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 REFLECTIVE LEARNING PORTFOLIO IN TEACHING WRITING

This study aimed at investigating students’ perception on the use of Reflective Learning Portfolio (RLP) in teaching writing. This study, which followed the case study design, was conducted in a class of 31 students at a university in Indramayu, Indonesia. During one semester, the reflective learning portfolio (RLP) was used as the treatment to teach writing. Questionnaire and interview were given to students to express their perception to the use of reflective learning portfolio in their classroom. The result of the study  shows that most students believed reflective learning portfolio give positive impact on their writing. The reflective learning portfolio involves learners in a process of continues reflection on their work and collaboration with their peers and lecturer which has focus on selective evidence of learning that makes students become involved in self-evaluation and begin to monitor their own progress over time

The effectiveness of writing techniques in improving students’ writing ability with different self-esteem

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.

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

The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing

The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing

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

The Realization of Grice’s Cooperative Principle in the Process of Introduction (A Case Study on a Chat Script of QQ International)

This paper aims at investigating the most non-observedfrequent maxim in the process of introduction in QQinternational messenger. Qualitative method is used to analyzethe data gathered from the chat script of QQ International. Theparticipants are varied from some countries, however, mostly arefrom China as QQ belongs to China. The data then wereanalyzed using Grice’s Cooperative Principle which consists offour maxims: maxim of quality, maxim of quantity, maxim ofrelation, and maxim of manner. The result of the analysisshowing that the most frequent maxim that was not observed inthe process of introduction is maxim of quantity. The result ofthis study is highly expected to contribute for the teacher whileteaching English, as a foreign language in particular. Therefore,there would be no many obstacles when the students practicetheir English in daily life, in chatting world particularly