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.
This era of 4.0 industrial revolutions, lecturers, especially English lecturers have to be aware with the technology particularly mobile technology that can enhance their students’ English skills in utilizing social media such as WhatsApp to improve students’ English speaking ability in order that they can show high self-confidence and motivation to learn this international language. This research aimed at describing students’ day to day English speaking skills via WhatsApp group set as a platform for audio and video chat-based for a semester period. Through these chat-based, students were expected to solve problems in terms of self-confidence and motivation to speak English. Data was gathered in the form of group WhatsApp day to day observation and close-ended questionnaire with 27 participants selected purposively. These data were analyzed descriptively. The results showed that students felt very confidence and were encouraged to speak through WhatsApp group by audio and video recording chat-based from day to day speaking habit. WhatsApp as a social media has much potential for students to improve their speaking skill through audio and video recording. Therefore, the passive students were also engaged actively when there was a stimulus set by the lecturer and rest members in the WhatsApp group.
This was a correlational research with two predictors and one criterion. 103 students (both successful and unsuccessful male and female students) were involved in this research. The data obtained through SILL by Oxford (1990) and students’ English achievement based on gender were analyzed by using descriptive statistics and inferential statistics through SPSS program version 20.0. The findings, first of all showed that there was a significant correlation between gender and English achievement where r = 0.924 and p = 0.000 = 0.05. Second, there was not any significant correlation between LLSs and English achievement where r = 0.202 and p = 0.083 < = 0.05. Third, there was not any significant correlation between successful gender and their LLSs where r = 0.222 and p = 0.056 > = 0.05 but there was a significant correlation between unsuccessful gender and their LLSs where r = - 0.376 and p = 0.049 < = 0.05. Fourth, There was a significant correlation between gender and LLSs used simultaneously with English achievement where r = 0.264 and p = 0.04 < = 0.05.
Abstract. The agricultural sector has a very important and strategic role in the national economy. As the population grows, the need for food also increases so that effective and efficient resource management is needed in the midst of the industrial revolution 4.0. Agricultural activities, especially rice crop commodities, continue to run even though faced with various problems due to the presence of the industrial sector in the Cilacap region. This article aims to describe the factors that influence the agricultural sector which can still run in the middle of industrial areas. The method used in research is to use content analysis. The results of this study indicate that the factors that influence the continued existence of the agricultural sector in the middle of the industrial area, such as residents only have the ability to farm, retain parental land, and exploit the potential of Indonesia's agrarian nature.
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