UTILIZING WHATSAPP CHAT GROUP IN EFL

TEACHING: VOICES OF EFL LEARNERS

AND LECTURERS

By:
Kenny Shania Lestari R
17180018

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY
MALANG
2021
 CHAPTER 01 Context of the Study
COVID-19 : online learning seems to be the best model for keeping learning process go on

However, educators had not prepared and adapted new technologies

Population census (2019): Top of application among university learners is WhatsApp

Implementing online learning system suddenly, it will arise different perspective for users

Montana Gasaymeh (2017)

Previous studies Fatimah (2019)

Izyani binti Mistar &

Moh. Amin Embi (2016)

By this phenomena and uncovering case from previous study, the researcher is
interested to analyze the voices’ of learners and lecturers in the same occasion.
 Previous of the Study

First, Izyani binti Mistar &

Montana Gasaymeh (2017) Fatimah Mulya Sari (2019)
Mohamed Amin Embi (2016)

“Students’ Perception on “University Students’ use of Academic WhatsApp

The Use of WhatsApp as A WhatsApp and their Group: Exploring
Learning Tool in ESL Perceptions Regarding its Students’ Experiences in
Classroom” Possible Integration into Writing Class
their Education”

 Covering learners’ voices in University

 Quantitative method
Recommendations
A large scale research with numbers
of participants
 Research Problem
1. How do the voice of EFL
learners and lecturers towards
utilizing WhatsApp chat group?
2. To what extent the use
of WhatsApp chat
group effective in EFL
teaching
CHAPTER 02 Theory
Izyani binti Mistar and
Constructivist Moh. Amin Embi, 2016
Learning Theory
Usefulness (Motivation and Interaction)
The new phenomenon of the use of
Convenience (Ease to use and
WhatsApp is parallel with
Satisfaction)
Vygotsky Constructivist Learning
Theory. This theory aims to
Fatimah Mulya Sari, 2019
develop the students’ social
interaction as well as to raise and Educational aspect
share information (Vygotsky,
1978). Technical aspect
The researcher used the theoretical framework above as the
guideline in this qualitative approach.
CHAPTER 03 Methodology

Data : The results of instruments

Source : The voices’ of learners
February - and lecturers
Qualitative March. English Education
Department UIN
Case Study Malang

Design Time Place Data &

Source
CHAPTER 03 Data Collection

Category Questionnaire Observation Interview

Time 28th February – 4th March 2021
Subject 150 EFL learners of 2nd, 4th, 6th
semester in English Education
Department in UIN Malang
Design/ Type Close-ended by using A Likert
scale
How to conduct - Consist of 26 statements
- Asks class leader to send the
link to the class group. Link is
connected by G-form
2 weeks (5st March-18th 20th-26th March
March)
2 class who actively 5 learners 2 lecturers
implement during distance-
learning (Grammar and
Prose class)
Observation Checklist Semi Structural interview
(non face-to-face and face-
to-face)
- Conduct indirectly - Consist of 17 questions
observation (the - Get the data from class
researcher did not join leader
the WhatsApp group by - Select the subject of
some aims) informant by purposive
- Monitor the learning sampling
agenda by a learners’ - Contact the informant
smartphone and do the interview
CHAPTER 03 Data Analysis
DATA REDCUTION DATA DISPLAY DATA VERIFICATION
1. Gather the results data 4. Focus to change the 7. Draw conclusion form
from questionnaire, rough data to narrative previous stage.
observation, interview. 8. Validity check by using
2. Classify to the relevant text. triangulation
or irrelevant data 5. Elaborates the results
3. Category the data into 4 data from questionnaire,
(Usefulness, observation, interview.
convenience, education, 6. Add figure to
and technical aspect) strengthen the data.
CHAPTER 04 Findings & discussion
4.2.1 EFL Learners and Lecturers’ Voices towards Utilizing WhatsApp Chat Group
A. Giving a positive impact towards EFL learners B. Convenience Dimension toward the Use of WhatsApp Chat
motivation and interactions. Group Towards EFL Learners.

52,3 60,2
Usefulness % Convenience %

Based on the data obtained from learners’ questionnaire,
it showed that a WhatsApp chat group could boost the
interactions and more motivated to learn English.
Furthermore, it supplements students’ enthusiasm while
learning.
“Exactly, interactions in WhatsApp chat groups are more
comfortable. Moreover, convenience factor is supporting
the interactions. There’s no reluctant or shy any more” (C1,
20th March 2021)
Based on the questionnaire results, it appears that most
participants are voting positively to the statement, WhatsApp
chat group is flexible. The findings strengthen the evidence
by students’ responses to the interview by the following
statement.
“Flexible, this application could apply everywhere, it’s different
from G-Meet. So, a WhatsApp chat group is more enjoyable
without us meeting directly. We can share and keep learning
process” (C2, 20th March 2021)

Learners’ voices
 CHAPTER Findings
04 & & discussion
Findings
discussion
4.2.1 EFL Learners and Lecturers’ Voices towards Utilizing WhatsApp Chat Group

C. Having device ICT tools for conducting learning act. D. Educational Aspect toward the Use of WhatsApp Chat
Group

Technical Aspect 53,6 47,7

% Educational
Based on the research findings, researcher found several
student responses related to the selection of technical
aspects used in WhatsApp chat group aid. Learners have
devices for conducting learning is the statement that is
obtained highly in the questionnaire result. This finding
is strengthened the evidence by students’ voices on
interview by the following statement.
“Yes, of course. Hence the ICT tools that I used is smartphone
and laptop” (C1, March 2021)
%
The respondents’ statements demonstrated that learners
claimed the integration of WhatsApp group into their
educational aspect would be fun, easy, and enjoyable. The
positive feeling has relation with the research which undertook
by Al-Mothana (2017), he claimed that university learners
preferred to use WhatsApp to fulfil their educational purposes
due to this aid would be fun, easy, and useful.
“Ma’am IMB always uses PPT that’s completed by voice
recording features in each slide. So, according to me, the PPT
slides are so interesting.” (C1, 20th March
2021)

Learners’ voices
 CHAPTER04 04 Findings & discussion
4.2.1 EFL Learners and Lecturers’ Voices towards Utilizing WhatsApp Chat Group
A. Usefulness B. Convenience

Mrs. “..it’s very enthusiastic, it can be evidenced
IMB by their activness. Certainly, I give them a
chance to ask the difficult material at 24
hours in the online group discussion,….”
Mrs. “For interactions, maybe they have one or
WIM two difficult problems, but because one o
the students has already asked. Thus, they
feel they are represented…..”
Mrs provide flexible time for students to continue acting as
. children at home, but they also do not fall behind with
IMB grammar lessons. Because I think that time with family
is more important. So, WhatsApp chat group is
considered a suitable application that can bridge both.
Mrs. “Yes, of course. In term of using it for informing
WI something about the material, schedule, time.
M WhatsApp chat group is effortless and flexible”

Two lecturers have similar voices towards the usefulness
of WCG as learning app, they revealed that WCG could
share the materials well, information, file etc. However,
in the term of interactions aspect. They were had
discrepancies voices.
They demonstrated same belief that WCG is flexible app, they added
different example to strengthen. Mrs. IMB preferred to deliver a
good manner about social- caring. WCG could be flexible aid to help
children’s role in home. Mrs. WIM revealed the flexibility aspect in
the term of easily delivering materials or informing something.

Lecturers’ voices
 CHAPTER 04 Findings & discussion
4.2.1 EFL Learners and Lecturers’ Voices towards Utilizing WhatsApp Chat Group
C. Educational aspect
Mrs. Certainly, I divide both of two sections
IMB such as asking section and discussion
section. I send link of learning video or
motivation video for
learners, moreover I send PPT, PDF, and
others things related with grammar subject.
Mrs. “Yes, I did. I sent the materials in the
WIM WhatsApp chat group but I faced
troublesome”
They were claimed different perspective toward this
aspect. Mrs. IMB divided into two sections such as
asking section and discussion section. Furthermore, she
also used this aid to educational purposes related with
course. Mrs. WIM revealed negative voices that she
faced some troubles while utilizing WhatsApp.
Lecturers’ voices
D. Technical aspect
Mrs. IMB “…I am not exhausted when waiting for learners'
responses, as they are very active. I give
feedback based on the schedule. WhatsApp chat
group do not make me stare, Flooding chat is not
disturbing me. It’s just skip it, Internet or stable
connection never be my big problem.
Mrs. WIM “Yes, of course, WhatsApp group must scroll up
chat, that’s too complicated, it’s consuming
internet and waiting a long time to get students’
respond”
Two lecturers have different voices towards the technical aspect of
WCG. Mrs. IMB claimed she never faced any trouble such as
irrelevant chat, error signal, or long responds form learners. It’s
different from Mrs. WIM’s experience.
4.2.2 The Effectiveness of Using of WhatsApp Chat Group Effective for EFL Teaching-Learning

The researcher clarifies some reasons of why this aid could be included into the most effective application,
they are:

1. Strengthen EFL learners to be more active

“Yes, I am. Personally, WhatsApp Groups can help me to reduce my fear when
I’m willing to say something which is usually in offline classes, sometimes I
do not have the courage to express my words directly. Moreover, WhatsApp
Group effective to communicate with my friends.” ( C2, 2021)

2. Flexible application
“Standing my opinion, WhatsApp chat group is the effective and
flexible learning media, hence we can open easily WhatsApp Chat
Group everywhere.” (C4, 2021)
CHAPTER 05 Conclusion & Suggestion
Learners’ Voices
• WhatsApp can motivate learners’ interactions
• Be flexible in applying
• easy to integrate with ICT tools
• learning more fun, easy, and enjoyable
Lecturers’ Voices
Lecturers’ experiences claimed that WhatsApp is
a convenient app for sharing materials, meeting
agenda, and information for educational purposes.
However, one of the lecturers stated that she was
faced some troubles.
The effectiveness of using of WhatsApp chat
group effective
• Strengthening learners to be a more active
• Flexible app to use.
For students:
• EFL learners are expected to be aware of
their own needs
• Discover additional materials from any
pedagogical sources.
• Not only WhatsApp group, but also exploring
each online aid so that it becomes training
soft skill and adding insightful value.
• Follow up the learning agenda lively
For the Lecturer:
• Update more about the effective application
for online learning
• Increase their professional master of ICT tools
• Be creative to select instructional app that are
appropriate and in relation with the course.
References
Budianto, Langgeng. (2020). Utilizing WhatsApp-Driven Learning during COVID-19 Outbreak: EFL Users’
Perceptions and Practices. Computer-Assisted Language Learning Electronic Journal (CALL-EJ). 22(1),

264-281
Dahlstrom, E., & Bichsel, J., (2014). ECAR Study of Undergraduate Students and Information Technology,
2014. Educause Center for Analysis and Research. Retrieved
fromhttp://www.csus.edu/irt/cio/strategicplanning/Documents/ Undergrad/Students-and-IT-2014-
Full-Report.pdf

Gasaymeh, Al- Monthana. (2017). University Students’ use of Whatsapp and their Perceptions Regarding its
Possible Integration into their Education. Global Journal of Computer Science and Technology: G.
Interdisplinary, 17(1), 1–18. https://doi.org/10.16986/huje.2017027508

Sari, F. M., & Putri, S. N. (2019). Academic Whatsapp Group: Exploring Students’ Experiences in Writing Class.
TEKNOSASTIK, 17(2), 56. https://doi.org/10.33365/ts.v17i2.324
THANK YOU
‫الحمد لله‬
 02 Research Problem

03 Significance

1. How do the voice of EFL Theoretical Significance

learners and lecturers towards
- Contributes to provide an insightful in the
utilizing WhatsApp chat group?
term of the perspective of utilizing WhatsApp
2. To what extent the use chat group as a media for distance learning.
of WhatsApp chat - To know the extent of using this aid effectively
group effective in EFL in EFL teaching amid the Covid-19 pandemic.
teaching
Practical Significance
1. evaluation to improve a better learning style optimize features for
educational purposes.
2. to support the educators evaluate material for the further lesson plan
syllabus in the term of media selection.
3. To adapt to problems while utilizing WhatsApp chat group.