Name Group :

Faida desisma. (171800)

Putri Sahriyah Rahmadani (17180008)
Arina Bidziyah (171800)
Abstract
Technology has become an indispensable part of our daily life including the educational
system. The current spread of the Whatsapp and its enormous applications have provided
various benefits, specifically, the use of technologies in education This current research
investigated the features of WhatsApp instructional design to promote EFL learners’
collocation mastery and their attitudes toward the two different combinations. The purpose of
this study was to know users’ perception towards WhatsApp in several aspects useful, ease of
use, ease of learning and satisfaction. Descriptive method and questionnaire developed by
Lund, A. M (2001) were used in this study. This questionnaire was consisted of questions
related to learners’learners’ percieved learning using App mobile application. The subjects of
this study were 33 participants who were of different age. The result of this study revealed
that the participants give negative response for every aspect. The mean response of
participants’ perception argued that WhatsApp it can be concluded that the students’ attitude
towards WhatsApp and how they perceive its usage and convenience of usage were rated at
the very low level. Thus, WhatsApp can The mean response of participants’ perception
argued that WhatsApp is useful, ease to use, ease to learning and give satisfaction. Thus,
WhatsApp has several features, one of which is downloading and uploading various media
such as; photos, audio, video, documents, and PowerPoint presentation slides. Additionally,
uploading to WhatsApp has a limited size. So, that is the reason why WhatsApp is not
flexible..

Keywords: WhatsApp, user’perception, learning.

Introduction

The development of technology takes a crucial role in the implementation of

Education 4.0. The existance of technology endorse the teaching and learning process in this
digital era since it helps the students to be independent learners. It means that the students can
learn everything and everywhere by clicking many features or platform in the internet that
relates to their subject studied. Technology expansion in the 21st century language pedagogy
is very crucial applied. The technology can assist college students’ work rapidly and easily.
Mobile phone technologyis the most potential tool to be utilized in the teaching English
language. Second language teachers can apply message application through mobile phone
and smart phone. The most famous messenger application is WhatsApp. Bensalem (2018)
claims that many foreign language teachers have been interested in using WhatsApp to teach
certain aspects of foreign language learning. In addition to Bensalem, Kim, Lee, & Kim, H.
(2014) clamied that mobile learning provides students with unlimited opportunities to achieve
their learning goals through learning situations in real time and authentic interaction that
makes learning meaningful, effective and different from those decontextualized traditional
classrooms.
Responses to identified student needs in language learning often require flexible
facilities to make the most effective use of WhatsApp model. Susanti and Tarmuji (2016)
argue that, WhatsApp has flexibility and useful features to text, to call, and to send video,
audio, links, location, document, pictures. It means that WhatsApp is the most potential
technology to support English language teaching and learning. Hamad (2017) states that
“using WhatsApp to facilitate and create an avenue for learning and communication as well,
as it is the most common App to the students, and they always have their mobile phones and
smart phones in their hands, beside it is cheap to activate the App” pp. 74-75. The emergence
usage of technologies is growing rapidly among the present generation of students. Because
the net generation has grown up with web 2.0 social media technologies, these tools have
tremendous popularity in students’ social lives. Thus, the social network systems are
currently very popular used among university students. Many activities can be designed with
the use of app to improve the students’ English skills during the classroom activities.
With regard to the classroom activties, discussion groups allow them to communicate, have
the discussion, and send pictures, recordings and more. Today’s English teachers and
students are changing ways of learning, interacting, communicating and working collectively
(Lai, 2015; Resta & Laferrière, 2007;Wood & Homan, 2003). Within this context, WhatsApp
messenger is a smartphone application that permits communication through sending instant
messages, videos, photos and podcasts and location (Aal, Parmar, Patel, & Sen,2014;
Barhoumi, 2015). Other studies revealed that WhatsApp is useful and have positive attitudes
in fostering learner’s autonomous learning experiences, encouraging cooperation, and
intensifies motivation to participate actively in academic purposes (Vavoula & Sharples,
2008; Bere, 2013; Chipunza, 2013; Fattah, 2015; Moreira, et al, 2016),
 In this study, the use of the technological tool WhatsApp was significantly needed to
facilitate an exchange of information in real and immediate time with the student’s group
learning tasks. Through this tool, students are having more flexible learning activities outside
the classroom through electronic resources so they can take the opportunity to learn English
outside the classroom in a more flexible way.However, most teachers have not utilized
optimally the technology yet in teaching English language. It is supported by Lailiyah and
Cahyono (2016:345) who claim that “some EFL teachers are reluctant to take the opportunity
to integrate technology into their classrooms”.
Therefore, this study is done to investigate the students’ perceptions toward the use of
WhatsApp in English language classroom to optimize the function of mobile phone for
students' learning process. It needs to know the response of users towards WhatsApp on the
some of aspects such as useful, ease of use, and ease of learning. It can become basic to
implement WhatsApp on various area such learning. The research questions of this study are
as followings: What is the EFL students ́ perception towards the use of WhatsApp
application as a supporting learning tool? and what are the benefits obtained by students of
EFL practicum when using WhatsApp?

2. Method

This study was descriptive research to know users’ perception of WhatsApp. This
study was used quantitative research design. Undergraduate students who were taking
foreign language courses from English major of the State Islamic University, Malang
Indonesia were recruited for the study The subject of this study were 33 participants. The data
were collected by using questionnaire developed by Lund (2001). The online survey
consisted of 5 parts such the useful aspect, ease of use aspect, ease of learning aspect, and
satisfaction aspect. Each aspect has a few different questions. The students' responses to the
questionnaires were classified and analyzed to know the real perceptions. The data were
analyzed descriptively based on the percentage of the students’ responses toward the
researcher’s questionnaire The interpretation of analyze become conclusion.
3. Finding and Discussion

Table 1. Users’ Perception towards WhatsAppon Ease of Learning

Aspects SD D N A SA
(%) (%) (%) (%) (%)
User learned to use it quickly 15,2%
45,5% 33,3% 6,1% 0,0%
User easily remember how to use it
39,4% 33,3% 24,2% 3,0% 0,0%
WhatsApp is easy to learn to use it 24,2% 36,4% 24,2% 12,1% 3,0%

The table 1 showed users perception towards the ease of using WhatsApp for
learning, in the item of user learned to use it quickly, the highest number and percentage was
given to the item “user learned to use it quickly” claimed by 15 respondets (45,5%) strongly
disagree, 11 respondents (33,3%) chose disagree, 5 respondents (15,2%) stated neutral, and 2
respondents (6,1%) claimed that they agree with the quick use of whatsapp, and no one
respondent chose strongly agree. In the term of the user easily to remember how to use it, the
respondents made statement differently among others 13 respondents ( 39,4%) stated
strongly disagree that WhatsApp is easily remember to use, 11 respondents (33,3%) chose
disagree, 8 respondents (24,2%) claimed neutral, and only 2 respondents (3,0%) stated agree
that the user easily to remember how to use it, no one respondent chose strongly agree. Then
with reference on ease of learning, 8 respondents ( 24,2%) chose strongly disagree, 12
respondents (36,4%) chose disagree, 8 respondents (24,2%) claimed neutral, 4 respondents
(12,1%) are agree that the user easily to remember how to use it, and 1 respondent (3,0%)
chose strongly agree. This result, however, is not inline with Ida Sanjaya (2012) who
indicated that the majority of users are interested in using WhatsApp application because it
provides facilities such as sharing information in the form of audios, videos, images. (DONE
EXAMPLE).

following up on WhatsApp users according to Burke et al (2010) that WhatsApp is

easy to use for students so they give a positive response. because social media has broad
prospects in a society that is above almost one in four people in the world uses social media
like WhatsApp. Further explained by Jumiatmoko (2016) that one of the facilities that can
support communication activities is through the WhatsApp group. This is because by using
the group facilities provided by the WhatsApp application, . The findings of the study
suggested that the use of WhatsApp is significant in helping the students learning the
language better and enhancing their proficiency in using the English language. This study
implies that the usage of WhatsApp should be encouraged to the students and institutions
should provide internet facilities as a top priority in today’s education. . The findings of the
study suggested that the use of WhatsApp is significant in helping the students learning the
language better and enhancing their proficiency in using the English language. This study
implies that the usage of WhatsApp should be encouraged to the students and institutions
should provide internet facilities as a top priority in today’s education.

The finding in point 1 implied that participants do not give positive response toward
the use of whatsapp because it is not fast way to learn, an easy tool to remember and to learn
the language.

Table 2. Users’ Perception towards WhatsApp on Useful Aspect

Aspects SD D N A SA
(%) (%) (%) (%) (%)
WhatsApp helps me be more effective 18,2
% 21,2% 39,4% 12,1% 9,1%
WhatsApp helps me be more productive 27,3 36,4%
% 18,2% 12,1% 6,1%
WhatsApp is useful and innovative tool 15,2 27,3%
% 27,3% 21,2% 9,1%
WhatsApp gives me more control over the 21,2
activities in my life % 33,3% 24,2% 12,1% 9,1%
WhatsApp makes the things I want to 27,3 27,3%
accomplish easier to get done % 33,3% 6,1% 6,1%
WhatsApp saves me time when I use it 24,2
% 27,3% 33,3% 9,1% 6,1%
WhatsApp meets my needs 24,2
% 30,3% 24,2% 21,2% 0,0%
WhatsApp does everything I would expect it to 27,3
do % 21,2% 30,3% 18,2% 3,0%

Table 2 contains data about users’ perceptions towards Whatsapp on the useful aspect.
The data result shown that most of the respondents choose N (Neutral) that Whatsapp helps
them be more effective and productive. For the aspect “Whatsapp is a useful and innovative
tool”, D (Disagree) and N (Neutral) equally get the most respondents (27.3%). 11
respondents choose D (Disagree) that Whatsapp gives them more control over their activities
and makes the things they want to accomplish easier to get done. On the other side, 11
respondents choose N (Neutral) that Whatsapp saves their time when they use it. Then, 10
respondents choose D (Disagree) that Whatsapp meets their needs. For the last aspect,
Whatsapp does everything the respondents would expect it to do, most of the respondents
choose N (Neutral). Based on the data result and analysis, Whatsapp is not a very useful
application to fulfill the users’ expectations and needs.
This result is consistent with/is not inline with according to Anglano (2014), The
introduction of sophisticated communication services via the internet has changed the way
interaction among Whatsaap users. It allows users to change text messages such as files,
audio, videos and images. The results supported by Norfaizah (2015) show that WhatsApp
users can help students and lecturers to share many things about the material. WhatsApp
content makes users more productive.

Table 3. Users’ perception towards WhatsApp on satisfaction

Aspects SD D N A SA
(%) (%) (%) (%) (%)
WhatsApp makes me satisfied 24,2%
12,1% 42,4% 12,1% 9,1%
WhatsApp is fun to use
30,3% 36,4% 18,2% 12,1% 3,0%
WhatsApp works the way I want it to work
21,2% 27,3% 42,4% 6,1% 3,0%
WhatsApp is wonderful 36,4%
18,2% 24,2% 18,2% 3,0%
User feel I need to have WhatsApp
30,3% 36,4% 24,2% 6,1% 3,0%
WhatsApp is pleasant to use
33,3% 36,4% 24,2% 6,1% 0,0%

Every app hasits feature that makes the user more comfortable when using the apps.
But The respondents gave their ouw criterias on which features are useful, cool, helpful, and
others.With reference to table 3 shows users’ perceptions towards WhatsApp on satisfaction
in six aspects. Every aspect conducted by 33 respondents. In the first aspects, there are 14
(42.2%) respondents claimed to disagree (D) regarding their satisfaction in using WhatsApp.
The second aspect reveals that there are 12 (36.4%) respondents stated disagree (D) regarding
WhatsApp is fun to use. Then, in the aspect of WhatsApp works the way the user wants it to
work, 14 (42.2%) respondents chose neutral (N). Regarding WhatsApp is wonderful, 12
(36.4%) respondents claimed neutral (N). In addition, with regard to the statement Whatsapp
is pleasent tu use, 12 (36.4%) respondents, chose to disagree (D). The data interpretation on
users’ perception towards WhatsApp on satisfaction implied that most users do not satisfy in
using this app and disagree regarding WhatsApp is fun and pleasant to use.
This result is consistent with/is not inline with supported by Mistar and Embi (2016)
show that WhatsApp is easy to learn because the procedures in WhatsApp are easy.
WhatsApp requires steps to get what users want on WhatsApp. This means that it is not
difficult for students' attitudes towards WhatsApp to be at a high level.

Table 4. Users’ perception towards WhatsApp on ease of use

Aspects SD D N A SA
(%) (%) (%) (%) (%)
WhatsApp requires the fewest steps possible to 30,3 27,3%
accomplish what I want to do with it % 39,4% 3,0% 0,0%
WhatsApp is flexible 39,4
% 42,4% 15,2% 3,0% 0,0%
Using Whatsapp is effortless 33,3
% 33,3% 18,2% 9,1% 6,1%
User can use it without written instructions 27,3
% 33,3% 21,2% 15,2% 3,0%
User don't notice any inconsistencies as they
use it 18,2
% 18,2% 39,4% 18,2% 6,1%
Both occasional and regular users would like it 21,2
% 24,2% 42,4% 12,1% 0,0%
User can recover from mistakes quickly and 30,3 21,2%
easily % 39,4% 6,1% 3,0%
User can use it successfully every time 42,4
% 30,3% 24,2% 3,0% 0,0%

Table 4 contains data about users’ perceptions towards Whatsapp on ease of use. For
the first aspect, 13 (39.4%) respondents gave the answer to choose D (Disagree) that
Whatsapp requires the fewest steps possible to accomplish what they want to do with it.
When asked the statement abour Whatsapp is flexible, most of the respondents 42.4% (14
respondents) choose D (Disagree) while 11 (33,3%) respondents choose D (Disagree) for the
aspect of user can use Whatsapp without written instructions. On the other side, the aspect of
using Whatsapp is effortless has been claimed equally by the respondents to choose SD
(Strongly Disagree) and D (Disagree). Then, 13 (39.4) respondents chose N (Neutral) toword
the users of Whatsapp do not notice any inconsistencies as they use it. The same as the
previous aspect, when asked about both occasional and regular users would like it, most of
respondents (43.4%) stated N (Neutral). Then, 12 (39.4%) respondents stated D (Disagree) in
relation to. the item of the user can recover from mistakes quickly and easily, And the last
aspect about users can use Whatsapp successfully every time responded SD (Strongly
Disagree) by 14 (42.4%) respondents. Thus, the finding implied that Whatsapp is not an
application that flexible and difficult to use.
This result is consistent with/is not inline with according to Karapanos, Teixeira &
Gouveia (2016) shows Whatsapp users' perceptions of ease of use. Nowadays, jobs using
Whatsapp and other applications to send instant messages have found such services to get
closer and personal to communicate with friends, family, and basic needs better in
relationships.

Discussion
Mobile technology has grown in value since the beginning of the 21 st century. The
new focus of the learning process in this century is turning into the online platform to ease
students in the learning process itself. WhatsApp was a program that can be used in mobile
learning. WhatsApp is a mobile app for text message sharing (Mayangsari & Aprianti, 2017).
The result of the finding revealed that some students are in the strongly disagree side, mostly
15 (45.5%) respodens stated that the use of Whatsapp are not learning quickly, not easy to
understand and to use for students. These results contrast the existing statement about the use
of WhatsApp to ease both students and teachers in sharing materials through this app
(Hamidin, 2015).
In table 2 presented that most of the participant including male and female are not
productive and effective of using whatsapp, besides most of them agree that whatsapp is not
an innovative tool. According to Anglano (2014), The introduction of sophisticated
communication services via the internet has changed the way interaction among Whatsaap
users. It allows users to change text messages such as files, audio, videos and images.Others
claimed that whatsapp does not give them more control over the activities in their life,
WhatsApp cannot make the things they want to accomplish easier to get done, WhatsApp
cannot save their time when they use it, WhatsApp cannot meet their needs, WhatsApp
cannot do with everything they would expect it to do, it means that they do not agree that
whatsapp is suitable for teaching learning activity. The results supported by Norfaizah (2015)
show that WhatsApp users can help students and lecturers to share many things about the
material. WhatsApp content makes users more productive.
 The results revealed that the attitudes towards the use of WhatsApp among students
indicated negatively. It gave a low level on the attitudes among the students due to uneasily
used, learned and remembered to apply it. It was supported by the result that showed more
than 50% of respondents claimed disagree to strongly disagree in the three items presented in
the table.1. With regard. it can be concluded that the students’ attitude towards WhatsApp
and how they perceive its usage and convenience of usage were rated at the very low level.

In table 3, the results indicated that 14 (42.4%) respondents said WhatsApp doesn’t
make user satisfied and it doesn’t work the way users want it to work. These findings would
be strengthened by the results of table 4, it said that WhatsApp is not flexible to use which
was claimed by 14 (42.4%) respondents. It similarly with Shivam’s (2014) finding that
WhatsApp has some features, one of them is downloading and uploading a variety of media
such as; photos, audio, video, document, and PowerPoint presentation slides. Besides these,
uploading to WhatsApp has a limited size. So, it’s the reason why WhatsApp is not flexible.

Conclusion
WhatsApp is an application that almost everyone who has a smartphone uses the
application. WhatsApp is known as an application that is easy to use by all aspects of society,
from children to adults. WhatsApp is used as a platform for communication, business, and
learning. In the aspect of education, WhatsApp helps to make communication between
teacher and student easier. Using Whatsapp as a learning media can have both positive and
negative effects on the teacher, students, and the learning process.
However, the data shows that WhatsApp is not suitable for the respondents. Whatsapp
is not an application that easy to use. Users need more time to learn about WhatsApp before
they use the application. It proved that WhatsApp cannot be learned quickly. WhatsApp is
also not a really effective application to suit users’ standards and wants. The respondents
agreed that Whatsapp did not work as they want and not a flexible application. WhatsApp has
a limit for the media size that can be sent through this application
In addition to the learning side, WhatsApp doesn't quite support a lot in the online
learning environment since it is not easy to use under a range of circumstances. This makes it
impossible for learners and teachers to use WhatsApp as a learning tool. It can be concluded
that WhatsApp is an application that is not suited for an asynchronous and online learning
tool.
 Based on the data in the next table showed that WhatsApp among the respondents is
not useful enough, it has the average between useful and less usefulness. It means that the use
of WhatsApp itself in the average depending on some factors that needed by students.
Even though WhatsApp allows the students to send and receive, especially at the university.
This application provides many tempting features, including content sharing in the form of
audios, videos, photographs, or even use location sharing.

Reference

Burke, M., Marlow, C., & Lento, T. (2010). Social network activity and social wellbeing. In
Proceedings of the SIGCHI Conference on human factors in computing systems
(1909-1912). ACM.
Karapanos, E., Teixeira, P., & Gouveia, R. (2015, November 13). Need fulfillment and
experiences on social media: A case on Facebook and WhatsApp. Retrieved from
https://www.sciencedirect.com/science/article/pii/S0747563215301941

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