STUDENTS' PERCEPTION OF LEARNING SPEAKING THROUGH WHATSAPP GROUP : A CASE STUDY OF SEVENTH GRADE SMP IT (MID DAY SCHOOL) AL-BIRUNI MANDIRI MAKASSAR IN. Judul Skripsi : Students' perception of learning to speak through Whatsapp group : a case study in the seventh grade of SMP IT (full school) Al-Biruni Mandiri Makassar in the academic year 2020/2021. Students' perception of learning to speak through Whatsapp group: A case study in the seventh grade of SMP IT (Full School) Al-Biruni Mandiri Makassar in an academic year under the supervision of Restu Januarty and Andy Hamzah Fansury).
Finally, the writer trusts that this skripsi will be valuable to the writer himself and the readers.
Research Background
Students can find the topic of discussion themselves or the teacher can also provide a suitable topic for the learning activities. So students need to know this ability to share their perception in learning to speak. By giving materials in WhatsApp group, the students were casual in learning speaking, so the students liked and enjoyed it.
So the conclusion is that the WhatsApp group is made to learn to speak nicely because the students became more confident to speak English through video.
Identification of Problems
Scope of the Research
Formulation of Problems
Objective of the Research
Significance of the Research
This chapter is about speaking skills, WhatsApp group, speaking via WhatsApp group, the previous research findings and also the conceptual framework.
Theoretical Review 1. Speaking Skills
Students’ Perception in Learning Speaking
Perception is the method by which people decode tactile stimuli into information relevant to their work environment. Agreeing with Robbins (2003) in (Adiwinata, 2017), perception is the method used by individuals to monitor and decipher tactile perception to make sense of their environment. Speaking is the most difficult skill in English because students have to pronounce and arrange words.
Learning the ability to speak is the most important essential angle of learning a moment or foreign language and success is measured.
WhatsApp Group
Students have some problems such as: lack of vocabulary, can't speak, can't arrange words properly, etc. According to Taiqin (1995) in (Heriansyah, 2012) on non-linguistic factors which showed that 95% of students said they had difficulty speaking because they were afraid of making mistakes in class, had no idea what to say, did not were confident and comfortable if they made a mistake and were not interested in the topics they were giving. lecturers. According to Hermawan (2009) in (Trisnani, 2017) states that the use of social media can easily create a forum where individuals can communicate with each other and exchange ideas.
Individuals can also build assumptions, emotions and beliefs through comments and perspectives and thoughts of other individuals on social media, this allows us to reactively comment and shut down.
Learning Speaking Through WhatsApp Group
To create a link, open the group information screen and tap the Invite via link option. To do this, go to the group information page and hold the name of the participant to whom you want to transfer the rights. To do this, hold or long tap on the group you want to mute and tap on the Mute icon present on the top bar.
Alternatively, you can disable a group from the group information page as well by enabling the Mute notifications option.
Previous Related Research Finding
The population of this study is all English teachers and all tenth grade students. In the selection of the sample, the researcher used purposive sampling because this research is based on the consideration of the teachers in the school. They concluded that learning to speak English using WhatsApp Voice Memo is an engaging learning activity, positive activities and WhatsApp Voice Memo was easy to use.
Moreover, WhatsApp voice note can be a valuable device to open up the students to talk about story content in particular. By using WhatsApp voice note, it can easily share information and allow the students to inquire, provide help in their journey to memorize English anytime, anywhere. Based on the quantitative arising from this reflection, it revealed that WhatsApp gave less demanding and faster communication between teachers and students for scholarly purposes.
Based on the origin of the consideration, the average score of understudies within the exploratory course and the control class. Based on the result of information analysis and talks, it can be concluded that there is a significant impact on the students' speaking ability after the application at the moment semester studies of English Consider Program of College of Pahlawan Tuaku Tambusai. Some previous research focuses on the implementation of WhatsApp to support and improve students in English speaking.
In my research, I focus on the use of WhatsApp group to know students' perceptions of learning to speak. Thus, by using WhatsApp group, the researcher will find the opinion of students in learning to speak through WhatsApp group.
Conceptual Framework
It is for this reason that some people often talk about the "school curriculum" in this conventional way, usually cruelly underestimating the range of subjects taught and the sum of educational time allocated to each in terms of hours or minutes. Kennedy (2005) found in (Mulenga, 2018) that a curriculum that virtually focuses on core competencies of the world of paid work is lacking. Excellent educational modules should instead include the full range of skills and competencies that are relevant throughout each individual's life span.
Agreeing with Bygate (1987: 6) in (Putra, 2017) Speech is the vehicle of social solidarity, of socializing skilled performance and of doing business. Speaking skills are very important in our lives because as humans we have the need to use it to communicate with each other. To expand, McDonough and Shaw characterized in (Putra, 2017) that “Speech is driven by desire and reason, in other words, we really need to communicate something to achieve a specific goal.”
Collaboration and progress Social media, especially WhatsApp as a communication system that is sophisticated in these times, educators are also required to be able to adapt to the development and progress of ICT by developing themselves or using existing innovations such as WhatsApp as a tool to transfer information with fast without having to cause it to hang on it, only a certain learning time can be achieved, according to various variables that can be adapted to the purpose. WhatsApp could be a focus that allows individuals to communicate in groups by using groups. Analyzing the data from the questionnaire, the respondents will be given a questionnaire containing 20 statements to find out their perception about the use of WhatsApp group in English practice.
After completing the questionnaire, the researcher draws conclusions from the questionnaire data and also from the activity in the WhatApp Group. Next WhatsApp group application can be implemented not only in learning to speak but also in other skills such as reading, writing and listening.
Research Design
Time and Location of the Research
Population and Sample of the Research 1. Population
Sample
Using quantitative descriptive design described students' perceptions of learning speaking using whatsApp group in the first grade of SMPIT Al Biruni Mandiri Makassar.
Instrument of the Research
Data Collection Procedure
The students described what the community is, what the community is for and what you should do in the community. Then the students sent it to the teacher, and the teacher sent it to the group. The students recorded the video about the daily routines and sent it to the teacher via WhatsApp.
She introduced at the last meeting because the students are usually nervous if they knew there was a stranger in the group. The researcher distributed the questionnaire by sharing the link to the sample of the survey via the WhatsApp group.
Technique of Data Analysis a. Reability
The scoring of the questionnaire used the Likert scale, which is categorized into strongly agree, agree, doubtful, disagree and strongly disagree. The research results collected through the instruments used during the research to know the students' perception of learning to speak through the WhatsApp group.
Research Findings
By studying through WA, I have a lot of time to revise material at home Frequency Percent Valid. Learning through WA wastes a lot of time because no one is watching directly. Learning through WA wastes a lot of time because no one is directly looking at Frequency Percent Valid.
Learning through WA has given me more confidence in speaking English. Frequency percentage valid. Learning via WA is better because you don't have to stand in traffic jams. Frequency Percent Valid.
Discussions
The statement of number 3 “Learning via WA is effective for speaking English” got a score of 80, the classification score was very good (A). The statement of number 5 "Learning via WA is interesting for me" was scored 80, the classification score was very good (A). The statement of number 6 "By learning via WA, I don't get vocabulary" got a score of 83, the classification score was very good (A).
The statement of number 11 "Learning via WA makes learning more relaxed" was scored 93, classification score was very good (A). The statement of number 12 "Learning via WA makes me less focused" was scored 79, classification score was good (B). The statement of number 13 "Learning via WA saves more costs" got a score of 70, the classification score was good (B).
The statement of number 14 “Learning via WA is confusing” got a score of 78, the classification score was good (B). The statement of number 15 “Learning via WA makes the spirit of learning” got a score of 74, the classification score was good (B). The statement of number 16 "Learning via WA is boring" was scored 70, the classification score was good (B).
Statement number 19 “Learning through WA is very easy” received a score of 77, the classification score was Good (B). Statement number 20 “Learning through WA makes learning lazy” was given a score of 68, the classification score was Good (B).
Conclusion
This chapter contains the conclusion and suggestion based on the findings and discussions on the data analysis.
Suggestion
Students’ Result of the Questionnaire
Administration
Documentation of the Research