Maximizing the Use of Whatsapp in English Remote Learning to Promote Students’ Engagement at Madura

Rabbianty, Eva Nikmatul; Ghofur, Abd.; Wafi, Abdul

doi:10.18592/let.v11i1.4402

Cited by 5 publications

(7 citation statements)

References 12 publications

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“…The complete list of articles indicating Teaching Presence category is given in Appendix B. (Suprayogi & Eko, 2020), (Tathahira & Sriayu, 2020), (Sundarwati & Pahlevi, 2021), (Maulidiawati & Mulyani, 2021), (Ria, 2021), (Lie et al, 2020), , (Sugianto & Ulfah, 2020) (Atmojo & Nugroho, 2020), (Lie et al, 2020), , (Rabbianty & Wafi, 2021), (Sugianto & Ulfah, 2020), (Mutiaraningrum & Nugroho, 2020) Negative: the absence of direct instruction made it harder for students to understand the materials. Students were more anxious during synchronous meeting.…”

Section: Teaching Presencementioning

confidence: 99%

“…Students got bored in Zoom. Time (Nartiningrum & Nugroho, 2020), (Rahman, 2020), (Suryana et al, 2021) Harintama, 2020), (Rabbianty & Wafi, 2021) Table 3 shows that English teachers across Indonesia utilized a variety of teaching applications and media for the Design and Organization (T1) of their classes, as indicated by the "positive" evidence.…”

Section: Teaching Presencementioning

confidence: 99%

“…Lastly, the majority of teachers carried out direct instruction (T3) through video-conferencing tools like Zoom, Google Meet, Jitsi, Microsoft Teams, Cisco WebEx, Skype, Discord, and Big Blue Button (for example, Atmojo & Nugroho, 2020;Lie et al, 2020). Due to financial constraint, some teachers carried out the entire teaching through WhatsApp or recorded voice notes (Budianto & Arifani, 2021;Rabbianty & Wafi, 2021). There were positive evidences on students' satisfaction with Zoom and its features, coupled with the fact that the sessions can be recorded for re-watching (Budianto & Arifani, 2021).…”

Section: Teaching Presencementioning

confidence: 99%

“…In other instances, teachers were either too overwhelmed with works, or faced technological challenges, such that they were seen as not providing feedback at all, or only to selected students (Muslimin & Harintama, 2020;Nartiningrum & Nugroho, 2020;Rahman, 2020). The use of instant messaging service also caused feedback messages to be 'buried' in the chats (Rabbianty & Wafi, 2021). This "negative" evidence showed that students really appreciate feedback and will miss it when it is absent.…”

Section: Teaching Presencementioning

confidence: 99%

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A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

2022

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Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

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Section: Teaching Presencementioning

confidence: 99%

Section: Teaching Presencementioning

confidence: 99%

Section: Teaching Presencementioning

confidence: 99%

Section: Teaching Presencementioning

confidence: 99%

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A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

2022

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“…Many studies have discussed students' engagement in EFL contexts (Harunasari & Halim, 2019;Sadoughi & Hejazi, 2021), yet rarely do studies discuss students' behavioral engagement during online learning, especially in the WhatsApp-mediated online learning (Rabbianty et al, 2021). Therefore, the current study is an investigative attempt to answer the following research question (RQ), "How do the EFL students engage behaviorally in the WhatsApp-mediated online learning?"…”

Section: Introductionmentioning

confidence: 99%

Whatsapp in the Indonesian Online EFL Learning Milieu: How Do the Students Engage?

Hidayati

Sri²,

Abdullah³

et al. 2022

Engl. Franca acad. j. of Engl. lang. and educ.

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WhatsApp has been extensively used by many English as a Foreign Language (EFL) teachers in Indonesia as a near synchronous online learning platform. This program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. Some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. Therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using WhatsApp. To collect the data, this study employed observation and semi-structured interviews. An observation was completed in one class at a state university in Tasikmalaya, West Java, Indonesia to perceive how the students responded to the teacher's instructions during the learning process. Meanwhile, the interviews were conducted with nine students in a similar class. The data were analyzed using thematic analysis. The findings revealed that students engaged behaviourally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. Implications for teaching and further studies are discussed.

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Exploring Synchronous and Asynchronous Technological Applications and Challenges in Online English Language Classrooms in Indonesia and Thailand

Rido,

Prakoso,

Perez-Amurao

et al. 2023

2023 9th International Conference on Education and Technology (ICET)

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Maximizing the Use of Whatsapp in English Remote Learning to Promote Students’ Engagement at Madura

Cited by 5 publications

References 12 publications

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Whatsapp in the Indonesian Online EFL Learning Milieu: How Do the Students Engage?

Exploring Synchronous and Asynchronous Technological Applications and Challenges in Online English Language Classrooms in Indonesia and Thailand

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