AT ENGLISH EDUCATION DEPARTMENT OF UIN SUSKA RIAU
BY
DINITRISNA IRVIANTI SIN. 11714202472
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP AS AN INSTRUCTIONAL MEDIUM IN THE PANDEMIC ERA
AT ENGLISH EDUCATION DEPARTMENT OF UIN SUSKA RIAU
By
DINITRISNA IRVIANTI SIN. 11714202472
A Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S. Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
SURAT PERNYATAAN Saya yang bertandatangan di bawah ini :
Nama : DINITRISNA IRVIANTI
NIM : 11714202472
Tempat/ Tgl. Lahir : Pekanbaru/ 11 September 1999 Fakultas/Pascasarjana : Tarbiyah dan Keguruan
Prodi : Pendidikan Bahasa Inggris Judul Disertasi/Thesis/Skripsi/Karya Ilmiah lainnya*:
STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP AS AN INSTRUCTIONAL MEDIUM IN THE PANDEMIC ERA AT ENGLISH EDUCATION DEPARTMENT OF UIN SUSKA RIAU
Menyatakan dengan sebenar-benarnya bahwa :
1. Penulisan Disertai/Thesis/Skripsi/Karya Ilmiah lainnya* dengan judul sebagaimana tersebut di atas adalah hasil pemikiran dan penelitian saya sendiri.
2. Semua kutipan pada karya tulis saya ini sudah disebutkan sumbernya.
3. Oleh karena itu Disertasi/Thesis/Skripsi/Karya Ilmiah lainnya* saya ini, saya nyatakan bebas dari plagiat.
4. Apa bila dikemudian hari terbukti terdapat plagiat dalam penulisan Disertasi/Thesis/Skripsi/(Karya Ilmiah lainnya)* saya tersebut, maka saya besedia menerima sanksi sesuai peraturan peraturan perundang-undangan.
Demikian Surat Pernyataan ini saya buat dengan penuh kesadaran dan tanpa paksaan dari pihak manapun juga.
* pilih salah salah satu sesuai jenis karya tulis
ACKNOWLEDGEMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “Students' Perception on the use of WhatsApp as an Instructional Medium in the Pandemic Era at English Education Department of UIN Suska Riau.”. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training of UIN Suska Riau . Then, shalawat and salam always be presented to the last mesengger of Allah, prophet Muhammad SAW who has inspired and lightened many people up all around the world.
For my beloved parents, Mr. Chairul and Mrs. Evita. Thank you for always by my side, thank you for believe in me. Thank you for giving your great love, care, time, advice, support and prayer in all situation in every single day.
Thank you for everything you did for me and for being the best people in my life.
No words can describe how much the researcher love both of you.
Besides that, the researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper. They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of UIN Suska Riau, Prof. Dr. Hj, Helmiati, M.Ag., as vice rector I, Dr. H.Mas‟ud Zein, M. Pd., as vice- rector II. Prof. Edi Irwan, S.Pt., M.Sc., Ph. D., as vice rector III and all staff. Thanks for the kindness and encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Riau. Dr. H. Zarkasih, M.Ag., as the Vice of Dean I, Dr. Zubaidah Amir, MZ, M.Pd., as the Vice of Dean II, and Dr. Amirah Diniaty, M. Pd. Kons., as the Vice of Dean III and all staff. Thanks for the kindness and encouragement.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Chairperson of English Education Department who has given the researcher correction, suggestion.
4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of English Education Department for their correction, kindness, services, and advice during the writing up the thesis.
5. Cut Raudhatul Miski, S. Pd., M.Pd., the Academic Supervisor for his guidance to the students.
6. Dr. Dodi Settiawan, M.Pd., the Researcher‟s supervisor who has given the researcher constant encouragement, support, and invaluable suggestions in order to complete this thesis successful.
7. All lecturers who have given the researcher their knowledge and information through the meeting in the class or personally.
8. The researcher is very thankful to herself for believing in herself. She has managed to fight the feelings of laziness, fear, and stress, and has managed to trust herself to do all this hard work.
9. For all of my family, especially Ayah and Ibok, who is always giving support and motivation the researcher to complete this thesis.
10. The researcher‟s brother, Bayutrisna Irvianto, who is always the place to sharing everything.
11. The researcher‟s supporter team, in particullar M. Maulidul Hikmah, thank you for always by my side in every moment of my overthinking and always support me in every condition, even in a difficult times Ragil Melindah Kurniasih and Nabila Rachmadhani, thank you always be a place to exchange ideas, share opinions and information, and help the researcher to analyzed the data. Diana Novita N, who always cheer up the researcher even from the distance. Dwi Afrilia Putri, thank you for being my best friend start from beginning until the end of this study journey. My roommate Fira Fania and Cici Ayu Lestari, thank you for your help, support, kindness, and happiness.
12. All friends in English Department, especially all of member of d class and old d class. Thank you for your support and motivation.
13. All of the people who cannot the researcher mention one by one who has the role on finishing this thesis, Thank you.
14. Researcher also very grateful to herself for being strrong, had fought depression, stress and for doing all this hardwork.
Finally, the researcher realizes that this thesis is still far from being perfect, there are many weaknesses on this thesis. Therefore, the readers‟
comments, constructive critiques and suggestions are seriously needed in order to improve this thesis. May Allah Almighty, the lord of universe blesses you all.
Aamiin.
Pekanbaru, April 20th 2022 The Researcher,
Dinitrisna Irvianti SIN. 11714202472
ABSTRACT
Dinitrisna Irvianti (2022): Students' Perception on the use of WhatsApp as an Instructional Medium in the Pandemic Era at English Education Department of UIN Suska Riau.
The learning process is usually applied face-to-face. However, the learning process recently implemented online as an alternative way due to the impact of COVID-19. The lecturer and the student must to utilize various instructional media to support learning process, one of that instructional media is WhatsApp. This kind of media is a new thing for the students so that students‟ perception on the use WhatsApp as an instructional medium is not yet know. The study aimed to find out the students‟ perception on the use WhatsApp as their instructional medium during pandemic era at English Education Department of UIN Suska Riau. The research method used was a quantitative descriptive method in which the data were analyzed using SPSS version 21.0. This research was held on 31 January 2022 until 07 February 2022 at English Education Department. The population in this research were seven semester students of English Education Department academic year 2021/2022. The number of population was 148 students. The sample of this research was 30 students and the technique collecting the data simple random sampling. Questionnaire was used to gather the data. The result shows that 76.67%
of the total sample have a positive perception, 16.67% are uncertain perception and 3.33% are very positive and negative perception. The researcher conclude that the result of students‟ perception on the use WhatsApp as an instructional medium were positive perceptions by the percentage 76.67% with 23 participants from 30 participants at English Education Department of UIN Suska Riau.
ABSTRAK
Dinitrisna Irvianti (2022): Persepsi Mahasiswa Terhadap Penggunaan WhatsApp Sebagai Media Pembelajaran Selama Era Pandemi di Jurusan Pendidikan Bahasa Inggris UIN Suska Riau.
Proses pembelajaran biasanya berlangsung secara tatap muka. Namun, pembelajaran tersebut baru baru ini diterapkan secara online sebagai alternative dari pandemi COVID-19. Dosen dan mahasiswa diharuskan untuk memanfaatkan berbagai jenis media pembelajaran untuk mendukung proses pembelajaran, salah satu dari media pembelajaran tersebut adalah WhatsApp. Jenis media ini merupakan hal baru bagi mahasiswa sehingga persepsi mahasiswa tentang penggunaan WhatsApp sebagai media pembelajaran masih belum diketahui. Tujuan dari penelitian ini adalah untuk mengetahui persepsi mahasiswa tentang penggunaan WhatsApp sebagai media pembelajaran selama era pandemic di Jurusan Pendidikan Bahasa Inggris UIN Suska Riau. Metode penelitian ini adalah deskriptif kuantitatif lalu data dianalisa menggunakan SPSS versi 21.0. Penelitian ini dilakukan pada tanggal 31 Januari hingga 7 Februari 2022 di Jurusan Pendidikan Bahasa Inggris.
Populasi dari penelitian ini adalah mahasiswa semester 7 di Jurusan Pendidikan Bahasa Inggris tahun ajaran 2021/2022. Jumlah populasi adalah 148 mahasiswa.
Sampel penelitian ini adalah 30 mahasiswa dan teknik pengambilan data menggunakan teknik simple random sampling. Kuesioner digunakan sebagai alat pengambilan data. Hasil menunjukkan bahwa 76.67% dari total sampel memiliki persepsi positif, 16.67% adalah persepsi netral dan 3.33% adalah persepsi sangat positif dan negatif. Peneliti menyimpulkan bahwa hasil dari persepsi mahasiswa terhadap penggunaan WhatsApp sebagai media pembelajaran adalah positif dengan persentase 76.67% dengan 23 peserta dari 30 peserta di Jurusan Pendidikan Bahasa Inggris UIN Suska Riau
صخلم
،تينايفرإ انسترينيد (
2222 :)
كاردإ ذيملاتلا مادختسلا
باستاو ةليسوك
لا للاخ ميلعت
رصع في ةيزيلنجلإا ةغللا ميلعت مسق في ءباولا ةعماج
ويار ةيموكلحا ةيملاسلإا مساق فيرشلا ناطلسلا
لعتلا اذه قيبطت متي لم ،كلذ عمو .هجول ًاهجو ملعتلا ةيلمع متت ام ةداع ي
برع ارخؤم لاإ م
ءباول ليدبك تنترنلإا ديفوك
- ةفلتمخ عاونأ مادختسا ذيملاتلاو نيرضالمحا نم بلطُي . 99 نم
و لئاس لعتلا ي لعتلا ةيلمع معدل م ي
،م اهنم باستاو ئاسولا نم عونلا اذه دعي .
اًديدج اًئيش ل
ذيملاتلل نإف اذل ،
كاردإ مادختسا لوح ذيملاتلا باستاو
ةليسوك لا
لا ميلعت ي
يرغ لاز
ثحبلا اذه نم ضرغلا .فورعم كاردإ ةفرعم
مادختسلا ذيملاتلا باستاو
ةليسوك لا
ميلعت
ا رصع للاخ في ةيزيلنجلإا ةغللا ميلعت مسق في ءباول
مساق فيرشلا ناطلسلا ةعماج
ويار ةيموكلحا ةيملاسلإا ةقيرط .
اذه ةيمك ةيفصو ثحبلا و
مادختسبا تناايبلا ليلتح تم
ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا جمنارب رادصلإ
09.2 ةترفلا في ثحبلا اذه ءارجإ تم .
نم 19 لىإ رياني 7
ريابرف 0200 ثحبلا اذه عمتمج .ةيزيلنجلإا ةغللا ميلعت مسق في
ذيملات
فصلا يساردلا ماعلل ةيزيلنجلإا ةغللا ميلعت مسق في عباسلا
0209 / 0200 عوممج .
ناكسلا 928
اذيملت ثحبلا اذه ةنيع . 12
اذيملت تناايبلا عجم ةينقت تمدختساو
يئاوشعلا تانيعلا ذخأ بولسأ ة
طيسبلا ُت . ة
ناايبتسلاا مدختس .تناايبلا عمجم ةاددك ت
نأ جئاتنلا ترهظأو 76.67
هيدل ةنيعلا لياجمإ نم : ا
كاردإ و ،بيايجإ 96.67
: اهيدل
كاردإ و ،يدايح 1.11
: اهيدل كاردإ جئاتن نأ لىإ ةثحابلا تصلخو .ةياغلل بيلسو بيايجإ
كاردإ مادختسلا ذيملاتلا باستاو
ةليسوك لا
ةبسنب ةيبايجإ تناك ميلعت 76.67
عم : 01
نم اًكراشم في ةيزيلنجلإا ةغللا ميلعت مسق في اًكراشم 12
مساق فيرشلا ناطلسلا ةعماج
ويار ةيموكلحا ةيملاسلإا
.
LIST OF CONTENTS
SUPERVISOL APPROVAL ... i
EXAMINER APPROVAL ... .ii
ACKNOWLEGMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صخلم ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... . xi
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 6
C. The Objectives of the Problem ... 7
D. The Definition of Terms ... 7
CHAPTER II REVIEW OF RELATED LITERATURE A. The Theoretical Framework ... 9
B. Relevant Research ... 15
C. Operational Concept ... 17
CHAPTER III METHOD OF THE RESEARCH A. The Research Design ... 19
B. The Location and Time of the Research... 19
C. The Subject and Object of the Research ... 19
D. The Population and Sample of the Research ... 20
E. Technique of Data Collecting... 21
F. Technique of Data Analysis ... 24
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ... 26 B. Discussion ... 37 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 39 B. Suggestion ... 39
REFERENCES APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Table III. 1 The Total Population of the Seven Semester Students of English Education Department of UIN Suska Riau
……….
20
Table III. 2 Students Perception of WhatsApp Questionnaire………….. 21
Table III. 3 Likert Scale……….. 22
Table III. 4 Validity of Instrument Students‟Perception on the Use WhatsApp Questionnaire………. 23 Table III. 5 The Level of Acceptable Reliability………. 23
Table III. 6 Reliability of Instrument Students‟ Perception on the Use WhatsApp Quetionnaire……… 24 Table III. 7 Category of the Score……… 25
Table IV. 1 I Look Forward to Using WhatsApp in Other Classes……….. 27
Table IV. 2 I Find WhatsApp Helpful………. 27
Table IV. 3 I Find WhatsApp Useful……….. 28
Table IV. 4 WhatsApp Helps me in Improving my Writing Skill………. 28
Table IV. 5 WhatsApp Helps me in improving my Reading Skill………. 29
Table IV. 6 WhatsApp Activities are Helpful……… 29
Table IV. 7 I Like Doing Learning Through WhatsApp………. 30
Table IV. 8 WhatsApp Should be Used in Higher Education……… 30
Table IV. 9 There is Value in Using WhatsApp for Teaching and Learning Process……… 31 Table IV. 10 Using WhatsApp Application is Easy………. 31
Table IV. 11 I Feel Instructions of the Activities are Clear………. 32 Table IV. 12 I Feel Positive when Submitting my Assignment Through
WhatsApp……….
32
Table IV. 13 I Respond as Quickly as Possible to Each Assignment or Question in WhatsApp………
33 Table IV. 14 WhatsApp Application is Available on my Smartphone……… 33 Table IV. 15 I can Login into WhatsApp Anytime Anywhere………. 34 Table IV. 16 Using WhatsApp in all Courses that have Assignments is better than
Paper……….
34 Table IV. 17 Students‟ Perception on the Use WhatsApp
Score………...
35 Table IV. 18 The Result of Students Perception on the Use WhatsApp as a
Instructional media During Pandemic Era………...
36
LIST OF FIGURES
Figure II.Operational Concept ... 18
LIST OF APPENDICES Appendix 1 Research Instrument
Appendix 2 Students Questionnaire Score Appendix 3 Recommendation Letters Appendix 4 Documentation
A. Background of the Problem
On March 15, 2020, President Joko Widodo announced and took some policies for public to limiting going out of the house and do all the activities from home (study, work, religious practices, etc). Pandemic Covid- 19 has significant impact for all activities of social life, including education.
This pandemic effect 90,2% students in the world, in which 1.57 billion students cannot attend to school and 191 countries including Indonesia close the school and change the learning method into online learning (Ro‟fah, at.all, 2020)
Therefore, Minister of Education and Culture of the Republic of Indonesia through Permendikbud No. 4 of 2020 provide the regulation of education during the pandemic. Based on the regulation of the Ministry of Education, the learning activities in school education is stop and encourage lessons to be conducted from home through online learning. The learning process cannot be carried out face-to-face because the people must be do social distancing and physical distancing (Annalaura et al., 2020), (Telaumbanua, 2020. Thus every school started to implement e-learning, whether in downtown or rural area. It means, the teacher can‟t be teach their students directly at school.
In the current pandemic era, academics are required to work and
mean the learning process should be carried out by online learning. Online learning is a new technique in the teaching and learning process, such a new system of changes in education and innovations to information technology.
Online learning is the use of new multimedia technologies to improve the quality of learning. Online learning means a set of learning activities in a subject delivered through network giving access and exchange of knowledge.
Online learning is effective because it can helps teachers to develop classroom virtually (Putranti, 2013). Buchanan (2004) stated online learning gives both teachers and students new opportunities to be involved in the learning process because online learning push the teacher to do some tactics or strategies to teach their students during the pandemic. Teachers change the habit of telling stories and explanations to students in front of the class to interact more and engage in more active communication. It can be as an alternative learning strategy for students during the pandemic (Naciri et al., 2020). In other word, online learning being the only one solution for the academic, so that the learning process can still effective and efficient even with the current situation.
Furthermore, the pandemic highlights the need to use online instructional media to achieve learning goals (Amal, 2019). As a result, innovation in learning is needed to maintain the development of world education (Hadi, 2015). Innovation in learning by online platforms is interpreted as updates or changes caused by, among other things, attempts to solve problems faced by a person or group and to solve problems that arise and improve certain situations or certain processes that occur in society.
Online learning defined as learning process which students are learning, sharing material, sharing videos, sharing photos, etc by utilizing on social network and internet connection. Online learning need a good quality technology support because online learning means all of the learning process is carried out from distance through electronic devices, such as laptop, tablet, smartphone, and computer and also internet connection (Gonzalez & Louis, 2018) and also through website campus and online application (Prajana, 2017). The use of technology such as computer, smartphone, and internet is an effective tool to support teaching and learning process (Ta‟amneh, 2017). In other word, students does not need to come to school because the learning process carried out from distance. They just need technology such as laptop, tablet, smartphone, computer and internet connection to join and support the learning process because in 2020, the implementation of technology in teaching becomes a must since people need to keep their distance and stay at home. The instructional media of learning methods must be in accordance with the learning subjects and abilities of students, therefore the way to overcome problems is to apply online or online learning, namely using internet or online applications. There are various instructional media that can used by the teacher and the students during the pandemic such as WhatsApp are handy and easy, Edmodo, Schoology, and Google Classroom, etc (Sakkir, 2020; Maulina, 2019). Gunawan (2020) stated if the various platforms can be support the learning process.
One of the instructional media that can be used during the pandemic in learning process is WhatsApp. WhatsApp in one of the most popular application that used by people in daily social. WhatsApp is a popular technology that has the potential to be used as an instructional media. The use of WhatsApp has the potential to be instructional media during the pandemic.
WhatsApp is very potential as a media in teaching (Kheryadi, 2017). Amry (2014) stated if WhatsApp is effective to use for online learning. Then, the use of the WhatsApp Messenger application has occurred in schools and colleges.
Considering the condition above, maximizing the use of their mobile phone especially WhatsApp can help students to feel excited during the teaching learning process. More importantly, as WhatsApp is one of instructional media which is closely related to the time and their need in interest, it can hide their barriers or anxiety that can affect their learning achievement, such as feeling afraid of making mistake or embarrassed to speak in front of the class.
It means, The WhatsApp is able to increase student learning accelerate the occurrence of study groups in building and developing knowledge. And learning with the help of online applications such as WhatsApp can enhance collaboration in learning, share knowledge and information that is useful in the learning process, and maintain the joy of learning throughout the ages. WhatsApp, teacher and students able to use WhatsApp as their medium in learning English in the pandemic era.
WhatsApp can help the teacher to create the effective class with this application. So, the students will easy to learn even though in pandemic era.
Moreover, WhatsApp allows teacher and student to take a greater role in learning process (Alshammari, 2017) because WhatsApp provides some features that can support teaching and learning process. There is a WhatsApp group which is able to build a fun learning related to various discussion topics given by the teacher. Teacher can set a WhatsApp group to facilitate students in discussion, putting some online materials, conducting quiz, recording, and many more. Those activities can be arranged by the teacher to improve students‟ skills. WhatsApp provide teacher and student do any activities such as personal chat / message, chat group, voice notes, video call, document sharing, photos and videos sharing, and more especially in learning English. Many foreign language teachers are interested in using WhatsApp to facilitate the teaching and learning process. WhatsApp is a common application that used by the students then it will make the learning process is more easier between teacher and students in learning process.
So, with the some features in WhatsApp, the teacher will be able to make the greater role in learning process and easy to convey the material to their students because the features in WhatsApp is very support the teacher.
Furthermore, the learning process will be more effective, efficient, and creative during online learning.
Based on the preliminary research survey at English Education Department of UIN Suska Riau , it was found that the learning process was
carried out only since the pandemic. The lecturer, need to applied various instructional media to support the learning process, one of them is WhatsApp.
This is something new for them. The researcher also found that the use of WhatsApp as an Instructional medium had never been evaluated since the online learning was implemented at English Education Department of UIN Suska Riau . Then, it is important to know what the
Based on the background of the problem above, the researcher would like to conduct a research by the title: ‘’Students' Perception on the use of WhatsApp as an Instructional Medium in the Pandemic Era at English Education Department of UIN Suska Riau.’’
B. The Problem
1. Identification of the Problem
Based on the explanation above, the problem can identified as follow:
The use of WhatsApp as instructional medium is a new during pandemic situation. Previous study research has discussed about the use of WhatsApp, but no research has been found that investigated about WhatsApp as instructional media during pandemic situation.
2. Limitation of the Problem
Based on the background and the identification of the problem above, the researcher is focused on „‟Students' Perception on the use of WhatsApp as an Instructional medium in the Pandemic Era at English Education Department of UIN Suska Riau‟‟
3. Formulation of the Problem
The problem of this research can be formulated as in the follow questions: What are the students' perception on the use of WhatsApp as an Instructional medium in the pandemic era at English Education Department of UIN Suska Riau?
C. The Objectives and Significance of the Problem 1. Objective of the Problem
To find out the students' perception on the use of WhatsApp as a instructional medium in the pandemic era at English Education Department of UIN Suska Riau.
2. Significance of the Problem
Theoretically this study contributed to find out the practicality of WhatsApp as instructional media during pandemic situation. In practically this study contributed for the lecturer for help in teaching and learning process during the pandemic situation. Then, the researcher hopes this study will give new knowledge to the researcher itself about the practicality of WhatsApp as instructional media during pandemic situation.
D. Definition of Terms
In order to avoid misunderstanding and misinterpretation in this research, the researcher would like to narrate some definitions of the key terms, they are as follows:
1. Perception
Sekuler, R and Blake, R. (1990) stated perception is someone think or feel about a certain think with conscious and unconscious through visual and audio. In other word, perception refers to someone opinion about something which is true.
2. WhatsApp
WhatsApp is an application that easy to use with some features such as send message, voice notes, photos (Suryani, 2017). WhatsApp in this study refers to the one of instructional media that help the lecturer and students in teaching learning process.
3. Instructional media
Instructional media is a tool used by teachers to explain material in the teaching and learning process, which is anything that can be used to stimulate children's thoughts, attention, and feelings, to encourage the learning process (Resti, 2020). Instructional media in this study referes to the use of instructional media to help the lecturer and students in the classroom during the pandemic situation.
4. Pandemic Era
Pandemic era refer to a widespread epidemic of contagious disease throughout the whole of a country or one or more continents at the same time (Honigsbaum, 2018). Pandemic era is an outbreak disease.
While in the covid-219 case, The disease is a pandemic because all of the people in the world are potentially infected .
A. Theoretical Framework 1. Perception
a. Definition of Perception
According to (Akrim & Sulasmi, 2020) defines perception as a person's process of understanding things that are around him or his environment through five senses which are influenced by experience so that he is aware of what has been observed that ultimately affects his attitudes and behavior. The word
“perception” comes from the Latin words perceptio, percipio, and means “receiving, collecting, action of taking possession, and apprehension with the mind or senses. Perception has to do with understanding issues. It is the psychological ability to process or use information received through the sense organs. Perception is the cognitive impression that is formed of “reality” which in turn influences the individual's actions and behavior towards that object.
According to Qiong (2017), Perception is defined as a “a) the way you think about something and your idea of what it is like; b) the way that you notice things with your senses of sight, hearing etc.; c) the natural ability to understand or notice things quickly.”
The word “perception” means “receiving, collecting, action of
Perception is when individuals get stimulation and the results of observations in understanding the surrounding environment and the side related to it. In commonly, Perception is one of the predicate of someone behavior.
According to Normadewi (2020) said that the notion of perception is an activity that involves a cognitive process for understanding the environment that includes objects and symbols or signs. Perception can be described as someone‟s expectation of an object, such as people, institutions, agencies, and others. If someone wants to know the desires and expectations of the community about an educational institution, he can do it by knowing the community's perception of an educational institution.
Knowing a person's perceptions can be a supporting factor in efforts to improve quality.
In other words, the meaning of the perception is the respond or judgment of anyone to an event, object, or attitude as the agreement or disagreement statement.
b. Stages of Perception
According to Qiong (2017) the perception consists of three stages as follow:
1) Selection
Selection is the first stage in the process of perception. In our daily life, we receive stimuli of many information from our
environment. When someone receive an information, we perceive only part of the information from the environment through a selective process.
2) Organizing
The second stage of perception process is organizing after we get information, we need to organize by finding certain meaningful patterns or categorize into structured and stable patterns. The stage of organizing means, we categorization the information like thing or people based on the skin, colors, and others.
3) Interpretation
The third stage of perception process is interpretation. In this stage, we process of attaching meaning to the selected stimuli.
After we categorized the information into structured and stable patterns, we try to make sense of these patterns by assigning meanings to them.
c. Two Dimensions of Perception
In order to understand how perception take place, there are two dimensions as follow:
1) The Physical Dimension of Perception
We have sensory organs to receive the stimuli such as eyes, ears, and nose. When we get stimuli, it routed through the
nervous system to the brain, where they are created with the structure and stability and attributed meanings. Physical dimension is important to get stimuli from environment and the s the initial step and provides little help in improving our ability in intercultural communication.
2) The Psychological Dimension of Perception
The psychological dimension becomes more significant than physical dimension because people look more at someone psychological such as people‟s beliefs, values, attitudes, needs, interests, etc. its impact to the how people perceive the world.
2. Perception on the Use of WhatsApp
Perception of students in using WhatsApp is the students‟ opinion in using WhatsApp as instructional media in learning process.
Perception is a receiving, collecting, action of taking possession, and apprehension with the mind or senses it means perception is about someone opinion about something.
Students‟ perception plays as a very important role to support the learning process in classrooms activities. Students are so happy with this application because WhatsApp doesn‟t consume a lot of quota, the network is more stable, can access everywhere, and more effective and efficient to repeat the material, this is one of the developed applications for education nowadays (Prajana, 2017).
Furthermore, WhatsApp is affordable in terms of saving time, more flexible, more effective and competitive (Suadi, 2020). Hamad (2017) stated using WhatsApp able to facilitating creating the learning as well, and the students allow to used WhatsApp everytime.
It can be conclude, if the students have positive perception of this instructional media especially during the pandemic era because it helps the teacher and also the students.
3. Perception on the Use WhatsApp as an Instructional Media
The use of instructional media can help the teachers explain material or provide understanding to students about teaching material quickly, and increase students‟ learning ability and interest. WhatsApp has the potential to be used as instructional media. WhatsApp is one of the media that very useful and help the students in learning (Kheryadi, 2017).
WhatsApp is considered an innovation in teaching and learning English because WhatsApp provides some features that can support teaching and learning process. WhatsApp provide teacher and student do any activities such as personal chat / message, chat group, voice notes, video call, document sharing, photos and videos sharing, and more especially in learning English.
Furthermore, students says if WhatsApp doesn‟t consume a lot of quota, the network is more stable, can access everywhere, and more effective and efficient to repeat the material, this is one of the developed
applications for education nowadays (Prajana, 2017). WhatsApp is affordable in terms of saving time, more flexible, more effective and competitive (Suadi, 2020).
Therefore, the use of WhatsApp as an instructional medium has a potential for the learning process in pandemic situation because it helps the teacher and the students in learning process through online learning.
WhatsApp is one of instructional media which is closely related to the time and their need in interest, it can hide their barriers or anxiety that can affect their learning achievement, such as feeling afraid of making mistake or embarrassed to speak in front of the class.
Furthermore, WhatsApp is affordable in terms of saving time, more flexible, more effective and competitive (Suadi, 2020). Hamad (2017) stated using WhatsApp able to facilitating creating the learning as well, and the students allow to used WhatsApp everytime.
Barhoumi (2015) stated the benefits of the use WhatsApp in learning, first WhatsApp provides collaborative learning facilities online between teachers and students or fellow students both at home and at school, second. WhatsApp is easy to use for teachers and students. Third, WhatsApp has several features to provide the teacher and learning for learning effectively. Next, Its easy to give announcements and publish their exercise in group. Then, Easy to created and distributed the information and knowledge through there.
Furthermore, the use of WhatsApp as a learning tool is very need for the education during pandemic era because its will help and useful for teacher and students to follow the learning process effectively even though from home. With several features that provides by WhatsApp the teacher easy to convey the material and the students easy to get the knowledge.
B. The Relevant Research
To avoid the same title used in the research, the researcher shows the relevant research.
First, Sihatul Mardiah (2020), she was conducted the research about students‟ perception on use of WhatsApp in teaching of English. The research found that students‟ perception in the use of WhatsApp in teaching English is students‟ think if the use of WhatsApp does not maximum. Some students said they difficult to understand the material that provide by teacher. WhatsApp less able to help both teacher and students in teaching and learning processs of English lessons.
Second, Sri Mulyani (2020), she was conducted a research about students‟ perception and motivation toward English E-Learning during
Covid-19. The research found that the students get positive perception because it is flexible and effective and some students motivated but some are being lazy.
Third, Umi Rahmawati (2020), she was conducted a research about
during online learning. The research found that the students mostly agreed that WhatsApp is helpful to be utilized in class.
Fourth, Izyani, et., all (2016), they was conducted a research about students perception on the use of WhatsApp as a instructional media in esl classroom. The data were conducted on 20 respondents with questionnaire as instrument of this research. A quantitative data were collected. The findings of this research suggested that the use of the WhatsApp is significant in helping the students learning the language better and enhancing proficiency in using the English Language. This study implies that the usage of WhatsApp should be encourage to the students and institutions should provide internet facilities as a top priority in today‟s education.
Fifth, Suadi (2021), he was conducted a research about students perception of the use of Zoom and WhatsApp in ELT Amidst Covid19 Pandemic. The data were collected through online-based questionnaire with 53 respondents. And the data were analyzed based on mixed method approach and quantitative and qualitative method. The result of the research is positive by the learners. Although allow speed internet connection were being problem to use them, they were also rated effective and efficient. Then, they agreed that those platform can help them to improve language skills and to reduce shyness in virtual class interaction.
Sixth, Nchindo Richardson Mbukusa (2018), he was conducted a research about perception of students‟ on the use of WhatsApp in teaching methods of English. The data were collected with questionnaire with
participant is 99 students. The result of the research is the platform shows a variance on balancing online activities (WhatsApp) and academic preparation, and distracts students from completing their assignments and adhering to their private study time able and students enjoy using WhatsApp as a tool for learning.
Based on the relevant research, most of them are conducted a research with senior Positive school participants. So, the researcher in this research will be examining the students of college.
C. Operational Concept
To clarify this research, the researcher will clarify one variable in this research, namely students‟ perception. This study is descriptive study which focus is on students‟ perception using WhatsApp. The indicators is adapted from Astuti & Indriani study (2020) mentions that there are 3 indicators of students‟ perception using WhatsApp, namely Usefulness aspect, Ease of use aspect, and Access aspect as described in the table as follow:
Figure II.1 Operational Concept
Teaching English During Pandemic Era
WhatsApp as an Instructional Medium
1. Usefulness 2. Ease of Use
3. Access
3 Indicators of WhatsApp as an instructional medium (2020)
A. The Research Design
The design of this research is quantitative research. This study is aim to find out the students‟ perception on the use WhatsApp. Quantitative research is explaining an issue or phenomenon through collecting the data in numerical form and analyzing with statistic. Creswell (2003) have mentioned that one of the strategies of quantitative research is survey research and collect the data with instrument that yield statistical data.
Questionnaire was used as the instrument in this research. The questionnaire was adapted from the questionnaire model that was in previous study conducted by Astuti & Indriani (2020) which is a 16 items questions about students‟ perception of the use WhatsApp during online learning.
B. The Location and Time of the Research
This research was conducted on January until February 2022 at English Education Department of UIN Suska Riau. It is located on HR.
Soebrantas street, Panam, Pekanbaru.
C. The Subject and Object of the Research
The subject of this research was the seven semester students of English Education Department of UIN Suska Riau in the academic year 2021/2022, and the object of this research was the students‟ perception of
using WhatsApp in learning English at the seven semester students of English Education Department of UIN Suska Riau.
D. The Population and Sample of the Research 1. Population of the Research
According to Cresswell (2012), A population is a group of individuals that have same characteristic. The population of the research was the students in the seven semester of English Education Department of UIN Suska Riau , academic year 2021/2022. The detail of the population of this research can be seen in table 1 as follow:
Table III.1
The total population of the seven semester students of English Education Department of UIN Suska Riau
No Class Population
1. VII A EED 23
2. VII B EED 26
3. VII C EED 25
4. VII D EED 25
5. VII E EED 25
6. VII F EED 24
Total 148
2. Sample of the Research
In this research, researcher used simple random sampling technique. According to Arikunto (2006), if the population is more than 100 respondents, the writer can take 10%, 15%, or 20, 25% the sample.
Hence, the researcher randomly took 20% or 30 students taken fromm of all classes.
E. Technique of Data Collecting
The questionnaire was chosen as the instrument of this research.
Based on Cresswell‟s (2012) explanation, the questionnaire is a form used in a survey design that participants in a study complete and return to the research. The participant chooses answers to questions and supplies basic personal or demographic information,
The researcher used the questionnaire was adapted from the questionnaire model that was in previous study conducted by Astuti &
Indriani (2020) containing a 16 items which will evaluate through five-point Likert scale ranging from 5 to 1. As 5 means „Strongly agree‟, 4 means
„Agree‟, 3 means „Agree or Disagree ‟, 2 means „Disagree‟, 1 means „ strongly disagree‟. The indicators to questionnaire items can be seen as follow:
Table III.2
Students’ Perception of WhatsApp Questionnaire
No. Indicator Number of Items
1. Usefulness 1, 2, 3, 4, 5, 6, 7, 8, 9
2. Ease of Use 10, 11, 12
3. Access 13, 14, 15, 16
The questionnaire followed Likert-type 5-choice response format:
Table III. 3 Likert Scale
Scale Definition
1 Strongly Disagree
2 Disagree
3 Agree or Disagree
4 Agree
5 Strongly Agree
1. Validity
According to Creswell (2008), the individual's scores from an instrument that creates meaning and are significant enough to generate good conclusions from the sample that the researcher is investigating to the population can be known as validity. Validity indicates that the extent to which conclusions drawn from assessment results are acceptable, meaningful, and valuable in terms of the assessment's aim.
The validity test for the students' perception on the use WhatsApp questionnaire was used SPSS 21.0 program for Windows to analyze the data. The researcher compared r value to rt. the rt at the significant level of 5% is 0.361 (d= N-2 = 28). The r value of each item should be positive than the rt to be considered as a valid question. If the value of r on the analysis of less than r table, it can be concluded that these items are not significantly correlated with the total score (declared invalid) and must be removed or corrected. In the following table is the result of the instrument validity:
Table III.4
Validity of Instrument Students’ Perception on the Use WhatsApp Questionnaire
Items Rtabel RValue Result
Item 1 .361 .738 Valid
Item 2 .361 .769 Valid
Item 3 .361 .688 Valid
Item 4 .361 .496 Valid
Item 5 .361 .474 Valid
Item 6 .361 .788 Valid
Item 7 .361 .697 Valid
Item 8 .361 .825 Valid
Item 9 .361 .795 Valid
Item 10 .361 .464 Valid
Item 11 .361 .716 Valid
Item 12 .361 .712 Valid
Item 13 .361 .550 Valid
Item 14 .361 .729 Valid
Item 15 .361 .553 Valid
Item 16 .361 .603 Valid
2. Reliability
According to Creswell (2012, p. 169), reliability means that scores from an instrument are stable and consistent. Reliability has to do with accuracy if measurement. This kind of accuracy was reflected in obtaining the similar result when measurement was repeated on different occasion or with different or by different person. The reliability of instrument in this study was examined by using Cronbach's Alpha.
Table III. 5
The level of Acceptable Reliability
Reliability Validity
>0.90 Very Positively reliable 0.80-0.90 Positively reliable
0.70-0.79 Reliable
0.60-0.69 Marginally/Minimally
<0.60 Unacceptably reliability
In this research, the researcher was used software SPSS 21.0 version to calculate the reliability of test, and analyze data about the result of questionnaire. With this tool the researcher to find out the questionnaire was reliable or not. The result of questionnaire reliability is as follow:
Table III. 6
Reliability of Instrument Students’ Perception on the Use WhatsApp Questionnaire
F. Technique of Data Analysis
The questionnaire was delivered online considering the current condition where is still in a state of the COVID-19 pandemic. This study used Google form as the media to complete the questionnaire. The researcher has distributed the link of the questionnaire through WhatsApp group to the chairman and the chairman have distributed it to their members. The data of the questionnaire was analyzed using manual steps which were be done with Microsoft Excel. Next, the data were processed by using SPSS.
Reliability Statistics
Cronbach's Alpha N of Items
.914 16
Table III.7
Category of the Score
No. Score Category 1 0-19.99 Very Negative 2 20-39.99 Negative 3 40-59.99 Uncertain 4 60-79.99 Positive 5 80-100 Very Positive
(Adapted from Hidayat, et al, 2020, p. 170)
The table above shows the criterion of the mean scores that have been categorized in five criteria namely (very negative category mean score is 0 to 19.99), for the category mean score for 20 to 39.99 is categorized as negative.
The category mean score for score 40 to 59.99 is categorized as uncertain.
The category mean score 60 to 79.99 is categorized as positive, and for score 80 to 100 is categorized as very positive. If the mean score in positive level, it means that positive perception, but if the mean score is negative, it means that negative perception.
A. Conclusion
This research was conducted to survey students‟ perception on the use WhatsApp as a instructional media during pandemic era at English Education Department of UIN Suska Riau. In line with what has been discussed, presented, and analyzed in the previous chapter, the researcher concluded that from the questionnaire, which consists of 16 items, the result obtained shows there were 1 students was at very positive category, with the percentage was 3.33%. 23 students were at positive category, with the percentage 76.67%. 5 student were at uncertain category, with the percentage 16.67%. and the last there were 1 students was at negative category with the percentage 3.33%. Then, the mean score of the students‟
perception of seven semester students of English Education Department of UIN Suska Riau is 64.8. It is categorized as positive. Based on the result above, most students have a positive perception toward the use WhatsApp as a instructional media during pandemic era at English Education Department of UIN Suska Riau.
B. Suggestion
Based on the finding, the researcher would like to propose several suggestions, as follow:
1. For the lecturer, the researcher recommend that the lecturer should be developing the way in learning through WhatsApp to the students during online learning or after the pandemic era with the aim to keeping the students positive .
2. For the students, they should always motivate to join the learning process especially during online learning because it will make the learning more effective and efficient and they able to make a good circumstances to improve their English skill.
3. For future researchers, it is hoped that they can research with more issues about the use of WhatsApp as an instructional medium in learning English.
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Appendix 1
Research Instrument
A Questionnaire of Students’ Perception on the Use WhatsApp 1. The aim of this questionnaire is to find out the students‟
perception on the use WhatsApp during online learning.
2. To achieve the goals of this research, the researcher does some procedures:
a. First, the researcher searches some previous study related to this research.
b. The researcher make a questionnaire in Google form by adapt from the previous researcher.
c. The researcher share the questionnaire to collect the data.
d. Then, the researcher recapitulates data from questionnaire results.
e. Finally, the researcher presents the perceptions of the students‟ in using WhatsApp result in description.
3. The researcher asks each students to respond based on a 5 point Likert scale, ranging from 5 to 1. As 5 means
„Strongly agree‟, 4 means „Agree‟, 3 means „Agree or Disagree ‟, 2 means „Disagree‟, 1 means „ strongly disagree‟.
No. Question Choice 5
Choice 4 Choice 3
Choice 2 Choice 1 Usefulness Items
1. I look forward to using WhatsApp in
other classes.
2. I find WhatsApp
helpful.
3. I find WhatsApp
useful.
4. WhatsApp helps me in improving my
writing skills.
5. WhatsApp helps me in improving my
reading skills.
6. WhatsApp activities are
helpful 7. I like doing
learning through
WhatsApp.
8. WhatsApp should be used
in higher education.
9. There is value in using WhatsApp for
teaching and learning
purposes.
Ease of Use Items 10. Using
WhatsApp application is
easy.
11. I feel instruction of
the activities are clear.
12 I feel positive when submitting my
assignment through WhatsApp.
Access Items 13. I respond as
quickly as possible to each
assignment or question in
WhatsApp.
14. WhatsApp application is available on my
smartphone.
15. I can login into WhatsApp
anytime anywhere.
16. Using WhatsApp in all courses that have assignments
is better than paper.
Appendix 2
Students Questionnaire Score
N O
Participa nt
ITEM NO
TOTA L 1 2 3 4 5 6 7 8 9
1 0
1 1
1 2
1 3
1 4
1 5
1 6
1 S01 5 5 5 2 2 5 5 5 5 5 5 5 5 5 5 5 74 2 S02 4 4 4 2 3 3 5 2 4 5 2 3 4 3 5 2 55 3 S03 4 4 4 4 4 3 3 5 5 5 5 5 5 3 5 3 67 4 S04 3 4 4 3 4 4 4 2 4 4 4 3 4 4 4 3 58 5 S05 4 5 4 4 4 5 5 5 5 5 5 5 5 5 5 5 76 6 S06 4 4 4 2 2 4 4 4 4 4 4 4 4 4 4 4 60 7 S07 4 5 4 4 3 4 4 3 4 3 4 1 4 4 4 3 58 8 S08 4 5 5 4 4 5 4 4 4 4 4 4 4 5 5 4 69 9 S09 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 80
