students’ perception on the use of whatsapp …

STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP

APPLICATION IN TEACHING OF ENGLISH AT EIGHT

GRADE STUDENTS’ OF MADRASAH TSANAWIYAH

NURUL HIDAYAH BHAKTI IDAMAN TANJAB TIMUR

JAMBI

THESIS

SIHATUL MARDIAH

TE161811

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI

2020

STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP

APPLICATION IN TEACHING OF ENGLISH AT EIGHT

GRADE STUDENTS’ OF MADRASAH TSANAWIYAH

NURUL HIDAYAH BHAKTI IDAMAN TANJAB TIMUR

JAMBI

THESIS

Submitted to fullfilment one the requirements to obtain the Undergraduate

Degree (S1) in English Education Program of Education Faculty of The State

Islamic University of Sultan Thaha Saifuddin Jambi

SIHATUL MARDIAH

TE161811

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI

2020

iii

Faculty of Education and Teacher Training UIN STS Jambi

KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI (UIN)

SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id

THESIS AGREEMENT / FINAL TASK

Document

code

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Number

Revision

date

Page

In.08-PP-

05-01

In.08-FM-

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Case : Official Notes

Dean of Faculty of Education and Teacher Training

The State Islamic University of

SulthanThaha Saifuddin

In Jambi

Assalamu 'alaikum wr.wb.

After reading, giving guidance and making some necessary correction, we agree that the thesis

by:

Name : Sihatul Mardiah

NIM : TE 161811

Department : English Education Program

Title : Students’ Perception on the Use of WhatsApp Application in Teaching of English

at Eight Grade Students’ of Madrasah Tsanawiyah Nurul Hidayah Bhakti

Idaman Tanjab Timur Jambi.

Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the

undergraduate degree (S1) in English Education Program Faculty of Education and Teacher

Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. So, we submit it to the

faculty for an immediate process of final examination.

Jambi, 13 November 2020

Advisor I

Dr. Mahyuzar Rahman, M.Ag

NIP.19741229 200312 1 002

http://www.iainjambi.ac.id/

iv


KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI (UIN)

SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id

THESIS AGREEMENT / FINAL TASK

Document

code

Form code Date Valid Revision

Number

Revision

date

Page

In.08-PP-

05-01

In.08-FM-

PP-05-03

R-0 - 1-1

Case : Official Notes

Dean of Faculty of Education and Teacher Training

The State Islamic University of

SulthanThaha Saifuddin

In Jambi

Assalamu 'alaikum wr.wb.

After reading, giving guidance and making some necessary correction, we agree that the thesis

by:


NIM : TE 161811

Department : English Education Program

Title : Students’ Perception on the Use of WhatsApp Application in Teaching of English

at Eight Grade Students’ of Madrasah Tsanawiyah Nurul Hidayah Bhakti


Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the

undergraduate degree (S1) in English Education Program Faculty of Education and Teacher

Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. So, we submit it to the

faculty for an immediate process of final examination.


Advisor II

Ayuliamita Abadi, S. Pd.I, M. Pd

NIP.19860220 201503 2 004

http://www.iainjambi.ac.id/

v


vi


vii Faculty of Education and Teacher Training UIN STS Jambi

DEDICATION

Especially the most important thing is prostration and gratitude to

Allah SWT who has given the most beautiful gift in my life, giving me

strength and a bright path to complete this thesis. Hopefully prayers are

always abundant and bestowed upon the Prophet Muhammad.

With gratitude and happiness I dedicate my little paper to Father

Moh. Cholil (Alm) and Mother Patiyah to my brothers Hadi Suwanto,

Wahyu Edi M. Yusuf, Triyanda Muhammad Ihsan and my sisters Siti

Khoiriyah, Musdalifah, Siti Farida, Mutia Zahara, and the extended

family who continue to be motivators for me, I would like to thank you for all

my prayers, help, as well as support over the years.

My friends in arms who always provide motivation, support,

direction and input so that this thesis can be completed.

viii Faculty of Education and Teacher Training UIN STS Jambi

MOTTO

ين آوتوا العل درجات (ةالمجادل:١١ )… ين آ منوا منك والذ الذ … يرفع اللذ

Artinya: “Allah akan meninggikan orang-orang yang beriman diantaramu dan

orang-orang yang diberi ilmu pengetahuan beberapa derajat”. (QS.Al-

mujadilah:11).

“Allah will exalt those who believe among you and those who are given

some degree of knowledge. (QS.Al-mujadilah:11)

ix Faculty of Education and Teacher Training UIN STS Jambi

ACKNOWLEDGEMENTS

Alhamdulillah, Firstly, In the name of Allah, the most gracious and

merciful, the lord of universe. Because of Her blessings, the researcher could

finish this thesis as one of the requirement for S1 degree in English Education

Programme of Education and Teacher Training Faculty of the State Islamic

University of Sulthan Thaha Saifuddin Jambi.

Secondly, peace and salutation always be given to our prophet

Muhammad SAW who has guided us from the darkness into the lightness.

The researcher realizes that this thesis would have not been completed

without the help, advice and guidance from many people. Therefore, in this

opportunity the researcher would like to express thanks and gratitude to

following parties for their contribution:

1. Prof. Dr. H. Su’aidi MA, Ph.D Rector of the State Islamic University of

Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher

Training of The State Islamic University of Sulthan Thaha Saifuddin

Jambi.

3. Wahyuni Fitria, M.Pd as the chief of English Education Programme.

4. Dr. Mahyuzar Rahman, M.Ag as my first advisor and Ayuliamita Abadi,

S. Pd.I, M. Pd as my second advisor.

5. All lecturers at English education program and all lecturers the Faculty of

Education and Teacher Training of The State Islamic University of

Sulthan Thaha Saifuddin Jambi.

May Allah SWT always gives guidance and blessing to us. Aamin Ya

Rabbal Alamin.

Jambi,13 November 2020

Sihatul Mardiah

TE.161811

x Faculty of Education and Teacher Training UIN STS Jambi

ABSTRACT


Study Program : English Education Study Program

Title : Students’ Perception on the Use of WhatsApp

Application in Teaching of English at Eight Grade

Students’ of Madrasah Tsanawiyah Nurul Hidayah

Bhakti Idaman Tanjab Timur Jambi.

This thesis discusses about the students’ perception on the use of whatsapp

application in teaching of English at eight grade students’ of Madrasah

Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. The study

aimed to find out the students’ perception on the use of whatsapp application

in teaching of English at eight grade students’ of Madrasah Tsanawiyah

Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. This research includes

qualitative research with descriptive qualitative. The subject of this research

was 30 students. Sampling in this study using purposive sampling, where the

sampling technique is to take 15 students. The data was collecting by

interview. In this research researcher analyzed data by reduction, display and

drawing conclusions. Based on the result of the research, the researcher found

that students’ perception on the use of whatsapp application in teaching of

English that the students’ who think that learning English through whatsApp

application does not give maximum results. Some students said it was

difficult to understand the teaching material provided by the teacher. So

whatsApp application less able to help in the teaching and learning process of

English lessons

Keywords: Students’ Perception, WhatsApp Application, Teaching English.

xi Faculty of Education and Teacher Training UIN STS Jambi

ABSTRAK

Nama : Sihatul Mardiah

Program Studi : Program Studi Pendidikan Bahasa Inggris

Judul : Persepsi Siswa Tentang penggunaan aplikasi whatsapp

dalam pembelajaran bahasa Inggris pada siswa kelas

VIII Madrasah Tsanawiyah Nurul Hidayah Bhakti


Skripsi ini membahas tentang persepsi siswa tentang penggunaan aplikasi

whatsapp dalam pembelajaran bahasa Inggris pada siswa kelas VIII Madrasah

Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. Penelitian

ini bertujuan untuk mengetahui persepsi siswa tentang penggunaan aplikasi

whatsapp dalam pembelajaran bahasa Inggris pada siswa kelas VIII MTs

Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. Penelitian ini termasuk

penelitian kualitatif dengan jenis deskriptif kualitatif. Subjek penelitian ini

adalah 30 siswa. Pengambilan sampel dalam penelitian ini menggunakan

purposive sampling, dimana teknik pengambilan sampel adalah dengan

mengambil 15 siswa. Pengumpulan data dilakukan dengan wawancara.

Dalam penelitian ini peneliti menganalisis data dengan mereduksi,

menampilkan, dan menarik kesimpulan. Berdasarkan hasil penelitian, peneliti

menemukan bahwa persepsi siswa tentang penggunaan aplikasi whatsapp

dalam pembelajaran bahasa Inggris yaitu siswa yang berpendapat bahwa

pembelajaran bahasa Inggris melalui aplikasi whatsapp kurang memberikan

hasil yang maksimal. Beberapa siswa mengaku sulit memahami materi ajar

yang diberikan oleh guru. Sehingga aplikasi whatsApp kurang dapat

membantu dalam proses belajar mengajar pelajaran bahasa inggris.

Kata Kunci: Persepsi Siswa, Aplikasi WhatsApp, Pengajaran Bahasa Inggris.

xii Faculty of Education and Teacher Training UIN STS Jambi

TABLE OF CONTENTS

TITLE COVER ................................................................................................. i

TITLE OF PAGE .............................................................................................. ii

OFFICIAL NOTE ............................................................................................. iii

THESIS APPROVAL ...................................................................................... v

STATEMENT OF ORIGINALITY ................................................................ vi

DEDICATION ................................................................................................... vii

MOTTO ............................................................................................................. viii

ACKNOWLEDGEMENTS ............................................................................. ix

ABSTRACT ....................................................................................................... x

ABSTRAK ......................................................................................................... xi

TABLE OF CONTENTS ................................................................................. xii

CHAPTER I (INTRODUCTION)

A. Background of the Research ....................................................................... 1

B. Focus of the Research .................................................................................. 4

C. Problem of the Research.............................................................................. 4

D. Purpose of the Study .................................................................................... 4

E. Significant of the Study ............................................................................... 5

CHAPTER II (LITERATURE REVIEW)

A. Theory of Perception .................................................................................. 6

1. Definition of Perception ..................................................................... 6

2. Types of Perception............................................................................. 8

3. Process of Perception .......................................................................... 10

B. Learning Media in Teaching English ......................................................... 10

1. Definition of Learning Media ........................................................... 10

xiii Faculty of Education and Teacher Training UIN STS Jambi

2. Smartphone .......................................................................................... 11

3. WhatsApp Application ....................................................................... 12

a. Definition of WhatsApp Application ........................................... 12

b. Steps to Use the WhatsApp Application in Teaching English ... 13

c. English Learning Materials Via Smartphone .............................. 14

d. Advantages Using the WhatsApp Application ............................ 15

e. Disadvantages Using the WhatsApp Application ....................... 15

C. Relevant Studies ........................................................................................... 16

CHAPTER III (RESEARCH METHODOLOGY)

A. Research Design ........................................................................................... 18

B. Setting and Subject of the Research ........................................................... 18

1. Setting of the Research ........................................................................ 18

2. Subject of the Research........................................................................ 19

C. Types and Sources of the Data ................................................................... 19

1. Types of Data ........................................................................................ 19

2. Sources of Data .................................................................................... 20

D. Technique of Collecting the Data ............................................................. 20

E. Technique of Data Anaysis ....................................................................... 21

1. Data Reduction ..................................................................................... 21

2. Data Display ......................................................................................... 21

3. Conclusion Drawing / Verification .................................................... 22

4. Intrumentation ....................................................................................... 22

F. Triangulation ................................................................................................ 22

G. Schedule of Research ................................................................................. 23

xiv Faculty of Education and Teacher Training UIN STS Jambi

CHAPTER IV (RESEARCH FINDING AND DISCUSSION)

A. Finding .......................................................................................................... 24

B. Discussion .................................................................................................... 28

CHAPTER V (CONCLUSION AND SUGGESTION)

A. Conclusion ................................................................................................... 34

B. Suggestion .................................................................................................... 34

REFERENCE

APPENDICES

xv Faculty of Education and Teacher Training UIN STS Jambi

LIST OF APPENDIX

Appendix 1 List Interview ................................................................................................ 38

Appendix 2 Documentation ............................................................................................. 54

Appendix 3 Consultation Card......................................................................................... 55

Appendix 4 Curriculum Vitae .......................................................................................... 57

1 Faculty of Education and Teacher Training UIN STS Jambi

CHAPTER I

INTRODUCTION

A. Background of the Research

As readers can seen in the current situation, the spread of the covid 19

outbreak that has hit 215 countries in the world, presents its own challenges for

educational institutions, especially junior high schools. Physically, wear a mask,

and always wash their hands. Through the ministry of education and culture, the

government has banned all schools from elementary to tertiary level to carry out

face-to-face (conventional) learning and ordered to hold learning by ringing.

Ministry of Education and Culture, Higher Education Circular Letter N0.1 of

2000).

To prevent the spread of Corona Virus Disease 2019 (Covid 19), WHO

has appealed to stop events that cause crowds to gather. Therefore, face-to-face

learning that gathers many students in the class is reviewed for its

implementation. According to Milman (2015) the use of digital technology can

allow students and teachers to carry out the learning process even though they are

in different places. Therefore, at this time, tools or tools that can help in the

learning process are needed, such as smartphones.

According to Sharples, Taylor & Vavoula (2007) Mobile phones have

been widely used as a tool for learning because they provide educators and

students the opportunity for inventive instruction. In addition, it is characteristics

allow students to participate in lessons such as accessing material from teachers

outside of class hours, so that it can be done anywhere and at any time, making

learning (m- learning) less disturbing than other forms of learning made possible

by technology (Laurillard, 2007; Beger & Sinha, 2012). Uys et al (2012) also

confirms that students spend a lot of time on social networking sites.

Various media can also be used to support the implementation of learning

by ringing. For example, virtual classes used Google Classroom services,

Edmodo, Zoom Cloud Meeting Application and Schoology (Enriquez, 2014;

2


Sicat, 2015). However, there are weaknesses that student online learning is not

properly supervised during the online learningprocess. Weak internet signals and

high quota fees pose challenges for online learning, especially for those who live

in ruralareas. Most of them use the whatsApp application to support the

implementation of learning because the signal is stronger.

Ho (2011) state that whatsApp (WhatsApp Messenger) is a free

synchronous messaging application that can be used to send and receive instant

messages between individuals and in groups.

Bouhnik and Deshen (2014) defines WhatsApp as smartphone application

used for instant messaging. Recently, the application has become extremely

popular that it attracts attention, responsiveness, and students based learning. This

allows students to express their thoughts and ideas through various whatsApp

application platform features such as attaching images, sharing videos, sharing

web links, recording videos, and much more. Students can express their responses

freely and the teacher responds to students' questions and comments, starts new

problems, or sends questions (Dunlap, 2006).

Students can communicate with teachers and other students in real time

with the availability of Wi-Fi and cellular data connections because it is far

cheaper to communicate through social networking sites. WhatsApp can cover a

large number of students in a short amount of time. Students from the same class

can easily communicate on certain topics through this application because it

provides direct responses within group members to join in the chat so as to make

communication effective (Trentin & Repetto, 2013). In other words whasApp is

very helpful in communication and also facilitates the dissemination of

information about learning so students do not miss learning related information.

Most students previously stated that learning in class was boring and made

them feel stressed. For this reason, researcher are trying to find new ways of

teaching English that help students make the learning process enjoyable and help

them continue learning after they leave class through using their smart phones. In

3


this study, the researcher sought to know the students’ perception toward the use

of whatsApp application in learning English Teaching among students.

The use of whatsApp it self has actually been used by the school since the

beginning of the covid 19 took place, while the government conducted online

classroom regulations for all educational instituations during the three months of

the pandemic. Nadiem Anwar Makarim(2020), as minister of education and

culture of the Republic of Indonesia, has issued a policy to regulate learning

activities during the pandemic.

But apparently there are some communication problems and the spread of

learning information that occurs, namely for parents of students who do not have

whatsApp have difficulty in getting information related to the development of

their children at school. In addition, students who do not use whatsApp social

media or are less active on whatsApp social media are also experiencing

difficulties due to the loss of information related to learning. In fact, when Group

members are discussing, many students are passive so the discussion becomes less

than optimal. Although whatsApp social media makes it easy for schools,

teachers, and students to communicate, but based on the observations of

researcher there is still often a miss communication or misunderstanding in

receiving information from the school to students, teachers to students, or students

with students. This makes the dissemination of learning information less than the

maximum despite using whatsApp.

English as one of the subjects taught from elementary school level to

tertiary education must be presented as interestingly as possible, of course as an

educator it is very instrumental to make it interesting. What is more this subject is

sometimes considered trivial because everyday language is sometimes considered

boring. It takes effort and high creative power to change that impression in order

to foster a love for learning English. Therefore it is necessary to use whatsApp

application to help students learn English so it is fun.

This research is to know the students’ perception toward the use of

whatsApp application in learning English Teaching at the Madrasah Tsanawiyah

(MTS). Previously, researcher had made observations in Junior High School Satap

4


8 Tanjab Timur in the area and found information that currently schools, students,

and teachers had communicated and disseminated information related to learning

activities through whatsApp application.

After all, based on observations made by researcher in previous studies it

was found that the English learning using whatsapp application can facilitate

students more active in the learning process. Therefore, this study aims to know

the students’ perception on the use of whatsapp application in teaching of English

at eight grade students’ of MTs. Therefore the researcher considers that the

subjects of the study are Madrasah Tsanawiyah Nurul Hidayah Bhakti Idaman

Tanjab Timur Jambi.

Based on the background described above, the researcher is interested in

doing a research entitled:

“STUDENTS’ PERCEPTION ON THE USE OF WHATSAPP

APPLICATION IN TEACHING OF ENGLISH AT EIGHT GRADE

STUDENTS’ OF MTS NURUL HIDAYAH BHAKTI IDAMAN TANJAB

TIMUR JAMBI”

B. Focus of the Research

This research only focuses on the Students’ Perception on The Use of

Whatsapp Application in Teaching of English at Eight Grade Students’ of

Madrasah Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi.

C. Problem of the Research

What is the students’ perception on the use of whatsapp application in teaching of

English at Eight Grade Students’ of Madrasah Tsanawiyah Nurul Hidayah Bhakti

Idaman Tanjab Timur Jambi?

D. Purpose of the Study

To know the students’ perception on the use of Whatsapp application in teaching

of English at eight grade students’ of Madrasah Tsanawiyah Nurul Hidayah

5


E. Significances of the Study

1. For the teacher

It is hoped that this research can be useful for teachers as a medium for

evaluating students’ in the online teaching and learning process, as well as

seeing the activitiness of students’in distance learning.

2. For the students

Hope to provide motivation and good experience to students when using

the whatsApp application in English lesson online.

3. For the researcher

Hopefully this research can be useful for anyone and can be a reference in

increasing knowledge on students' perceptions in using whatsApp application

in teaching English.


CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher elaborated about some theories connected to

the thesis.

A. Theory of Perception

1. Definition of Perception

Understood the perception is the end of perception process which

begins the process of sensing, is process receipt of stimulus by means of

senses, then there are individual attention, and then forwarded by the brain,

and then the individual is aware of something about something called

perception.

According to Nasution (2004) perception is the stimulation received

someone, and the observations of the person. With individual perception can

understand the state of the environment that is around her and also about

things in from the individual concerned (Sunaryo, 2004). In other words,

perception is when individuals get stimulation and the results of observations

in understanding the surrounding environment and the side related to it.

According to Bimo Walgito (2004) perception is organization, stimuli

received by the organism or individual that is something that is meaningful

and is an activity that is intregrated inside of the individual. It means the

stimulus by received by regulators or individual for something that has

meaning and is united whitin them.

According to Slameto (2010: 102) perception means a process which

correlates with the delivery of message of information to human’s brain,

through perception human making correlation with their environment

continuously. This correlation is done through their senses that are: sense of

sight, hearing, touch, and sense of smell. Perception is the set of processes by

which an individual becomes aware of and interprents information about the


environment, perception point out to the way us try to understand to world

around us we gather information through our five sense organ. Therefore,

Perception is experience of the information content this representation us can

compare them with previous experience and ways to pay attention or

understand something using their five senses.

Suggested by Kuncoroningrat (2011: 99) perception is the whole

process conscious human mind in drawing on the surrounding environment.

Therefore, the perception can be summed as the process of understanding the

stimulus obtained from the sensing of object, event, and relationship between

symptoms which are then precessed by brain process cognition starts from

perception.

According to Dedy Mulyana (2008:171-172) human perception is

actually divided into two, namely the perception of the object physical

“environment and perception humans”, perception of human is often called

social perception.

a) The perception of the physical environment

The perception of the physical environment is not same, in the sense

that different, because it is influenced by some factors, among others:

1. Background experience

2. Cultural background

3. Background phsychological

4. Background values, beliefs, and expectation

5. Condition the tools factual senses in which the information is up to the

person it is through that door.

b) The perception of the human

Perception of the human or social perception is the process of

capturing the sense of social object and event that we experience in our

8


environments. Everyone has a different view of the reality around

them, in other word, every person has a different perception of their

environment.

Perception of the human or social perception is the process of

capturingthe sense of social object and event that we experience in our

environments. Everyone has a different view of the reality around them, in

other word, every person has an different perception of their environment.

In this research the researcher defines perception is the stimulus that a

person receives in interpreting information about the environment through

their for senses, namely: the senses of sight, hearing, touch, and smell so that

them can draw the surrounding environment.

2. Types of Perception

According to Suemanto (in rohani, 2009: 7) perception does not only

happen in one time, but it can happen in the past, present and future. He

divides perception into three types: the past, present, and future perception.

The past perception is a reaction to stimulus by developing personal

impression oriented to the past observation. The next perception is present

perception or imagination perception. The last is future perception or initiative

perception. Future perception means a reaction to stimulus by developing

personal impression oriented to the future observation.

Suemanto (in Rohani, 2009: 7) states that perception does not only

happen in one time, but it can happen in the past, present and future. He

divides perception into three types: the past, present, and future perception.

The past perception is a reaction to stimulus by developing personal

impression oriented to the past observation. The next perception is present

perception or imagination perception. The last is future perception or initiative

perception. Future perception means a reaction to stimulus by developing

personal impression oriented to the future observation.

9


Sujanto (in Rohani, 2009:8) says that each individual has her/his own

types of perception which are grouped into five such as visual, auditive,

motorical, tactile and mixed perception. Visual means that one has a good

memory of what he saw and auditive means that one can remember well what

that they heard, motorical means that one has good memory of what he felt,

tactile means has a good memory of what he touched, and mixed means that

the fower for everything that they have sensed.

To conclude, perception can be devided into time oriented perception

“past, present, future perception” and individual’s own perception “visual,

auditive, motorical, tactile, and mixed perception”.

According to Homby (2000:997) in Oxford Advance Learner’s

Dictionary, perception is the way you notic things especially with the senses,

the ability to understand the nature of something, an image, an idea or a belief

you complain to change public perception that standards in schools are falling.

In other words perception is produced through our senses. Moreover,

the meaning of the perception is the respond or judgment of anyone toward an

event, object, or attitude as the agreement or disagreement statement. In the

perception of the ability to distinguish groupings, focus ect. Which means

students must know how to differentiate ways of grouping or differentiating

focus in learning. For example in groups with other students in learning, they

can distinguish their through about the material and also they can focus on

learning goals and can not be influenced by other friend.

In this research the researcher defines perception that is a way of

response or assessment of individuals in interpreting the impressions of their

senses to give meaning to their environment. In other words, each individual

has a different perspective with other individuals. This is influenced by several

factors namely psychology, family, culture, and motivation.

In this description above this study concludes that perception has many

types, including perception not only happening at one time, but can also occur

in the past, present and future. In addition, individuals provide responses or

judgment in interpreting sense impressions to give meaning to their

10


environment. In other words, each individual has their own perceptions which

are grouped into such as visual, auditive, motorical, tactile and mixed

perception.

3. Process of Perception

Perception is not happening directly. There are some psychological

processes in influencing a perception. According to Toha (in Rohani, 2009:9)

There are four processes of perception, they are: stimulation, registration,

interpretation and feedback. Accepted, the next process will take important

rules. Each learner has different process of cognitive in interpreting the

stimulation, it happens because this process is influenced by motivation,

experience, and personality of each learner. So that, each of them has his/her

own perception toward a thing or things.

The last process of perception is feedback, which the information is

interpreted. As the result of interpretation, learner makes a reaction towards

the stimulation. In this case, both negative and positive reactions could

happen. It depends on many factors that influence the process of

interpretation. If the reaction is negative, learner will have bad attitude toward

that stimuli such as rejection, disagreement, prejudice or even a rebellion. On

the other hand, if that learner has positive interpretation, she or he will have

good manner or attitude towards the stimuli. She or he will accept and please

or even respect to the stimulation the she perceives or interprets.

To summarize perception involves very complete process is started

from the stimulation, registration of the information accepted and inner ability

(motivation, experience, et) and finally decision on the reaction of feed back

towards stimulation.

B. Learning Media in Teaching English

1. Definition of Learning Media

According to Adam & Syastra (2015:79) learning media is everything

in the form of physical and technical learning processes that can help teachers

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to make it easier to convey subject matter to students so as to facilitate the

achievement of learning objectives that have been formulated.

According to Sutrisno & Siswanto (2016:114) learning media is a tool

with certain characteristics that can be adjusted depending on the context of

the lesson desired to convey the message in order to achieve the learning

objectives effectively and efficiently.

The role of learning media in the process of learning and teaching is a

unity that cannot be separated from the world of education. According to

Fafanao (2018) media is everything that can be used to channel the sender's

message to the recipient, so that it can stimulate the thoughts, feelings,

attention, and interests of students to learn.

Sadirman (1993: 6) stated that the media are intermediaries or

deliverers of messages from the sender to the recipient of the message.

According to Raharjo (1989: 25) explains that the media is a container of

messages by the source to be forwarded to the target or recipient of the

message.

Based on the description above, it can be concluded that the media is a

tool or intermediary to convey information so that it is more easily accepted

by the recipient of information while the learning media is a tool or tool used

by educators in delivering learning material to be more easily accepted by

students and helps the process to achieve learning objectives effective and

efficient.

2. Smartphone

According to Daeng (2017: 1) new media theory is a theory developed

by Pierre Levy, who argues that new media is a theory that discusses media

development. There are two dominant views in new media theory, namely the

social interaction approach and the social integration approach. Smartpone is

said to be one of the new types of media because it can access information

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quickly through internet facilities. Besides that humans can also communicate

remotely using smartphones that have various facilities.

According to Sharples, Taylor &Vavoula (2007) smartphone have

widely been used as a tool for learning as it grants both educators and students

with opportunities for inventive instruction. In other words, in addition to

cellphones used for communication tools but can also be used by educators

and students as a tool for learning.

3. WhatsApp Application

a. Definition of WhatsApp Application

Fogg (2010) asserts that knowledge can be found everywhere,

anytime and in many settings. One format that can be used is WhatsApp.

So using whatsApp is very helpful for students to get knowledge related to

learning in the classroom, but also outside the classroom.

According to Dunlap (2006), students can express their responses

freely and the teacher responds to students' questions and comments, starts

new problems, or sends questions". WhatsApp is one of the most

interesting teaching methods that attracts attention, responsiveness, and

student-based learning. This allows students to express their thoughts and

ideas through various whatsApp application platform features such as

attaching images, sharing videos, sharing web links, recording videos, and

much more.

In the official whatsApp page in the Appstore (whatsAppinc, 2018)

the features and advantages explained using whatsApp services namely:

1. No Additional Costs : WhatsApp uses connection internet

telephone (4G/3G/2G/ EDGE or Wi-Fi, available) to send message and

call other users, so no additional fees are needed for each messages or

calls except fees for internet connetions.

2. Multimedia : The ability of multimedia to send and

receive photos, videos, documents and voice messages.

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3. Whatsapp calls : Free calls that can be utilized users for free

even for calls between countries.

4. Group Chat : Which allows users have a group

conversation with several contacts whatsApp so you can easily

establish communication with several users at on.

5. whatsApp Web : Can send and receive whatsApp messages

directly from the browser or computer browser.

6. No interpersonal fees : There are no additional free for send

international whatsApp messages.

7. Absence of Username and PIN: No pin code is required because

whatsApp works exactly like texting with use telephone numbers and

integrate with the addres book on the telephone.

8. No Log in or Log out Required : Because it is on the device whatsApp

is always connected to the network.

9. Connect With Contacts: Read contact saved on the phone

automatically can be easily and quickly connected to contacts who

already use whatsApp.

10. Other Features such as sending location based on the phone’s GPS,

exchange contacts, special notification tones, save history chat, and

broadcast messages to several contacts at the same time.

Based on the description of whatsApp services and features it has,

it can be seen that the whatsApp service application provides instant

messaging services that run on multiple platforms like Android, iOS, and

Windows that allow users to send messages, pictures, videos, documents

to one another with international reach, without being charged extra fees,

instead using an internet connection.

b. Steps to Use the WhatsApp Application in Teaching English

Johnsons (2014) mentioned that since whatsApp is apparently a

new phenomenon, only a few researches could be found about the

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whatsApp usage as a communication platform between students and the

teachers. Therefore, as for the steps in using the whatsApp application:

1. Download and then open the whatsappmessager application on the

Google Play Store or Apple Store.

2. The teacher creates a study group. This group is what we will use as an

online class, both for the activities of providing material, training,

assignments etc.

3. The teacher invites students to join online classes that have been

created, can enter one by one or invite students through a link.

4. The teacher makes attendance online by using google form.

5. The teacher makes a schedule and learning plan.

6. Teachers and students engage in online learning activities.

7. The teacher provides material and assignments to measure the extent

of students' understanding.

8. The teacher gives an assessment of student learning outcomes.

c. English Learning Materials Via Smartphone

As of April 17, 2020, it is estimated that 91.3% or around 1.5

billion students worldwide cannot attend school due to the emergence of

the Covid-19 (UNESCO, 2020). This number includes approximately 45

million students in Indonesia or about 3% of the total student population

affected globally (Badan Pusat Statistik, 2020). The widespread spread of

Covid-19 has forced the government to close schools and encourage

distance learning at home. Various initiatives were undertaken to ensure

learning activities continued even though there were no face-to-face

sessions. Therefore, the school recommends using a smartphone as a

means of teaching and learning. The learning material has a very

important role in the learning process.

According to Prastowo (2015) learning material is all materials (be

it information, tools, or text) that are arranged systematically that displays

a complete figure of competencies that will be mastered by students and

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used in the learning process so that students are able to master basic

competencies in order to achieve competence. the core of each subject in

a particular educational unit.

In this case the researcher asked the teacher how their teaching and

learning process was during the Covid-19. The teacher gives instructions

to students to open the English textbook / worksheets, then reads it after

which he is given an assignment in the form of questions. After that they

are asked to write the answers on a sheet of paper, then when the answers

are finished in the photo, then send them via whatsApp to the teacher.

d. Advantages Using the WhatsApp Application

According to Hendro and Eko (2016). There are 4 advantages of

using the whatsApp application, namely:

1. The exchange of information is faster and easier between teachers and

students.

2. Interaction on social media encourages the emergence of new public

spaces and new communication patterns between teachers and students

as producers of information itself.

3. Changes in practices and communication spaces that were previously

democratically managed.

4. Utilizing the whatsApp app students can study anywhere and anytime.

e. Disadvantages Using the WhatsApp Application

According to Nur Lia Pangestika (in Jakarta: 2018). There are 5

disadvantages using the whatsApp application, namely :

1. WhatsApp among high school level students is more dominantly used

for non-formal communication or outside of learning.


2. Not all students become active users of whatsApp.

3. Miss communication are often occurs in receiving information.

4. Not all students are active in discussion activities in whatsApp group.

5. Network disruptions often occur in the use of whatsApp social media.

C. Relevant Studies

Research using the whatsApp application has been used by provious

research. With the existence of provious research, it can be show that whatsApp

application can be used as a media for student learning, evidence of success from

this has been proven from several researchers including:

The first thesis was written by Izyani Binti Mistar (2006) Students'

Perceptions of Using Whatsapp as a Learning Tool in ESL Classrooms. She

discussed that using whatsApp is very important in helping students learn the

language better and improve their proficiency in using English. The difference

between Izyani Binti Mistar and this research is shefocused on students'

perceptions of the use of whatsApp as a learning tool in the ESL classroom and

whether or not, whatsApp is important to use in the future in helping students

improve their language learning and the instrument she used was questionnaires.

But in this study only focused on students' perception on the use of whatsapp in

teaching English and use instrument interview and documentation to retrieve

data. The similary of the two studies is to use the whatsApp application to help

students improve English learning.

The second thesis was written by Mona M. Hamid (2017) Using

WhatsApp to Enhance Students’ Learning of English Language “ Experience to

Share”. She discussed using whatsApp to enhance students' enthusiasm and

learning, using whatsApp to help students develop skills in English, enriching

them in their vocabulary and learning from the mistakes of their partners. The

difference between Mona M. Hamid's thesis and this research is supported using

whatsApp to enhance students learning and enthusiasm, using whatsApp helped


students to develop English skills, enriched their vocabulary and learn from their

mates mistakes, although the study laid out some disadvantages of the experience

such as preparing the materials and having discipline in the group. The similary of

the two studies have in common is that using whatsApp helps students develop

English language skills.

The third thesis was written by Nchindo Richardson Mbukusa (2018)

Perceptions of students’ on the Use of WhatsApp in Teaching Methods of

English as Second Language. He discussed using whatsApp presents itself as one

of the inventive teaching methods that can attract students and provide them with

opportunities for further learning. WhatsApp increases helps students to work

smarter and more effectively. The difference between Nchindo Richardson

Mbukusa’s thesis and this research is the students’ perceptions towards using the

whatsApp application as a learning tool for Teaching Methods of English as

Second Language on a Bachelor’s degree programme. To achieve this, about 99

students in the same cohort completed the self-administered questionnaires. The

study revealed, amongst many, that whatsApp can impact negatively on the

performance of tertiary students, especially those who do not own smartphones.

The similary of the two studies have in common is that using whatsApp as a tool

for learning and to help students raise their interest in learning.

This research focus on students' perceptions on the use of whatsapp

application in teaching of English at eight grade students’ of Madrasah

Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi in the academic

year 2020/2021.


CHAPTER III

METHOD OF THE RESEARCH

A. Research Design

The purpose of the research to know the students’ perception on the use of

whatsApp application in teaching of English at eight grade students’ of Madrasah

Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur. Based on the general

porpose of the research, the study is classified as qualitative descriptive.

According to Michael Patton and Michael Cochran (2002:3) qualitative

research is characterised by it is aims, which relate to understanding some aspect

of social life, and it is methods which (in general) generate words, rather that

numbers, as data for analysis. It means, which relates to understanding some

aspects of social life, and uses the method of words not numbers.

Moreover, zuriah (2007:82) claimed that data in qualitative research is

obtained qualitative in nature. It is so called naturalistic research because the

research is conducted in natural setting. In addition, in accordance with the use of

qualitative research, the analysis approach of this research depends on the

descriptive one, a research that describe phenomenon, fact, and events of

individual or groups sysytematically (Zuriah, 2007:47).

Based on the qualitative research, it can be seen that the qualitative is

used to describe research and also to take samples from the population using

interview as a data collection tool.

B. Setting and Subject of the Research

1. Setting of the Research

In this study, the researcher chose the setting at Madrasah Tsanawiyah

Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. While the reason the

19


researcher chosed this location because researcher considers necessary to

know the students’ perception toward the use of whatsApp application in

learning English Teaching English at Eight Grade Students’ of Madrasah

Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi. Because the

term of the basic education of the students who are still common in the

students’ understanding of English education.

2. Subject of the Research

Subject of this research is students at Eight Grade Students’ of


There is one class in odd semester of students at Eight Grade Students’ of


There are 30 students. The research used purposive sampling, where the

technique only took 15 students’. The researcher only chose one class that is

eight class at Eight Grade Students’ of Madrasah Tsanawiyah Nurul Hidayah

Bhakti Idaman Tanjab Timur Jambi in with the consideration that the students

often use whatsApp in teaching English. So that is why the researcher chose

this class to be subject of the research.

C. Types and Sources of the Data

1. Types of Data

a. Primary Data

Sugiono (2008:225) stated that primary source is source which can

give valuable information directly. It means, the primery source is to give

prominent data relate to problems of the research. For the primary source,

the researcher used interviews. The researcher collected students contact

information, then took turns contacting students for interviews and

recording ongoing conversations.

b. Secondary Data

Secondary data is the data that got directly by researcher, but it is

got through help of second of third source. Secondary data is also know as

20


supporting data or complement of main data that is used by researcher.

Kind of secondary data can be picture. In conclusion, a data is an

information proof which empirically found by a research using primary or

secondary data. In this research, the researcher uses primary data the data

taken is based on rect, interview result from students.

2. Sources of Data

According to Mukhtar (2013:107) Data source are sources which a

researches is able to get some information or data needed in a research the

data consist of primary data and secondary data. The research concluded that

data sources are all sources which got from research. That main source of data

in this research is taken from the interview of the students in teaching English.

The sources of data in this study are people, situation, picture,

methodological interview notes and historical by Students’ of Madrasah

Tsanawiyah Nurul Hidayah Bhakti Idaman Tanjab Timur Jambi.

a. People

1. The students’ perception toward the use of whatsApp applicationin

Teaching of English.

2. 1 class

b. Situations

Students’ situation procces in use of whatsApp application in Teaching of

English.

c. Source data

Interview at Eight Grade Students’ of Madrasah Tsanawiyah Nurul

Hidayah Bhakti Idaman Tanjab Timur Jambi.

D. Technique of Collecting the Data

Technique of collecting data used in this research is Interview. This

research use structured interview. According to Margono( 2009, p. 167)

“Structured interview is the question alternative answer that is given to interview

21


must be decided first unstructured interview is an informal interview. The

questions is about view of life manner, subject’s information, etc.

According to Rahma and Kurniawati (2020) In the Indonesian context,

various models show that the COVID-19 will not end immediately. Because of

the prohibition of direct contact between the researcher and the subject to be

examined in situations where implementing remote communication, therefore the

researcher conduct the interview by using telephone call dan also record it.

This research used the open question model. According to Worley and

Peter (2015:11-29) Open questions are questions that can nit be answer with a

“yes” or “no” response, or with a static response. Open questions are expressed as

statements that require a response. However, researcher only took a few students’

for the sample who showed their low, middle, or high learners response the

learning process. There were 15 students chosen purposive sampling to be

interviewed. Then each level has 5 response.

E. Technique of Data Analysis

The process of arranging data colled data analysis, in this research the data

analysis use:

1. Data Reduction

According to Iskandar (2009:140) data reduction is the process of

collecting research data. Sugiono (2009:338) mentioned the data obtained

from the field is quite a lot: it should be noted for accurately and detailed. The

data reduction is summarize of data, choose things that are basic, focussing on

things that are important, searched themes and patterns and discard

unnecessary.

2. Data Display

According to miles and Huberman (1984) the most frequent from of

display data for qualitative research data in the past has been narrative text.

According to sugiyono (2014:249), themfuther point out the in the qualitative

22


research, the presentation of data can be done in the form of brief

descriptions, charts, flow carts connections between categories and like.

The researcher concluded that to display data, the researcher will

explicity provide all the record-keeping during the interviews in the order to

draw the first approach of analyzing data.

3. Conclusion Drawing / Verification

According to Iskandar (2009:142) conclusion is further analysis of the

data reduction, and display data so that data can be inferred. Thus, conclusions

in qualitative research might to able to answer the formulation of the problem

is formulated from the beginning. But maybe not because the formulation of

the problem in qualitative research is temporary.

4. Instrumentation

According to Gulo (2000) research instrument are written guidelines

about interview, or observation, or lists of questions, which are prepared to

obtain information. To know students’ perception toward the use of

whatsApp application in teaching of English, the writer give instruments in

the form of interviews as a tool to collect data from information sources

(informant).

F. Triangulation

According to Cohen (2000:112) tringulation may be as the use of two or

more methods of data collecting in the study of some aspect of human

behaviour. Thus, triangulation technique means the researcher uses two or more

techniques in the collecting data to get validity. The purpose of triangulation is

to increase the credibility and validity of the findings.

In order check the validity and reability of data, the writer will use

triangulation method. Here, that writer will compare the finding obtained by

interview . By doing so, validity of data can be achieve.

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G. Schedule of Research

No Activities Months / 2020

Jun July Aug Sep Oct Nov

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Consult the title of

proposal

2 Arranging proposal

3 Consult to the

advisor

4 Seminar proposal

5 Revising the

proposal

6 Preparing of the

research

7 Research

8 Analysis data

9 Writing the result

of research

10 Consult to the

advisor

11 Arranging of thesis

12 Final report


CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter elaborates the reseach findings and the discussion of the

research. The findings included the descriptive analysis of students’

perception on the use of whatsApp application in teaching of English at eight

grade students’ of Madrasah Tsanawiyah Nurul Hidayah Bhakti Idaman

Tanjab Timur Jambi .

A. FINDING

Students' perceptions can be applied as the ability of students tojustify

their own opinions. In this research, researcher tried to know students’

perception on the use of whatsApp application in teaching of English at eight

grade students’ of Madrasah Tsanawiyah Nurul Hidayah Bhakti Idaman

Tanjab Timur Jambi. Based on the result of interview from students’ that

have been conducted by researcher about students’ perception on the use of

whatsApp application in teaching of English at eight grade students’ of


The students’ who think that learning English through whatsApp application

does not give maximum results. Some students said it was difficult to

understand the teaching material provided by the teacher. Below are question

about students’ perception on the use of whatsApp application in teaching of

English are:

1. Do you have a whatsApp application on your mobile?

2. Do you often use the whatsApp application as a communication tool?

3. Did you spend a lot of internet quota to join activity in whatsApp group?

4. Is the internet network in your area running well?

5. Do you think the various activities carried out through whatsApp are

interesting? Why?

6. What do you think about whatsApp as a medium for learning English?

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7. Did whatsApp group activity easy the way of students in learning English?

8. Do you have difficulty using whatsApp in learning English? Why?

9. Does using whatsApp give you motivation in learning English?

10. Do you feel happy using whatsApp to learn English? Why?

11. Were your assignment technically easy to do when using whatsApp?

Why?

12. Do you like learning English?

13. Do you have guidebooks, dictionaries, in learning English?

14. What motivates you to be able to speak English?

15. Is English easy to understand? Why?

16. Have you ever spoken English with your a teacher or a friend?

17. Are you interested in the way teachers tech English when teaching

class?

18. What language is used by the teacher as the language of instruction when

teaching English language?

19. Do you understand when the teacher explains the lessons English

language?

20. Do you have difficulty when the teacher explains all the lessons in

English? if so, what were the difficulties?

Interview Result

The result for question interview number 1, “Do you have a

whatsApp application on your mobile”. The result of 15 students answered“

yes they have”.

The result for question interview number 2, “Do you often use the

whatsApp application as a communication tool”. The result of 15 students,

most of them or 13 students answered “yes often”. Then, 2 students answer“

not often”.

26


The result for question interview number 3, “Did you spend a lot of

Internet quota to join activity in whatsApp group”. The result of 15 students,

most of them or 12 students answered “ no”. Then, 3 students answer“ yes”.

The result for question interview number 4, “Is the internet network

in your area running well”. The result of 15 students, most of them or 10

students answered“ unstable”. Then, 5 students answer“ stable”.

The result for question interview number 5, “Do you think the

various activities carried out through whatsApp are interesting? Why”. The

result of 15 students answered “ yes interesting”.

The result for question interview number 6, “What do you think

about whatsApp as a medium for learning English”. The result of 15 students,

most of them or 11 students answered“ a little difficult”. Then, 4 students

answer“ good”.

The result for question interview number 7, “Did whatsApp group

activity easy the way of students in learning English”. The result of 15

students, most of them or 6 students answered“ yes”. Then, 4 students

answer“ no”.

The result for question interview number 8, “Do you have difficulty

using whatsApp in learning English? Why”. The result of 15 students

answered“ yes”.

The result for question interview number 9, “Does using whatsApp

give you motivation in learning English”. The result of 15 students, most of

them or 3 students answered“ yes”. Then, 12 students answer“ no”.

The result for question interview number 10, “Do you feel happy

using whatsApp to learn English? Why”. The result of 15 students, most of

them or 11 students answered“ no”. Then, 4 students answer“ yes”.

27


The result for question interview number 11, “Were your assignment

technically easy to do when using whatsApp? Why”. The result of 15

students, most of them or 10 students answered“ yes”. Then, 5 students

answer“ no”.

The result for question interview number 12, “Do you like learning

English”. The result of 15 students answered“ yes they like”.

The result for question interview number 13, “Do you have

guidebooks, dictionaries, in learning English”. The result of 15 students,

answered “ yes”.

The result for question interview number 14, “What motivates you to

be able to speak English”. The result of 15 students, most of them or 5

students answered “ they want to be able to speak English”. Then, 3 students

answer“ in order to easily communicate with foreign nationals” and 7

students answer “ they want to master a foreign language other than their

own country”.

The result for question interview number 15, “Is English easy to

understand? Why”. The result of 15 students, most of them or 13 students

answered “ yes”. Then, 2 students answer “ no”.

The result for question interview number 16, “Have you ever spoken

English with your a teacher or a friend”. The result of 15 students answered “

yes”.

The result for question interview number 17,“ are you interested in

the way teachers tech English when teaching class”. The result of 15 students,

most of them or 13 answered “yes”. Then, 2 students answer “no”.

The result for question interview number 18, “What language is used

by the teacher as the language of instructionwhen teaching English language”.

The result 15 students answered “ Indonesian and English language”.

28


The result for question interview number 19, “Do you understand

when the teacher explains the lessons English language”. The result of

15students, most of them or 5 students answered “ yes”. Then, 10 students

answer “ no”.

The result for question interview number 20, “Do you have

difficulty when the teacher explains all the lessons in English? if so, what

were the difficulties”. The result of 15 students, most of them or 13 students

answered “ yes”. Then, 2 students answer “ no”

The result of interview from students’ that have been conducted by

researcher about students’ perception on the use of whatsApp application in

teaching of English at eight grade students’ of Madrasah Tsanawiyah Nurul

Hidayah Bhakti Idaman Tanjab Timur Jambi. The students’ who think that

learning English through whatsApp application does not give maximum

results, because it is difficult for students to understand the teaching materials

given by the teacher. However, there are also a number of things that can

make it easier for students to do the teaching and learning process through the

whatsApp application such as collecting assignments.

B. DISCUSSION

The whatApp application is used as an application that helps students

in the learning process when a pandemic occurs. However, during the activity,

students experienced many obstacles such as limited quota so that it was

difficult for them to follow the lessons, lack of understanding instructed by the

teacher, and also other difficulties that made them think that using whatsApp

in English lessons was less interesting and the teaching and learning process

was less optimal.

In this case, the researcher has conducted research through interviews

to find out students' perceptions about the use of the whatsApp application in

learning English.

29


Based on the results of research conducted by researcher, it shows that

students' perceptions of the use of the whatsApp application during the

pandemic are one of the learning media that students are not interested in.

Because they are not satisfied with the learning outcomes they get on this

learning. However, some students said they were interested in using the

whatsApp application for communication tools only because it offered

interesting features, but it was less helpful in teaching and learning activities

in English.

In this study, researcher only monitored students' teaching and learning

activities through the whatsApp application media. The results of this

monitoring, the researcher assessed which students were active, moderate, and

also who did not interact with the teacher.

First, the results of the interviews by researcher with students

regarding the ownership of the whatsApp application for supporting facilities

in the learning process, all students stated that they had the whatsApp

application. In this case, the researcher concluded that the students were ready

to use the learning facilities using the whatsApp application.

Second, the results of the researcher interviews regarding how often

they used the whatsApp application as a means of communication in learning,

most students stated that they had often used the whatsApp application as a

means of communication in learning. However, only a small proportion of

them still cannot use the whatsApp application as their communication tool. In

this case the researcher concluded that students often use the whatsApp

application as a means of their communication.

Third, the results of interviews with researcher regarding the internet

quota spent during the activities in the whatsApp application group. Most of

the students stated that using the whatsApp application did not consume too

much quota. However, a small proportion stated that they spent their internet

quota while participating in activities on the whatsapp group. In this case the

30


researcher concluded that the use of the whatsApp application did not

consume much of their internet quota.

Fourth, the results of interviews with researcher regarding whether the

internet network in your area is running well, most students stated that it was

unstable because when the power went out, the internet connection was lost.

In this case, the researcher concluded that when the power went out, the

internet network was lost, making it difficult for students to connect to the

internet.

Fifth, the results of interviews with researcher regarding learning

activities through whatsApp, most of them stated that they were happy and

interested in learning to use whatsApp. In this case the researcher concluded

that only some students were happy to learn to use whatsApp.

Sixth, the results of the researcher interviews regarding students'

opinions about whatsApp as a medium for learning English, most of them

stated that they had a little difficulty in learning English because the material

presented was difficult for students to understand. However, only a small

number have no difficulty understanding English lessons through whatsApp

media. In this case the researcher concluded that students only felt a little

difficulty in learning English because the material presented was difficult to

understand by students.

Seventh, the results of the researcher interviews regarding student

group activities on whatsApp were that most students stated that group

activities on whatsApp made it easier for them to learn English. However,

only a small proportion of students said whatsapp group activities made it

difficult for students to learn English. In this case the researcher concluded

that only some students felt made easy by the group activities on whatsApp in

learning English.

Eighth, the results of the researcher interviews regarding the

difficulties of students using whatsApp in learning English were that they

31


stated that they had difficulty learning English using whatsApp. In this case

the researcher concludes that students find it difficult to learn English when

using the whatsApp application.

Ninth, the results of the researcher interview regarding the use of

whatsApp can motivate students to learn English, a small proportion of them

stated that whatsApp provides motivation in learning English. However, most

students stated that using whatsApp did not provide motivation in learning. In

this case the researcher concluded that using whatsApp lacks motivation for

students in learning English.

Tenth, the results of the researcher interview regarding their pleasure

in using whatsApp to learn English are that some students stated that they

were not happy using whatsApp to learn English. However, a small proportion

of students said they enjoyed using whatsApp because it was interesting.In

this case the researcher concluded that only some students felt unhappy when

using whatsApp to learn English.

Eleventh, the results of the researcher interview regarding the ease

with which students’ complete assignments using WhatsApp was that most

students stated that using whatsApp could make it easier for students to

complete their assignments. However, a small proportion of students stated

that they did not make it easy for students to complete the assignment. In this

case the researcher concluded that using whatsApp can make it easier for

students to complete their assignments.

Twelfth, the results of the researcher interview regarding the students'

preferences or interests in learning English were that all students stated that

they liked learning English. In this case the researcher concluded that the

students' interest in learning English was very high.

Thirteenth, the results of the researcher interview regarding the

ownership of manuals and dictionaries in English showed that all students

stated that they had learning support tools such as manuals and English

32


dictionaries. In this case, the researcher concluded that all students have

guidebooks and dictionaries in English as a support tool in learning English.

Fourteenth, the results of the researcher interview regarding the

motivation of students to be able to speak English, a small proportion of

students stated that the motivation of students in learning English was to easily

communicate with foreign citizens. Then most students also said their

motivation in learning English was to want to master a foreign language other

than their own country language.In this case the researcher concluded that

students have high motivation in learning English because they want to master

a foreign language and also be able to communicate with foreigners.

Fifteenth, the results of the researcher interview regarding students'

understanding in learning English were that most students stated that English

was easy to understand. However, only a small proportion stated that

understanding English lessons is not easy. In this case the researcher

concluded that the understanding of English lessons by students was still

difficult for students to understand.

Sixteenth, the results of the researcher interviews regarding the

practice of speaking directly in English with teachers or friends, they stated

that they had practiced speaking English directly with their teachers and

friends. In this case the researcher concluded that the students had spoken

English with their teachers and friends during class.

Seventeenth, the results of the researcher interview regarding students'

interest in the way the teacher uses English when teaching is that some

students stated that they felt interested. However, a small proportion of

students stated that they were not interested in the way the teacher explained

in English. In this case the researcher concluded that the students were

interested in the way the teacher taught in English during the class.

Eighteenth, the results of students interviews regarding the language

of instruction used by the teacher when teaching English are that all students

33


stated that their teacher used Indonesian and English as the language of

instruction in learning English. In this case the researcher concluded that the

language of instruction used by the teacher when teaching English was

Indonesian and English.

Nineteenth, the results of students interviews regarding students'

understanding when the teacher explained English lessons was that a small

proportion of students said they understood. However, most students stated

that they did not understand when the teacher explained English lessons. In

this case the researcher concluded that most of the students did not understand

when the teacher explained English lessons.

Finally, the results of the researcher interviews regarding their

difficulties when the teacher explained all the lessons in English was that most

of the students stated that they had a lot of difficulty understanding the lessons

given by the teacher. However, a small proportion of students said they had no

difficulty listening to the teacher explain lessons in English. In this case the

researcher concluded that there were many difficulties faced by students when

understanding English lessons.

Based on the findings above that students still have a lot of difficulty

in understanding English lessons through the whatsApp application. So in this

case, the teacher must further increase his creativity in teaching so that

students understand more easily English lessons.


CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of research at chapter IV, the researcher can take

conclusion of students’ perception on the use of whatsApp application in

teaching of English at eight grade students’ Madrasah Tsanawiyah Nurul

Hidayah Bhakti Idaman Tanjab Timur Jambi.

The research finding from interview, most of respondents stated the use

whatsApp application are not good .The students’ who think that learning

English through whatsApp application does not give maximum results,

because it is difficult for students to understand the teaching materials given

by the teacher. However, there are also a number of things that can make it

easier for students to do the teaching and learning process through the

whatsApp application such as collecting assignments.

B. Suggestion

Based on the result of the study, there are suggestions that can be

consideration to the students’:

1. For the students

Suggestion for the students, the result of this research hopefully

students’ can interact more with the teacher so that they have no difficulty

in teaching and learning activities.

2. For the teacher

Suggestion for the teacher, I hope the research the teacher can

provide more motivation so that students can be more active in learning.

Teachers should also reconsider the online teaching and learning process

because of the difficulty of students understanding the subject matter.

35


3. For the school

Suggestion for the school, hopefully this research can be usefull to

anyone reference in increasing the researcher knowledge to students’

perception on the use of whatsApp application in teaching of English at

eight grade students’ Madrasah Tsanawiyah Nurul Hidayah Bhakti Idaman

Tanjab Timur. The school should make a policy to use other better media.


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38


APPENDIX I

INSTRUMENTS OF DATA COLLECTION

INTERVIEW

1. List of Interview

Students’ Perception on The Use of WhatsappApplication in Teaching of

English at Eight Grade Students’ of Madrasah Tsanawiyah Nurul Hidayah

Bhakti Idaman Tanjab Timur.

Name :

Class :

1. Do you have a whatsApp application on your mobile?

2. Do you often use the whatsApp application as a communication tool?

3. Did you spend a lot of Internet quota to join activity in whatsApp group?

4. Is the internet network in your area running well?

5. Do you think the various activities carried out through whatsApp are

interesting? Why?

6. What do you think about whatsApp as a medium for learning English?

7. Did whatsApp group activity easy the way of students in learning English?

8. Do you have difficulty using whatsApp in learning English? Why?

9. Does using whatsApp give you motivation in learning English?

10. Do you feel happy using whatsApp to learn English? Why?

11. Were your assignment technically easy to do when using whatsApp? Why?

12. Do you like learning English?

13. Do you have guidebooks, dictionaries, in learning English?

14. What motivates you to be able to speak English?

15. Is English easy to understand? Why?


16. Have you ever spoken English with your a teacher or a friend?

17. Are you interested in the way teachers teach English when teaching

class?

18. What language is used by the teacher as the language of instruction when

teaching English language?

19. Do you understand when the teacher explains the lessons English language?

20. Do you have difficulty when the teacher explains all the lessons in

English? if so, what were the difficulties?

Adapt by: Septi Riana Dewi, (2019) Utilizing WhatsApp Application for Teaching English.

KosmasSarkol, (2016) Students’ Perception of Learning English.


2. Interview for Students

October, 21th

2020

Students Eight grade of I

Interview with student who high learner in class group whatsApp application

Hello, how are you today? Do you have a whatsApp application on your

mobile? What is your name?My name is Nur haliza, I’m fine. Yes I have.

Apakah kamu sering menggunakan aplikasi whatsapp sebagai alat

komunikasi ?Iya sering.

Apakah kamu menghabiskan banyak kuota internet untuk mengikuti

aktivitas di grup whatsApp?Tidak.

Apakah jaringan internet di wilayah kamu berjalan dengan baik? Ya,

tempat tinggal saya, jaringannya sangat stabil.

Apakah menurut kamu berbagai aktivitas yang dilakukan melalui

whatsApp menarik? Mengapa?Iya, karena sangat menyenangkan.

Bagaimana pendapat kamu tentang whatsapp sebagai media belajar bahasa

Inggris?Menurut saya belajar bahasa Inggris menggunakan whatsApp sangat

sulit.

Apakah kegiatan whatsApp group memudahkan siswa dalam belajar

bahasa Inggris?Tidak.

Apakah kamu mengalami kesulitan ketika menggunakan whatsApp dalam

belajar bahasa Inggris? Mengapa?Iya, karena sulit untuk memahami tugas

yang di berikan guru melalui group whatsApp.

Apakah menggunakan whatsApp memberikanmu motivasi dalam belajar


Apakah Anda merasa senang menggunakan WhatsApp dalam belajar

bahasa Inggris? Mengapa?Tidak, karena saya tidak mengerti bahasa Inggris,

jadi ketika belajar menggunakan whatsApp membuat saya semakin tidak

mengerti.

Apakah tugas kamu secara teknis mudah dilakukan saat menggunakan

WhatsApp? Mengapa ?Iya, karena saya bisa mengirim tugas secara online.

Apakah kamu suka pelajaran bahasa Inggris? Iya suka

Apakah kamu punya buku panduan, kamus, dalam belajar bahasa

Inggris?Iya punya.

Apa yang memotivasi kamu ingin bisa berbahasa Inggris? Agarbisa

berinteraksi dengan orang asiang/ luar negeri.

Apakah bahasa Inggris mudah di mengerti? Mengapa? Iya , kerena saya


sedikit tahu vocab , jadinya saya mudah memahami bahasa Inggris.

Apakah kamu pernah berbicara bahasa Inggris dengan guru atau teman

kamu? Iya, pernah.

Apakah kamu tertarik dengan cara guru mengajar bahasa Inggris ketika

mengajar di kelas? Iya, tertarik.

Bahasa apa yang di gunakan oleh guru sebagai bahasa pengantar ketika

mengajar bahasa Inggris?Menggunakan bahasa Inggris dan bahasa

Indonesia.

Apakah kamu mengerti saat guru menjelaskan pelajaran dalam bahasa

Inggris? Iya, sedikit-sedikit saya mengerti.

Apakah kamu mengalami kesulitan saat guru menjelaskan semua pelajaran

dalam bahasa Inggris?jika ada, apa saja kesulitannya? Iya, kesulitannya

ketika guru menjelaskan pelajaran dengan bahasa inggris yang terlalu cepat,

sehingga saya kurang mengerti apa yang sedang di jelaskan.

Interview with student who middle learning in class group whatsApp

application.


mobile? What is your name?My name is Amda Ramadani, I’m fine. Yes I have.




aktivitas di grup whatsApp?Iya, banyak.

Apakah jaringan internet di wilayah kamu berjalan dengan baik? Ya, tempat

tinggal saya, jaringannya sangat stabil.

Apakah menurut kamu berbagai aktivitas yang dilakukan melalui whatsApp

menarik? Mengapa? Tidak.


Inggris? Menurut saya menggunakan whatsApp membuat saya kesulitan untuk

cepat memahami pelajaran bahasa Inggris.

Apakah kegiatan whatsApp group memudahkan siswa dalam belajar bahasa

Inggris? Iya, kadang-kadang.


belajar bahasa Inggris? Mengapa? Iya, karena saya tidak mengerti maksud

atau perintah yang di berikan oleh guru ketika mengajar di group whatsApp.



bahasa Inggris? Tidak.

Apakah Anda merasa senang menggunakan whatsApp dalam belajar bahasa

Inggris? Mengapa?Tidak, karena saya tidak terlalu mengertibahasa Inggris,

jadi ketika belajar menggunakan whatsApp saya kesulitan dalam belajar bahasa

inggris melalui whatsApp.


whatsApp? Mengapa? Tidak, karena keterbatasan kuota membuat saya sulit

mengikuti materi pelajaran yang sedang berlansung sehingga saya tidak

mengerjakan tugas saya dengan baik.

Apakah kamu suka belajar bahasa Inggris? Iya, suka.

Apakah kamu punya buku panduan, kamus dalam belajar bahasa Inggris?

Iya, punya.

Apa yang memotivasi kamu ingin bisa bebahasa Inggris? Saya ingin

menguasai bahasa asing selain bahasa Negara sendiri( Indonesia)

Apakah bahasa Inggris mudah di mengerti? Mengapa?Iya, karena saya tahu

sedikit vocabulary dalam bahasa Inggris, maka saya mudah mengerti ketika

belajar bahasa Inggris.


kamu?Iya pernah.


mengajar di kelas?Iya tertarik.


mengajar bahasa Inggris?Menggunakan bahasa Inggris dan bahasa Indonesia.


Inggris?Iya, saya mengerti.


dalam bahasa Inggris?jika ada, apa saja kesulitannya? Tidak, karena saya

mempunyai beberapa vocabulary dan saya memperhatikan selama pelajaran

berlangsung dengan baik, jadi saya tidak mengalami kesulitan ketika belajar

bahasa Inggris di kelas.

Interview with student who low learning in class group whatsApp application.


mobile? What is your name?My name is Sekar Nilam Sari, I’m fine. Yes I have.



komunikasi ?Tidak sering.






menarik? Mengapa?Iya, karena bisa terhubung dengan orang- orang penting

bagi kita, serta keluarga dan teman.

Bagaimana pendapat kamu tentang whatsApp sebagai media belajar bahasa

Inggris? Menurut saya sangat sulit.


Inggris? Iya.


belajar bahasa Inggris? Mengapa? Tidak, karena menurut saya tidak terlalu

sulit dan bisa dikatakan mudah


bahasa Inggris?Iya.


Inggris? Mengapa? Iya, karena mudah belajarnya.


WhatsApp? Mengapa ?Iya, karena sangat mudah dan praktis.

Apakah kamu suka belajar bahasa Inggris?Iya, suka.


Inggris?Iya punya.

Apa yang memotivasi kamu ingin bisa berbahasa Inggris?Saya ingin

menguasai bahasa asing selain bahasa Negara sendiri( Indonesia)

Apakah bahasa Inggris mudah di mengerti? Mengapa?Iya, karena saya tahu

sedikit vocabulary dalam bahasa Inggris, maka saya mudah memahami ketika

belajar bahasa Inggris.


kamu?Tidak Pernah.


mengajar di kelas?Kurang tertarik.



mengajar bahasa Inggris? Bahasa Indonesia.


Inggris?Tidak, saya tidak mengerti.


dalam bahasa Inggris?jika ada, apa saja kesulitannya?Iya, karena ketika guru

menjelaskan pelajaran di depan kelas, berbicaranya terlalu cepat, sehingga saya

tidak paham apa maksudnya.

October, 22th

2020

Students Eight grade of II

Interview with student who high learner in class group whatsApp application.


mobile? What is your name?My name is Nada Nabila, I’m fine. Yes I have.




aktivitas di grup whatsApp? Tida.


tempat tinggal saya, jaringannya sangat stabil.


menarik? Mengapa? Iya, karena saya bisa mengirim foto, video, dll.


Inggris?Menurut saya menggunakan whatsApp untuk media belajar agak sulit,

apalagi pelajaran bahasa Inggris saya kurang paham.


Inggris?Kadang-kadang memudahkan, tapi juga kadang-kadang sulit ketika

sedang memahami materi yang di ajarkan di group.


belajar bahasa Inggris? Mengapa?Iya, karena saya kurang paham atau kurang

jelas dengan materi yang di jeaskan di goup whatsApp.




bahasa Inggris? Mengapa? Tidak, karena saya lebih paham ketika belajar di


kealas daripada di group whatsApp.

Apakah tugas kamu secara teknis mudah dilakukan saat

menggunakan WhatsApp? Mengapa ?Kadang-kadang karena saya

merasa terbantu atau tidak perlu dating kesekolah untuk mengumpulkan

tugas, saya hanya perlu mengirim foto tugas saya di group.

Apakah kamu suka belajar bahasa Inggris?Iya, suka.


Inggris?Iya punya.

Apa yang memotivasi kamu ingin bisa berbahasa Inggris?Saya, ingin

bisa berbahasa Inggris.

Apakah bahasa Inggris mudah di mengerti? Mengapa?Iya, karena

saya sangat tertarik belajar bahasa Inggris, dan juga menguasai vocab,

jadi saya mengerti bahasa Inggris.


kamu?Iya pernah.

Apakah kamu tertarik dengan cara guru mengajar bahasa Inggris

ketika mengajar di kelas?Iya tertarik.

Bahasa apa yang di gunakan oleh guru sebagai bahasa pengantar

ketika mengajar bahasa Inggris?Menggunakan bahasa Inggris dan

bahasa Indonesia.

Apakah kamu mengerti saat guru menjelaskan pelajaran dalam

bahasa Inggris?Iya, sedikit tidak mengerti.


dalam bahasa Inggris? Jika ada, apa saja kesulitannya? Iya, kesulitannya saat

guru menjelaskan materi pelajarannya terlalu cepat, sehingga membuat saya

kurang paham apa maksud dari perjelasan guru tersebut.

Interview with student II who middle learning in class group whatsApp

application.


mobile? What is your name?My name is Suryati, I’m fine. Yes I have.









menarik? Mengapa? Iya, karena kita bisa membuat group satu kelas dan bisa

mengirim video, foto dll.


Inggris? Menurut saya menggunakan whatsApp membuat saya kesulitan untuk

cepat memahami pelajaran bahasa Inggris.


Inggris? Iya.


belajar bahasa Inggris? Mengapa? Iya, tidak paham/ kurang jelas dengan

materi yang di jelaskan di group whatsApp


bahasa Inggris? Tidak


Inggris? Mengapa? Iya,karena menarik.


WhatsApp? Mengapa ?Iya, karena bisa mengirim soal online dan bisa

mengantar tugas lewat whatsApp.



Inggris?Iya punya.

Apa yang memotivasi kamu ingin bisa berbahasa Inggris?Saya ingin bisa

berbahasa Inggris.

Apakah bahasa Inggris mudah di mengerti? Mengapa? Iya mudah, karena

ada penjelasannya, dan langsung ada pembahasan pada materinya.


kamu? Iya pernah.







Inggris?Insya’Allah saya mengerti.


dalam bahasa Inggris?jika ada, apa saja kesulitannya? Iya, seperti mencari

arti dari bahasa Inggris yang menggunakan kata tambahan

Interview with student II who low learning in class group whatsApp application.


mobile? What is your name?My name is Ira rianti, I’m fine. Yes I have.





Apakah jaringan internet di wilayah kamu berjalan dengan baik? Tidak,

tempat tinggal saya, jaringannya tidak stabil.


menarik? Mengapa? Iya, karena saya bisa mengirim foto, video,dll.


Inggris? Menurut saya menggunakan whatsApp untuk media belajar agak sulit

apalagi pelajaran bahasa Inggris.


Inggris? Kadang-kadang memudahkan, tapi juga kadang-kadang sulit ketika



belajar bahasa Inggris? Mengapa? Iya, karena saya kurang paham/ kurang

jelas dengan materi yang di jelaskan di group whatsApp.


bahasa Inggris? Tidak.


Inggris? Mengapa? Tidak, karena saya lebih paham ketika belajar di kelas, dari

pada belajar di group whatsApp.


WhatsApp? Mengapa ?Kadang-kadang, karena saya merasa terbantu ketika

mengumpulkan tugas ke guru, tidak perlu dating ke sekolah, saya hanya perlu

mengirim foto tugas saya di group.




Inggris?Iya punya.

Apa yang memotivasi kamu ingin bisa berbahasa Inggris?Saya ingin bisa

berbahasa Inggris.

Apakah bahasa Inggris mudah di mengerti? Mengapa? Iya mudah, karena

ada penjelasannya, dan langsung ada pembahasan pada materinya.


kamu? Iya pernah.






Inggris?Agak sedikit tidak mengerti.


dalam bahasa Inggris?jika ada, apa saja kesulitannya? Iya, ketika guru

menjelaskan materi tersebut terlalu cepat, sehingga saya kurang paham apa yang

di jelaskan.

October, 22th

2020

Students Eight grade of III

Interview with student who high learner in class group whatsApp application


mobile? What is your name?My name is Nur saidah, I’m fine. Yes I have.






jaringan di tempat tinggal saya stabil.


menarik? Mengapa?Iya, karenasaya bisa mengirim foto, video, dll.


Inggris?Menurut saya menggunakan whatsApp untuk media belajar agak sulit


apalagi untuk pelajaran bahasa Inggris, itu membuat saya kurang paham.


Inggris?kadang-kadang memudahkan, tetapi juga kadang-kadang sulit ketika



belajar bahasa Inggris? Mengapa?Iya, karena saya kurang paham/kurang jelas

dengan materi yang di ajarkan.



Apakah Anda merasa senang menggunakan WhatsApp dalam belajar bahasa

Inggris? Mengapa?Tidak, karena saya lebih paham ketika belajar di kelas dari

pada di group whatsApp.


WhatsApp? Mengapa ? Kadang-kadang, karena saya merasa terbantu atau tidak

perlu dating ke sekolah untuk mengumpulkan tugas saya, hanya perlu mengirim

foto tugas saja group kelas.

Apakah kamu suka belajar bahasa Inggris? Iya, suka


Inggris?Iya punya.

Apa yang memotivasi kamu ingin bisa berbahasa Inggris? Saya ingin bisa

berbahasa Inggris.

Apakah bahasa Inggris mudah di mengerti? Mengapa? Iya


kamu? Iya, pernah.


mengajar di kelas? Iya, sangat tertarik.


mengajar bahasa Inggris?Menggunakan bahasa Inggris dan Indonesia.


Inggris? Saya kurang mengerti.


dalam bahasa Inggris?jika ada, apa saja kesulitannya? Iya, yang pertama

karena tidak mengerti apa yang dibicarakan. kedua, kurangnya kebiasaan

berbicara bahasa Inggris sehingga sulit memahami apa yang di bicarakan guru

ketika di kelas, dan terakhir kurangnya vocab membuat saya semakin sulit

memahaminya.


Interview with student III who middle learning in class group whatsApp

application.


mobile? What is your name?My name is Shopia Apriani, I’m fine. Yes I have.




aktivitas di grup whatsApp?Tidak

Apakah jaringan internet di wilayah kamu berjalan dengan baik? Jaringan

di wilayah saya kurang stabil.

Apakah menurut kamu berbagai aktivitas yang dilakukan melalui

whatsApp menarik? Mengapa?Iya, karena saya bisa mengirim foto, video dll.


Inggris?Menurut saya, menggunakan whatsApp untuk media belajar agak sulit

apalagi digunakan untuk pelajaran bahasa Inggris. Saya kurang paham.

Apakah kegiatan whatsApp group memudahkan siswa dalam belajar

bahasa Inggris? Kadang-kadang memudahkan, tetapi juga kadang-kadang sulit

ketika memahami materi yang di ajarkan di group whatsApp.


belajar bahasa Inggris? Mengapa?Iya, karena saya kurang paham/kurang jelas

dengan materi yang di ajarkan di group.




bahasa Inggris? Mengapa? Tidak, karena saya lebih paham ketika belajar di

kelas dari pada belajar di group whatsApp.


WhatsApp? Mengapa ?kadang-kadang, karena saya merasa terbantu atau tidak

perlu dating kesekolah untuk mengumpulkan tugas, saya hanya perlu mengirim

foto tugas saja di group kelas.



Inggris?Iya punya.



berbahasa Inggris.

Apakah bahasa Inggris mudah di mengerti? Mengapa? Iya.


kamu? Iya, pernah.


mengajar di kelas? Iya, sangat tertarik.


mengajar bahasa Inggris?Menggunakan bahasa Inggris dan Indonesia.


Inggris? Tidak.


dalam bahasa Inggris?jika ada, apa saja kesulitannya? Iya, yang pertama

karena tidak mengerti apa yang dibicarakan. kedua, kurangnya kebiasaan

berbicara bahasa Inggris sehingga sulit memahami apa yang di bicarakan guru

ketika di kelas, dan terakhir kurangnya vocab membuat saya semakin sulit

memahaminya.

Interview with student III who low learning in class group whatsApp application.


mobile? What is your name?My name is M. Alfi, I’m fine. Yes I have.






jaringan di wilayah saya stabil.


menarik? Mengapa? Iya, karena bisa untuk berkomunikasi dengan keluarga dan

teman.


Inggris? Ya, sangat bisa membantu untuk belajar.


Inggris? Lumayan bisa membantu.


belajar bahasa Inggris? Mengapa? Tidak terlalu sulit atau bisa di katakana


mudah.


bahasa Inggris? Iya.

Apakah Anda merasa senang menggunakan whatsApp dalam bahasa

Inggris? Mengapa? Iya, saya sangat senang.


WhatsApp? Mengapa ?Ya,karena sangat bisa membantu saya dalam

mengumpulkan tugas lewat online.


Apakah kamu punya buku panduan, kamus, dalam belajar bahasa Inggris?

Iya punya.


berbahasa Inggris.

Apakah bahasa Inggris mudah di mengerti? Mengapa? Menurut saya lumayan

tidak mudah atau sulit.


kamu? Iya, pernah.


mengajar di kelas? Iya, saya tertarik.


mengajar bahasa Inggris?Menggunakan bahasa Inggris.


Inggris? Terkadang mengerti.


dalam bahasa Inggris?jika ada, apa saja kesulitannya? Iya, saya menyebutkan

kata( pronunciation) itu kurang tepat.


APPENDIX II

DOCUMENTATION

Screenshots of teaching and learning activities using the whatsApp application


APPENDIX III

CONSULTATION CARD


Student ID : TE. 161811

Advisor I : Dr. Mahyuzar Rahman, M. Ag

Title :Students’ Perception on The Use of WhatsApp Application in

Teaching of English at Eight Grade Students’ of Madrasah


NO DAY/DATE MATERIAL CONSULTATION SIGNATURE

1 19 August 2020 Revise chapter 1

2 20 August 2020 Revise chapter 2 and 3

3 21 August 2020 Acc Proposal

4 17 September 2020 Seminar Proposal

6 26 September 2020 Acc Research

7 12 November 2020 Revise chapter 4 and 5

8 13 November 2020 Acc Munaqosah

9

10

11


Advisor I

Dr. Mahyuzar Rahman, M. Ag

NIP.19741229 200312 1 002


CONSULTATION CARD


Student ID : TE. 161811

Advisor II : Ayuliamita Abadi, S. Pd.I, M. Pd

Title : Students’ Perception on The Use of WhatsApp Application in

Teaching of English at Eight Grade Students’ of Madrasah


NO DAY/DATE MATERIAL CONSULTATION SIGNATURE

1 18 June 2020 Consult the title of proposal

2 7 July 2020 Revise chapter 1

3 25 July 2020 Revise chapter 2

4 16 August 2020 Revise chapter 3

6 19 August 2020 Acc Seminar Proposal

7 17 September 2020 Seminar Proposal

8 17 October 2020 Acc Research

9 9 November 2020 Revise chapter 4 and 5

10 11 November 2020 Acc Munaqosah

11


Advisor II

Ayuliamita Abadi, S. Pd.I, M. Pd

NIP.19860220 201503 2 004


APPENDIX IV

CURRICULUM VITAE

Nama : Sihatul Mardiah

Birthday : Ponorogo, June 8th

1995

Gender : Female

Address : Rt 012, Desa. Talang Jambe, Kec. Sukarami, Kab.Kota

Palembang, Sumatera Selatan .

Email : [email protected]

No. Contact : 0812-1384-7604

Education Background

No Graduated Education Place

1 2006 SD Negeri 155 Kota Palembang

2 2009 SMP Negeri 49 Kota Palembang

3 2012 MAS Aulia Cendekia Kota Palembang

4 2020 UIN Sulthan Thaha Saifuddin Jambi

Kota Jambi


The Researcher

Sihatul Mardiah

Te. 161811

mailto:[email protected]

mailto:[email protected]

students’ perception on the use of whatsapp …

Documents