The use of whatsapp cooperative learning to improve writing ability
Article Sidebar
-
writing improvement, writing ability, cooperative learning, whatsapp cooperative learning
Abstract
English is one of the primary subject that was taught in Electronic Engineering, Politeknik Negeri Bali, which includes speaking, writing and listening. Other than speaking, writing also become one of the most challenging subject in Electronic Engineering. To overcome the low writing skills of students and create pleasant learning atmosphere during the Covid 19 Pandemic, the authors want to try out learning method, namely Cooperative Learning Method with online media in the form of whatsapp. This research is a quantitative research with quasi experimental approach. The groups used in this study consist of two groups namely the experimental group using Whatsapp Cooperative Learning methods and the control grouos using the conventional method. The data collection technique in this study was in the form of a questionnaire and given to the students in both classes. From the data, it can be concluded that learning with the Whatsapp Cooperative Learning method is more effective to be used in teaching writing. It can be seen from the value of 2 of -2, 087 with Sig 0,037< 0,05 means that there is significant difference between the control class and the experimental class. This significant difference can be said as the result of the use of Whatsapp Cooperative Learning in class.
Full text article
References
Alderman, S. (2017). 5 Ways to Use WhatsApp in the ELT Classroom. Pearson English. Retrieved July 10, 2018, from https://www.english.com/blog/5-ways-usewhatsapp-elt-classroom/
Alharbi, A., and Alsolami, T. (2020). The effectiveness of corpora on Saudi EFL academic writing performance. Journal Of Applied Studies In Language, 4(2), 331-345. doi:10.31940/jasl.v4i2.2186
Alshammari, R., Parkes, M., & Adlington, R. (2017). Using WhatsApp in EFL Instruction with Saudi Arabian University Students. Arab World English Journal, 8(4), 68-64. https://dx.doi.org/10.24093/awej/vol8no4.5. Bensalem, E. (2018). The Impact of WhatsApp on EFL students’ vocabulary learning. Arab World English Journal, 9(1), 23-28. https://dx.doi.org/10.24093/awej/vol9no1.2.
Amry, A. B. (2014). The Impact of Ofwhatsapp Mobile Social Learning On The Achievement And Attitudes Of Female Students Compared With Face To Face Learning In The Classroom. European Scientific Journal, ESJ, 10(22). https://doi.org/10.19044/esj.2014.v10n22p%p
Arikunto, Suharsini. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Edisi revisi VI. Jakarta: PT Rineka Cipta.
Barhouni, Chokri. (2015). The Effectiveness of Whatsapp Mobile Learning Activities Guided by Activity Theory on Students knowledge Management. Contemporary Educational Technology. (3), 221-238.
Biancarosa, G., & Griffiths, G. G. (2012). Technology Tools to Support Reading in the Digital Age. Future of Children, 22(2), 139–160.
Bouhnik, D., & Deshen, M. (2014). WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students. Journal of Information Technology Education: Research, 13, 217–231.
D’Eca, T. A. (2003). The Use of Chat in EFL/ESL. Retrieved July 9, 2018, from http://www.tesl- ej.org/wordpress/issues/volume7/ej25/ej25int/
Fattah, S. F. E. S. A. (2015). The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills. Journal of Education and Practice, 6, (32), 116-127.
Febriyanti, GAAA., Dewi, NKSL., & Dewi, . (2018). Using self-assessment to assess rural young learners’ writing skills in English foreign language classroom. Journal Of Applied Studies In Language, 2(2), 109-115.
George, M. S. (2018). Developing Listening and Reading Skills through Social Media using Apps. Literary Studies, III(i), 93–101.
Gon, S. & Rawekar, A. (2017). Effectivity of E-learning through WhatsApp as a teaching tool. MVP Journal of Medical Sciences, 4(1), 19-25. DOI: 10.18311/mvpjms/2017/v4i1/8454. Hamad, M. M. (2017). Using WhatsApp to enhance students’ learning of English language “Experience to Share”. Higher Education Studies, 7 (4), 74-87. http://doi.org/10.5539/hes.v7n4p74.
Jafari, S. & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at Junior High School. English Language Teaching, 9(8), 85-95. http://dx.doi.org/10.5539/elt.v9n8p85.
Johnson and Johnson. (1994). Cooperative Learning Institute Volume 24. Issue March, 2009 [online]. Available at: http://www.cooperation.org/index.html#newsletter [ Mei 2021].
Jumiatmoko. (2016). WhatsApp Messenger dalam Tinjauan Manfaat dan Adab. Wahana Akademika, 3(1), 51–66. Justina, M. (2016). Use of Whatsapp to Enhance Reading and Writing Skills at Undergraduate College Level. Language in India, 16(11), 47–60.
Kheryadi. (2017). The implementation WhatsApp as a media of English language teaching. LOQUEN, 10(2), 1-14. Lailiyah, M. & Cahyono, B. Y. (2016). Indonesian EFL teachers’ Self-Efficacy towards technology Integration (SETI) and their use of technology in EFL. Studies in English Language Teaching, 5(2), 345-357. http://dx.doi.org/10.22158/selt.v5n2p344.
Lastari, NKH., and Saraswati, PRTAKH. (2018). The use of mind mapping to improve writing skills of the eighth-grade students of junior high school. Journal Of Applied Studies In Language, 2(2), 144-150.
Lie, Anita. (2010). Cooperative Learning Mempraktikkan Cooperative Learning di Ruang-Ruang Kelas. Jakarta: PT. Grasindo Widia Sarana Indonesia.
Lindaman, D & Nolan, D. (2015). Mobile-assisted language learning: application development projects within reach for language teachers. International Association for Language Learning Technology, 45(1), 1-22. Nalliveettil, G. M & Alenazi, T, H, K. (2016). The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates. Journal of Language Teaching and Research, (7), 2, 264-272.
Nurhadi and Agus Gerrad. (2003). Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: Universitas Negeri Malang.
Pim, C. (2013). Emerging technology, emerging minds: digital innovations within the primary sector. In Gart Motteam (ed), Innovations in learning technologies for English language teaching. London: British Council.
Pratama, Hendrik and Kartikawati, Sulistyaning. (2017). The Effect of Whatsapp Messenger as Learning Integrated with group Investigation Method of Learning Achievement. International Journal of Science and Applied Science Conference Series.Vol. 2 No. 26.
Rakhmakrisnan. (2017). Use of WhatsApp for English language proficiency among B. Ed trainers. International Journal of Research – Granthaalayah, 5(9), 1-6. https://doi.org/10.5281/zenodo.1004446.
Resnani. (2019). Penerapan Model Pembelajaran Kooperatif dengan Media Audio Visual Berbasis Teknologi untuk meningkatkan Aktivitas dan Kemampuan Menyimak Mahasiswa. Journal PGSD Vol. 12 No. 2.
Salsabila, S. (2020). Facebook assisted students' peer assessment in writing descriptive text. Journal Of Applied Studies In Language, 4(2), 247-259. doi:10.31940/jasl.v4i2.2054
Santoso. (2010). Pengertian dan macam-macam Model pembelajaran kooperatif [Online]. http://nesaci.com/pengertian- dan macam-macam-model-pembelajaran- kooperatif, htlm Mei 2021.
Sayan, H. (2016). Affecting higher students learning activities by using WhatsApp. European Journal of Research and Reflection in Educational Sciences, 4,(3), 88-93.
Soerjono, S. (2013). Pengantar Sosiologi. Jakarta: Raja Grafindo Persada.
Speroff, Yulia. (2016). Using Whatsapp for Speaking and Listening Practice (paper presented on TESOL Greece 37th Annual Convention 2016 in Athens, Greece). Retrieved on 27 157 December2017 from https://yuliyasperoffblog.wordpress.com/2016/09/11/usingwhatsapp-for-speaking-and-listening- practice/.
Susanti, A & Tarmuji, A. (2016). Techniques of Optimizing Whatsapp as an Instructional Tool for Teaching EFL Writing in Indonesian Senior High Schools. International Journal on Studies in English Language and Literature, 4,(10), 26-31. http://dx.doi.org/10.20431/2347-3134.0410005.
Ta’amneh, M. A. A. (2017). The effect of using WhatsApp Messenger in learning English language among university students. International Research in Education, 5 (1), 143- 151. http://dx.doi.org/10.5296/ire.v5i1.10801.
Taj, I. H., Sultan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of Mobile Assisted Language Learning (MALL) on EFL: Meta-analysis. Advances in Language and Literacy Studies, 7(2), 76-83. http://dx.doi.org/10.7575/aiac.alls.v.7n.2p.76.
Wahyu, GE., Artawa, K., & Dhanawaty, MD. (2019). Interlanguage in writing ability of early semester students of IBIT Denpasar. Journal Of Applied Studies In Language, 3(2), 195-201. doi:10.31940/jasl.v3i2.1430
Wu, J. Improving the writing of research papers: IMRAD and beyond. Landscape Ecol 26, 1345–1349 (2011). https://doi.org/10.1007/s10980-011-9674-3.
Zulfikar, R., & Putri, AS. (2020). Web-based system for creative writing. Journal Of Applied Studies In Language, 4(2), 144-150. doi:10.31940/jasl.v4i2.1899
Zuwitasari, MM., Pahlevi, MR., & Mobit, M. (2021). Exploring Edmodo: assisted writing formative assessment in English language classroom. Journal Of Applied Studies In Language, 5(1), 117-126. doi:10.31940/jasl.v5i1.2376