Using WhatsApp Group in the Online English Learning Process at University During the Covid-19 Pandemic
DOI:
https://doi.org/10.21009/ijlecr.v9i1.37585Kata Kunci:
WhatsApp Group, English Learning Process, Covid-19 Pandemic, UniversityAbstrak
There are many benefits to using WhatsApp as a medium for distance learning, including the fact that it excites students about learning even from a distance and encourages concentration when using groups. However, in this current study, the usefulness of WhatsApp Groups in online learning during the Covid-19 pandemic of the English education study program at Baturaja University is investigated. The present writers utilized data gathered using a questionnaire and a Google Form as a bridge program. The results revealed that the benefits of WhatsApp media in the pandemic-related teaching and learning process WhatsApp makes it simple to send assignments, whether in the form of direct comments (chat groups), images, videos, PPTs, or other soft files, and features of. Moreover, the students enjoy learning activities. Out of all the replies respondents gave, most indicated that they would answer with the majority of statements they believed to be true for each item. This claims that during the COVID-19 Pandemic, using WhatsApp or creating WhatsApp Groups was incredibly helpful for their online learning process. The study's findings revealed that most participants thought that WhatsApp Groups are an effective medium.
Referensi
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Alsaleem, B.I.A. (2014), “The effect of whatsapp electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi Students”, in 21st Century Academic Forum Conference, Harvard, USA, pp. 32-47
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, 36(4), 10–12. https://doi.org/10.1108/LHTN-12-2018-0075
Arikunto, S. (2012). Prosedur penelitian suatu pendekatan praktek. Jakarta: Rineka Cipta.
Barhoumi, C. (2015). The effectiveness of whatsapp mobile learning activities guided by activity theory on students’ knowledge management. Contemporary Educational Technology, 6(3), pp. 221-238. https://eric.ed.gov/?id=EJ1105764
Chaputula, A. H., Abdullah, H., & Mwale, B. (2020). Proliferation of social media in academic libraries: Use of WhatsApp as a platform for providing library services. Library Management, 41(8–9), 717–729. https://doi.org/10.1108/LM-04-2020-0075
Cohen, L., Manion, L., & Morrison, K. (2020). Experiments, quasi-experiments, single-case research and meta-analysis. In Research Methods in Education. https://doi.org/10.4324/9780203029053-23
Collette, J. P., & Jones, S. H. (2020). Empathic concern and perspective taking: A tale from middle school history. Social Studies Research and Practice, 15(2), 233–245. https://doi.org/10.1108/ssrp-04-2020-0014
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publications, Inc.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Gazit, T., & Aharony, N. (2018). Factors explaining participation in whatsapp groups: An exploratory study. Aslib Journal of Information Management, 70(4), 390–413. https://doi.org/10.1108/AJIM-03-2018-0053
Handayani, E. T., & Aminatun, D. (2020). Students' point of view on the use of whatsapp group to elevate writing ability. Journal of English Language Teaching and Learning, 1(2), 31-37. https://doi.org/10.33365/jeltl.v1i2.602
Handayani, N. D., Widiastuti, I. A. M. S., & Mantra, I. B. N. (2021). Leveraging whatsapp group as a learning device to enhance students’speaking skills. International Journal of Applied Science and Sustainable Development (IJASSD), 3(2), 51-57. https://e-journal.unmas.ac.id/index.php/IJASSD/article/view/2641/2046
Harsasi, M., & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19(1), 89–99. https://doi.org/10.17718/tojde.382732
Hitchens, M., & Tulloch, R. (2018). Interactive technology and smart education article title page. Interactive Technology and Smart Education, 15(1), 28–45.
Hoy, W.K. and Tarter, C.J. (2004) Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18, 250-259. http://dx.doi.org/10.1108/09513540410538831
Indriani, K. S., & Widiastuti, N. M. A. (2021). Students’ attitude towards English online learning through moodle during the covid-19 pandemic. Celtic: A Journal of Culture, 8(2), 190–205. https://doi.org/10.22219/celtic.v8i2.18174
Javed, R. T., Usama, M., Iqbal, W., Qadir, J., Tyson, G., Castro, I., & Garimella, K. (2022). A deep dive into COVID-19-related messages on WhatsApp in Pakistan. Social Network Analysis and Mining, 12(1). https://doi.org/10.1007/s13278-021-00833-0
Kaliyadan, F., Ashique, K.T., Jagadeesan, S. and Krishna, B. (2016). What’s up dermatology? A pilot survey of the use of WhatsApp in dermatology practice and case discussion among members of WhatsApp dermatology groups. Indian Journal of Dermatology, Venereology and Leprology, 82(1), 67-69. DOI: 10.4103/0378-6323.171638
Kokin, L., & Zhao, X. (2006). An application of quality. International Journal of Quality & Reliability Management, 15(7), 753–768.
Kumar, D. (2015), “WhatsApp: Constructive or destructive for education?”, available at: http://epaper.dailypostindia.com/epapermain.aspx?queryed=14&eddate=2015-03-11 (accessed 4 May 2016)
Lyster, S. A. H. (2010). Reading comprehension: Unanswered questions and reading instruction challenges. In Advances in Learning and Behavioral Disabilities, 23, Elsevier. https://doi.org/10.1108/S0735-004X(2010)0000023007
Malhotra, D. K., & Bansal, S. (2017). Magnetism of WHATSAPP among veterinary students. The Electronic Library, 35(6), 1259–1267. https://doi.org/10.1108/el-04-2016-0086
Muthoharoh, V., & Sakti, N. C. (2021). Media pembelajaran interaktif menggunakan adobe flash cs6 untuk pembelajaran ips siswa sekolah menengah atas. Edukatif : Jurnal Ilmu Pendidikan, 3(2), 364–375. https://doi.org/10.31004/edukatif.v3i2.315
Novarita, N. Y. (2016). Peer-editing checklist to improve tenth grade students writing skill. http://unbara.ac.id/artikel/read/490/peerediting-checklist-to-improve-tenth-grade-students-writing-skill-by-novarita-dan-nopa-yusnilita.html
Novarita. (2019). The correlation study: Student's mastery of simple present and their ability in writing descriptive. Proceedings of the Seventh International Conference on Languages and Arts (ICLA). https://www.atlantis-press.com/proceedings/icla-18/55914534
Prebble, T., Hargraves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, N. (2004). Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research.https://researchoutput.csu.edu.au/en/publications/impact-of-student-support-services-and-academic-development-progr
Rahmadi, I. F. (2020). WhatsApp group for teaching and learning in Indonesian higher education: What’s up?. International Journal of Interactive Mobile Technologies (iJIM), 14(13), pp. 150–160. https://doi.org/10.3991/ijim.v14i13.14121
Redjeki, G. P. D. ., & Hapsari, A. (2022). Efl undergraduate students’ online self-regulated learning strategies during covid-19 pandemic. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 9(1), 82–96. https://doi.org/10.22219/celtic.v9i1.21066
Samala, A. D., Marta, R., Anori, S., & Indarta, Y. (2022). Online learning applications for students: Opportunities & challenges. Educational Administration: Theory and Practice, 28(03), 1-12. https://kuey.net/menuscript/index.php/kuey/article/view/409
Udem, O. K., Aghoghovwia, D. U., & Baro, E. E. (2020). WhatsApp groups: channel for sharing information among lis professionals in Nigeria. Electronic Library, 38(4), 805–820. https://doi.org/10.1108/EL-12-2019-0289
Van der Merwe, D.C. (2012), "The usefulness of student evaluations for enhancing the effectiveness of teaching of financial accounting students at a south African University", Tauringana, V. and Mangena, M. (Ed.) Accounting in Africa (Research in Accounting in Emerging Economies, Vol. 12 Part A), Emerald Group Publishing Limited, Bingley, pp. 107-126. https://doi.org/10.1108/S1479-3563(2012)000012A009
Wani, S. A., Rabah, S. M., Alfadil, S., Dewanjee, N., & Najmi, Y. (2013). Efficacy of communication amongst staff members at plastic and reconstructive surgery section using smartphone and mobile whatsapp. Indian journal of plastic surgery : official publication of the Association of Plastic Surgeons of India, 46(3), 502–505. https://doi.org/10.4103/0970-0358.121990
Willemse, J. J. (2015). Undergraduate nurses reflections on whatsapp use in improving primary health care education. Creative Education, 9(3), https://doi.org/10.4102/curationis.v38i2.1512
Willemse, J. J., & Bozalek, V. (2015). Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme. Curationis, 38(2), e1–e10. https://doi.org/10.4102/curationis.v38i2.1510
Zekos, G. I. (2003). MNEs, globalisation and digital economy: legal and economic aspects. Managerial Law, 45(1). https://www.emerald.com/insight/content/doi/10.1108/03090550310770875/full/html
Alsaleem, B.I.A. (2014), “The effect of whatsapp electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi Students”, in 21st Century Academic Forum Conference, Harvard, USA, pp. 32-47
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, 36(4), 10–12. https://doi.org/10.1108/LHTN-12-2018-0075
Arikunto, S. (2012). Prosedur penelitian suatu pendekatan praktek. Jakarta: Rineka Cipta.
Barhoumi, C. (2015). The effectiveness of whatsapp mobile learning activities guided by activity theory on students’ knowledge management. Contemporary Educational Technology, 6(3), pp. 221-238. https://eric.ed.gov/?id=EJ1105764
Chaputula, A. H., Abdullah, H., & Mwale, B. (2020). Proliferation of social media in academic libraries: Use of WhatsApp as a platform for providing library services. Library Management, 41(8–9), 717–729. https://doi.org/10.1108/LM-04-2020-0075
Cohen, L., Manion, L., & Morrison, K. (2020). Experiments, quasi-experiments, single-case research and meta-analysis. In Research Methods in Education. https://doi.org/10.4324/9780203029053-23
Collette, J. P., & Jones, S. H. (2020). Empathic concern and perspective taking: A tale from middle school history. Social Studies Research and Practice, 15(2), 233–245. https://doi.org/10.1108/ssrp-04-2020-0014
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publications, Inc.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Gazit, T., & Aharony, N. (2018). Factors explaining participation in whatsapp groups: An exploratory study. Aslib Journal of Information Management, 70(4), 390–413. https://doi.org/10.1108/AJIM-03-2018-0053
Handayani, E. T., & Aminatun, D. (2020). Students' point of view on the use of whatsapp group to elevate writing ability. Journal of English Language Teaching and Learning, 1(2), 31-37. https://doi.org/10.33365/jeltl.v1i2.602
Handayani, N. D., Widiastuti, I. A. M. S., & Mantra, I. B. N. (2021). Leveraging whatsapp group as a learning device to enhance students’speaking skills. International Journal of Applied Science and Sustainable Development (IJASSD), 3(2), 51-57. https://e-journal.unmas.ac.id/index.php/IJASSD/article/view/2641/2046
Harsasi, M., & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19(1), 89–99. https://doi.org/10.17718/tojde.382732
Hitchens, M., & Tulloch, R. (2018). Interactive technology and smart education article title page. Interactive Technology and Smart Education, 15(1), 28–45.
Hoy, W.K. and Tarter, C.J. (2004) Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18, 250-259. http://dx.doi.org/10.1108/09513540410538831
Indriani, K. S., & Widiastuti, N. M. A. (2021). Students’ attitude towards English online learning through moodle during the covid-19 pandemic. Celtic: A Journal of Culture, 8(2), 190–205. https://doi.org/10.22219/celtic.v8i2.18174
Javed, R. T., Usama, M., Iqbal, W., Qadir, J., Tyson, G., Castro, I., & Garimella, K. (2022). A deep dive into COVID-19-related messages on WhatsApp in Pakistan. Social Network Analysis and Mining, 12(1). https://doi.org/10.1007/s13278-021-00833-0
Kaliyadan, F., Ashique, K.T., Jagadeesan, S. and Krishna, B. (2016). What’s up dermatology? A pilot survey of the use of WhatsApp in dermatology practice and case discussion among members of WhatsApp dermatology groups. Indian Journal of Dermatology, Venereology and Leprology, 82(1), 67-69. DOI: 10.4103/0378-6323.171638
Kokin, L., & Zhao, X. (2006). An application of quality. International Journal of Quality & Reliability Management, 15(7), 753–768.
Kumar, D. (2015), “WhatsApp: Constructive or destructive for education?”, available at: http://epaper.dailypostindia.com/epapermain.aspx?queryed=14&eddate=2015-03-11 (accessed 4 May 2016)
Lyster, S. A. H. (2010). Reading comprehension: Unanswered questions and reading instruction challenges. In Advances in Learning and Behavioral Disabilities, 23, Elsevier. https://doi.org/10.1108/S0735-004X(2010)0000023007
Malhotra, D. K., & Bansal, S. (2017). Magnetism of WHATSAPP among veterinary students. The Electronic Library, 35(6), 1259–1267. https://doi.org/10.1108/el-04-2016-0086
Muthoharoh, V., & Sakti, N. C. (2021). Media pembelajaran interaktif menggunakan adobe flash cs6 untuk pembelajaran ips siswa sekolah menengah atas. Edukatif : Jurnal Ilmu Pendidikan, 3(2), 364–375. https://doi.org/10.31004/edukatif.v3i2.315
Novarita, N. Y. (2016). Peer-editing checklist to improve tenth grade students writing skill. http://unbara.ac.id/artikel/read/490/peerediting-checklist-to-improve-tenth-grade-students-writing-skill-by-novarita-dan-nopa-yusnilita.html
Novarita. (2019). The correlation study: Student's mastery of simple present and their ability in writing descriptive. Proceedings of the Seventh International Conference on Languages and Arts (ICLA). https://www.atlantis-press.com/proceedings/icla-18/55914534
Prebble, T., Hargraves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, N. (2004). Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research.https://researchoutput.csu.edu.au/en/publications/impact-of-student-support-services-and-academic-development-progr
Rahmadi, I. F. (2020). WhatsApp group for teaching and learning in Indonesian higher education: What’s up?. International Journal of Interactive Mobile Technologies (iJIM), 14(13), pp. 150–160. https://doi.org/10.3991/ijim.v14i13.14121
Redjeki, G. P. D. ., & Hapsari, A. (2022). Efl undergraduate students’ online self-regulated learning strategies during covid-19 pandemic. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 9(1), 82–96. https://doi.org/10.22219/celtic.v9i1.21066
Samala, A. D., Marta, R., Anori, S., & Indarta, Y. (2022). Online learning applications for students: Opportunities & challenges. Educational Administration: Theory and Practice, 28(03), 1-12. https://kuey.net/menuscript/index.php/kuey/article/view/409
Udem, O. K., Aghoghovwia, D. U., & Baro, E. E. (2020). WhatsApp groups: channel for sharing information among lis professionals in Nigeria. Electronic Library, 38(4), 805–820. https://doi.org/10.1108/EL-12-2019-0289
Van der Merwe, D.C. (2012), "The usefulness of student evaluations for enhancing the effectiveness of teaching of financial accounting students at a south African University", Tauringana, V. and Mangena, M. (Ed.) Accounting in Africa (Research in Accounting in Emerging Economies, Vol. 12 Part A), Emerald Group Publishing Limited, Bingley, pp. 107-126. https://doi.org/10.1108/S1479-3563(2012)000012A009
Wani, S. A., Rabah, S. M., Alfadil, S., Dewanjee, N., & Najmi, Y. (2013). Efficacy of communication amongst staff members at plastic and reconstructive surgery section using smartphone and mobile whatsapp. Indian journal of plastic surgery : official publication of the Association of Plastic Surgeons of India, 46(3), 502–505. https://doi.org/10.4103/0970-0358.121990
Willemse, J. J. (2015). Undergraduate nurses reflections on whatsapp use in improving primary health care education. Creative Education, 9(3), https://doi.org/10.4102/curationis.v38i2.1512
Willemse, J. J., & Bozalek, V. (2015). Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme. Curationis, 38(2), e1–e10. https://doi.org/10.4102/curationis.v38i2.1510
Zekos, G. I. (2003). MNEs, globalisation and digital economy: legal and economic aspects. Managerial Law, 45(1). https://www.emerald.com/insight/content/doi/10.1108/03090550310770875/full/html
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Diterbitkan
2023-06-18
Cara Mengutip
Novarita, N., Afifah, N., Awalludin, A., Anam, S., & Noermanzah, N. (2023). Using WhatsApp Group in the Online English Learning Process at University During the Covid-19 Pandemic. IJLECR (International Journal of Language Education and Cultural Review), 9(1), 42–55. https://doi.org/10.21009/ijlecr.v9i1.37585
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