EXPLORING TEACHERS’ PERSPECTIVE IN USING WHATSAPP APPLICATION IN ENGLISH LANGUAGE TEACHING

Abstract   This research aims to report the teachers’ perspectives in using WhatsApp application in English language Teaching. This qualitative research employed case study by distributing the questionnaire and interview to five participants who used the WhatsApp Application in online English teaching and learning. This study reported that the comfortable, the reasonable cost of internet data, and the ease of communicating with the students were the importance of use of WhatsApp. The strengths of this application covered on the easy and practical application to share the information (schedule and time flexibility), the practical medium to explain the material and set the instruction before, during and post activity of teaching and learning English. The limitation of the WhatsApp covered in term of incomplete features in the WhatsApp application that the students have in their phone, some language skills that are not maximally practiced by the students, the rules that cannot be covered by the teachers and students in learning assessment and incautious checking of the students when the rules is missing. Thus, this study implied the cautious attention from the teachers on the planning, implementing and evaluation for the online teaching and learning of English. Keywords: WhatsApp Application, Online Learning, Teachers’ Perspective

STUDENTS’ PERCEPTION ON THE USE OF YOUTUBE IN ENGLISH LANGUAGE LEARNING DURING PANDEMIC IN WIRALODRA UNIVERSITY

The Indonesian Minister of Education and Culture has instructed schools to carry out online learning since March 17, 2020 along with widespread COVID-19. Among all online learning media, YouTube has become increasingly popular for learning tools, especially with young adults. Thus, this research tried to investigate the students’ perception of using YouTube in the study of English skills class. The qualitative approach with case study design was implemented to six undergraduate students of the 3rd semester who voluntarily participated in this research. The instruments used in this research are questionnaires and interviews. The data was analyzed descriptively to answer the research question. The finding reported that YouTube videos make students happy to learn English; it helps them understand the material. However, youtube makes communication with lecturers and classmates difficult without Whatsapp. In terms of strengths and weaknesses, Youtube can keep the students from feeling bored; they can study anytime and anywhere, they can also re-watch the video at will. However, YouTube videos can be a poor learning media if the videos are too long. Youtube is considered expensive without Wi-Fi access. Then the last is the possibility of signal interference

Pre-Service Teachers’ Challenges in Managing Students’ Interaction and Students’ Participation Using the Zoom Application in Teaching English During Apprenticeship Practice

Various applications or online learning media are scattered during the Covid-19 pandemic. One of them is Zoom which is beneficial for communicating remotely; all teacher explanations can be conveyed clearly without having to meet physically. This study aims to discover the challenges in managing students’ interaction and the level of student participation by using the Zoom application in teaching English during the Covid-19 pandemic. This descriptive case study reported that the preservice teachers’ challenges in managing student-to-teacher interaction while learning English using the Zoom application were the lack of feedback given by students to the teacher, the lack of immediacy between students and teachers, and the internet connection. Meanwhile, in managing student-to-student interaction, the challenges are lack of interaction, motivation, and social presence. The student participation in learning English using zoom was at the level of inbound participants. The students use verbal or oral as their way to contribute and participate in online discussions. In addition, students also provide interesting questions and meaningful feedback so that the three indicators refer to the characteristics possessed by inbound participants. This study concludes that feedback and immediacy by teachers are consistently needed during online meetings. To build meaningful interaction among students, interaction, motivation, and social presence should be maintained. Students’ awareness of interaction, motivation, and social presence in online meetings is essential. Although teachers and students have online meetings, inbound participation is reflected. The students do their verbal and oral online as they do in offline meetings.

Undergraduate Students’ Morphological Awareness and Difficulties in EFL Class

Students' vocabulary knowledge is related to their morphological awareness, which plays an essential role in word comprehension and vocabulary development. This case study is aimed at describing undergraduate students’ morphological awareness and difficulties in morpheme identification and word relationship. This study employed the MAT test in two analytical tests. The Morpheme Identification Test is used to measure how well first-year college students can analyze and break down complicated words into their smaller meanings. Meanwhile, the Word Relation Test is administered to measure undergraduate students’ awareness of relations among base or root words and their inflected or derived forms. An interview was used to support the results of the tests. The result showed that the students performed better in breaking down inflected forms than those in derived forms. As in the Word Relation Test, it was discovered that the students had done better in identifying morphologically related word pairs. There were three types of difficulties in the morpheme identification test. The first was in breaking down complex words into smaller morphemes; the second was in stating the meaning of each smaller morpheme, especially affixes; and the third was in categorizing the complex words into inflected or derived forms

Adopting Literature Circle to Guide Work Undergraduate Students in Extensive Reading Program: Lessons Learned from Initial Teacher Education

Albeit many works provide insight into EFL's extensive reading programs, relatively few studies investigate adopting literature circles in the extensive program. To fill this void, this phenomenological case study reports on the adoption of literature circle as the instructional procedure in an extensive program in Indonesian teacher education. Thirty-one undergraduate students in the cohort, four students, were recruited as participants voluntarily. Data are derived from classroom observation, focus group discussion, and interviews. Findings revealed that the literature circle enables students to engage in online discussion actively. Pedagogically, this study implied that the literature circle could be adopted as instructional scaffolding in an extensive reading program situated in an EFL classroom. This study implies the teacher educator to provide fruitful feedback to motivate students after discussing it. Practically, undergraduate students are encouraged to practice navigating skills in exploring a wide range of texts for extensive practice in EFL text

AN ANALYSIS OF UNDERGRADUATE STUDENTS’ FORMAL ESSAY WRITING PERFORMANCE BASED ON HALLIDAY’ SYSTEMIC FUNCTIONAL LINGUISTICS THEORY

This study aims to analyze undergraduate students’ formal essay writing performance using Systemic Functional Linguistics theory. This study employed a qualitative research design, embracing the characteristics of a case study. The data were obtained from the collection of samples of students’ formal essay writing. The finding revealed that there were 192 clauses found in six undergraduate students’ formal essay writing and those clauses were analyzed in the three sections. They were transitivity process, mood, and theme. there was six transitivity process found in undergraduate students’ formal essay text. There were material prprocessesmental processes, relational processes, behavioral processes, verbal processes, and existential processes. The material process was used dominant by the students. There were three mood types found in the undergraduate students’ formal essay texts. The first was indicative declarative, the second was interrogative, and the last one was imperative. Drawing from the findings of mood, the declarative mood was the most dominant among the other two moods

Exploring Undergraduate Students’ Online Interaction in Academic Reading Classroom via WhatsApp Application

This research aimed to discuss the potential of the WhatsApp application as a tool of online learning at a higher educational level that could stimulate students’ interactions and discussion with the lecturer or their peers. With interactions, they can experience and develop an awareness of behaviors required to facilitate their participation in online learning. Therefore, this study identified the specific and general types of undergraduate students’ online interactions and investigated their patterns across time. The study was carried out by 6 undergraduate students of the 2019/2020 academic year in the English Education Department, Wiralodra University. Students’ posts in WhatsApp group discussion were analyzed in terms of online interaction types identified by MacKinnon (2000) and Jung et al. (2002). The result shows that the students mostly expressed their opinions and judgments in academic-related discussions rather than moved to a higher level of knowledge construction, such as providing their own example upon their ideas and elaborating more on certain topics in the discussion. Further investigation can be done to find the factors that affect students’ interaction, the relationship between topics, and online interactions in another online learning platform