scholarly journals Constructing WhatsApp-based Speaking Instructional Material (WABSIM) for EFL Teaching and Learning: A Need Analysis

2021 ◽  
Author(s):  
Maulina ◽  
David Geelan ◽  
Muhammad Basri ◽  
Nurdin Noni
Keyword(s):  
Social Media ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Instructional Material ◽  
English Education ◽  
Real Life ◽  
Design Development ◽  
Study Program ◽  
Development Processes

Today’s English teaching and learning speaking in the digital era at the university level is full of challenges but promotes many possibilities. WhatsApp, the most popular social media used for communication, can be interactively utilized to study speaking about daily conversations in a flexible way anytime and anywhere to solve students’ speaking problems as well as one of the teaching and learning media in the disruptive era. This research was trying to develop WhatsApp-based speaking instructional material (WABSIM) for the Basic Speaking subject to help students speaking English effortlessly and fast about daily topics. This research was the first step of Research and Development (R&D) of the ADDIE model i.e., to analyze students’ needs to learn Basic Speaking through WhatsApp instructions. The research took place at the English Education Study Program of one private university in South East Sulawesi, Indonesia. Sixty-eight (68) students participated in giving information regarding to the students’ needs through an online survey in the Google Form. It revealed that students wanted to learn the Basic Speaking materials integrated with mobile technology in the form of social media of WhatsApp to make the learning is fast, enjoyable, fun, more communicative, more collaborative, and help them learning anytime anywhere, in and outside the classroom more independently. Also, students need real-life topics, authentic, interactive, and presenting domestic and international viewpoints in the WABSIM. Besides, the developed speaking materials should cover the audio and visual materials to cover students’ learning styles varieties, and the materials should include the speaking components such as vocabulary, grammar, pronunciation, fluency, comprehension, and task. Data resulting from the needs analysis informed the researchers of crucial issues to consider in developing WABSIM for the design, development, implementation, and evaluation in the next phase of this project. Further, students’ preferences and learning goals can be integrated with perspectives from the mobile learning literature and the affordances of WhatsApp to facilitate communication, collaboration and interaction in ways that have the potential to accelerate English language learning on the part of university students. There would be value in conducting similar needs analyses for other mobile learning instructional material development processes internationally, both for comparison with the Indonesian results here and in order to inform those development processes.

scholarly journals INTEGRATED LEARNING IN DRAMA COURSE USING YOUTUBE

2021 ◽  
Vol 5 (1) ◽  
pp. 92
Author(s):  
Christiana Evy Tri Widyahening ◽  
Ulupi Sitoresmi
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Meaningful Learning ◽  
Integrated Learning ◽  
Study Program ◽  
Education Study ◽  
Qualitative Descriptive

The purpose of this study was to explain and describe the application of integrated learning in digital-based Drama learning to 6th semester students at Slamet Riyadi University, Surakarta. This research is a qualitative descriptive study with a single case study type which only examines one research subject. The research subjects were students in semester VI in the English Education Study Program, Unisri Surakarta. This study uses the steps proposed by Miles and Huberman. The research location is in semester VI of the English Language Education Study Program, FKIP, Slamet Riyadi University Surakarta and in the central library of the Slamet Riyadi University Surakarta. The results showed that the application of integrated learning in digital-based drama learning was very good and interesting. This is also supported by four student language skills that are increasing, namely writing, reading speaking and listening. In addition, students are also increasingly able to cultivate creative power, cooperation between friends, foster sympathy and empathy, and self-confidence through drama scripts that they write themselves. They then played their work in front of the camera screen and uploaded it through YouTube social media so that the wider community could watch their role play. This is a challenge in itself for students and it makes them even more trying to give their best from the first stage, namely the process of writing drama scripts, practicing playing dramas, playing roles, and in the final stage they upload the results of playing these roles to YouTube social media. The effectiveness of integrated learning is reflected in the meaning of learning. Meaningful learning produces students who are active in a fun teaching and learning process, resulting in two-way communication between lecturers and students. Fun learning will run well if the lecturer has high creativity and has variations in the teaching and learning process so that the end result is that students can get good and meaningful learning achievements. Keywords: Integrated Learning, Drama Learning, Qualitative Descriptive, Case Study, YouTube

scholarly journals The Dark Side of Mobile Learning via Social Media: How Bad Can It Get?

2021 ◽  
Author(s):  
Xiu-Kin Loh ◽  
Voon-Hsien Lee ◽  
Xiu-Ming Loh ◽  
Garry Wei-Han Tan ◽  
Keng-Boon Ooi ◽  
...  
Keyword(s):  
Social Media ◽  
University Students ◽  
Mobile Learning ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Online Survey ◽  
Partial Least Square ◽  
Least Square ◽  
Dark Side ◽  
Intention To Use

AbstractAs the COVID-19 pandemic continues to spread at an unprecedented rate, many universities around the world halted physical forms of teaching and learning to stop the spread of the virus. As a result, many university students were forced to utilize online learning through channels such as mobile social media. Due to the novelty of this situation, there are many unknowns particularly with the negative influences of mobile learning via social media on university students. Thus, this study looks to examine this subject matter from the perspective of the stimulus–organism–response theory. The uniquely developed research model included four stimuli (i.e., social overload, information overload, life invasion, and privacy invasion), two organisms (i.e., technostress and exhaustion) as well as a response in terms of reduced intention to use mobile learning via social media. The responses were collected from 384 university students via an online survey and analyzed with the Partial-Least-Square-Structural-Equation-Modelling. It was found that the antecedents for both technostress and exhaustion were able to account for more than half of their respective variances. Furthermore, technostress and exhaustion were significant facilitators of the students’ reduced intention to use mobile learning via social media. In addition to the practical insights for stakeholders in the education industry, this study also posited several theoretical implications for researchers.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

scholarly journals Perception of social media behaviour among medical students, residents and medical specialists

2021 ◽  
Author(s):  
Sebastiaan A. Pronk ◽  
Simone L. Gorter ◽  
Scheltus J. van Luijk ◽  
Pieter C. Barnhoorn ◽  
Beer Binkhorst ◽  
...  
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Medical Students ◽  
Online Survey ◽  
Media Use ◽  
Demographic Data ◽  
Real Life ◽  
Clinical Work ◽  
Social Media Use ◽  
Medical Specialists

Abstract Introduction Behaviour is visible in real-life events, but also on social media. While some national medical organizations have published social media guidelines, the number of studies on professional social media use in medical education is limited. This study aims to explore social media use among medical students, residents and medical specialists. Methods An anonymous, online survey was sent to 3844 medical students at two Dutch medical schools, 828 residents and 426 medical specialists. Quantitative, descriptive data analysis regarding demographic data, yes/no questions and Likert scale questions were performed using SPSS. Qualitative data analysis was performed iteratively, independently by two researchers applying the principles of constant comparison, open and axial coding until consensus was reached. Results Overall response rate was 24.8%. Facebook was most popular among medical students and residents; LinkedIn was most popular among medical specialists. Personal pictures and/or information about themselves on social media that were perceived as unprofessional were reported by 31.3% of students, 19.7% of residents and 4.1% of medical specialists. Information and pictures related to alcohol abuse, partying, clinical work or of a sexually suggestive character were considered inappropriate. Addressing colleagues about their unprofessional posts was perceived to be mainly dependent on the nature and hierarchy of the interprofessional relation. Discussion There is a widespread perception that the presence of unprofessional information on social media among the participants and their colleagues is a common occurrence. Medical educators should create awareness of the risks of unprofessional (online) behaviour among healthcare professionals, as well as the necessity and ways of addressing colleagues in case of such lapses.

scholarly journals PENERAPAN ZOOM UNTUK PROSES PEMBELAJARAN DIMASA PANDEMI COVID-19

2021 ◽  
Vol 6 (2) ◽  
pp. 124-130
Author(s):  
Tri Wera Agrita ◽  
Randi Eka Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Educational Institution ◽  
Learning Activities ◽  
The Internet ◽  
Educational Goals ◽  
Study Program ◽  
Academic Field ◽  
Internet Network

The teaching and learning process (learning) is an activity to carry out the core of education and curriculum at an educational institution. Teaching and learning activities contain various concepts related to the educational mission, educational foundation, and educational goals. In addition, learning is focused on what the lecturer must do as the one who provides learning. The learning process at this time is constrained by the Covid 19 pandemic faced by Indonesia, thus affecting all activities, one of which is Bungo Regency residents, especially in the academic field. Therefore, all learning activities carried out on campus are not allowed and must be done at home or online. One of them is the learning process for the Pancasila Course in the English Education Study Program (PBI), Semester II Year 2020/2021. This study uses descriptive qualitative methods in the form of photos and questionnaires via google forms which are distributed to students through whatsapp groups using 26 PBI second semester students. The results of this study indicate that students have internet signal problems, which are 81%. So the importance of the internet network is to make it easier for students to carry out the learning process effectively, due to the lack of a network. So the importance of the internet network is to make it easier for students to carry out the learning process effectively, due to the lack of a network.

scholarly journals The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 86-94
Author(s):  
Dwi Ide Rahayu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Formal Education ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Real Life ◽  
Descriptive Case Study ◽  
Affective Filter ◽  
Formal Institution

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in  Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2)  Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

scholarly journals INFLECTIONAL ANALYSIS OF MORPHOLOGICAL PROCESS IN TEACHING MORPHOSYNTAX THROUGH ONLINE LEARNING

2021 ◽  
Vol 4 (3) ◽  
pp. 530
Author(s):  
Eransyah Eransyah ◽  
Helsa Feby Kurnia ◽  
Nalistya Zoheska Ildafiar
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Basic Knowledge ◽  
Past Tense ◽  
Study Program ◽  
Morphological Process ◽  
Plural Form ◽  
Past Tense Form ◽  
The Difference

Inflectional is the smallest part of morphosyntax but it becomes important because it is the basic knowledge that students have to comprehend in learning and producing correct sentence. To understand them, the students have to learn it through virtual learning in COVID-19 pandemic era which  has changed the way of teaching and learning process especially in Morphosyntax. This research aimed to explore the types and the students’ difficulties in understanding inflectional process of morphology. This research used descriptive qualitative method to describe and to analyze the data. To collect the data, the researchers used two kinds of instruments namely pre-test, post-test, and interview. The population in this research consist of two classes from English Education Study Program at the fifth semester at IKIP Siliwangi.The result showed that the student mostly found the types of inflectional process namely plural form, 3rd singular person, past tense, progressive, comparative and superlative correctly while participle both in present and past tense form are mostly found incorrectly for they are having the higher function which are having similarity as verb progressive and as adjective at the same time. To understand the difference of the both function, the students are demanded to recognize well the structure of both. Keywords:  Inflectional Process, Morphosyntax, Online Learning     

scholarly journals A STUDY ON ENGLISH STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH IN SOCIAL MEDIA

2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Yupika Maryansyah
Keyword(s):  
Social Media ◽  
English Education ◽  
Willingness To Communicate ◽  
Dominant Factor ◽  
Study Program ◽  
Factors Affecting ◽  
Self Confidence ◽  
Five Factors ◽  
English Students ◽  
Academic Year

This research aims to investigate factors affecting willingness to communicate in English in social media. This research was conducted in a descriptive method framework. Specifically, the research described factors that affect students' willingness to communicate in English in social media at English study program at the fourth semester of Muhammadiyah University of Bengkulu academic year 2018. The subjects of this research were fourth-semester students of English Education study program of Muhammadiyah University of Bengkulu Academic Year 2018 consisted of class A, B, and C.  The populations of the study were 77 students. The instruments used were questionnaire and interview. The data obtained from both questionnaire and interview were then analyzed by the process of checking, classifying, determining, and analyzing the data by using the percentage formula. The results of the study showed that there were five factors affecting willingness to communicate in English in social media. They were self-confidence, personality, motivation, attitude, and anxiety. The dominant factor was motivation since it had the highest percentage. In addition, the study also revealed some reasons why students have the willingness to communicate through social media.    

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

Sign in / Sign up

Export Citation Format

Share Document