University Students' Perception on the Verbal Interaction through WhatsApp Chat Group

Sujarwo, Sujarwo; Sukmawati, Sukmawati; Asdar, Asdar; Siradjuddin, S; Ariani, Nina

doi:10.15548/jt.v27i3.633

Cited by 14 publications

(10 citation statements)

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“…This proves that usually, the selected students agree to use WhatsApp chat groups in conducting verbal interactions. Therefore, WhatsApp chat groups can be recommended as an efficient technique in verbal exchange for the teaching-learning process (Sujarwo, S., Sukmawati, S., Asdar, A., Siradjuddin, S., & Ariani, 2020). Also supported by other research results which state that in a pandemic situation like this, the most favourite online learning application among students is WhatsApp Group because it takes up little internet quota.…”

Section: Figure 5: Online Learning Makes Independent Learning For Cadetsmentioning

confidence: 62%

Cadets' Perception in English Online Learning during Covid - 19 Pandemic

Limbong¹

2021

AIJP

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Indonesia has implemented online learning as part of its education reforms in an effort to contain the spread of the Covid – 19 virus. Study participants' perceptions of online learning during the Covid-19 pandemic are examined in this research. It was a descriptive quantitative study. Questionnaires (Google forms) and in-depth interviews were used to collect data. One hundred fifty-five cadets responded to the survey. Covid–19 pandemic showed that the cadets had an excellent view of online learning. Amid this pandemic, they discovered that online learning was helpful but not entirely efficient. Online learning by lecturers was effective, efficient, varied, helped cadets understand the material, independent learning, and increased students' involvement in learning activities. Additionally, this study gathered information from students in the form of constructive feedback on how to improve online learning. Covid – 19 pandemic cadets also discovered a number of obstacles related to online learning, such as barriers to students' accessing online learning platforms. In the context of the Covid-19 pandemic, the need for further research into the extent of the digital divide is necessitated by this study.

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Section: Figure 5: Online Learning Makes Independent Learning For Cadetsmentioning

confidence: 62%

Cadets' Perception in English Online Learning during Covid - 19 Pandemic

Limbong¹

2021

AIJP

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“…This proves that ordinarily learners selected agree with utilizing WhatsApp chat group in doing verbal interaction. Hence, utilizing of WhatsApp chat group can be recommended as an efficient technique in verbal interaction for teaching and learning process (Sujarwo, S., Sukmawati, S., Asdar, A., Siradjuddin, S., & Ariani, 2020). Then, it can be stated that the students' perspective on online learning had a positive impact in the midst of the covid-19 pandemic .…”

Section: Resultsmentioning

confidence: 99%

Online English Language Teaching in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response

Sukmawati¹,

Sujarwo²,

Soepriadi

et al. 2022

Al-Ta'lim J.

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The Covid-19 pandemic has changed the order of learning that has been carried out by lecturers at universities. Learning shifted from traditional to online. Online learning is one of the main strategies that must be carried out by lecturers in order to ensure that the learning process continues. The study aims to determine students’ responses and feedbacks during online learning in English courses during Covid - 19. The research method used descriptive quantitative method. Data were taken using questionnaires and interviews. The questionnaire was prepared through Google Form and a link was sent to students, and lecturers via WhatsApp. The population and sample in this study were students of the DIII TLM study program, S1 Pharmacy, S1 PGSD and S1 ARS at Universitas Megarezky who took English courses. The instrument used is a response questionnaire and student feedback during online learning. Based on data processing and analysis that online learning carried out by lecturers in English courses has been effective, efficient, varied, helping students understand the material, forming independent learning, and increasing student active participation in learning. There are several important findings regarding online learning during the COVID-19 pandemic. Zoom, WhatsApp and Google Classroom are the most widely used applications as learning media. There are several obstacles experienced by teachers and students during the implementation of online learning related to internet access and quotas. Both students and teachers long for face-to-face learning activities directly in the classroom. Both students and teachers long for face-to-face learning activities directly in the classroom. Zoom, WhatsApp and Google Classroom are the most widely used as learning media. There are several obstacles experienced by teachers and students during the implementation of online learning related to internet access and quotas. Both students and teachers long for face-to-face learning activities directly in the classroom.

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“…One of the abilities needed in learning is critical thinking skills (Sujarwo et al, 2020;Zain & Jumadi, 2018). Critical thinking skills can analyze and evaluate information (Maknun, 2020;Purwati et al, 2016;Setiya Rini et al, 2020;Spector & Ma, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

Yolviansyah

Siregar

Maison

2022

TSCJ

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One of the abilities needed in learning is critical thinking skills. Critical thinking skills are skills that can analyze and evaluate information. Critical thinking skills can relate to the occurrence of misconceptions. This relationship can be positive or negative for students. The research objective is to analyze the relationship between critical thinking skills and misconceptions using a five-tier instrument. The method used in this research is correlational. The sampling technique used simple random sampling, taking 25% of the population of 80 students. The data collection instrument used a questionnaire on critical thinking skills and a misconception test sheet. The descriptive results of misconceptions are 6.00, meaning that misconceptions are categorized as moderate. The descriptive results of critical thinking skills show that the mean of critical thinking skills is 68.50, meaning that critical thinking skills are considered good. Then from the correlation results, there is a significant relationship between the two variables. It means that there is a relationship between critical thinking skills and misconceptions. When misconceptions are high, students' critical thinking skills will be low. Conversely, if the misconceptions experienced by students are low, the critical thinking skills possessed by students are high.

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University Students' Perception on the Verbal Interaction through WhatsApp Chat Group

Cited by 14 publications

References 0 publications

Cadets' Perception in English Online Learning during Covid - 19 Pandemic

Cadets' Perception in English Online Learning during Covid - 19 Pandemic

Online English Language Teaching in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

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