The Use of Whatsapp in Online Learning English (Teachers' Perceptions)

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SKETCH JOURNAL: Journal of English Teaching, Literature and Linguistics Volume 1 Nomor 1 (2021)

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48

THE USE OF WHATSAPP IN ONLINE LEARNING ENGLISH (TEACHERS’ PERCEPTIONS)

Siti Anida Maghfira

English Education Department, STAI Rasyidah Khalidiyah Amuntai, Indonesia Email: [email protected]

Abstract

In early 2020 the world was busy with the emergence of the corona virus (Covid-19), including Indonesia. Covid-19 began to spread in Indonesia in March 2020. This made the government take a policy to limit the activities of all Indonesian people in various fields of life, including in education field.

This policy makes the learning process that previously used the face-to-face method turned into a non- face-to-face method or better known as online learning. Online learning uses a variety of applications, one of which is widely used is the WhatsApp application. This research focus for investigating teachers opinion when they used whatsapp as their media for online learning in pandemic era especially when they used whatsapp for teaching writing the descriptive text. In this research, researcher used interview, observation and documentation. The result of this research showed that the use of whatsapp carried out by classroom teachers in learning activities which includes opening, core, and closing activities.

Teachers also use photos, video and audio to make the learning process more interesting. Although there are some problem face in using this application, but there are another way as solution.

Keyword: Whatsapp Application, Writing, Opinion, Online Learning

A. INTRODUCTION

One of the language's tool is writing. People can communicate by writing. It is one of the skills that should be mastered by the student. Students can express what is in the mind clearly than orally through writing. Kusumah (2007:111 ) said that one of the writing objectives is to develop communication skills.

Writing is an essential written communication for humans (Gelb, 1962:11). It is an attempt to make communication with one person to another. It is a way to express, to build and develop human feelings, responses, events, tests, and the situation. Meanwhile, Bryne (1993:1) argues that writing is an encoding activities to show up your thought into language.

Another definition of writing that “writing as the act of picking up a pencil and forming letters either by printing or writing them in cursive. It called as an arranging text” (Linse, 2005:98). It means that art of arranging text is not only arranging text, but how to make the text has meaning and the readers understand when read it.

Commonly, writing is considered to be one of the most difficult skill by many students since it includes many things, such as diction, grammar, rhetoric, body of knowledge and many others. They always have difficulty when asked by the teacher to write something. They have difficulty in choosing the topic, and how to develop the topic. This case makes student's motivation in writing low.

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49 According to Brown (2004:220), there are 4 types of writing performance. The first is imitative. In this category, when learner wants to produce written language, the learners must attain skills in the fundamental, basic tasks of writing letters, words, punctuation, and very brief sentences. This first category also called as writing down. Second category is intensive (controlled). A common form of controlled writing is to present a paragraph to students in which they have to alter a given structure throughout. For example, the students may be asked to change all present tense verbs to past tense; in such a case, students may need to alter other time references in the paragraph.

The next category is responsive. Here, learners perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraph. Genre of this writing include brief narratives and description, short reports, lab reports, summaries, brief responses to reading, and interpretations of chart graphic.

In this category, form focused attention is about discourse level, with strong emphasis on context and meaning (Brown, 2004: 220). The last category, is extensive. Extensive writing display about the succesful management of all process and strategies of writing for all purposes, such as thesis, essay, major project and term paper.

This last type is the real writing because the writers focus on achieving in purpose, organizing and developing ideas logically, using details to support or illustrate ideas, demostrating syntactic and lexical variety, and in many cases, enganging in the process of multiple drafts to achieve a final product (Brown, 2004: 220).

Writing is usually regarded as the most difficult skill to learn, not only because of the needs to master many skills of English; reading, speaking, and listening, but also because of the difference between the learners’ native language rules and that of the language being learned.

Based on the Senior High School Competency Based Curriculum, the students are expected to be able to communicate in English both in oral and written form. In senior high school in Indonesia, the skill of writing is tought by using genre based approach. Studennts are introduced to some genres and taugt through the model of reading text where they are explicitily taught about the social function, the generic structures, and the language features of the genres. By introducing them to the reading model text, they are expected to know and understand the difference between one genre to another in English, so that they are able to write the genres by themselves with the right order of generic structures and the correct use of the language features of genres.²

Descriptive text, based on the 2013 Curriculum, is one of text types thet have to be learned by senior high school students in Indonesia, Emilia and Christie (2013) argue that learning descriptive genre is essential in order student can describe vivid and proper information (Emilia

& Christie, 2013, p.1). In learning descriptive genre, students can use textbooks, as it plays a key role in teaching and learning process.

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50 But, In early 2020 the world was busy with the emergence of the corona virus (Covid- 19), including Indonesia. In Indonesia the spread of this virus was first discovered on March 2, 2020, and this case directly conveyed by President Joko Widodo (Nuraini, 2020) Various efforts have been made by the government to break the chain of spreading this virus, including issuing Government Regulation Number 21 of 2020 concerning Large-Scale Social Restrictions in the Context of Accelerating Handling of Covid-19 which has resulted in restrictions on various activities including schools. This pandemic still continue until 2021. This is of course very influential on education in Indonesia.

During this pandemic, the schools and other educational institutions, especially teachers, are required to use effective media/tools to make education in our country continue during pandemic happen. Many of the learning media used during the Covid-19 pandemic were both online and offline media with certain rules.

Many application are used to support learning to keep it running during pandemic without having face to face in class between teachers and students in order to minimize the transmission of covid. Whatssapp is one of the application that used by many people.

Whatsapp is one of the changes in technology that is commonly used on specific mobile phones and computers. Since the smartphones became populer, many messaging services were launched but Whatsapp has become very popular among them. The service is free for one year and after that a very small amount is charged yearly. It is also acessible for teacher and students for communicate and interact each other when using this application (Mulyono and Suryoputro, 2020a, Mulyono and Suryoputro, 2020b). Riyanto (2013) claims that WhatsApp can socialize with friends and study and even learn a new language. Special features available in WhatsApp can boost students’ active participation in EFL classrooms and inspire them to get involved in purposeful activities with a particular emphasis on practical learning outcomes (Beetham &

Sharpe, 2013). WhatsApp as an English language learning tool has been studied in various contexts (Çam & Can, 2019; Hashemifardnia, Namaziandost, & Esfahani, 2018; La Hanisi, Risdiany, Utami, & Sulisworo, 2018). Besides all, this Application is highly addictive and can create a great impact on regular users, and apart from that it can leave a trace that becomes difficult to control and cure.

In order for the research to be focused and directed in accordance with the research objectives, in this study the researcher examined analysis using whatsapp for writing ability in descriptive text based on its effectiveness and opinion by user who is used whatapps as their online learning application.

To support this research, many researcher which are relevan with this study are presented here, those are:

1. The research was done by Johnson Yeboah & George Dominic Ewur, study of Education and Practice, School of Business, Marketing Department, Takoraat Polytechnic, Ghana.

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51 The tittle of this research is "The Impact of Whatsapp Messenger Usage on Students Performance in Tertiary Institutions in Ghana". This research investigate the impact of whatsapp on the performance of students in tertiary institutions in Ghana. The study found that, instead of making communication easier and faster thereby enhancing effective flow of messages and idea sharing among students, Whatsapp has rather impacted negatively on the performance of students in tertiary institutions in Ghana.

2. Recent data from statista.com (Clement, 2020) indicates that WhatsApp is the most popular mobile messenger app worldwide, with over 2 billion active monthly users. WhatsApp enjoys a high penetration rate in Indonesia, making Indonesia one of the world's largest social media markets. Due to its popularity, instructors adopt WhatsApp for educational purposes, including second language teaching and learning contexts (Cetinkaya, & Sütçü, 2018; Dashtestani & Stojković, 2016; Hwang & Fu, 2019; Kennedy & Levy, 2008; Manca, 2000).

B. METHODS

This research used qualitative with descriptive approach. Descriptive qualitative approach is method that describes the state of a phenomenon that occurs with words or sentences, then separated according to categories to get a conclusion. Qualitative descriptive research is a problem-solving procedure that is investigated by describing or describing the state of a panel object (a person, institution, society etc.) then at present it is based on the facts that appear as objects.

To make this research more focused, the researcher limits it to only investigating the teachers’ opinions of the use of WhatsApp application in online learning with descriptive text material of English subject. The source of the data for this research was obtained from the thesis of the students of STAI Rakha Amuntai majoring in English education who conducted research related to online learning media in two schools. Since this research used qualitative research, so this research used interview as method for collecting the data.

C. RESULT AND DISCUSSION a. Research Findings

Interviews conducted by researchers to English teachers were carried out in June 2020.

The results of these interviews can be seen in the following table:

No. Question (by Researcher) Answer (by English teacher) 1. What is usually described by students

through WA?

I usually give them the task of describing the pet, and the objects around them.

2. Is there any progress in their writing skills when they are taught using WA?

There is a good progress of their writing skills especially about describing something.

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52 3. What are the problems faced by

students when they are given the task of describing something using WA?

Interference with internet signal and limited memory capacity of mobile phones are difficulties that are often experienced by them. They are often unable to download the material provided when there is no signal or interference occurs at their location.

4. How do students understand the use of WA?

Students are quite proficient in using WA because in their daily life they often use it to communicate with parents, family and friends.

5. Is WA is an effective application for this learning?

As far as I know, this application is the easiest application for students to use because they are quite proficient in using it, it's just that the obstacles that are often experienced as I described before.

6. What activities do by students when learning using WA?

I usually give them material to read. Then let them ask me questions that are difficult to understand. After that, I will explain to them and finally I will give the task to make an example according to the material given. So that students focus and do not do other things, usually I will ask them one by one randomly through group chats so that they will listen and focus on learning.

7. How do teachers’ guide to students about using whatsapp?

8. Are there other applications that are used besides WA for online learning?

We usually can use google classroom, zoom meeting and google meet. But more often use WA.

9. What are the weaknesses of students in learning by using WA media?

They have a weakness in the lack of vocabulary they have.

10. What do teachers do if students look bored in following the lesson?

Sometimes I will send them funny videos and games related to learning.

b. Description of Observation Results

Based on the observations, it can be seen that teachers use WhatsApp as a learning media such as providing learning materials in the form of videos and pdfs, collecting assignments can

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53 be in the form of photos or by filling out the google form link previously distributed via whatsapp group. All the main learning activities are carried out using WhatsApp media.

Table 1.3 observation using whatsapp for students’ writing ability in descriptive text

NO Component Observed Aspect Observation Result 1 Planning Aspect The teacher prepares

teaching materials/online Learning Plan Guide (RPP).

The researchers saw the teacher preparing teaching materials before carrying out learning activities The teacher determines the

lesson plan schedule.

The researcher found the schedule and lesson plans made by the teacher.

The teacher creates a study group using Whatsapp

The researcher found that there was a WhatsApp study group that had been created by the teacher.

The teacher prepares materials for online learning methods.

The researcher saw the teacher preparing teaching materials in the form of videos, pdf and also LKPD.

The teacher invite students to take part in the online learning process.

The researcher put students into the whatsapp group.

The teacher makes online attendance.

The researcher saw thet the teacher prepared online attendance which would later be distributed to the whatsapp group.

2 Implementation Preparation

Teacher skills in opening lesson.

The researcher saw the teacher opening the class by sending greetings before the learning activities began.

Preparation of online learning methods.

The researcher saw that the teacher determined the

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54 material according to the achievements to be achieved according to the teacher’s and student’s books.

Implementation of online learning.

The researcher found that teachers carry out online learning by using whatsapp

3 Closing Aspect The teacher gives practice questions/assignments to students.

The researcher saw the

teacher giving

assignments to students who were sent to the whatsapp group.

The teacher closes online learning.

The researcher saw teachers closing online learning.

The teacher carries out the activity of sending the thumb shape that is already available in the whatsapp application feature as a form of appreciation in the learning activities carried out

The researcher found icons on whatsapp in the form of thumbs or stickers as appreciation to the students who have carried out learning.

4 Evaluation The teacher checks the asssignments sent to students.

The researcher saw the teacher checking the assignments of students who were sent in the form of text, photos into whatsapp groups or personal chats

Active attendance recapitulation.

The researcher saw the teacher recapitulating the presentation into a phsycal form a recap of online attendance that had been

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55 distributed through the whatsapp group.

Assessments of student learning outcomes.

The researcher saw the group assessing the work thaht had been done in the form of assessing attitudes, cognitive and psychomotoric and entering it into the students value analysis book.

The teacher makes a report on learning activities.

The researcher saw the teacher making a report on learning activities.

c. Discussion

Based on the results of research conducted from May to June by conducting observations and interviews that researchers have described, it can be seen that teachers use whatsapp as a learning medium by Anwar Makarim who published Circular Number 3 In 2020 in the Education unit through the Circular Letter of the Minister of Education and Culture Number 36962/MPK.A/HK/2020 concerning “Online Learning (On the Network) in order to prevent the spread of Corona Virus Diseases (COVID-19). This policy has been issued, forcing teachers and students to remain carry out the learning process from home with the help of media distance learning, one of which is the use of whatsApp is used by teacher all learning activities are accessed via WhatsApp both the delivery of material, information, disscussion and evaluation activities that this is done utilizing features such as photos and documents.

Based on the results of observations and interviews conducted by the teacher about using of learning media can help the process delivery of information from the material to be studied. Personal (2017:13) said that the media becomes a means in learning activities, so that the learning process become more effective and efficient. In the current pandemic situation, the use of online learning media certainly makes it easier for teachers and students in the communication process during learning online. There are many digital application technologies that can be used, According to Jumiatmoko (2016: 53) WhatsApp is an internet-based application that make it easier for users to communicate with the available features and is the most popular social media used in communicate. WhatsApp is the choice to be used as the main media in the online learning process.

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56 Based on the results of interviews and strengthened by the results of the documentation, the use of whatsapp for students' writing progress in text descriptions turned out to be an increase compared to before using whatsapp. That's because they don't get bored easily using WhatsApp because teachers use the features provided by WhatsApp such as photos, videos, documents, WhatsApp groups, and calls. (phone). With the features provided, it makes easier for teachers in the process learning. According to Barhomi (2015:223) the benefits of the features displayed in learning, namely WhatsApp Messenger Group provides collaborative and collaborative learning facilities online between teachers and students or fellow students both at home and at school, a free application that is easy to use and can be used for sharing comments, posts, images, videos, sounds, and documents.Here are the final grades of students using WhatsApp:

1.4 Stdents Score Writing Ability in Descriptive Text At 10th Grade MA Miftahul Jannah Mengkatip

No Name Score

1 AM 3,7

2 DH 3,5

3 AH 3,5

4 LR 3,7

5 LD 3,4

6 IQ 3,5

7 PM 3,7

8 IR 3,7

9 FNR 3,5

10 MZ 3,5

11 MBM 3,5

12 MN 3,5

13 MG 3,7

14 RH 3,7

15 UL 3,4

Total : 53,5 (Valid)

Notes : a. 90-100 “Very Strong Valid”

b. 70-80 “Very Valid”

c. 50-60 “Valid”

d. 30-40 “Low Valid”

e. 10-20 “Very Low Valid”

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57 After conducting observations and interviews with teachers and participants these students, according to Mulyadi (2020) in accordance with the observation grid in the the use of WhatsApp as a learning medium, the results of the stages carried out by the teacher in the use of WhatsApp as a medium were obtained learning in students' writing skills are as following:

1. Planning

Teachers need to make preparations before using WhatsApp as a medium of learning in students' descriptive writing skills. Preparation what the teacher does is like creating a class WhatsApp group that will used, the teacher prepares the Online RPP that will be used, the teacher determine the schedule and plan used, the teacher prepares the material in the form of video or pdf form, prepare Participant Worksheets Educate (LKPD), and prepare students' readiness in the learning process through attendance made online using the whatsapp.

2. Implementation

Implementation is the realization of the plans that have been made by teacher.

Implementation of the learning process carried out based on the results observations, the researchers describe as papar following:

a. Preliminary activities

In the introductory activity, the learning begins with the teacher greeting students through the WhatsApp group by greeting, then followed by sending attendance online by using google form and send the link to the class whatsapp group. Then teacher provide instructions for the activities to be carried out. After teacher send attendance, students fill in the attendance list, and who those who have been absent will automatically record the names of those who have filled in the absences.

b. Core activities

In the core activity the teacher provides opportunities for students, and state that they understand the task that has been given, the teacher continues the activity learning by giving assignments, the tasks given are in the form of LKPD made by the teacher. The teacher gives assignment delivery time up to at 21.00 WIB, this is because there are some students who use parents' cellphones, and waiting for their parents to come home from work first, After that, they can do the given task. Assigned job can be collected in the form of photos and sent to the whatsapp group or sent directly to the teacher. For students who are late send the task until the specified time limit, you can still send the next day, but must include a logical reason.

c. Closing activity

The learning activity ends with the teacher closing the lesson by give appreciation with thanks, funny stickers, and icons whatsapp in the form of a thumb to students who have taken lessons well.

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58 3. Evaluation

After the researchers made observations, the evaluation system carried out by the teacher, that is, after all the tasks given to students have been accepted by the teacher, the teacher will correct one by one the tasks entered in the group whatsapp or personal chat and enter student scores into the value notebook as physical evidence of student assessment. Then accumulation value will be obtained from the results of the test and also the tasks that have been done, for students who have not worked on or scored below the KKM, the teacher will provide information through personal chat directly to people related.

d. Problems and Solutions for Using WhatsApp in Writing Descriptive Text

There are several problems that students often face when learning on WhatsApp, namely:

1. Signal interference

Signal interference that occurs during the implementation of online learning will certainly have an impact on the process of accessing learning. This factor happens when the lights go out, or other factors that make the signal slow, up to resulting in late learning or not in accordance with the time that has been determined. Through interviews teachers, it was found the solution such as by adding a deadline for submitting assignments.

2. Full HP memory

A full HP memory, of course, will make the use of HP become slow. From the day of the interview with the informant that the number of photos in the form of assignments and learning materials sent, makes HP operations not work well. The solution is that the teacher tries to use the media google classroom which contains learning materials and attendance, which will accessed via the link shared in the whatsapp group, or the use of Zoom Meetings and use of Google Classroom.

D. CONCLUSION

Based on the results of the research and discussion above, it can be drawn the following conclusions :

1. The use of WhatsApp as a learning medium in students' writing skills in descriptive by teacher as well as the English teacher about the use of whatsapp carried out by classroom teachers in learning activities which includes opening, core, and closing activities. Then the features that frequently used features of photos, videos, documents, WhatsApp groups, and calls (phone) directly. Ease of feeling with the presence of features whatsapp and also its easy to use and can be used by various circles. Where after using the WhatsApp application there is an increase in student writing ability of descriptive text.

2. The problem of using whatsapp as a learning medium in the ability to write text such as:

signal interference that results in WhatsApp will be difficult to access, another obstacle is

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59 the ineffectiveness of the process teacher learning can not directly see the seriousness of the participants students, fast mobile memory full for downloading files, not all students have online learning support media, the reason is the fault of lack of trust in cellphones that are given.

3. The solution to the problem of using whatsapp for the ability to write descriptives are by minimizing all obstacles, both from network disturbances by extend the delivery period of tasks, create materials learning is simpler and easier to understand, interacting by making video calls or interacting once a week according to the schedule for exchanging learning books, and innovating media others like google classroom or zoom meeting but don't leave the main role of using whatsApp.

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