WhatsApp in English Class: An Application of Blended Learning in Initiating Students' Interaction
Keywords:WhatsApp, Face-to-face, Students' Perception
This study investigated 1) The students' perception of group WhatsApp in the teaching and learning process, which is also well-known as blended learning, and; (2) The process of students' interaction in English via WhatsApp. Data were collected from 60 students of the English Education Department; 52 females and eight males; most are between 19 and 20 years old. The researcher deploys a survey, unstructured interview, and unstructured-descriptive observation. The data analysis revealed that most students responded positively to WhatsApp in blended learning, and only a few responded negatively. The level of students' participation in English interaction via WhatsApp is higher than they do face-to-face since they feel more confident in conveying their ideas via WhatsApp, especially to the lecturer.
Adam, R. (2018). Enhancing Student Interaction In The Language Classroom. Cambridge University Press.
Amry, A. B. (2014). The Impact Of Whatsapp Mobile Social Learning On The Achievement And Attitudes Of Female Students Compared With Face To Face Learning In The Classroom. European Scientific Journal, 10(22), 116–136
Andújar-vaca, A. & M. S. (2017). Mobile Instant Messaging : Whatsapp and its Potential to Develop Oral Skills / Mensajería instantánea móvil : Whatsapp y su potencial para desarrollar las destrezas orales Mobile Instant Messaging : Whatsapp and its Potential to Develop Oral Skills Mensaj. Researchgate.net, (January). https://doi.org/10.3916/C50-2017-04
Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 6(1), 1–25. https://doi.org/10.1080/2331186X.2016.1264173
Brown, H. D. (2007). Principles Of Language Learning and Teaching (5th ed.). Pearson Education, Inc.
Carter, R., & Nunan, D. (2001). Teaching English to Speakers of Other Languages (First). New York: Cambridge University Press.
Dixson, M. D. (2010). Creating effective student engagement in online courses : What do students find engaging ? Journal of the Scholarship of Teaching and Learning, 10(2), 1–13.
Fortunasari. (2016). The use of information and communication technologies (ICTs) in English as foreign language learning: A review of recent practices in Indonesia. The Asian EFL Journal Professional Teaching Articles, (92), 4–21.
Hamad, M. M. (2017). Using WhatsApp to Enhance Students ’ Learning of English Language “ Experience to Share .” Canadian Center of Science and Education, 7(4), 74–87. https://doi.org/10.5539/hes.v7n4p74
Justina, M. (2016). Use of WhatsApp to Enhance Reading and Writing Skills at Undergraduate College Level. Language in India, 16(November), 47–60.
Larsen-freeman, D. (2000). Techniques and Principles in Language Teaching (1st ed.). New York: Oxford University Press.
Liu, I., Chang, M., Sun, Y. S., Wible, D., & Kuo, C. (2010). Computers & education Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers & Education, 54(2), 600–610. https://doi.org/10.1016/j.compedu.2009.09.009
Malissa, M. (2018). The Journal of Asia TEFL Technology and Language – What Works and What Does Not : The Jornal of Asia TEFL, 15(2), 365–382.
Moore, G. E., Warner, W. J., & Jones, D. W. W. (2016). Student-to-Student Interaction in Distance Education Classes : What Do Graduate Students Want ? Journal of Agricultural Education, 57(2), 1–13. https://doi.org/10.5032/jae.2016.02001
Muhtia, A., S., & S., & S. (2018). Blended Learning in a Paragraph Writing Course : A Case Study. International of Journal Language Teaching and Education, 2(3), 216–226.
Naghdipour, B. (2017). “Close Your Book and Open Your Facebook”: A Case for Extending Classroom Collaborative Activities Online. The Journal of Asia Tefl, 14(1), 130–143.
Rodgers, T., Theodore, S., Jo, M., & John, S. (1986). Approaches and Methods in Language Teaching. New York: Cambridge University Press.
Sim, T. Y., Naidu, D., & Apparasamy, D. (2014). Improving Students Engagement through Social Media : A Case Study of a Private University in Malaysia Using Facebook. International Journal of E-Education, (Social Media in Teaching), 14.
Soekartawi. (2006). BLENDED e-LEARNING : ALTERNATIF MODEL PEMBELAJARAN JARAK JAUH. Seminar Nasional Aplikasi Tekhnologi Informasi, (Blended Learning), 8.
Trang, T., Moni, K., B. (2013). Foreign Language Anxiety : Understanding Its Sources and Effects from Insiders ’ Perspectives. The Journal of Asia TEFL Vol.10, 10(1), 95–131.
Wang, M., & Ip, K. I. (2010). Tasks and Challenges Faced by Teachers in Handling an Online Project. Asian EFL Journal Volume 12 Issue 4. Pp. 143-159, 12(4), 18.
Waskito, H. &. (2018). Blended Learning : Konsep dan Penerapannya (1st ed.). Padang: LPTIK Universitas Andalas
Copyright (c) 2022 Zulkifli Akhmad, Yuwin R Saleh
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.