tools. Today, many people use technology to engage in unique human activities. Computers, smart phones, and social media are just a few of the new technical components that have become integrated into our daily lives.
Today, educational mobile technology is widely used in online education at institutions throughout the world. Tsiotakis, Jimoyiannis, Roussinos, and Siorenta (2013) assert that it provides students with extra options and opportunities within the context of online learning. Universities are increasingly offering online
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courses that use mobile technologies, fueling the growth of web-based mobile courses. rough social interactions on mobile devices, online students can exchange information and communication technologies, which promotes online cooperation and collaboration. Through the use of mobile educational technologies, online students can communicate and share their abilities.
According to Riyanto (2013), the most frequently used social media platform at the moment is WhatsApp. WhatsApp Messenger is a cross-platform instant messaging application for smartphones developed by WhatsApp. Users may now send photos, videos, and voice messages in addition to text messages. Users can chat with one another over WhatsApp via their Internet connection. WhatsApp is a mobile messaging application. The popularity of smartphones continues to expand, and WhatsApp is now available on practically every smartphone. It is critical for English students to grasp how to use WhatsApp because it is a significant source of information and instant communication. They will gain knowledge and information, as well as the ability to communicate with their neighborhood and social structure. They can then work on honing their English skills.
Pre-observation revealed that the researcher identified SMP Negeri 1 Mare as a key school due to its location in the sub-district city of Mare and as the area's first school. SMP Negeri 1 Mare is a junior high school educational unit located in Tellu Boccoe, Kec. Mare, Kab. Bone, South Sulawesi. SMP Negeri 1 Mare operates under the authority of the Ministry of Education and Culture. SMP Negeri 1 Mare is located in South Sulawesi in Jl. Arung Pao, Tellu Boccoe, Kec.
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Mare, Kab. Bone, with the postal code 92773. SMP Negeri 1 Mare holds an accreditation level of A, as evidenced by the certificate 1343 / BAN-SM / SK / 2019.
Based on the description above, the researcher chose SMP Negeri 1 Mare as the research location because she has installed Magang 1 and Magang 2 in this school, allowing her to examine the classroom environment throughout this pandemic era Covid-19. The teacher uses Whatsapp in the English learning process due to the limited quota and student cellphone condition to install and go online in another application such as zoom, google meet, etc. As a result, the researcher is interested in the students' perceptions of Whatsapp use in the English learning process.
So, according to the description above, the researcher was curious in students' perceptions of using WhatsApp on their educational learning process. As a result, the research will be descriptive qualitative in nature.”The Students‟ Perception on Using WhatsApp Application in English Learning Process”.
B. The Problem of the Research
Based on the background above, the researcher formulate the following research problem as follows “What is the students‟ perception on using WhatsApp application in English learning process at the second grade students of SMP Negeri 1 Mare?”
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C. The Objective of the Research
Based on the problem statement above, the objective of this research is to find out the students‟ perception on using WhatsApp application in English learning process at the second grade of SMP Negeri 1 Mare.
D. Significance of the Research 1. Theoretically
Theoretically, teacher or educators may add some of the way to teach in the class such as using application in learning process in this situation like Whatsapp application.
2. Practically
Practically, as an information to the students that there an application that we can use in the class to help the learning process in this situation.
E. Scope of the Research
The research was be limited this research for students at the second grade of SMP Negeri 1 Mare. The researcher wants to know the students‟ perceptions on using Whatsapp Application in learning English process and focus on the students‟ comprehensibility, accessibility and practically in English learning process.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Previous Related Research Findings
Several researchers have conducted studies on Students‟ perceptions on using WhatsApp application in English learning process. The following is a summary of the study‟s findings:
1. Cetinkaya (2017) found that the purpose of this study is to explore the effects of WhatsApp use for education and determine the opinions of students towards the process. The analysis indicated that both learning environments have different effects on the success of students and that supporting the traditional environment by using WhatsApp is more effective for the increase of success. The analysis showed that students developed positive opinions towards the use of WhatsApp in their courses. Finally, it is suggested that use of WhatsApp in education process be encouraged as a supportive technology.
2. Kustijono and Zuhri (2018) found that the purpose of this research is to describe the learning process by using Facebook and WhatsApp to teach critical thinking skills to students. 1). Facebook and WhatsApp can be used in the classroom, and existing constraints can be overcome; 2) students' critical thinking skills are categorized as good and excellent.
These findings suggest that students' critical thinking skills can be trained
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using social media platforms like Facebook and WhatsApp while they are learning.
3. Hanisi et al (2018) found that the purpose of this research is to use WhatsApp in the English language classroom so that students can better utilize the mobile phone's functions for learning. It can be said that the integration of Whatsapp into their education will be easy, fun, and useful.
Students‟ get positive feelings and intentions regarding the possible use of Whatsapp in their formal learning.
4. Dahdal, (2019) found that students were more engaged with assignments that included WhatsApp in their structure. The pre- and post-lecture WhatsApp discussions were also beneficial and effective, increasing motivation to actively participate in the lecture's topic. Pre and post-lecture collaborative learning can be enhanced by using WhatsApp as part of course gradable assignments, according to this study.
5. Ta'amneh (2017) found that during the academic year 2015/2016, researchers conducted this study to determine whether university students' use of "WhatsApp messenger" while studying English had any effect on their proficiency in the language. Students in the experimental group performed better than those in the control group, according to the findings of this study. The experimental group benefited from this difference. Experimentation with the WhatsApp application improved the language skills of the experimental group's students, according to the results.
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According to the researchers above, there is the similarities with the research that will be carried out by the researcher namely the research related the used of WhatsApp application on English learning process.
The difference with others, the researcher will focus on students’
perception on using WhatsApp application in English learning process at the second grade of SMP Negeri 1 Mare.
B. Some Pertinent Ideas 1. Perceptions
a. Definition of Perception
When we talk about "perception," we're referring to the process of obtaining information from our senses. Perception is defined by Slameto (1975) as the process by which signals or information are continuously interacted with the environment and entered into the human brain. As a result of a variety of processes and circumstances, perception does not take place on its own; rather, it is influenced. This helps to explain why, despite the fact that we are all looking at the same thing, we all perceive things differently.
According to Robbins (2003) perception is influenced by three variables. It begins with the observer. When someone examines something and tries to interpret it, their qualities such as beliefs, attitudes, intentions, interests, experiences, cognitive structures, expectations, and cultural background have an impact on the interpretation they give it. The perceived object or target is the second component. Individuals, things, or events are all possibilities. This has an
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impact on how people perceive it. A person's perspective is shaped by how they see things in relation to other people. People and things that are similar are naturally grouped together, and those that aren't tend to be separated out.
Similarly, the more like-minded two objects are, the more likely it is that we'll perceive them as a unit. Novelty, motion, sound, size, context, closeness, and resemblance may all fall under this category. Another factor in determining how a person perceives something is the context in which they are doing so. Our perspective is influenced by the elements in our immediate surroundings. In order for perception to be contextualized, the context in which it occurs must be examined. A person's point of view is shaped in part by the environment in which they find themselves. Time, the work environment, and the social environment are all included in what we mean by "situation."
When it comes to human perception, Mardiah (2020) cites Mulyana as saying that it can be divided into two parts: perception of physical "environment" objects and perception of other people..
a) The physical environment's perception
The perception of the physical world is not uniform, in the sense that it varies, due to the effect of several variables, including the following:
1. Prior experience 2. Cultural context 3. Psychological context
4. Consciousness of one's own values, beliefs, and expectations
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5. Construct the tools' factual perceptions in such a way that the information is up to the individual passing through that door.
b) Human perception
Human perception, or social perception, is the mechanism by which we record the sensations of social objects and events that we encounter in our eight contexts. As a result of this unique perspective, each person has a distinct impression of the world around them.
Human perception, or social perception, is capture the sensations of social objects and events that take place in our surroundings through this process.
Individuals each have their own unique view of the world; in other words, each person's perception of their immediate environment is distinct. According to this study, perception is defined as the stimulation that a person receives while processing information about their surroundings using their five senses, such as sight and hearing.
b. Perceptional Styles
Mardiah (2020) refers to Suemanto in Rohani, where he claims that perception occurs not only now but also in the past and future. Perception can be broken down into three distinct time periods: the past, present, and future.
Personal impressions based on previous observations are formed in response to stimuli in the past perception. This perception can be described as either present or imaginative. Also known as "initiative perception," foresight is a type of long-term planning. Response to a stimulus that involves the formation of a
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personal impression that is directed toward the future observation is known as
"future perception"
Each human has five distinct modes of perception: visual, auditory, motorical, tactile, and mixed, according to Sujanto in Rohani cited by Mardiah (2020). If one has good memories of what they saw, heard, felt, or touched, they have good memories of the sensory input they received in the form of visual, auditory, motorical, tactile, or mixed memories, then they have good memories of the sensory input they received.
To sum up, perception can be divided into time-oriented (past, present, and future) and subjective (personal) perceptions (visual, auditory, motorical, tactile, and mixed perception). To put it another way, our senses are the means by which we make sense of the world. An additional definition of perception is one's response or judgment toward an event, object, or attitude in the form of an agreement or disagreement declaration by anyone. According to the ability to recognize groups, focus and so on. Therefore, students must be able to differentiate their methods of grouping or focusing on different aspects of their academic learning. By working in groups with their classmates on a project, students can avoid being swayed by their peers' opinions and instead focus solely on their own learning objectives.
Individuals use their senses to make sense of the world around them, and this research defines perception as their response or evaluation of these impressions.
In other words, each person's perspective on life is unique. Psychological factors,
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interpersonal relationships, cultural context, and intrinsic motivation all play a role.
To put it another way: Perception encompasses not only the present moment but also the past and future, as well as any other time period in between. People also use their senses to interpret their surroundings and make sense of what they see. To put it another way, everyone's senses are different, and they can be categorized as visual, auditory, motoric, tactile, or a combination of all of these..
c. Perception Process
Perception is not a one-to-one process. In order to form an opinion, a number of psychological processes must take place. Four distinct processes are involved when it comes to perception, according to Toha, as stated by Mardiah (2020).
Adoption of critical regulations will follow after this agreement has been reached and accepted. As a result of the learner's motivation, prior experience, and personality, each learner has a unique cognitive process for understanding stimuli.
Consequently, they all have their own unique viewpoints on various objects.
Perception culminates in feedback, in which the information is made clear.
The learner's response to the stimulus is a result of their interpretation. Both positive and negative reactions are possible in this situation. The interpreting process is influenced by a wide range of factors. An unfavorable response will cause the student to develop a negative attitude toward the stimulus, leading to feelings like rejection, disagreement, prejudice, or even rebellion. A learner who has a positive interpretation of the stimulus, on the other hand, is more likely to
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approach the stimulus positively. Even if they don't appreciate or respect what she or he senses or understands, she or he will accept and even appreciate it.
After receiving a stimulus and processing accepted information and internal abilities (such as motivation, experience, etc.), a decision is made about how to respond to the stimulus.
2. Student’s Perception
Perception is psychologically influenced by the following factors. Processing and utilizing information gleaned from the senses is called perception. An education researcher by the name of Akandes asserts that perception is the cognitive impression that is created by "reality." A person's reaction to an object is influenced by the way they perceive it. Following Mardiah (2020), Akande (2009) referred to the Alagbu, who stated that perception is influenced by elements such as prior and current experiences as well as personality and motivation, all of which are critical in understanding how individuals perceive events. Students' perception is defined as the ability to process and analyze an experience that has or has not occurred, according to the above definition.
Perception is a measurement of someone's attitude toward using something they've learned, whether they agree or disagree with the approach or something they've learned (Hong, 2003). It indicates that pupils have their own viewpoints on something that arises from the teaching-learning process, as well as how they approach it. Students' perceptions include their perspectives on events that occurred throughout the learning process in class, as well as ideas or arguments
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for professors or classmates to help them enhance their learning process (Ameiratrini & Kurniawan, 2021).
Students' perceptions of teachers' subject matter knowledge, work attitudes, and teaching skills are influenced by the fact that they have been taught by and are familiar with the teachers under review. As a result, their minds are already preoccupied with memories and feelings, making inventory for data collecting difficult (Adediwura & Tayo, 2007). According to the definition above, students' perspective is how they see themselves to respond to what they have done or learnt.
3. The Learning Process a. The Learning Concept
Everyday life is filled with opportunities to learn new things. An educational setting typically has two critical components: one (the educator) actively transmitting knowledge and the other (the student) actively acquiring knowledge. For optimal learning, all of these components are required.
Afterwards, the connection between teaching and learning is referred to as a learning process or process of learning. For Brown (quoted by Tondok, 2019), the process of learning is the acquisition of knowledge or skills in relation to a subject or skill through study, experience or training.
According to Brown, as quoted by Mirssah and Muin (2018), there are several definitions of learning:
1) Learning is the process of acquiring or acquiring knowledge.
2) Learning is the process of retaining knowledge or skills.
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3) Retention entails the existence of a storage mechanism, a memory, and a cognitive organization.
4) Learning entails an intentional, conscious concentration on events occurring either outside or internally to the organism.
5) While learning is largely permanent, it is not impermanent.
6) Learning requires practice, maybe encouraged practice.
7) Learning is the process of altering one's behavior.
b. The Online Learning Concept
To learn something online, you must answer a series of questions based on the correct answers to previous questions and any additional information that may be available. Many interesting theoretical aspects and practical applications can be found when looking into algorithms for online learning, which is an important area of research in the field of machine learning. Using networked information and communication technologies (ICTs) to teach and learn is what Mohammadi (2010) calls online learning. Utilizing electronic systems like the internet, computers, and multimedia CDs to save money and time is another way to describe online learning. According to the above statement, online learning is defined as education conducted electronically and through the use of technological means. The dissemination of educational materials via the internet is another example of how technology and communication have advanced since the introduction of online education..
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4. Whatsapp
a. Definition of WhatsApp
Everywhere, at any given time, and in a variety of contexts: these are the tenets of Fogg's (2010) theory of ubiquitous information access. It's possible to use WhatsApp as a communication method. As a result, WhatsApp is a great tool for teaching kids outside of the classroom as well as in the classroom. It's been stated by Dunlap (2006) that "students are allowed to voice their responses and the teacher responds to students' questions and remarks," Because it encourages participation, response, and student-centered learning, WhatsApp is one of the most effective teaching tools available today. For example, they can use the WhatsApp platform's photo, video, link, and video-recording options to express themselves.
The official whatsApp website on the Appstore whatsAppinc (2018) details the capabilities and benefits of utilizing whatsApp services, including the following:
1. No Additional Costs : WhatsApp utilizes an internet telephone connection (4G/3G/2G/EDGE or Wi-Fi, as available) to send and receive messages and calls from other users, thus no additional expenses for messages or calls are required, save for internet connection fees.
2. Multimedia : Multimedia's capacity to send and receive images, videos, documents, and voice communications.
3. Whatsapp calls - Free calls that users may make across countries.
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4. Group Chat : Allows users to have a group discussion with several contacts on WhatsApp, allowing for easy communication with multiple people at the same time.
5. WhatsApp Web : Messages may be sent and received immediately from the browser or PC browser.
6. No additional fees for sending international WhatsApp messages : There are no additional expenses for sending international WhatsApp messages.
7. Absence of Username and PIN: There is no need for a pin code because WhatsApp operates precisely like texting by utilizing telephone numbers and integrating with the phone's address book.
8. No need to log in or log out : Because WhatsApp is installed on the smartphone, it is always connected to the network.
9. Connect With Contacts: Automatically stored contacts may be quickly and simply connected to contacts who already use WhatsApp.
10. Additional features include the ability to send location-based messages using the phone's GPS, swap contacts, customize notification tones, preserve conversation history, and broadcast messages to many contacts simultaneously.
According to the description of whatsapp services and features, the application provides instant messaging services that run on multiple platforms including Android, iOS, and Windows that enable users to send messages, pictures, videos, and documents to one another with international reach, without incurring additional fees and instead utilizing an internet connection.
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b. How to Use WhatsApp to Teach English
According to Johnsons (2014), because WhatsApp is a relatively new phenomena, just a few studies have been conducted on the 8 whatsapp usage as a communication channel between students and instructors. As a result, the following are the procedures for utilizing the WhatsApp application:
1. From the Google Play or Apple Store, download and launch the WhatsApp messager program.
2. The instructor establishes a study group. This group will serve as our online classroom, including activities such as material distribution, training, and assignment submission.
3. The teacher invites students to attend newly established online classes;
students may enter individually or via a link.
4. Using a Google form, the teacher takes attendance online.
5. The instructor establishes a schedule and a strategy for instruction.
6. Online learning activities are conducted by teachers and students.
7. The instructor offers materials and tasks that assess pupils' comprehension.
8. The teacher provides feedback on the students' learning results.
c. Educational Strategies for Whatsapp
According to Space (2021), the following are some fundamental ways educators may use to use WhatsApp's primary capabilities:
1. Create learning and study groups using the Group Chats function.
2. Create audio lectures that may be emailed to students immediately
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3. Maintain touch with students outside of the classroom.
4. Distribute issues or tasks to students who are not in class.
5. Maintain communication with your parents 6. Distribute videos to pupils
7. Directly communicate with kids using graphics such as images or charts.
8. Directly communicate with parents via report cards.
9. Enable students and instructors to communicate in real time.
10. Enable instructors and parents to communicate in real time.
11. Teachers can also communicate with their pupils.
d. Justifications for WhatsApp Use in the Classroom
According to Space (2021), there are several reasons to use WhatsApp in the classroom:
1. It enables limitless free texting.
2. It may be accessed immediately using WhatsApp Web.
3. WhatsApp may be used without a data plan while connected to Wi-Fi.
4. Unlike some other messaging services, WhatsApp supports the transmission of videos, voice messages, and images.
5. WhatsApp is a platform-agnostic solution.
6. WhatsApp may be utilized to communicate with students via their preferred mode of communication: their phones.
7. WhatsApp may be used to communicate with students and parents who do not have access to traditional modes of communication, such as landline telephones or email.
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8. WhatsApp is a very cost-effective service.
e. WhatsApp's Advantages and Disadvantages 1) The Benefits of WhatsApp
According to Catchy (2021), there are several advantages to utilizing WhatsApp:
1. WhatsApp is a fully free application.
2. Send a message instantly to anyone in the globe.
3. Simple to use; even the most inexperienced mobile user can operate it.
4. Support for voice calls.
5. Video conferencing is accessible.
6. Send documents up to 100Mb in size to anybody, including PDFs, slideshows, and more.
7. Its display screen is devoid of advertising.
8. WhatsApp calling increased its reliability.
9. I It also has the ability to erase the message you've sent (so He/She won't be able to see what you've written) after an hour.
10. It imports contacts from your phone and displays the number of WhatsApp users among your contacts.
11. With your pals, you may share your location, photographs, status, images, documents, and videos.
12. Additionally, you may share a Live Location for 15 minutes, one hour, or eight hours.
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13. It works without a sim card, but only if you have already registered your (Mobile No) account.
14. There is no cost associated with conversing and sharing with your pals (except the internet charges)
15. It indicates if your message was sent or not, and whether the recipient got or read it. (a single tick indicates that the message has been sent; a double tick indicates that it has been delivered; grey indicates that the message has been delivered; and blue indicates that the message has been read).
16. It also indicates that the receiver received and listened to your audio message. (Tips: Determine Whether or Not a WhatsApp Voice Message Was Played.
17. You can make free calls to other WhatsApp users.
18. One of the finest benefits is that it makes it simple to switch your WhatsApp number without affecting your existing account.
19. WhatsApp's app UI is extremely basic and user-friendly, which makes it extremely easy to use.
20. WhatsApp began offering end-to-end encryption, which significantly increases the security of your WhatsApp chat.
21. It has also expanded its services to include the ability to use them directly in a web browser and on a desktop operating system (Windows, macOS).
22. It saves you money by lowering the cost of standard text and multimedia communications.
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2) Disadvantages of WhatsApp
According to Catchy (2021), using WhatsApp has a number of disadvantages:
a) There is a danger that the communications will be viewed by your spouse/girlfriend/boyfriend.
b) It can be annoying at times owing to the continual stream of messages.
c) You must have internet connectivity in order to send and receive free messages.
d) Within a group, only the Group-Admin can add members/assign admin titles to other group members.
e) Your profile image is available to everyone who has your contact information.
f) WhatsApp is a very addicting application. Once you've developed an addiction to WhatsApp, it's quite tough to overcome.
g) You must give your phone number in case you wish to add someone or interact with them.
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C. Conceptual Frameworks
Figure 2.1 Conceptual Framwork
The above conceptual framework describes online learning as a means of implementing distance learning through the medium of the internet. During a pandemic, online learning can be a viable alternative to face-to-face teaching and learning. The teacher needs to use application as a medium to implement the learning process when implementing. One of the applications that teachers use to make teaching and learning easier is Whatsapp. To begin, the researcher sat in on a class of students as they worked online. The researcher then conducted interviews with students to learn more about their experiences with WhatsApp as a learning tool. The last, the researcher found the output about students' perceptions of using WhatsApp in the learning process were also examined. The researcher described the students’ perception on using Whatsapp application in English learning process.
Online Learning English Process
The use of Whatsapp Application
The students‟ perception
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CHAPTER III
RESEARCH METHODOLOGY A. Research Design
The researcher conducted descriptive qualitative research in this study.
Qualitative research was utilized for this study because it wanted to ascertain students' perceptions on the impact of WhatsApp on their learning process. The study included second grade students from SMP Negeri 1 Mare.
B. Subject of Research
The participants in this study were 10 active second-grade students from two classes at SMP Negeri 1 Mare who had ever used WhatsApp as a learning medium.
They were chosen through a simple random sampling technique in which all of the subjects in the study could be considered representative of the population.
C. Research Instrument 1. Interview
The researcher conducted an interview with second-grade pupils at SMP Negeri 1 Mare. Interviews were employed in one of the research to elicit information on participants' attitudes, beliefs, and feelings based on their own words. The data collection method employed was an interview to ascertain students' perceptions of utilizing the WhatsApp program throughout the English learning process. Ten questions were asked of each student during the in-depth interview. The researcher utilized a recorder to ensure the interview was effective. When they had the talk, the researcher taped it.
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D. Data Collection Method
There are the steps of collecting data of this research:
1. The researcher informed the students about the interview and scheduled the time for the interview.
2. The researcher interviewed the students In-depth, inquiring about their perceptions of utilizing WhatsApp in English learning process.
3. The researcher's voice recorder, which he or she used to conduct the interview..
E. Data Analysis Technique
There are the steps of analysis data of this research:
1. The interview's audio recording is being transcribed into the data. The researcher carefully listened to each interview tape.
2. Data interpretation. The researcher analyzed the interview transcripts to ascertain the students' motivations for responding.
3. Classification of data. The researcher classified the pupils' responses.
4. Concluding. The researcher compiled a summary of the interview findings in order to ascertain the students' perceptions on using WhatsApp in the English learning process at SMP Negeri 1 Mare..
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter discusses the results of research that has been conducted by the researcher. This chapter described what the final results of the research conducted by researcher.
A. FINDINGS
The researcher discussed the outcome of the data analysis in this chapter, which was based on the problem description from chapter one. The researcher sought to ascertain the students' perceptions of utilizing Whatsaap for English learning at SMP Negeri 1 Mare. The outcomes of this study are based on transcribed interviews with students. The purpose of this study was to ascertain students' perception of utilizing the Whatsapp application for English learning among students at SMP Negeri 1 Mare. The researcher interviewed ten pupils from SMP Negeri 1 Mare's second grade. After collecting data, the researcher classifies the results. As a consequence of the data analysis, some of the students' perceptions about the Whatsapp application were revealed. To begin, students did not comprehend the material due to a lack of explanation; this was in contrast to how they learned in the classroom; even using the Whatsapp application to facilitate the learning process during the pandemic, as we cannot meet face to face, but students did not comprehend the material. Second, students may have difficulty using the program due to a poor network connection, which prevents them from
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opening the file. Third, even if students lack explanations for the topic and the network is occasionally unreliable, Whatsapp is a basic tool that students found straightforward to use, particularly when it came to sending a task or assignment. The interview outcome corroborated these findings..
Interview Result
The interview represents a portion of the students' perceptions about using the Whatsapp application for English study. According to the interview results, the researcher discovered that the identical items were provided to the pupils by the students. Students who believe that learning English via WhatsApp does not yield the best outcomes. According to several students, the teacher's instructional materials were difficult to comprehend. In this explanation, the researcher chose one or two responses because they were comparable and nearly identical, with the only difference being in the phrase form and diction. The next paragraphs will elaborate on the response :
1. Students did not understand the material (Comprehensibility)
According to the researcher's discussion with students, the researcher discovered that pupils acknowledged to a lack of explanation from their teacher.
It's not the same as when they learnt English in a classroom; they receive additional explanations regarding the topic and assignment. As a result, pupils were more passionate about learning in the classroom than they were about studying through a medium. Based on the explanation , the researcher found the conclusion about the student comprehensibility based on the three questions
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which is number 1,3, and 8. The question interview number 1 is “What is your opinion about learning English using social media especially using Whatsapp ?”.
The result of 10 students, most of them or 8 students gave negative perception.
This is the student‟s answer about the question number 1 which is they gave a negative perception.
Student 2 answer question number 1 :
Student 3 answer question number 1 :
Student 4 answer question number 1 :
S3 : Agak sulit karena tidak dapat di pahami dan tidak dapat penjelasan dari guru.
( It's a bit difficult because it can't be understood and can't be explained from the teacher ).
S4 : Tidak terlalu bagus karena kalau belajar bahasa Inggris bagusnya kalau ada guru yang mengajar, kalau menggunakan media sosial tidak bisa di pahami karena tidak tahu bagaimana cara penyebutannya.
(It's not very good because if we learn English it's better if there is a teacher who teaches, if we use social media we can't understand it because we don't know how to pronounce it ).
S2 : TIdak bagus karena di Whatsapp tidak di jelaskan dan tidak mudah di mengerti berbeda kalau secara nyata di jelaskan.
(Not good because on Whatsapp it's not explained and it's not easy to understand, it's different if it's actually explained).
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The question interview number 3 is “What do you think about using Whatsapp application to support your English learning activities ?”. The result of 10 students, most of them or 6 students gave negative perception. This is the student‟s answer about the question number 3 which is they gave a negative perception.
Student 3 answer question number 3 :
Student 7 answer question number 3 :
Student 6 answer question number 3 :
S3 : Tidak mendukung karena sulit untuk di mengerti karena tidak ada penjelasan langsung.
(Do not support because it is difficult to understand because there is no direct explanation.).
S7 : Tidak mendukung karena susah di mengerti dan tidak tahu cara penyebutannya.
(It doesn't support it because it's hard to understand and doesn't know how to pronounce it.).
S6 : Tidak mendukung karena mudah mencari jawaban di teman atau di google.
(Not supported because it's easy to find answers in friends or on google).
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The last question interview number 8 is “Can daily chat using Whatsapp application in English help to develop your English skills?”. The result of 10 students, most of them or 6 students gave negative perception.
Student 1 answer question number 8 :
Student 6 answer question number 8 :
Student 4 answer question number 8 :
S1 : Tidak, karena saya tidak tahu artinya dan penyebutannya.
.
(No, because I don't know the meaning and pronunciation).
S4 : Tidak karena saat chatan menggunakan bahasa Inggris, kemampuan bahasa Inggris tidak bisa berkembang karena mungkin penyebutannya belum benar dan mungkin tidak tahu artinya.
(No, because when chatting in English, English skills cannot develop because maybe the pronunciation isn't correct and maybe you don't know what it means.).
S6 : Tidak, karena di Whatsapp bisa di salin dan bisa di translate dari google.
(No, because on Whatsapp it can be copied and can be translated from Google.).
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So, based on the result, the conclusion from the three question about
comprehensibility, most of students gave their negative perception. The researcher only take two or three the answer of the students because the answer is mostly same from each other.
2. Accessibility
According to student interviews, pupils spent over two hours of the course utilizing Whatsapp as a learning medium. Even if students have varying opinions on accessibility when it comes to the Whatsapp application. Students believed that when they used Whatsapp, it was unsuitable and created difficulties for studying English as a medium because the network was occasionally down. Based on the explanation, the researcher found the conclusion about the student accesibility based on the three questions which is number 2, 5, and 7. The question interview number 2 is “How long have you used Whatsapp application in learning process
?”.
Student 1 answer question number 2 :
Student 2 answer question number 2 :
S1 : Kurang lebih 2 jam setiap mata pelajaran.
(Approximately 2 hours each subject).
S2 : 2 jam setiap mata pelajaran.
(2 hours each subject).
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Student 6 answer question number 2 :
The question interview number 5 is “Do you think Whatsapp application is suitable for learning English ?”. The result of 10 students, most of them or 6 students gave negative perception.
Student 3 answer question number 5 :
Student 5 answer question number 5 :
Student 6 answer question number 5 :
S5 : Tidak, karena kurang menarik perhatian.
(No, because it doesn't attract attention).
S6 : Tidak, karena bisa di translate dari aplikasi google bisa di nyontek.
(No, because it can be translated from the Google application, it can be cheated).
S6 : Kurang lebih 1-2 jam mata pelajaran (Approximately 1-2 hours of lessons).
S3 : Tidak, karena tidak dapat di mengerti, tidak pintar bahasa Inggris dan tidak dapat penjelasan.
(No, because I can't understand, I'm not good at English and I can't explain).
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The last question interview number 7 is “Do you have difficulty of using Whatsapp as a media in English learning ?”. The result of 10 students, most of them or 7 students gave negative perception.
Student 6 answer the question number 7 :
Student 8 answer the question number 7:
Student 9 answer the question number 7:
So, based on the result, the conclusion from the three question about
accessibility, most of students gave their negative perception. The researcher only take two or three the answer of the students because the answer is mostly same from each other.
S6 : Sering jaringan tidak bagus.
( Often the network is bad ).
S8 : Ya, karena biasa kalau jelek jaringan tidak bisa terbuka file yang di kirim.
( Yes, because sometimes the network is bad so the file can‟t sent ).
S9 : Ya, karena tidak paham, tidak di mengerti dan jaringan susah dan kadang tidak bagus.
(Yes, because we don't understand, we don't understand and the network is difficult and sometimes not good.).
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3. Practically
According to the student interviews, the usage of Whatsapp can provide students with ease of use due the app, they may contact with their instructor and if they want to provide an assignment, they just take a photo of the work or assignment that the teacher gives them and then email it once they complete it.
Additionally, kids were not required to report to school with their assignments or tasks, which was especially beneficial in this scenario due to the epidemic.
Additionally, students may utilize some of the Whatsapp’s simple to use capabilities, such as video calling, sending a photo or video, or sending a file. Based on the explanation, the researcher found the conclusion about the student practically based on the three questions which is number 4, 6, 9, and 10. The question interview number 4 is “Do you think the numerous Whatsapp activities are interesting? What is the reason for this ?”. The result of 10 students, most of them or 9 students gave positive perception.
Student 1 answer the question number 4 :
S1 : Ada karena kita bisa saling bertukar kabar dengan teman yang jauh sehingga memudahkan berkomunikasi.
(There is because we can exchange news with friends who are far away, making it easier to communicate).
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Student 2 answer the question number 4 :
Student 4 answer the question number 4 :
The question interview number 6 is “Does the use of Whatsapp application to send assignments make it easier for students and teachers to communicate or provide feedback easily and effectively ?”. The result of 10 students, most of them or 9 students gave positive perception.
Student 1 answer the question number 6 :
S4 : Banyak, bisa lihat status teman, bisa kirim file, bisa kirim lokasi, video call dan kirim video dan foto.
(Many, can see the status of friends, can send files, can send locations, video calls and send videos and photos).
S1 : Mudah di gunakan karena jika selesai mengerjakan tugas sisa memfoto tugas kemudian mengirimnya.
(Easy to use because when you finish doing the rest of the task, take a photo of the task and then send it).
S2 : Bisa melihat story teman, bisa di berikan info sama guru dan berkomunikasi.
(We can see a friend's story, you can give it to the teacher and communicate).
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Student 9 answer the question number 6 :
Student 10 answer question number 6 :
The question interview number 9 is “Was it technically simple to do your task using Whatsapp ? Why ?”. The result of 10 students, all of them gave positive perception. So, based on the result, the conlusion in practically is students have a positive perception.
Student 9 answer question number 9 :
Student 7 answer question number 9 :
S9 : Iya, karena gampang untuk mengirim dan menerima (Yes, because it's easy to send and receive).
S10 : Mudah karena aplikasi simpel dan mudah di gunakan.
( It‟s easy because the application is simple and easy to use ).
S9 : Mudah karena selesai di kerjakan lalu di kirim.
(It's easy because it's done and then sent).
S7 : Mudah karena simpel cara mengirimnya.
(It's easy because it's simple to send).
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Student 3 answer question number 9 :
The last question interview number 10 is “How is the effectiveness of using WhatsApp application as learning media ?”. The result of 10 students, most of them or 9 students gave positive perception.
Student 7 answer question number 10 :
Student 4 answer question number 10 :
Student 3 answer question number 10 :
S7 : Menggunakan Whatsapp simpel dan sedikit menggunakan data.
(Using Whatsapp is simple and uses little data).
S4 : Mudah karena kirim foto saja.
(It's easy because just send photos).
S3 : Mudah karena tugas sisa di foto kemudian di kirim.
(It's easy because the rest of the work is in the photo and then sent).
S3 : Mudah di gunakan.
(It's easy to used).
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So, based on the result, the conclusion from the four question about
practically, most of students gave their positive perception. The researcher only take two or three the answer of the students because the answer is mostly same from each other.
B. DISCUSSION
The interview was used to describe this research. To gather data, the researcher used an interview to ascertain the research's objective, namely the students' perceptions of the Whatsapp application in the English learning process at SMP Negeri 1 Mare's second grade. According to the interview, utilizing Whatsapp as a medium for learning English is ineffective since it does not yield the desired results. Students who are having problems comprehending the subject because they were using Whatsapp are at a disadvantage compared to students who are studying English in a classroom, where they may receive more explanation and acquire the proper pronunciation when the teacher explains. On the other hand, occasionally the network is down, and students are unable to access the file that the instructor provides, despite the fact that the file is practical, easy to use, and consumes a small amount of quota.
1. Students did not understand the material (Comprehensibility)
Online education is an excellent way to continue teaching and educational programs throughout this pandemic (Kim, 2020). Nonetheless, students and teachers alike have challenges when it comes to transitioning to online classrooms (Kim, 2020). Due to the fact that online learning is a relatively new concept in our
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educational system and we are unfamiliar with the process, both students and teachers encounter challenges during online sessions (Gopal et al., 2021). Both teachers and students encounter several obstacles when it comes to using new online class and test systems (Al-Amin et al., 2021).
Additionally, the majority of students have trouble comprehending class materials, lectures, and, on occasion, locating appropriate study resources in an online learning system. Additionally, participants stated that online programs cannot replicate the real classroom setting. Students lacked sufficient contact with classmates and instructors (Online Student Survey, 2020), as numerous prior research had previously claimed (Bisht et al., 2020; Khalil et al., 2020). The purpose of this study was to ascertain students' attitudes regarding online education. However, we obtained conflicting results. While some students benefit from online education, the majority encounter difficulties.
2. Accesibility
The network is critical to the success of online education. Some students say that the network's quality is occasionally inadequate to sustain them, forcing them to transfer from one location to another. According to Warman and Astarilla (2017), students had network issues, particularly those who utilized an out-of-date provider phone card. According to Purba (2020), one of the obstacles associated with utilizing WhatsApp for mobile learning is the issue of mobile internet connectivity. This was one of the disadvantages of using WhatsApp in blended learning. For example, online education has generated disparities between rural
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and urban students, between laptop/PC and mobile phone users, and between WI-FI and mobile network users. As a result, a medium for learning and teaching that is sustainable is impacted. Additionally, students cannot communicate with their lecturers or classmates during online classes. Students' options for group work are likewise limited. Outside of urban regions, high-speed broadband or cellular internet connections are few; as a result, students in rural areas frequently struggle to maintain a reliable online connection. As a result, their involvement in online education is frequently impacted. Rural communities often experience difficulties with electrical access, which adds to the load. Additionally, students frequently lack the necessary technology devices to engage effectively in online programs. Nonetheless, we discovered that female students had a more favorable perception of virtual classrooms than male students. Online education is the sole form of communication for ongoing education in this epidemic circumstance. In general, few students gain from online education, while the majority suffer difficulties. Discrimination between rural and urban students, between laptop/PC and mobile phone users, and between WIFI and mobile network users has resulted from online education. As a result of our study, we recommend that the government develop a comprehensive strategy for students to benefit from online classes and take required efforts to mitigate the prejudice caused by the online schooling system. Bisht et al. (2020) discovered that rural students had less access to the internet, which may explain why rural students have a lower favorable view than urban students. Our findings are consistent with those of several earlier research. Demuyakor (2020), for example, noticed that the sluggish speed and
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high cost of internet packages disrupt online learning. The majority of developing nations lack contemporary network infrastructure, and rural regions lack access to mobile and internet services. Due to a lack of high-speed internet and cellphone coverage in rural areas, the majority of students are unable to continue with their virtual lessons.
3. Practically
Technology benefits both the instructor and the student. According to Lam and Lawrence (2002), technology enables learners to exert control over their own learning processes and have simple access to knowledge that the instructor may be unable to supply. The usage of social media in everyday communication has grown in popularity. It is also utilized for collaborative learning, particularly when it comes to language acquisition. Social networking programs such as Facebook, Twitter, LinkedIn, and a slew of others have exploded in popularity in the realm of communication (Riyanto, 2013). WhatsApp is the most current popular social network. WhatsApp Messenger is a cross-platform, proprietary instant messaging program for mobile devices. WhatsApp enables users to communicate with one another over their Internet connection. WhatsApp is similar to a chat application for mobile devices. Smartphones are gaining popularity, and WhatsApp is available on practically all of them. The Financial Times reports that "WhatsApp has done for text messaging on mobile phones what Skype did for international calling on landlines." (2008) (Cavus & Ibrahim).
