Maximizing WhatsApp Group for Students Group Presentation in Learning English Online

Lina, Marisa Fran

doi:10.24090/insania.v26i2.5237

Cited by 5 publications

(6 citation statements)

References 7 publications

(8 reference statements)

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“…The class was divided into several groups of student presentations. This decision was supported by Lina (2021), who has reported that presentation groups can help students be more active in speaking English.…”

Section: Findings Contextual English Learning Activities Through a Gr...mentioning

confidence: 95%

“…It can be conducted directly or mediated using information and communication technology, both in face-to-face and blended learning situations. The use of technology in online learning, for example, the simplest one is WhatsApp, can be maximized in supporting students' English communication (Lina, 2021).…”

Section: Literature Review Previous Studies On English Learning For D...mentioning

confidence: 99%

“…Therefore, the learning activities are designed to help the students deliver their ideas or opinion, use English properly, and be confident. Three further studies that also prioritize English as a very important communication language to learn are Emiliasari & Kosmajadi (2019), Megawati (2016), andLina (2021).…”

Section: Fun English Learning Activitiesmentioning

confidence: 99%

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Contextual and Fun English Learning for Da’wah Students

Lina

2022

ELER

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Da’wah Faculty students who become the focus of this study are students majoring in Da’wah Management (DM) who, in the future, will become preachers. It makes them sometimes overlook the benefits of learning English. Learning English will be very important for those who will become important actors in spreading Islamic religion to local and international communities. This research aims to explore contextual and fun English learning for students at Da’wah Faculty at an Islamic University in Indonesia. It explores relevant previous studies and important theories and compares them with this study’s findings. This study employed a descriptive-qualitative approach. The results indicated that DM students studied English according to the context of their knowledge as DM students; and that they studied English in fun ways which could encourage them to be more active in joining the class. These findings help English lecturers to create better learning activities to teach DM students. Meanwhile, further researchers can elaborate more toward the research subjects, so the results will be more varied.

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Section: Findings Contextual English Learning Activities Through a Gr...mentioning

confidence: 95%

Section: Literature Review Previous Studies On English Learning For D...mentioning

confidence: 99%

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Contextual and Fun English Learning for Da’wah Students

Lina

2022

ELER

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“…In this Covid-19 epidemic era, WhatsApp Group is a popular choice as an online learning platform. It provides collaborative online learning facilities with various features between teachers and students at home and school, which are easily accessible, reasonably priced, and user-friendly (Lina, 2021;Susilawati & Supriyatno, 2020). Habibi (2020) shows that online learning has been carried out well by utilizing various learning media so that it is more varied and makes students not bored and understand the material presented faster.…”

Section: A Introductionmentioning

confidence: 99%

Regular Class vs. Special Class: How Can They Differ in English Achievement and Technology Usage?

Maula¹,

Lina²

2022

INSANIA : J. Pemikir. Alternatif Kependidikan

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Providing educational programs provides specific opportunities for better student progress. MTs Negeri 1 Boyolali offers two kinds of programs that can be chosen according to the wishes, abilities, and goals. The two programs are the regular class program and the special class program. These two programs can highlight their technology usage and English learning achievement, considering they come from different programs. Therefore, this study aims to find out whether there are differences in English learning achievement or not between the two programs. This study uses ,a mixed method; statistically collecting and analyzing the students' final semester tests results, and interviewing the teacher and students to clarify some data. Besides, an additional intervies investigates further technology usage during English learning. The data shows differences in English learning achievement and technology usage between students from regular and special class programs. The research is expected to be limited to find the differences between the two classes and to contribute ideas to all related education implementers. Ultimately, regular class students will have English skills that are not much different from students in special classes.

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“…Although Instagram has been widely used as a medium in EFL classes, not many teachers have used Instagram as a medium for students to present the results of their group work. Lina (2021) describes the experience of lecturers in guiding Students in Group presentations through What's App which is also one of the social media. The step in the student group presentation is that first, the lecturer gives examples to students of how presentations are carried out in the What's App group, Warm-up, brainstorming, main course, cool-down, offer of the day (QOTD) and closing.…”

mentioning

confidence: 99%

Students’ Perception toward English Online Presentation on Instagram

Mazulfah

Suriyah²

2022

LENSA

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This study has purpose to know students' perception of English online presentations on Instagram, its advantages and its disadvantages that are seen from students' point of view. A qualitative method was employed in this article. Observation, documentation, and interview are used to collect the data. There are ten students involved in the discussion. The result shows that students positively perceive English online presentations on Instagram. With presentation via Instagram, there are several advantages, including (1) it is neater; (2) no need to open other applications; (3) more concise; (4) easy to use; (5) all presentations and comments are stored securely. However, there are still some drawbacks to using Instagram for presentation, namely (1) not being able to contain all the material and explanations; (2) cannot use audio and video for presentation; (3) requiring a lot of internet quota and a sound signal; (4) students do not focus because they are distracted by other entertainment on Instagram; (5) too many questions; (6) access to Instagram is only owned by lecturers; (7) the audience takes a long time in responding; (8) confusing for some students who have this experience for the first time.

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Maximizing WhatsApp Group for Students Group Presentation in Learning English Online

Cited by 5 publications

References 7 publications

Contextual and Fun English Learning for Da’wah Students

Contextual and Fun English Learning for Da’wah Students

Regular Class vs. Special Class: How Can They Differ in English Achievement and Technology Usage?

Students’ Perception toward English Online Presentation on Instagram

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