The Implementation of WhatsApp as Media in Teaching English Writing
Implementasi Whatsapp sebagai Media dalam Pengajaran Menulis Bahasa Inggris Masdaliah*, Kisman Salija, Haryanto Atmowardoyo English Education Department, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding authors: [email protected]
ABSTRACT
The Implementation of WhatsApp as media for teaching English Writing in English Language Teaching is common nowadays.
This research aims to find out the implementation of WhatsApp media in teaching English writing in the Accounting Department, lecturer perception of teaching by using WhatsApp media, and the impacts of the implementation of WhatsApp media on students' learning achievement. This research is a case study using a single-case study type. This research was conducted at the Accounting Department of Universitas Islam Negeri Alauddin of Makassar. The research subject was an English lecturer selected using the purposive sampling technique. This research found that the lecturer used WhatsApp learning media as an effective online learning medium in teaching English Writing in the EFL class at the Accounting Department of Universitas Islam Negeri Alauddin Makassar. It is used through a step-by-step procedure that starts with creating a WhatsApp group, establishing rules, preparing the classroom for class use, distributing materials, and explaining materials using WhatsApp features, and providing assignments/tests and feedback. The lecturer had a positive perception of WhatsApp media. WhatsApp application is considered more practical and inexpensive for conducting online learning. Moreover, WhatsApp Application has an impact on students' achievement. However, it cannot be ascertained whether they do the assignments or tests submitted by students or not;
Keywords: WhatsApp, Online Learning, English Writing
ABSTRAK
Implementasi WhatsApp sebagai media pengajaran menulis bahasa Inggris dalam kelas EFL merupakan hal yang lumrah.
Penelitian ini bertujuan untuk mengetahui penerapan media WhatsApp dalam pembelajaran menulis bahasa Inggris di Jurusan Akuntansi, persepsi dosen terhadap pembelajaran menggunakan media WhatsApp, dan dampak penerapan media WhatsApp terhadap prestasi belajar mahasiswa. Penelitian ini merupakan studi kasus dengan menggunakan studi kasus tunggal. Penelitian ini dilakukan di Jurusan Akuntansi Universitas Islam Negeri Alauddin Makassar. Subjek penelitian adalah dosen Bahasa Inggris yang dipilih dengan teknik purposive sampling. Penelitian ini menemukan bahwa dosen menggunakan WhatsApp sebagai media pembelajaran online yang efektif dalam Menulis Bahasa Inggris di kelas EFL pada Jurusan Akuntansi di Universitas Islam Negeri Alauddin Makassar. Media ini digunakan melalui prosedur langkah demi langkah yang dimulai dengan membuat grup WhatsApp, menetapkan aturan, menyiapkan ruang kelas untuk penggunaan kelas, mendistribusikan materi dan menjelaskan materi menggunakan fitur WhatsApp, dan memberikan tugas/tes dan umpan balik. Dosen memiliki persepsi positif terhadap media WhatsApp. Aplikasi WhatsApp dinilai lebih praktis dan murah untuk melakukan pembelajaran online. Apalagi aplikasi WhatsApp berdampak positif terhadap prestasi belajar siswa dan aktivitas siswa di kelas. Namun belum bisa dipastikan apakah mereka mengerjakan tugas atau ulangan yang diajukan siswa atau tidak.;
Kata kunci: WhatsApp, Pembelajaran Online, Menulis Bahasa Inggris
Vol. 2 , No. 4 , 202 2
1. INTRODUCTION
Learning in modern-day technology is becoming more advanced. In education, we use it as an all-around capability to speed up the learning process in the classroom. Technology has been demonstrated to increase student enthusiasm for studying and lessen boredom during lectures, especially in this epidemic situation, due to its more appealing appearance. Jain and Patel (2018) employing technology in teaching and learning has several advantages. The first application of technology is to assist students and educators in searching for additional information beyond what can be found in books and print media. Technology is linked to improving education (Alisyahbana, 2018:42).
Teachers and students have access to the outside world to find more learning materials because of their relationships. When students use media or technology in the classroom, it is much easier to add insight and comprehend what they have learned.
According to Alsaleem (2013), technology is utilized in school to help students learn more effectively. As a result, all existing technology and educational technology solutions must be chosen and constructed based on examining a specific learning environment’s need. According to Harmer (2010), learning technology is the study and use of ethics to support learning and improve performance by creating, using, and managing appropriate technological processes and sources.
Technology plays an important part in helping students handle challenges they have while learning or studying a topic regularly in the classroom. According to Gasaymeh (2017), technology education is advantageous at the school for establishing, implementing, and promoting ethics to aid learning and improve performance.
Learning with social media is one of the reasons why students prefer to learn to write on social media rather than in print media or books because of their English skills. This is demonstrated in the classroom, as students quickly become bored when doing activities and reading literature (Arnold, 2018). Furthermore, the teacher is less concerned with coming up with something unique and more concerned with making the class more efficient. Fathy (2015) stated that instructional technology in the classroom requires teachers' creativity to present the material. Therefore, the teacher should use media or technology in the
classroom to make the learning process more interesting for the students. As a result, the researcher uses social media in WhatsApp chat to encourage students to love learning English, particularly writing.
Primula (2016) claims that writing through social media or WhatsApp can increase students' thinking because there is no boredom in doing it. Moreover, they can access anything they need through the application provided by WhatsApp.
There are several previous studies related to this study.
Fathy (2015) concluded that WhatsApp Messenger attracts the students' interest, and, the students have positive responses to the using o of WhatsApp Messenger. In applying WhatsApp group, the researcher concluded that learning using WhatsApp group has practical to develop their writing skills.
On the other hand, Ajid (2018) said that WhatsApp's integration into their education would be easy, fun, and valuable. Therefore, students get positive feelings and intentions regarding the possible use of WhatsApp in their formal learning.
So, from the previous studies above, it can be concluded that WhatsApp Messenger attracts the students' interest. The students have positive responses to the use of WhatsApp Messenger. Meanwhile, the study suspected by Fathy said that WhatsApp technology could also enhance students' active participation in the EFL classroom. On the other hand, Gasaymeh's research said that WhatsApp supports their learning. They believed the integration of WhatsApp into their education would be had positive feelings and intentions regarding the possible use of WhatsApp in their formal learning. The last study from Ajid said that the integration of WhatsApp into their education would be easy, fun, and valuable. Students get positive feelings and intentions regarding the possible use of WhatsApp in their formal learning. As a result, the researcher is eager to investigate the contribution of WhatsApp to learning Writing.
However, in this study, the researchers found the phenomenon of using WhatsApp media to improve students' writing skills in the Accounting Department and how this research was conducted in a department that previous researchers had never disclosed.
Based on researchers' initial observations, lecturers currently mostly use WhatsApp for learning English, which can be done from home. Therefore, the
researcher proposes research related to WhatsApp as the title of the learning media to find out how lecturers implement the media, lecturer's perceptions after teaching Writing using WhatsApp media, and the impact of learning using WhatsApp media on students learning achievement. WhatsApp media is applied in teaching writing in the EFL class of the Accounting Department. This research was conducted at Alauddin State Islamic University Makassar. Based on the background of the research described above, the researcher wanted to examine the activities of Writing that can be elaborated on in WhatsApp groups and lecturers’ perceptions of these activities using WhatsApp groups, and the impact of learning using WhatsApp media on students' learning achievement.
2. LITERATURE REVIEW
2.1. Teaching
2.1.1. Definition of Teaching
Teaching is an educational activity (Udoka, 1985). This point is important in the learning system because it plays a significant role in establishing interactions between teachers and students.
Teaching is a four-phased activity that includes curriculum design, instructing, and assessing. (H. D.
Brown, 2007a). The teacher's role is to guide and provide learners or students with opportunities to practice. For students to master the module from the guiding teacher and provide useful feedback, it is hoped that not only a teacher is also responsible for preparing a good and safe environment in which students can practice. On the other hand, the teacher is required to deal with students.
According to Chapelle (2008), how a teacher and a student interact is like how a tennis player and a dog play in the sun. The teacher gives something to the students, and the students give something back.
Students benefit from this reciprocal action, which results in practice if interpersonal is in a natural category if upgrading is involved. Upgrades go wrong in smaller pieces with less stability or do not happen.
Based on the statements above, teaching can create an activity or method to assist someone in becoming motivated and practicing a task based on the preceding statement. This includes the transmission of knowledge, skills, and actions, not to mention the transfer of information itself. In addition, students can
find and update themselves by managing their potential through the transmission of situations, module obligations, and opportunities.
2.1.2. English Language Teaching in Indonesia In Indonesia, several TEFL professionals have conducted research. By interviewing school administrators and English instructors in the Salatiga area of Central Java, Yuwono (2005) conducted a study on English teaching in Indonesia. He said that Indonesian schools were far from flawless when it came to the teaching and upgrading English, particularly in the rural regions. As a result, Yuwono argued that the revised curriculum ignores critical factors such as teacher qualifications, teacher availability, category dimensions, and energy and facility availability, which significantly impact English language teaching outcomes in Indonesian schools and universities (Onwubiko et al., 2015). The curriculum also does not provide answers or alternatives to difficulties that arise in English language instruction.
According to Kirkpatrick (2007), Learning English in Indonesian schools and institutions has been less relief over the last several decades. Likewise, lie (2009) explains the sense of failure experienced by TEFL instructors in Indonesia. Although English is taught and utilized as a foreign language in Indonesian schools, and comprehensive English learning has been implemented across the country's official schools, he believes that thus far, the outcomes have been dismal.
The huge number of categories, instructors who do not comply with laws, a lack of teaching facilities, and low teacher salaries are only a few obstacles to teaching and language upgrading abilities in Indonesia have been previously identified by an earlier study (Sulistiyo, 2015).
2.1.3. English Teaching Media
The term "media" refers to anything that includes learnable information. For example, the information sent between sender and recipient might take the form of knowledge, facts, news, content, or topic matter. In this situation, the media assists in bridging the communication process between a source or sources and a receiver or receivers. Through the media, the source communicates with message receivers.
2.1.4. Teaching writing
Harmer (2006) states that writing includes spending time with learners in the pre-writing phase, editing,
redrafting, and publishing. According to Jacobs et al.
(1981:90), the aspects of writing include some aspects as follows:
a. Content
Content rather than serving the specific purpose of transitioning, restating, or emphasizing, paragraphs get the job of transmitting ideas. b. Organization The logical organization of content is referred to as an organization. It is far more than a haphazard attempt to pull together a mishmash of facts and thoughts. c.
Vocabulary
The choosing of appropriate words for the subject is referred to as vocabulary. It begins with the assumption that the researcher wants to express the ideas clearly and directly.
d. Language Use
Language use refers to correct grammatical form and the synthetic pattern of separating, combining, and grouping ideas in words, phrases, clauses, and sentences to form logical relationships in paragraph writing.
e. Mechanic
The term "mechanic" relates to using the language's graphic conventions, i.e., arranging letters, words, and paragraphs by using knowledge of the structure and others related to one another.
2.1.5. Online assessment
2.1.5.1 Online Formative and Summative Assessment Assessment is one of the crucial parts of the teaching and learning process. Based on the function, there are Formative and Summative assessments. Formative assessment means evaluating students in forming their competencies and skills to help them continue that growth process. In contrast, summative assessment measures or summarizes what a student has grasped and typically occurs at the end of a course or unit of application (Brown & Abeywickrama, 2018).
2.1.6. Achievement
Achievement is a product of a teaching-learning process conducted by teachers with the curriculum as the guidelines. This achievement is gotten from the students' results of the continuous examination of the material that students have learned. In line with this statement, Joyce and Showers stated that achievement is a product of a formal study by teachers (Joyce &
Showers, 2002). A continuous examination of student learning accompanies the study-oriented directly toward improvements in curriculum and applications.
2.2. WhatsApp
2.2.1 Definition of WhatsApp
WhatsApp is one of the features for teaching and learning activities in the classroom. Altaany (2015) said that WhatsApp is intended to help teachers or instructors collect tasks without using paper, including features to save time for everyone and create drive folders for each task and each student so that everything stays organized.
2.2.2 The Features of WhatsApp
There are many features of WhatsApp, but the general features referred to in Gamer (2018) there are some of the features of WhatsApp as follows: Posting and Sharing, Assignment, Grading, Question, and WhatsApp group.
2.2.3 The Advantages of Using WhatsApp There are eight advantages of WhatsApp. They are: Easy to use and accessible from all devices, Effective communication and sharing,speeds up the assignment process, Effective feedback, No need paper, Clean and user-friendly interface,Great commenting system, and It is for everyone.
2.2.4 The Steps of using WhatsApp
WhatsApp is also still unknown to certain people. As a result, here is a guideline for effectively using WhatsApp for increased writing ability, based on (Gamer, 2018). To begin, log in to WhatsApp.com using your contact numbers. Next, click Menu (⁝ or ᴧ) above the chat list in WhatsApp and click "New
Group." Select for or select contacts to add to the group.
Then click the green arrow icon. Enter a group subject.
This will be the name of the class group that all students will see. Then, click the green checkmark icon to finish.
In the class group, the lecturer can provide information about the class, such as a description and directions for students, on the "about" page and attach an outline of the course and lesson plan. Finally, the class is complete, and students may attend without restriction if they have corporate WhatsApp accounts and can locate the class code or link in the "stream" tab.
2.2.5 Procedures for utilizing WhatsApp in Teaching English
Teachers should follow a few measures while utilizing WhatsApp to teach English. According to Dewi (2019), the steps are as follows: Begin by creating a WhatsApp
group, Establish the rules, Prepare the classroom for class usage, and Distribute the duties.
2.2.6 The benefits and limitations of WhatsApp WhatsApp offers a plethora of features that benefit its users. Several are user-friendly, cost-free, compatible with mobile devices, and time-saving. In addition, WhatsApp is a breeze to use. According to Salem (2018), "WhatsApp's design purposely reduces the instructional interface and choices for distributing and monitoring assignments; communication with the entire course or with specific students is likewise simplified via announcements, email, and push notifications." Using WhatsApp is completely free. It is completely free.
2.2.7 The Implementation of WhatsApp media in EFL Teaching
Implementing the media also requires a step-in teaching, in this case, writing English. Richards and Rodgers (2014) used the term "procedure" to encompass: the actual moment-in-the-moment techniques, practices, and behaviors in teaching a language. The teaching process consists of pre- teaching, while teaching, and postteaching.
a. Pre-Teaching
This is when the instructor starts the class by offering short feedback, recalling last week's subject, and welcoming the students, among other things. b. Whilst- teaching
At this point, the instructor introduces the main content for the day's activities. It is possible to collect the content from various sources and explain it in a way that students can readily comprehend. c. Post-teaching This is the last step of the process. The instructor draws inferences based on what has been learned in class. It could serve as a homework assignment for students.
2.2.8 The Impact of WhatsApp media on students' learning achievement
The teaching and learning activities will have a lot of impacts, the most important of which will be in the assessment process. Testing and assessment could affect students' academic achievement. Consequently, students' success in English Language Learning is contingent upon their ability to manage tests and assessments successfully. While the terms testing and evaluation are frequently used synonymously, the latter is a broad term that encompasses all methods for
"gathering information about a learner's linguistic competence or achievement" and includes non-
recurring measurement devices such as testing and assessment instruments (Rao, 2019).
In the 1960s and 1970s, lecturers developed language testing with the assistance of behavioral experts and structural linguists to determine whether students had mastered various aspects of a language's linguistic system, including phoneme discrimination, pronunciation, vocabulary, and grammar knowledge.
3. Perception
3.1 Definition of perception
The ways perception is described demonstrate that stimuli play a critical part in perception formation.
According to Sharma and Vatta (2013), certain stimuli would excite our sensory organs. Our sensory organs notice these inputs and turn them into sensations
3.2 Types of perception
Icekson & Pines (2013) divide perceptions into two different types, namely positive and negative perceptions.
3.3 Aspects of Perception
According to Barry (2004), there are three aspects of perception, namely: Cognitive Components, Affective Components, and Psychomotor Components
3.4 The Formation of Perception
Tighe and Shep (2019) revealed that the process of perception is divided into three stages as follows:
a. Selection of stimuli that come from outside through the senses,
b. Interpretation is the process of organizing information to have meaning for someone.
c. The reaction is behavior due to interpretation
3.5 The Indicators of Perception
According to Bimo Walgito (2004), perception has three indicators that are described as follows:Absorption of stimuli or objects from outside the individual, Understanding or Comprehension, and Assessment or Evaluation.
3.6 Factors Affecting Perception
Additionally, Saks & Johns (2014) assert that perception consists of three critical components, such as : a.
Perceiver
The perception of a person's looks is shaped by their attributes, attitudes, personality, intentions, interests, previous experiences, and expectations. The perceiver
or the experiencer is someone who draws attention to a stimulus and begins to feel it. b. Target
The target's characteristics also affect what we perceive.
Because humans do not view items in isolation, their relationship to their context impacts perception, as does our propensity to group nearby and similar objects together. The target is the viewed object, anything or someone who is perceived.
c. Situation
The situation is environmentally friendly and facilitates communication between teacher and student. In addition, WhatsApp makes learning more efficient and effective because teachers and students may access it from any electronic device with an internet connection
3. RESEARCH METHOD
3.1. Research Design
This research was conducted using the qualitative method. According to Gay, Mills, and Airasian (2009), qualitative research collects, analyzes, and interprets comprehensive narrative and visual (non-numerical) data to gain insights into a particular phenomenon of interest. The qualitative method is considered relevant to the present research since it involved data collection in describing how the lecturer implement WhatsApp as media in teaching English Writing, the lecturer’s perception of using the WhatsApp application in teaching English Writing, and the impacts of learning using WhatsApp media on students’ learning achievement.
3.2. Research Participants
This research was done at the Accounting Department of Universitas Islam Negeri Alauddin, located in Jl.
Sultan Alauddin No. 63 Kecamatan Somba Opu. The participants in this study were English lecturer in the Accounting Department of Universitas Islam Negeri Alauddin. For choosing the subject, the researcher uses the purposive sampling technique.
There are four criteria for taking a sample: 1) The process of Teaching and learning has been supported by a computer laboratory a gadget. 2) The faculty has an internet connection. 3) The participants can operate a computer or gadget. 4) The participants have used WhatsApp media in the teaching and learning process.
Moreover, the accounting department in Gowa, South Sulawesi, has met the criteria points 1 and 2.
Furthermore, the lecturer has points 3 and 4. Finally,
the researcher chose one English lecturer who used WhatsApp media as a participant.
3.3. Research Instruments
There are three instruments in this research, namely observation, interview, and documentation. The following is an explanation of each of these instruments:
1. Observation
In conducting online observations, researchers used the Student Learning Activity Observation Format. These observations describe situations and activities in the classroom and obtain information to answer research questions related to lecturers' perceptions and how the lecturer implements WhatsApp media in teaching English Writing in the EFL class.
2. Interview
The semi-structured interview was conducted to gain information about the lecturer's perceptions of WhatsApp as a medium in the writing classroom. The interview consists of some core questions about lecturer perception in teaching English activities using WhatsApp media.
The researcher conducts telephone interviews.
According to him, the telephone interview is a data collection method used when research participants cannot be observed directly for some reason. In this interview, the researcher asked questions via WhatsApp telephone calls and recorded responses from only one study participant at a time. In addition, the researcher follows specific protocols for gathering interview data. These include (1) developing an idea for the questions about the topic and (2) transcribing the interview results
3. Documentation
A valuable source of information in qualitative research can be documentation. Sugiyono (2008) stated that documentation could be written and pictured by someone that can be used to obtain information. The researcher can provide books, documents, and pictures in the documentation method. The function of the documentation method is to make the result of the observation or interview credible
3.4. Procedures of Data Collection
The researcher took several steps to obtain the data needed in this study. First, the researcher did observations and interviews with the lecturer. At the
first meeting, researchers interviewed an English lecturer on the telephone who has been using WhatsApp media for a long time to discover their perceptions about the WhatsApp media they use.
Furthermore, the researcher made an appointment for the next meeting to ask for permission to observe the lecturer's activity in its implementation using WhatsApp media. Furthermore, the last is semi- structured interviews with lecturer related to the implementation.
The data to be explored in this study consist of primary sources in words and deeds and additional data sources in documents, namely written data sources and photos. Some of the data sources used in this research at the Accounting Department were observation, interviews, and documentation.
3.5. Technique of Data Verification The researcher employed the triangulation technique in this study.
Cohen (2007) defined triangulation as "the employment of two or more data gathering methods to study any aspect of human behavior." Thus, triangulation implies that the researcher collects data using two or more methodologies to ensure validity. Triangulation is used to strengthen the reliability and validity of research findings
3.6. Technique of Data Analysis
The data were analyzed using several steps according to the theory of Miles, Huberman, and Saldana (2014), namely data collection, data condensation, data display, and drawing conclusions or verification.
Figure 1. Technique of data
4. FINDINGS AND DISCUSSION
4.1. Findings
The results of research findings related to the objectivity of EFL teachers in e-assessment, are described in several aspects, namely:
4.1.1 The implementation of WhatsApp as media in teaching English writing at the Accounting Department
In this research, the researcher began the investigation with observation. The application is WhatsApp, one social media now employed in educational media. This application is used to alter the face-to-face class. This is also for submitting tasks and discussing something the lecturer has delivered on the application.
a. Class Preparation
During the Zoom meeting, the lecturer demonstrated how to utilize the WhatsApp application to communicate with other students. The WhatsApp messaging program is well-known among students.
First, the lecturer instructs the students to download the WhatsApp application from the Google Play Store if they have an Android phone or from the Apple App Store if they have an iPhone, and then use whatever browser they have on their laptop to go to
https://web.WhatsApp.com/. Second, the lecturer instructs the students to classify the connection to the group to join it. This is the format of the class link https://chat.WhatsApp.com/Bk2QiGGfYZV.
That they obtained from the lecturer since, in the WhatsApp group, users must input the access link that the lecturer provided. Finally, having explained how students may access WhatsApp, the lecturer allows students’ permission to access the WhatsApp group in the classroom if the assignment is in the WhatsApp group after describing how students can access WhatsApp.
b. Pre-Teaching
The lecturer opens the class by greeting the students.
They looked exceptionally excited by replying to the welcome given by the lecturer. The lecturer welcomes students to construct students' eagerness to begin learning. Furthermore, with the student's reaction from replying, this welcome can be utilized for participation or to know which students participate in the learning process. After all the students answered the greetings given by the lecturer, the lecturer asked a little about the lessons learned in the last week.
c. While Teaching
After giving greetings and mentioning a little about the lesson last week, the lecturer gave the material for this meeting. The material provided by the lecturer can be
in the form of power points, word documents, YouTube video links related to the material presented, and photos of material taken from certain books. After the lecturer provides the material to students via WhatsApp Group, students are given time and are expected to read and listen to the material. After this is enough, the lecturer invites students to ask questions about the material if anything is not understood.
Several students asked about the clarity of the material, then the lecturer explained it. After sending the learning material and explaining the lesson, the lecturer gives the assignment about "Self-introduction" on the WhatsApp group. After that, the students send their tasks. Then the lecturer responds and gives a correction for their task.
While this semester, the lecturer has already posted material for teaching in the classroom on WhatsApp, so the student can download the material and learn earlier before the class starts. In addition, the lecturer posted the syllabus and e-book material.
After the lecturer has already posted the material, the student can learn first before they have a class. And then, they will discuss it more effectively and efficiently in the classroom because they already know about the material.
The lecturer has already posted or uploaded the material they will study during the fourth semester.
Moreover, every topic that the lecturer discusses in the classroom will ask students to make a paragraph and post it on WhatsApp, like a descriptive paragraph. In this post, the student made a descriptive paragraph about the park near her house. She described what the park looks like, the conditions in the park, and what we could do at the park. Appropriate with the material the student makes into a paragraph and in the paragraph where they describe something, it is like the lecturer hopes the student can apply what they already learned in the classroom and make in the WhatsApp group. The lecturer gives pair assignments to find out how deep the students understand the lecturer's explanation.
Two people create this posting for every assignment.
Besides descriptive paragraphs, the lecturer once asked the students to make a definition paragraph about the trend or slang word in Indonesia. Another topic that students posted about was contras and compared.
Students talked about some differences between the two things. For example, the student talked about the
difference between men's and women's shopping habits.
Furthermore, the last topic that students post on WhatsApp is about cause and effect. Usually, after the student posts their assignment. The next day when they have a class, the lecturer will show their assignment, and then they will discuss their paragraph, what is false in the paragraph, and what they should revise.
d. Post-Teaching
In the post teaching, the lecturer gives few questions to the students about the lesson in that meeting, to ensure that students understand the topic of the material. Not only that the lecturer also gives homework to the students still who still did not understand about the topic at the class.
Besides the WhatsApp class observation, the researcher interviewed the lecturer to get deeper information. The researcher gave some questions to the lecturer. To start the interview, the lecturer asked the lecturer the type of media she uses in the teaching-learning process, and she stated that she mostly used WhatsApp media. After that, the researcher asked the lecturer what the difference between WhatsApp and other applications is this kind of media. She said the difference between WhatsApp with other applications is that this application can be accessed through a PC or smartphone. In addition, this application has specific features such as a page to upload material, quizzes, grade book, attendance, direct message, and updates.
Based on the result, the lecturer explained how she applied WhatsApp in the teaching-learning process;
she said to upload materials so students could access and read the materials at home before the meeting.
After that, she asked students to submit their writing assignments through this application, so the students do not have to print/paperless. And then, the lecturer told how she does assessments on WhatsApp, and she stated there is no automatic scoring that she can use, so she needs to assess manually and use a scoring rubric for writing results.
Because WhatsApp can be assessed through the application, the lecturer tells if it helps her in the teachinglearning process and helps her to monitor the students' progress in writing. She also said WhatsApp could be quite effective. She can access, read, and check
students' work outside the class outside the teaching hour/anytime.
Based on the interview result, the lecturer tells if she had already used WhatsApp since last year and if she would use WhatsApp again if she teaches writing next semester.
4.1.2 Lecturer perception on the WhatsApp for English teaching at Accounting Department of Universitas Negeri Alauddin
Based on three indicators, the study states that the lecturer is highly regarded on WhatsApp in teaching English Writing. In implementing WhatsApp, they are experience, motivation, and emotion. These findings could be seen in the lecturer's responses, which are as follows:
a. Lecturer's experience in using WhatsApp Extract 26
“My opinion about the WhatsApp application, at first, I was not interested in trying it. However, after I learned and used it to teach, it turned out to have many advantages, and it is effortless to use compared to other applications.”
From the extract above, it can be concluded that the use of WhatsApp in the EFL classroom have many advantages.
Besides that, the researcher also found that the lecturer has some challenges in using WhatsApp in teaching English Writing. It is shown from the extract below:
Extract 28
“Yes, so besides the many advantages of WhatsApp, I also get challenges when using it, especially network problems. Sometimes the network is stable, but the connection is terrible. This causes the material not to be delivered on time.”
The lecturer said that the challenge in using WhatsApp in teaching writing English is network problems.
According to the lecturer, WhatsApp is more inexpensive, easy, and flexible than the statement above. Furthermore, this paperless system also encouraged the
lecturer to manage the class using technology
b. Lecturer motivation in using WhatsApp Based on data obtained from lecturer interviews, researchers found that lecturers were motivated to use WhatsApp.
Apart from motivating or encouraging students to
work on questions, this application also improved student answers. In addition, they are very enthusiastic about completing assignments. However, if the lecturer uses this application rather than just asking them to answer them in their notebooks, some students are reluctant to write in doing their assignments. This can be seen from the following quote.
Extract 30
"I am very interested in using WhatsApp because apart from being easy to operate, its features support us as a lecturer in carrying out learning, assignments, and others. In addition, we do not need a quota as big as when we use other applications such as Zoom meetings."
Based on the extract above, it can be concluded that using WhatsApp is also considered more effective by the lecturer because it does not require lecturers to have a big quota and excellent quality internet connection.
Moreover, it was easy to be operated or used.
The lecturer's statements indicate that the lecturer is highly motivated to use WhatsApp in teaching English Writing because this application makes their job easier for teaching. Not only that but also they use it every day in the class, and they will use this application both in daily use and in large-scale tests. In the sense that every time they learn English, they use this application in giving assignments and material.
Extract 31
“I am very enthusiastic when I teach writing using this medium. Because of that, I think the students also understand, and we already understand how to use it because it has been used for a long time. So there is a match between our teaching and students because we both know how to use the media.”
From the statements of the lecturer, the lecturer expressed considerable interest and enthusiasm in the use of WhatsApp in teaching English Writing in EFL classrooms. Besides that, they were interested and enthusiastic about using this application. They also like it because the students already know about this application, so they do not have to explain it more.
c. Lecturer's emotion in using WhatsApp Emotion is one of the personal characteristics that influence someone's perception. Emotions such as happiness, fear, and anger may influence someone toward an object. According to the interview result with the lecturer, the researcher found that they were very
happy after using WhatsApp in their teaching. It was shown in the following extract below:
Extract 32
“What I feel while using WhatsApp is very satisfying because the material that has been taught is automatically saved and can be viewed at any time, unlike zoom, which cannot save the material that has been taught.”
The lecturer said in the extract above that she was happy with using this application because this application had a big influence on them. So, the researcher categorizes them in the high category in the use of WhatsApp in teaching English Writing in EFL classrooms. That is why the lecturer felt happy to use this application. This application also had a big influence on them. It can be seen from the extract below:
Extract 33
"Very influential, which means that the effect is very positive. There are many positive impacts, and namely, as I said earlier, it is effortless to teach. Furthermore, all the material from start to finish can be opened at anytime and anywhere."
The lecturer said in the extract above that she was happy to use this application because this application had a big influence on her. So, the researcher categorized her in the high category in the use of WhatsApp in teaching English Writing. Besides, this application had a big influence, which also made her easier, especially for the lecturer and the students, to recheck the material. That is why the lecturer felt happy to use this application.
4.1.3 The impacts of WhatsApp on students' learning achievement at the Accounting Department of Universitas Islam Negeri Alauddin
The impact of WhatsApp usage on learning attainment is evaluated between students participating in conversations and those who are not. Fifteen students are active (over 25 discussions), while the others are inactive (less than five conversations). Students' final grades are generally favorable, especially those who are inactive. However, some students get worse grades, but they remain eager. Because of these findings, participation in the WhatsApp forum affects learning accomplishment, namely the Final score. Something intriguing about this study is that the winner of the highest final score is not a forum participant. The student was only engaged in a single discourse about the confirmation material's contents. This demonstrates
that WhatsApp Messenger activity and usage do not substantially influence academic attainment. Being active in a forum with several talks is not a reliable indicator of true learning. Nonetheless, the substance of the statement is more decisive because learning involves a unique mix of actively posing and verifying difficulties rather than just asking and replying. This is consistent with Rahaded's (2020) and Susislawati's (2020) perspectives.
4.2. Discussion
4.2.1 The Implementation of WhatsApp as media in teaching English writing at the Accounting Department of Universitas Islam Negeri Alauddin
WhatsApp is a deliberately created platform to communicate and be used as a medium in teaching and learning activities. On WhatsApp, lecturers can control the class anytime and anywhere, such as by sending or submitting assignments. Also suitable for creating study groups if the area supports an internet connection. In addition, students can express their thoughts freely without any pressure. In addition, WhatsApp is a collaboration tool for students and lecturers; lecturers can design and distribute assignments for students in online classes for free. This is in line with the research results conducted by Salem (2018). According to him, WhatsApp is a platform that can create meaningful collaboration between students and lecturers.
The steps for using WhatsApp are convenient compared to other similar platforms. WhatsApp can be integrated with various web pages that facilitate learning (Ahmed, 2019). Although the page can still be applied to the platform, it is only implemented in a link that is not fully integrated with WhatsApp. For example, if the lecturer wants to send a survey, they must make it on another platform, after which the lecturer has to put that link in the WhatsApp group that has been created.
Successful learning is the learning in which the students are involved in the classroom. The more the students involve in the learning, the more successful the learning will be. Hamad (2021) agrees that the learning is successful whenever the students"
frequently participate so that the class flows well.
WhatsApp is not only used to share the teaching material but also to share students' assignments. The students get the highest score when they complete all assignments based on the observation. Besides, the students get the lowest score when asked to comment on the given topic. The researcher measures students' frequency of giving comments. It indicates that students' participation in WhatsApp in EFL teaching is active in the learning process.
4.2.2. Lecturer’ Perception on the Use of WhatsApp for EFL Teaching and Learning
The result of observation analysis for student participation in WhatsApp was obtained that most students agreed with the participation of WhatsApp in language learning. Students' participation in WhatsApp supports language learning because, through WhatsApp, students be facilitated to get and save documents such as material and important assignments or tasks. Therefore, if students do not have time to print the required documents, they can access them from WhatsApp. It is in line with Arifani's (2019) research that WhatsApp as media of learning can repeat the learning material, and the material can be opened anytime. Students are also facilitated to get the announcement from the lecturer in real-time so that they become effective and efficient in terms of time. It is related to La hanisi's (2018) research that the participation of WhatsApp has a significant effect in supporting language learning because it can make it easier for students to send the assignment, receive learning material, and effective for the learning process.
Based on these data, the researcher can conclude that the acceptance of lecturers for the ease of WhatsApp is high. The researcher took the approval of lecturers for the comfort of using WhatsApp in teaching English writing because lecturer and students could access materials, assignments, announcements, or essential information more quickly, and students were interested and happy to learn to write English.
Furthermore, the WhatsApp feature indicator in language learning is taken because WhatsApp can make it easier for lecturers and students to get and store materials, documents, or assignments and send assignments via WhatsApp. Therefore, the study results indicate that students agree with the use of WhatsApp in learning to write English so that WhatsApp can be used as a medium in teaching English writing.
4.2.3 The impact of WhatsApp on students' achievement in EFL class at the Accounting Department of Universitas Islam Negeri Alauddin
This study demonstrates that WhatsApp is successful at raising students' academic achievement. This finding corroborated prior research on the influence of online learning on students' educational attainment. The outcome is consistent with a prior study on the usage of WhatsApp in EFL classrooms (Ambarkar & Akhare, 2020) and other researchers' findings Hassan &
Ahmed, (2018); Khatun and Al-Dhlan, (2017). In the virtual classrooms, the research showed similar findings in that implementing online learning assisted students in increasing their academic accomplishment.
The adoption of WhatsApp in online learning increased students' achievement. Additionally, the adoption of online learning increased EFL students' participation in the teaching and learning activities both within and outside of the classroom and their engagement with colleagues and the lecturer.
The investigation revealed that implementing online learning through WhatsApp increased EFL students' achievement. This was consistent with the previous study on student motivation, online learning, and student knowledge. The findings of this study corroborated those of Songxaba and Sincuba (2019), Arifani (2019), and Bali and Liu (2018). Furthermore, they demonstrated that learner interest was a critical component in determining the effectiveness of online learning due to students' increased learning attainment. It also supported the findings of, Rokhmah (2020), and Mazana (2018), which established a good correlation between learner interest and writing competence.
5. CONCLUSIONS
Based on the result of the data analysis of the findings in the previous chapter, the researcher concludes that:
1. The Lecturer use WhatsApp learning media as an effective online learning medium in learning English Writing in the EFL class at Accounting Department of Universitas Islam Negeri Alauddin Makassar. It is used through a step-by-step procedure which usually starts with creating a WhatsApp group, establishing rules, preparing the classroom for class use, distributing materials, and explaining materials using WhatsApp features, and providing assignments/tests and feedback.
2. Lecturer in the accounting department view WhatsApp media positively because lecturer get many benefits from using WhatsApp media. Besides being practical, it is also cheap and easy to use. In addition, it can be used anywhere and anytime. However, according to the lecturer, WhatsApp has a weakness because there are limited users who want direct interaction (synchronous learning) with students.
3. WhatsApp application as media has positive impact on the students’ learning achievement. By using WhatsApp, students’ learning achievement is increased. However, it cannot be ascertained whether the assignments or tests were done by students themselves or not
REFERENCES
Altaany, F. (2015). Usage whatsapp application for elearning and its impact on academic performance in irbid national university in Jordan. 10, 39875–39879.
Ambarkar, S., & Akhare, R. (2020). A study to analyze impact of social media on society: WhatsApp.
International Journal of Education and Management Engineering, 10(1), 1.
Arifani, Y. (2019). The application of small group and individual flipped model with WhatsApp to foster EFL learners’ cohesive writing skill.
Library Hi Tech News.
Arnold, B. U. (2018). Thespian Ideation in Nigerian Theatre as Impediment to Economic Survival through Dance Practice. Nigerian Theatre Journal, 18(1), 6.
Bali, S., & Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face learning courses. Journal of Physics: Conference Series, 1108(1), 012094.
Barry, A. M. (2004). Perception Theory. In Handbook of Visual Communication. Routledge.
Brown, H. D., & Abeywickrama, P. (2018). Language Assessment: Principles and Classroom Practices.
Pearson Education.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed). Routledge.
Dewi, S. R. (2019). Utilizing WhatsApp application for teaching integrated English (A case study at University of Technology Yogyakarta). Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 9(2).
Gamer, P. (2018). WhatsApp Guide. Booksmango.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2009).
Educational research: Competencies for analysis and applications. Merrill/Pearson.
Hamad, M. M. (2017). Using WhatsApp to Enhance Students’ Learning of English Language
“Experience to Share.” Higher Education
Studies, 7(4), 74.
https://doi.org/10.5539/hes.v7n4p74
Harmer, J. (2006). How to Teach Writing. Pearson Education.
Hassan, A. Q., & Ahmed, S. S. (2018). The impact of WhatsApp on learners’ achievement: A case study of English language majors at King Khalid University. International Journal of English Language Education, 6(2), 69–81.
Johns, G. & A. S. (2014). Organizational Behaviour (9th edition). Pearson Canada.
Khatun, A., & Al-Dhlan, K. A. (2017). Effectiveness of WhatsApp: A Social Media Tool for Student’s Activities in Saudi Arabia. International Journal of Technology and Educational Marketing (IJTEM), 7(2), 17–23.
Kirkpatrick, A. (2007). World Englishes Hardback with Audio CD: Implications for International Communication and English Language Teaching. Cambridge University Press.
La Hanisi, A., Risdiany, R., Dwi Utami, Y., & Sulisworo, D. (2018). The use of WhatsApp in collaborative learning to improve English teaching and learning process. International Journal of Research Studies in Educational Technology, 7(1), 29–35.
Lie, A. (2009). Education Policy And Efl Curriculum In Indonesia: Between The Commitment To Competence And The Quest For Higher Test Scores. Teflin Journal:
A Publication on the Teaching and Learning of English;
Vol 18, No 1 (2007), 18. Mazana, M. Y. (2018). Social media in the classroom: WhatsApp a new communication tool for enhanced class interactions.
Onwubiko, C. A., Ivy, S. C., & Kalu, O. (2015).
Determinants of HIV/AIDS Risky Behaviours among Senior Secondary School Students in Aba North Local Government Area, Abia State. Abia State University Medical Students' Association Journal, 10(1).
Rao, P. (2019). Effective Teaching of Writing Skill to The English Language Learners.
6, 196–205
https://doi.org/10.33329/ijelr.64.196
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge
Rokhmah, S. (2020). Students’ Writing skill through Telecollaboration: In the context of WhatsApp and Facebook. Loquen: English Studies Journal, 13(1), 31–39.
Salem M. Alqahtani, M., Bhaskar, C. V., Vadakalur Elumalai, K., & Abumelha, M. (2018). WhatsApp: An Online Platform for UniversityLevel English Language Education.
Arab World. English Journal, 9(4), 108–121.
https://doi.org/10.24093/awej/vol9no4.7
Songxaba, S. L., & Sincuba, L. (2019). The effect of social media on English second language essay writing with special reference to WhatsApp. Reading &
Writing-Journal of the Reading Association of South Africa, 10(1), 1–7.
Sugiyono, M. (2008). Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Sulistiyo, U. (2015). Improving English as a foreign language teacher education in Indonesia: The case of Jambi University [PhD Thesis]. RMIT University.
Udoka, A. (1984). Ekongs Songs of the Annang. African arts, 18(1).
