Professional Documents
Culture Documents
Draft 1 The Use of WhatsApp To Support The Teaching-Learning Oktober 2023
Draft 1 The Use of WhatsApp To Support The Teaching-Learning Oktober 2023
Draft 1 The Use of WhatsApp To Support The Teaching-Learning Oktober 2023
II
Chapter I
Background
In 2020, the COVID-19 pandemic has disrupted traditional educational systems
across the globe, forcing schools to adapt to new modes of teaching and learning. In
Indonesia, like in many other countries, schools were closed to prevent the spread of
the virus, and remote learning became the norm. However, the sudden shift to remote
learning has posed significant challenges to both teachers and students.
One of the main challenges of remote learning is the lack of face-to-face interaction
between teachers and students. This lack of direct contact can have a significant
impact on the quality of education and the ability of students to learn effectively.
Teachers may find it more challenging to engage students and provide the necessary
support and guidance. Likewise, students may struggle to stay motivated and focused
in an environment that lacks the structure and social interaction of a traditional
classroom.
To overcome this challenge, technology has emerged as a critical tool for ensuring
effective education during the remote learning period. Online platforms and digital
tools can help to bridge the gap between teachers and students and facilitate
meaningful learning experiences. With the help of technology, teachers can continue
to deliver lessons, provide feedback, and monitor student progress, while students can
access learning materials, communicate with their peers, and receive support from
their teachers.
In this context, social media platforms like WhatsApp have become increasingly
popular among teachers and students as they provide an easy and accessible way to
communicate and share information. WhatsApp has been widely used as a
communication tool before the pandemic, but its features such as text chat, group
chat, video calls, and voice calls have proven to be very useful in the teaching and
learning process during remote learning. These features allow teachers and students to
interact from anywhere and enable real-time communication that can facilitate
effective teaching and learning practices.
Researchers have noted that the benefits of using WhatsApp in education include low
cost, privacy, and the ability to send real-time messages to individuals or groups of
friends simultaneously. These advantages make WhatsApp a particularly attractive
option for teachers and students in Indonesia, where access to traditional educational
resources can be limited.
WhatsApp was chosen as the primary platform for supporting English language
learning at MTSN 1 Seruyan for several compelling reasons. First and foremost,
WhatsApp is a widely accessible and user-friendly mobile application that enjoys
widespread usage among both teachers and students in Indonesia. Its familiarity and
ease of use make it a practical choice for implementing remote learning, especially in
areas where technological infrastructure may be limited or less advanced compared to
urban areas.
Another key advantage of WhatsApp is its versatile set of features that cater to
various aspects of the teaching and learning process. The platform offers text chat,
group chat, video calls, and voice calls, all of which facilitate effective
communication and interaction between teachers and students. These features allow
for real-time exchanges of information, discussions, and feedback, which are vital
components of language learning. Additionally, the multimedia capabilities of
WhatsApp enable the sharing of audio and video resources, further enriching the
learning experience by providing diverse materials for language practice and
comprehension.
WhatsApp's low cost and privacy features also contribute to its attractiveness as a
remote learning tool. Unlike some other educational platforms that may require
expensive subscriptions or expose students to potential privacy risks, WhatsApp is
cost-effective and maintains a level of privacy that is comfortable for both teachers
and students. This affordability and privacy assurance make it a viable choice for
schools and students with limited financial resources.
1. Flexible Learning: The use of WhatsApp allows for more flexible learning.
Students can access course materials, communicate with teachers and peers, and
participate in discussions anytime and anywhere. This aligns with 21st-century
education trends that emphasize lifelong learning and the ability to learn beyond
traditional settings.
WhatsApp was chosen as the primary platform for supporting English language
learning at MTSN 1 Seruyan for several compelling reasons. First and foremost,
WhatsApp is a widely accessible and user-friendly mobile application that enjoys
widespread usage among both teachers and students in Indonesia, including at MTSN
1 Seruyan, where I serve as an English teacher. Its familiarity and ease of use make it
a practical choice for implementing remote learning, especially in areas where
technological infrastructure may be limited or less advanced compared to urban areas.
In this research, the focal points can be organized based on the English language
curriculum/syllabus, with the following as examples:
Furthermore, this research provides insights into the use of WhatsApp to support
teaching and learning process. As an English teacher at MTSN 1 Seruyan, I am deeply
invested in answering this question. The findings and recommendations from this
study not only contribute to the broader discourse on technology in education but also
hold direct relevance for our school community. They offer guidance on maximizing
the use of WhatsApp to enhance English language education, foster collaboration, and
facilitate self-directed learning among our students.
Research Question
Based on the previous study, the researchers formulated the research question:
1. Why whats app is a potential media tool for teaching and learning?
2. How to use whats app in teaching and learning process?
Research Objective
The research objective is to know the use of whats app to support the teaching-
learning english at MTSN 1 Seruyan
Chapter II
Previous Study
First, the use of Whatsapp in collaborative learning to improve English teacing and
learning process made by Ajid La Hanisi, Reni Risdiany, Yunita Dwi Utami and Dwi
Sulisworo (2018) from Ahmad Dahlan University. This study cloncludes that
WhatsApp is beneficial to students’ knowledge of the language. The cheapness and
potential of this application bring us to the easy way to communicate. Some people
ask questions, ask one another for help, and the others share their solutions. The
learning progress is furthered by the teacher’s guidance, the creation of a supportive
atmosphere, the creation of a learning community, and the sharing of knowledge and
inspiring dialogue. The teacher invites students to have the group or private chats with
him and encourages the students to help each other. The teacher should praise
students, initiate discussion, and use WhatsApp to confirm whether students do
understand the topics or not. The teacher can also use WhatsApp to get to know the
students better. As Bouhnik and Deshen (2014), the advantages to the use of
WhatsApp in teaching is the broad availability of the teacher to the students, the
opportunity for students to help one another, and the opportunity for more in-depth
acquaintance with the students on the educational and personal levels. However,
students as the participants have positive perceptions of the formal use of WhatsApp
to support their learning. It can be said that the integration of WhatsApp into their
education will be easy, fun, and useful. Students get positive feelings and intentions
regarding the possible use of WhatsApp in their formal learning.
Second the study made by Levent Cetinkaya (2017), the impact of Whatsapp use on
success in Education process. As a result of this study, it is determined that the
application has a positive impact on success and its use is welcomed substantially. It
should not be disregarded that WhatsApp technology has the potential of a natural
educational technology and the qualities to contribute to education as a supportive
technology. Within this framework, there are a lot of theoretical and practical
questions regarding the use of application in education to be answered, some of which
can be listed below:
The impact of WhatsApp on the process of education in other courses should
also be researched.
Necessary precautions should be taken to minimize the drawbacks expressed
by the students.
With reference to the students’ opinion that the images increased their interest
in the topic, studies which include other multimedia elements (audio, video,
animation, etc.) should be conducted and their impacts be compared.
In line with the results based on the qualitative data attained from the opinions
of students, experimental studies should be conducted to verify the qualitative
data.
Educators opinions on the use of WhatsApp and similar applications in
education should be asked and they should be involved in the process.
Similar studies should be repeated with other grades, as well.
According to the basic conception of modern education, the teaching and learning
process has a goal to be achieved, namely to build and develop the potential of
students. Educators as leaders in the teaching and learning process are expected to be
able to design learning well. The instructional design (instructional) that is packaged
must refer to a systems approach and is more directed at the application of
instructional technology. Instructional technology is sources that are prepared in
advance in the design process or the selection and use of teaching materials that are
combined into a complete instructional system to realize the implementation of a
purposeful and controlled learning process (Maswan and Khoirul Muslimin, 2017:
224). The conclusion from the nature of teaching and learning above is that teaching
and learning is a process carried out between educators and students, where these
activities have educational value that aims to build and develop the potential of
students, therefore educators are expected to be able to design innovative learning for
their students.
Remote Learning is a learning that does not occur face to face directly between
students and educators. This is as explained by Prawiyogi Badrudin, et al. (2020:214)
explaining that distance learning is learning where the learning process uses a media
so that there is an interaction between educators and students even though students
and educators are far apart. and not face to face. Basically distance learning is an
educational process in which students are far from the teacher, learning is done
indirectly. This is as explained by Setijadi (2005) in Mubarok (2021:86) stating that
distance learning is an education in which students are separated or distant from the
teacher, so learning is done indirectly or face to face. Therefore, the distance learning
process is carried out with the support of the media. Similar to the opinion above,
distance learning is learning that is carried out without direct meetings between
students and educators. This is as stated by Gusty in Andreani, et al. (2021, p. 142)
that distance learning is learning where during the learning process students and
educators are in different places without any meeting. And the media is used to
connect students and educators during the learning process.
In the 21st century, English language learners have access to a diverse range of media
that facilitate language acquisition and proficiency. These modern learning tools cater
to different learning styles and preferences, offering flexibility and engagement. Some
notable types of English language learning media in this digital age include:
2. Online Learning Platforms: Robust online platforms like Coursera, edX, and
Udemy provide access to English language courses from prestigious institutions
worldwide. These platforms offer structured lessons, assessments, and
certificates, making them suitable for both beginners and advanced learners.
5. Interactive Web-Based Lessons: Websites like BBC Learning English and British
Council offer free interactive English language lessons. These platforms provide
multimedia content, including articles, audio, video, and interactive exercises,
catering to different learning preferences.
Whats App
1. Personal or Group Chat With WhatsApp, we can send messages with other
users both text, audio, document files, photos and videos. Not only personal
chat, but we can also create group chats that contain several other WhatsApp
users. For example, we want to create a group chat that contains members of
a large family to facilitate communication between families separated by
distance.
2. Educational Media Nowadays, it is not uncommon for people to use
WhatsApp as a medium for learning such as courses/lessons (either in group
chats or personal chats), seminars and online workshops. Simply by
downloading Whatsapp on a Smartphone, everyone can use it to interact with
one another, communicate, discuss, share educational materials, share
information, etc.
3. Sharing Information and News Can share information and news with other
WhatsApp users by taking advantage of features already in the Whatsapp
application.
4. Video and Voice Calls Besides being able to send messages, you can also
call other users and also make video calls with them. In order for video and
voice calls to run smoothly without noise, make sure the internet connection
is stable.
5. Create Status/Story Just like Instagram, WhatsApp can also create
status/story that can be seen by friends (other WhatsApp users). And can
enter text, captions, stickers and doodles on stories with the available
features.
Research framework
The Use of Whatsapp to support the teaching learning of english at MTSN 1 Seruyan
Qualitative data
collection and
analysis method
Emerging themes
and pattern
The utilization of WhatsApp social media in the context of English language learning
at MTSN 1 Seruyan presents a hypothesis that, given the advancements in technology
and telecommunication systems, leveraging WhatsApp as a teaching and learning tool
has the potential to significantly enhance the overall educational experience. The
hypothesis posits that incorporating WhatsApp into the teaching-learning process can
facilitate effective communication and knowledge exchange among students, teachers,
and subject matter experts, transcending geographical boundaries and bridging the
gap between traditional and modern educational methods.
Chapter III
Method
The research conducted for this study utilizes a descriptive qualitative research
method. Qualitative descriptive research is a research approach deeply rooted in the
principles of post-positivism and is characterized by its commitment to providing a
rich, in-depth understanding of natural phenomena. This type of research is
particularly valuable when the aim is to explore and describe the intricate
complexities of real-world experiences, perceptions, and behaviors. Qualitative
descriptive research seeks to capture the nuances and meanings that lie within these
phenomena without the need for manipulation or control of variables.
Survey: To gather data, a survey was conducted among eighth-grade students and
English teachers at MTSN 1 Seruyan. This survey involved distributing
questionnaires via Google Forms, which were shared with students through
WhatsApp messages. A total of 40 students participated by completing the
distributed Google Forms.
Interviews: Primary data was obtained directly from the field through interviews
with key stakeholders, including teachers (4 individuals), student parents (4
individuals), and students (4 individuals). In total, 12 people were interviewed.
Secondary Data: Secondary data was collected through interviews conducted by
the principal and parents/guardians of students involved in the online learning
process at MTSN 1 Seruyan.
Observation: Observation was used as a systematic method to record relevant
phenomena related to the online learning process. It is noted that observation was
employed in accordance with the research objectives, systematically recorded,
and controlled for reliability and validity.
Documentation: This method involved collecting data through existing
documents, which may include written records, reports, or any relevant textual
information related to the online learning process.
The data collected from various sources will undergo a qualitative data analysis
process. Specifically, the data analysis will follow the framework proposed by Miles
& Huberman (1994), which consists of several key stages:
Data Reduction: In this stage, the raw data collected from surveys, interviews,
observations, and documentation will be systematically organized and condensed.
This process involves the initial categorization and reduction of data to
manageable segments.
Data Display: The reduced data will be displayed in a manner that allows for easy
visualization and exploration of patterns, themes, and relationships. Techniques
such as data tables, matrices, and diagrams may be employed to present the data
in a structured format.
In summary, this research adopts a qualitative descriptive research design and utilizes
various data collection methods to comprehensively explore the utilization of
WhatsApp in online English learning. The subsequent data analysis process,
following Miles & Huberman's framework, will facilitate the extraction of valuable
insights and conclusions from the gathered data.
Reference
Andreani, Melia Gita, Febrika Damaiyanti, & Ina Magdalena. (2021). Efektivitas
Pembelajaran Jarak Jauh Terhadap Siswa Sekolah Dasar Negeri Pasanggrahan
II. Cerdika: Jurnal Ilmiah Indonesia, 1(2).
Mubarok, Husni, et al. (2021). Penerapan Pendidikan Jarak Jauh (PJJ) Dimasa
Pandemi Covid-19 Pada Sidh Belanda Dan Sikl Malaysia. ISLAMIKA, 3(1).
Nurmita, Fina. (2017). Pengembangan buku ajar siswa dan buku guru berbasis
matematika realistik untuk meningkatkan pengetahuan, sikap dan keterampilan
matematika siswa kelas VII SMP Al Karim Kota Bengkulu. Edu-Mat: Jurnal
Pendidikan Matematika, 5(1).
Prawiyogi, Anggy Giri, et al. (2020). Efektivitas pembelajaran jarak jauh terhadap
pembelajaran siswa di SDIT Cendekia Purwakarta. Jurnal Pendidikan Dasar,
11(1).
Smith, A. N., & Yang, X. (2017). WhatsApp: What is it and should you be using it in
your marketing? Journal of Marketing Communications, 23(3), 207-220.
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research
review. Journal of Information Technology Education: Research, 15, 157-190.
Tarigan, Nuraini Nindra Utami. (2022). Strategi guru bahasa Arab dalam mengatasi
kesulitan belajar materi nahwu dan shorof pada siswa kelas IX di MTs Al
Washliyah Pancur Batu. Tesis tidak diterbitkan, Nama Universitas.