Since the pandemic disease of coronavirus or colloquially known as COVID-19 in 2020 most of educational activities are constrained. This leads to the problem in the learning process at schools. Due to the event, schools are temporarily could not implemented face-to-face learning, yet the education process must go on, however. Thus, the Minister of Education and Culture of the Republic of Indonesia recommend a series of distance learning in this situation. WhatsApp is used as the distance learning media to teach English in MAN 1 Banyumas. WhatsApp is an application provided by now well-known company Facebook. WhatsApp was intended on conducting people in easier and convenient instant messaging which uses end to end encryption and requires internet data network to operate it. The English teacher in MAN 1 Banyumas uses WhatsApp as the media. Thus, it become phenomenon following the situation which was able to lead the curiosity of the researchers to conduct the study based on what is occurring in the current time. The study uses a qualitative method to find out the effectiveness of WhatsApp media group discussion to improve grammar competence in MAN 1 Banyumas, to discover the grammar competence of the students, and the advantage of WhatsApp group discussion to improve grammar competence according to the teacher. Otherwise, the teacher also stated that online learning through WhatsApp group discussion is easier to be done even though there are issues in the internet signal and data plan.
{"title":"The Use of Whatsapp Group Discussion To Improve Grammar Competence in MAN 1 Banyumas","authors":"Agung Pamilu, A. Subarkah, M. Anwar","doi":"10.24090/celti.v1.12","DOIUrl":"https://doi.org/10.24090/celti.v1.12","url":null,"abstract":"Since the pandemic disease of coronavirus or colloquially known as COVID-19 in 2020 most of educational activities are constrained. This leads to the problem in the learning process at schools. Due to the event, schools are temporarily could not implemented face-to-face learning, yet the education process must go on, however. Thus, the Minister of Education and Culture of the Republic of Indonesia recommend a series of distance learning in this situation. WhatsApp is used as the distance learning media to teach English in MAN 1 Banyumas. WhatsApp is an application provided by now well-known company Facebook. WhatsApp was intended on conducting people in easier and convenient instant messaging which uses end to end encryption and requires internet data network to operate it. The English teacher in MAN 1 Banyumas uses WhatsApp as the media. Thus, it become phenomenon following the situation which was able to lead the curiosity of the researchers to conduct the study based on what is occurring in the current time. The study uses a qualitative method to find out the effectiveness of WhatsApp media group discussion to improve grammar competence in MAN 1 Banyumas, to discover the grammar competence of the students, and the advantage of WhatsApp group discussion to improve grammar competence according to the teacher. Otherwise, the teacher also stated that online learning through WhatsApp group discussion is easier to be done even though there are issues in the internet signal and data plan.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116596848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Afifah, Milani Nur Utami, Haya Multi Hidayani, Retno Indah Kurniati
This study aims to determine the effectiveness of using Google Form as an evaluation medium in VIII A grade of MTs N 6 Tulungagung. This study involved an English teacher at MTs N 6 Tulungagung and 30 students of class VIII A grade. This research process was carried out online using the main communication WhatsApp application. Data collection techniques in this study were using interviews, observation and documentation. Data analysis techniques used in this research is a qualitative method. The results of the interview show that Google Form has effectiveness to be used as an evaluation medium because it makes easier for teacher to manage students' learning outcomes but there are still several factors that make the use of Google Form effectiveless. In order for the evaluation media to run more effectively the teacher must pay attention to several things such as class preparation, subject matter, references, types of evaluations, directions, and scoring criteria. From the results of the study, it can be said that the use of Google Form in learning evaluation has not been fully implemented effectively because students are still involved in a lot of homework, poor signal areas, lack of awareness when taking online classes.
{"title":"The Effectiveness of Google Form as An Evaluation Medium In VIII A Grade Of MTs N 6 Tulungagung","authors":"R. Afifah, Milani Nur Utami, Haya Multi Hidayani, Retno Indah Kurniati","doi":"10.24090/celti.v1.14","DOIUrl":"https://doi.org/10.24090/celti.v1.14","url":null,"abstract":"This study aims to determine the effectiveness of using Google Form as an evaluation medium in VIII A grade of MTs N 6 Tulungagung. This study involved an English teacher at MTs N 6 Tulungagung and 30 students of class VIII A grade. This research process was carried out online using the main communication WhatsApp application. Data collection techniques in this study were using interviews, observation and documentation. Data analysis techniques used in this research is a qualitative method. The results of the interview show that Google Form has effectiveness to be used as an evaluation medium because it makes easier for teacher to manage students' learning outcomes but there are still several factors that make the use of Google Form effectiveless. In order for the evaluation media to run more effectively the teacher must pay attention to several things such as class preparation, subject matter, references, types of evaluations, directions, and scoring criteria. From the results of the study, it can be said that the use of Google Form in learning evaluation has not been fully implemented effectively because students are still involved in a lot of homework, poor signal areas, lack of awareness when taking online classes.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126687677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted to reveal the description of teaching vocabulary using kahoot! Application through online learning and students’ vocabulary mastery after learning using kahoot! application. It used mixed method which was conducted to 20 students of State Vocational School of Salatiga who joined English Club Program. The researchers used test and observation to get the data. Based on observation result, it is seen that teacher prepared the teaching activity well which was seen from the implementation of teaching vocabulary using kahoot! Application could run as planned. Teacher used zoom application to communicate and interact with students in applying the game in teaching activity. Students are challenged and motivated to fill the game and raced to be the winner. After conducting the test, the researchers calculated the score and found the mean score of each test. The mean score of students’ pre-test is 36 and the mean score of post-test is 84. Based on the research result, the researchers could say that learning while playing could make students more relax to absorb the material and improve their vocabulary mastery as its effect. Kahoot application could be used as one of learning media while implementing teaching through distance learning.
{"title":"Learning While Playing: Kahoot Application To Teach Vocabulary Through Online Learning","authors":"Mimma Ramadhani, Nur Muthmainnah","doi":"10.24090/celti.v1.2","DOIUrl":"https://doi.org/10.24090/celti.v1.2","url":null,"abstract":"This research was conducted to reveal the description of teaching vocabulary using kahoot! Application through online learning and students’ vocabulary mastery after learning using kahoot! application. It used mixed method which was conducted to 20 students of State Vocational School of Salatiga who joined English Club Program. The researchers used test and observation to get the data. Based on observation result, it is seen that teacher prepared the teaching activity well which was seen from the implementation of teaching vocabulary using kahoot! Application could run as planned. Teacher used zoom application to communicate and interact with students in applying the game in teaching activity. Students are challenged and motivated to fill the game and raced to be the winner. After conducting the test, the researchers calculated the score and found the mean score of each test. The mean score of students’ pre-test is 36 and the mean score of post-test is 84. Based on the research result, the researchers could say that learning while playing could make students more relax to absorb the material and improve their vocabulary mastery as its effect. Kahoot application could be used as one of learning media while implementing teaching through distance learning.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129878446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anisa Nur Maesaroh, Hilda Anika Ramadhani, Linda Zakiyatul Fikriyah, Putri Septiani
There have been many researches that talk about the effectiveness of google classroom in improving students' reading skills during pandemic, but those researches still had many shortcomings so that the results obtained were still doubtful by readers. Therefore, researchers had conducted research with the same issue by paying attention to the validity of the data obtained so that the reader could trust the results of the research. The purpose of this research are to describe the effectiveness of Google Classroom in improving students’ reading skill during pandemic era and to investigate students’ perception of Google Classroom. This research was done in Madrasah Aliyah Negeri 03 Cilacap. Data collection was carried out by conducting interviews with English teacher, several students and using questionnaires which held both online and offline. The data were then analysed in the form of drawing conclusions as the final result. The findings showed that overall the use of Google Classroom is effective in improving students' reading skills, but some obstacles such as signal difficulties still need to be considered.
关于google课堂在大流行期间提高学生阅读能力的有效性的研究已经有很多，但这些研究仍然存在许多不足，因此得出的结果仍然受到读者的怀疑。因此，研究者在进行同样问题的研究时，注重所获得数据的有效性，使读者能够信任研究结果。本研究的目的是描述谷歌课堂在大流行时期提高学生阅读技能的有效性，并调查学生对谷歌课堂的看法。这项研究是在伊斯兰学校(Madrasah Aliyah Negeri 03 Cilacap)完成的。数据收集通过对英语教师和几名学生进行访谈，并使用线上和线下的调查问卷进行。然后以得出结论的形式对数据进行分析，作为最终结果。研究结果表明，总体而言，使用谷歌课堂在提高学生的阅读技能方面是有效的，但仍需要考虑一些障碍，如信号困难。
{"title":"The Effectiveness of Google Classroom in Improving Students’ Reading Skill During Pandemic Era","authors":"Anisa Nur Maesaroh, Hilda Anika Ramadhani, Linda Zakiyatul Fikriyah, Putri Septiani","doi":"10.24090/celti.v1.6","DOIUrl":"https://doi.org/10.24090/celti.v1.6","url":null,"abstract":"There have been many researches that talk about the effectiveness of google classroom in improving students' reading skills during pandemic, but those researches still had many shortcomings so that the results obtained were still doubtful by readers. Therefore, researchers had conducted research with the same issue by paying attention to the validity of the data obtained so that the reader could trust the results of the research. The purpose of this research are to describe the effectiveness of Google Classroom in improving students’ reading skill during pandemic era and to investigate students’ perception of Google Classroom. This research was done in Madrasah Aliyah Negeri 03 Cilacap. Data collection was carried out by conducting interviews with English teacher, several students and using questionnaires which held both online and offline. The data were then analysed in the form of drawing conclusions as the final result. The findings showed that overall the use of Google Classroom is effective in improving students' reading skills, but some obstacles such as signal difficulties still need to be considered.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124321844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Listening is part of four basic English that must be mastered. It becomes one of the important things that should be trained to reach the point of communication. Songs are media that well known in adult’s circumstance. The obtained information from listening will make the communication ideal, effective, and efficient. In fact, there are still so many students having difficulties in study listening. One of the factors that affected students is the teaching methods by teachers. Most of them especially in Senior High School only use voice record or DVDs which sounds robotically and make bored. Thus, this research aims to find out whether the utilization of songs can be effective way to help students increasing their listening skill or not. This paper utilizes quantitative and collects data from academic literature review. To overcome this problem for EFL students, songs are alternative media that can be used by teachers, because students prefer a relax and dynamic way of learning, rather than a static and tense of learning atmosphere. Music is loved by students to learn listening, because it is a part of life that have an entertaining purpose. In addition, songs are easy media to use. Learning using songs can be felt benefits include training empathy of students because they understand the meaning of the song deeply, fostering the musicality of the students by using songs and movements that stimulate the coordination of parts of the brain, as well as training the learning style of the students that is adjusted to the age of them. Songs are significant teaching tools in teaching ESL/EFL because, as most teachers find out, students love listening to music in the language classroom and they often hold strong views about music. This affinity with music makes songs vital tools to create a safe and natural classroom ethos and to overcome feelings of shyness and hesitation on the part of the learners.
{"title":"The Use of Songs as Learning Media to Increase Students Listening Skill: How far It Works?","authors":"Siti Usrul Khotimah, Widy Esa Febriani","doi":"10.24090/celti.v1.20","DOIUrl":"https://doi.org/10.24090/celti.v1.20","url":null,"abstract":"Listening is part of four basic English that must be mastered. It becomes one of the important things that should be trained to reach the point of communication. Songs are media that well known in adult’s circumstance. The obtained information from listening will make the communication ideal, effective, and efficient. In fact, there are still so many students having difficulties in study listening. One of the factors that affected students is the teaching methods by teachers. Most of them especially in Senior High School only use voice record or DVDs which sounds robotically and make bored. Thus, this research aims to find out whether the utilization of songs can be effective way to help students increasing their listening skill or not. This paper utilizes quantitative and collects data from academic literature review. To overcome this problem for EFL students, songs are alternative media that can be used by teachers, because students prefer a relax and dynamic way of learning, rather than a static and tense of learning atmosphere. Music is loved by students to learn listening, because it is a part of life that have an entertaining purpose. In addition, songs are easy media to use. Learning using songs can be felt benefits include training empathy of students because they understand the meaning of the song deeply, fostering the musicality of the students by using songs and movements that stimulate the coordination of parts of the brain, as well as training the learning style of the students that is adjusted to the age of them. Songs are significant teaching tools in teaching ESL/EFL because, as most teachers find out, students love listening to music in the language classroom and they often hold strong views about music. This affinity with music makes songs vital tools to create a safe and natural classroom ethos and to overcome feelings of shyness and hesitation on the part of the learners.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124907228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a fourth skill while teaching English. One of the important skills is writing skill. In the term writing skill is a productive skill that shows the students ability to inbuilt ideas the write in a sentence, paragraph, the become a writing text. One of the necessary genres in writing text is narrative text because it teaches in each grade on JHS or SHS. There are fourth components of the comic (panels, balloon, gutter, captions). Indeed, this study focuses define the term of writing skill, narrative text, the use, and the steps to make narrative text by used comic strips. The comic strip will guide the students to built students' ideas in writing ability in write narrative text. There are several advantages of comic strips such as less time in reading, building students' ideas, it meaningful learning process, fun and enjoyable activities, most motivated for students', understanding, eye-catching. However, the use of comic strips should consider use integrated with supported media. The steps to make narrative text by used comic strips; prepared the panels; created the narration; made a dialogue; drew sketches; line art; coloring it.
{"title":"The Use of Comic Strips To Improve Students' Ability in Write Narrative Text: A Literature Review","authors":"Nurma Sumah","doi":"10.24090/celti.v1.23","DOIUrl":"https://doi.org/10.24090/celti.v1.23","url":null,"abstract":"There is a fourth skill while teaching English. One of the important skills is writing skill. In the term writing skill is a productive skill that shows the students ability to inbuilt ideas the write in a sentence, paragraph, the become a writing text. One of the necessary genres in writing text is narrative text because it teaches in each grade on JHS or SHS. There are fourth components of the comic (panels, balloon, gutter, captions). Indeed, this study focuses define the term of writing skill, narrative text, the use, and the steps to make narrative text by used comic strips. The comic strip will guide the students to built students' ideas in writing ability in write narrative text. There are several advantages of comic strips such as less time in reading, building students' ideas, it meaningful learning process, fun and enjoyable activities, most motivated for students', understanding, eye-catching. However, the use of comic strips should consider use integrated with supported media. The steps to make narrative text by used comic strips; prepared the panels; created the narration; made a dialogue; drew sketches; line art; coloring it.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127941814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Khaulah Mar'atush S, Wardah Fika Nur Afifah, N. Indriani, Alfia Ni’matul R, Noor Fazira Oktavianti D
ICT has become an important topic in language education. ICT facilitates foreign language learning can also be used in assessment activities. The application that can be used for assessment is Google Form. The effectiveness of using Google Form as a medium for student assessment in learning English will be discussed in this journal. The aim of this study to determine the effectiveness the use of Google Form as medium assessing students English Learning outcomes of Class XII MAN 2 Banjarnegara. This research applied descriptive qualitative research. The qualitative descriptive is the research that presents the descriptive data of an object observed. The data were collected through concuscting in-depth interviews with research subject, the teachers of 12th grade in MAN 2 Banjarnegara school year 2020/2021. The result obtained is google form as an assessment in 12th grade at MAN 2 Banjarnegara Is quite effective to use because easier for students and teachers during the learning activities. google forms are considered easy to access and also helping the teacher for assessment. In this study it can be concluded that Google Form is effective as a medium for student assessment.
{"title":"The Effectiveness of Google Form as A Medium For Assessing Students’ English Learning Outcomes in High School Level","authors":"Khaulah Mar'atush S, Wardah Fika Nur Afifah, N. Indriani, Alfia Ni’matul R, Noor Fazira Oktavianti D","doi":"10.24090/celti.v1.13","DOIUrl":"https://doi.org/10.24090/celti.v1.13","url":null,"abstract":"ICT has become an important topic in language education. ICT facilitates foreign language learning can also be used in assessment activities. The application that can be used for assessment is Google Form. The effectiveness of using Google Form as a medium for student assessment in learning English will be discussed in this journal. The aim of this study to determine the effectiveness the use of Google Form as medium assessing students English Learning outcomes of Class XII MAN 2 Banjarnegara. This research applied descriptive qualitative research. The qualitative descriptive is the research that presents the descriptive data of an object observed. The data were collected through concuscting in-depth interviews with research subject, the teachers of 12th grade in MAN 2 Banjarnegara school year 2020/2021. The result obtained is google form as an assessment in 12th grade at MAN 2 Banjarnegara Is quite effective to use because easier for students and teachers during the learning activities. google forms are considered easy to access and also helping the teacher for assessment. In this study it can be concluded that Google Form is effective as a medium for student assessment.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122466490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hanin Atiya Rahma, Ifti Farih Choeriyah, Agung Priaji, Bagas Pratama, Kharis Nur Fauzi
In this global era, technological development gives an impact on every aspect of human life. The growth of technology improves the way people connect. It causes much growth up of social media that allows us to communicate with a much broader group of people in long-distanceOne of the most popular social media which are used by Indonesian people is WhatsApp. WhatsApp is one of the effective applications that used to online interact with other people. It is so simple and easy to use, we can use WhatsApp wherever and whenever just by mobile phones. Besides sending text messages, WhatsApp also allows the users to share various files, such as images, sound, video files, and location, and it can make a group chat. It is so easy to be used as a learning medium in online learning. The aim of this study was to find out about the effectiveness of use WhatsApp by the teacher in teaching reading skills in junior high school. This research was qualitative. The subjects of this research were students of eighth grade A and B at SMP Muhammadiyah Purwareja Klampok. In collecting the data, the researcher was interviewing the teacher about the use of WhatsApp media in teaching reading, and students were given a questionnaire to report their experience about the effectiveness of WhatsApp in developing their reading skills. Findings from interviews result, the teacher stated that 80% of students’ score of tasks and tests are correct, and students’ responses to the questionnaire revealed that WhatsApp media was very effective in developing their reading skills. It can be inferred that using WhatsApp as a medium in teaching reading comprehension in eighth grade at SMP Muhammadiyah Purwareja Klampok is very effective to improve students reading skills because WhatsApp is very easy and affordable for students to use.
在这个全球化的时代，科技的发展影响着人类生活的方方面面。科技的发展改善了人们联系的方式。它导致了社交媒体的发展，使我们能够与更广泛的人群进行远距离交流。印度尼西亚人使用的最受欢迎的社交媒体之一是WhatsApp。WhatsApp是用来与他人在线互动的有效应用程序之一。它是如此简单易用，我们可以随时随地使用WhatsApp只需通过手机。除了发送短信，WhatsApp还允许用户共享各种文件，如图像、声音、视频文件和位置，它还可以进行群聊。它很容易被用作在线学习的学习媒介。本研究的目的是了解教师在初中阅读技能教学中使用WhatsApp的有效性。这项研究是定性的。这项研究的对象是Muhammadiyah Purwareja Klampok中学八年级A和B的学生。在收集数据的过程中，研究者对教师进行了关于在阅读教学中使用WhatsApp媒体的采访，并向学生发放了一份问卷，报告他们对WhatsApp在培养阅读技能方面的有效性的体验。访谈结果显示，老师表示学生80%的任务和测试分数是正确的，学生对问卷的回答表明WhatsApp媒体对培养他们的阅读技能非常有效。可以推断，在SMP Muhammadiyah Purwareja Klampok八年级的阅读理解教学中，使用WhatsApp作为媒介对提高学生的阅读能力是非常有效的，因为WhatsApp对学生来说非常容易使用，并且价格合理。
{"title":"The Effectiveness of Whatsapp in Teaching Reading in SMP Muhammadiyah Purwareja Klampok","authors":"Hanin Atiya Rahma, Ifti Farih Choeriyah, Agung Priaji, Bagas Pratama, Kharis Nur Fauzi","doi":"10.24090/celti.v1.19","DOIUrl":"https://doi.org/10.24090/celti.v1.19","url":null,"abstract":"In this global era, technological development gives an impact on every aspect of human life. The growth of technology improves the way people connect. It causes much growth up of social media that allows us to communicate with a much broader group of people in long-distanceOne of the most popular social media which are used by Indonesian people is WhatsApp. WhatsApp is one of the effective applications that used to online interact with other people. It is so simple and easy to use, we can use WhatsApp wherever and whenever just by mobile phones. Besides sending text messages, WhatsApp also allows the users to share various files, such as images, sound, video files, and location, and it can make a group chat. It is so easy to be used as a learning medium in online learning. The aim of this study was to find out about the effectiveness of use WhatsApp by the teacher in teaching reading skills in junior high school. This research was qualitative. The subjects of this research were students of eighth grade A and B at SMP Muhammadiyah Purwareja Klampok. In collecting the data, the researcher was interviewing the teacher about the use of WhatsApp media in teaching reading, and students were given a questionnaire to report their experience about the effectiveness of WhatsApp in developing their reading skills. Findings from interviews result, the teacher stated that 80% of students’ score of tasks and tests are correct, and students’ responses to the questionnaire revealed that WhatsApp media was very effective in developing their reading skills. It can be inferred that using WhatsApp as a medium in teaching reading comprehension in eighth grade at SMP Muhammadiyah Purwareja Klampok is very effective to improve students reading skills because WhatsApp is very easy and affordable for students to use.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122309968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammad Rizki Utomo, Nuri Cahyaningrum, Nurotun Aliah, Zidni Choiron Nafi
Social media as a medium for learning English is rapidly increasing during unusual conditions like in pandemics nowadays. Telegram, well-known as a communicative tool used by people worldwide, then transformed to use as learning media. This article contains Telegram as a medium that is packaging with a systematic review method. In short, a systematic review is a method that is used by research through analysis of some source that has a related topic, such as articles. This article aims to explore how telegrams as a learning medium are performing in teaching English. Besides, researchers tried to look for the effect of using telegrams as learning media. Researchers searched for articles on electronic search engines, namely Google Scholar, related to several articles; Telegram, MALL, English Learning, Learning Media. Moreover, for the characteristic researcher focus on Telegram as an English language learning medium, publications around 2017-2020, quantitative, and field research. Finally, 27 articles are relating to the keywords. Furthermore, researchers reduce eight articles because some aspects are not related, and the total from the articles include in this systematic review are 19 articles. Telegram performers were used as teaching assistants, assessment language, and learning media in English learning for the result. Additionally, in brief, researchers found that 18 articles positively affect learning English, yet 1 article is damaging. In its application of learning on Telegram, the teacher should apply a different strategy instead of offline because the students need explicit instructions about what the teacher wants. However, Telegram can be used as an English learning media assistant. Fundamental skills such as vocab, writing, and reading. The limitation of the research was the insufficient article resources related to language learning topics.
{"title":"A Systematic Review: Telegram As Learning Media in Teaching English","authors":"Mohammad Rizki Utomo, Nuri Cahyaningrum, Nurotun Aliah, Zidni Choiron Nafi","doi":"10.24090/celti.v1.4","DOIUrl":"https://doi.org/10.24090/celti.v1.4","url":null,"abstract":"Social media as a medium for learning English is rapidly increasing during unusual conditions like in pandemics nowadays. Telegram, well-known as a communicative tool used by people worldwide, then transformed to use as learning media. This article contains Telegram as a medium that is packaging with a systematic review method. In short, a systematic review is a method that is used by research through analysis of some source that has a related topic, such as articles. This article aims to explore how telegrams as a learning medium are performing in teaching English. Besides, researchers tried to look for the effect of using telegrams as learning media. Researchers searched for articles on electronic search engines, namely Google Scholar, related to several articles; Telegram, MALL, English Learning, Learning Media. Moreover, for the characteristic researcher focus on Telegram as an English language learning medium, publications around 2017-2020, quantitative, and field research. Finally, 27 articles are relating to the keywords. Furthermore, researchers reduce eight articles because some aspects are not related, and the total from the articles include in this systematic review are 19 articles. Telegram performers were used as teaching assistants, assessment language, and learning media in English learning for the result. Additionally, in brief, researchers found that 18 articles positively affect learning English, yet 1 article is damaging. In its application of learning on Telegram, the teacher should apply a different strategy instead of offline because the students need explicit instructions about what the teacher wants. However, Telegram can be used as an English learning media assistant. Fundamental skills such as vocab, writing, and reading. The limitation of the research was the insufficient article resources related to language learning topics.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128127793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kevin Lutfiansah, Marifatul Jannah, Moch Murtaqi, Savatasya Arina Salsabila
This study aims to determine students' interest in learning English by using Quipper School Premium as Learning Media. There are 132 students at 12 graders from 4 science classes of SMA N 1 Karangkobar. The data analyzed using the qualitative descriptive method followed by a random sampling technique to take the sample. The responses of the interview are concluded to answer the research. The results showed that most of the students are interested and not too difficult in using Quipper School as one of the online learning media even though it is the first time using it. Some of the features in Quipper School include 4 skills, namely speaking, listening, reading, and writing. Quipper School provides complete materials, exercises, and assignments. This makes students feel comfortable in learning English and also motivates them to study and improve their English skills.
本研究旨在以Quipper School Premium为学习媒介，确定学生学习英语的兴趣。共有132名12年级学生，来自Karangkobar第一小学的4个科学班。数据分析采用定性描述法，然后采用随机抽样技术进行抽样。对访谈的回答进行总结，以回答研究。结果表明，尽管是第一次使用Quipper School作为在线学习媒体之一，但大多数学生都有兴趣并且不会太难。Quipper School的一些特色包括4项技能，即说、听、读、写。Quipper学校提供完整的材料、练习和作业。这让学生在学习英语时感到舒适，也激励他们学习和提高英语技能。
{"title":"Attracting Students’ Interest in Learning English Through Quipper School Premium in 12th grade of SMAN 1 Karangkobar","authors":"Kevin Lutfiansah, Marifatul Jannah, Moch Murtaqi, Savatasya Arina Salsabila","doi":"10.24090/celti.v1.7","DOIUrl":"https://doi.org/10.24090/celti.v1.7","url":null,"abstract":"This study aims to determine students' interest in learning English by using Quipper School Premium as Learning Media. There are 132 students at 12 graders from 4 science classes of SMA N 1 Karangkobar. The data analyzed using the qualitative descriptive method followed by a random sampling technique to take the sample. The responses of the interview are concluded to answer the research. The results showed that most of the students are interested and not too difficult in using Quipper School as one of the online learning media even though it is the first time using it. Some of the features in Quipper School include 4 skills, namely speaking, listening, reading, and writing. Quipper School provides complete materials, exercises, and assignments. This makes students feel comfortable in learning English and also motivates them to study and improve their English skills.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127816749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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