THE INFLUENCE OF MOBILE ASSISTED LANGUAGE LEARNING

THE INFLUENCE OF MOBILE ASSISTED LANGUAGE LEARNING

THROUGH WHATSAPP APPLICATION IN STUDENTS’ WRITING

SKILL AT NINTH GRADE OF SMPN 11 BULUKUMBA

(A Descriptive Research)

A Thesis

Submitted to the Faculty of Teacher Training and Education

Makassar Muhammadiyah University in Partial Fulfillment of the Requirement

for Degree of Education in English Department.

INDYANA

10535587214

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

MOTTO AND DEDICATION

Not everyone is destined to be

good, but everyone is free to

choose. Because something too

fuckin’ difficult always has

loophole to be easy~

I dedicate this thesis

to my beloved parents,

late grandfather and grand mother,

and also my only one ummi.

ABSTRACT Indyana. 2020. The Influence of Mobile Assisted Language Learning through Whatsapp Application in Students’ Writing Skill at Ninth Grade of SMPN 11 Bulukumba (A Descriptive Research). Thesis of English Education Department Faculty of Teacher Training and Education Muhammadiyah University of Makassar. Supervised by Nur Qalbi and Radiah Hamid. This study aims to find out the influence of Whatsapp Application in students’ writing skill at Ninth Grade of SMPN 11 Bulukumba in Academic Year 2018/2019. The researcher applied Descriptive Quantitative Method as design method because it was comparable to collect the data from the students’ perception, and gave questionnaire to collecting the data. The sample of this research was students at ninth grade of SMPN 11 Bulukumba which consisted of 29 students. The sample was taken by used Purposive Sampling Technique.

The findings of the research showed that the result score of students questionnaire from 29 students and the total of questionnaire were 15 calculated the mean score of the influence of students writing skill through Whatsapp application was 107,6 from ideal score was 163. So, the percentage was 66% students at Ninth Grade of SMPN 11 Bulukumba agreed that using social media such as Whatsapp application makes students freely to express and create everything in writing especially the mastery of vocabulary. Whatsapp application gave influence to improve students vocabulary in writing skill for students at Ninth Grade of SMPN 11 Bulukumba. Key words: Mobile Assisted Language Learning, Social Media, Whatsapp Application, Vocabulary, Writing Skill.

ABSTRAK

Indyana. 2020. The Influence of Mobile Assisted Language Learning through Whatsapp Application in Students’ Writing Skill at Ninth Grade of SMPN 11

Bulukumba (Penelitian Deskriptif). Skripsi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan. Dibimbing oleh Nur Qalbi dan Radiah Hamid.

Penelitian ini bertujuan untuk mengetahui pengaruh aplikasi Whatsapp terhadap keterampilan menulis siswa kelas IX (Sembilan) SMPN 11 Bulukumba Tahun Ajaran 2018/2019. Peneliti menerapkan Metode Kuantitatif Deskriptif sebagai metode perancangan karena metode komparatif untuk mengumpulkan data dari persepsi siswa, dan memberikan angket untuk mengumpulkan data. Sampel penelitian ini adalah siswa kelas IX (Sembilan) SMPN 11 Bulukumba yang berjumlah 29 siswa. Sampel diambil dengan menggunakan Teknik Purposive Sampling. Hasil penelitian menunjukkan bahwa skor hasil angket siswa dari 29 siswa dan total angket sebanyak 15 , rata-rata skor pengaruh keterampilan menulis siswa melalui aplikasi Whatsapp adalah 107,6 dari skor ideal 163. Jadi, Persentase 66% siswa kelas IX SMPN 11 Bulukumba setuju bahwa dengan menggunakan media sosial seperti aplikasi Whatsapp membuat siswa leluasa berekspresi dan berkreasi dalam segala hal secara tertulis terutama penguasaan kosakata. Aplikasi Whatsapp memberikan pengaruh untuk meningkatkan kemampuan kosakata siswa dalam keterampilan menulis siswa kelas IX SMPN 11 Bulukumba.

Kata kunci: Mobile Assisted Language Learning, Media Sosial, Aplikasi Whatsapp, Vocabulary, Writing Skill.

ACKNOWLEDGEMENT

Alhamdulillahi Rabbil Alamin. First of all, praise be to Allah SWT, who

has given guidance, blessing, and mercy to the researcher in completing this

thesis. Shalawat and salam are addressed to the final, chosen religious messenger,

the Prophet Muhammad SAW.

Immeasurable appreciation and sincere gratitude are extended to the

people who in one way or another have contributed in all the time of the research

and writing of this thesis, especially for the researcher’s parents Hendrick and

Sari, and researcher’s lovely late grandmother nenek Bibi and lovely late

grandfather kakek Amma and also my one and only Ummi Rahma, S.Pd for

allowing their daughter to realize her own potential by giving an unfailing support

and continuous encouragement during the process of the research and writing of

this thesis. Also to the following persons:

1. Prof. Dr. Ambo Asse, M.Ag, the Rector of Muhammadiyah University

of Makassar,

2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Faculty of Teacher

Training and Education (FKIP),

3. Head of English Department, Ummi Khaerati Syam, S.Pd., M.Pd,

4. The researcher high appreciation and great thankfulness are due to

consultants Dr. Nur Qalbi,S.S.,M.Hum and Dra. Radiah Hamid, M.Pd.,

for their guidance, encouragement, motivation and their patience from

the beginning until the end of writing this thesis,

5. Staff and Lecturers of English Department Muhammadiyah University

of Makassar,

6. Head Master of SMPN 11 Bulukumba, Aci, S.Pd., M.Pd,

7. My favorite ummi Rahma, S.Pd, as the English teacher at the ninth

grade of SMPN 11 Bulukumba who has given change to do this

research in her class,

8. Students at the Ninth Grade of SMPN 11 Bulukumba as the

respondents of this research,

9. My 5 Serangkai team: Kiki cute, Hary Herman, S.Pd, Adam Kers and

Indah Lestari, S.E,

10. My Basecamp team; Nurul Wahidah Darwis, S.Pd, Nurfajhri Indah

Sari, S.Pd, Sri Sulastri, S.Pd, Maghfiratih Najamuddin, S.Pd, Wisra

Wulandari, S.Pd, Desy, S.Pd, Sulastri Dian Pratiwi, S.Pd and Hajrah,

S.Pd,

11. My Asball Squad; Ismail Marvhel, Andiny, S.Pd, Isdayanti, Dicky,

S.Pd., Dimas, S.Pd., Citos, S.E., Ricky, S.Pd., Many thanks for Muh.

Yusri for the support and motivation to the researcher to finish this

thesis.

12. Thank you for all the researcher’s friends at English Education

Department, her classmates in CROWN Class.

This thesis actually less of everything for being an academic thesis but the

great people around the researcher would always giving much support of

knowledge, material and spirit, may those people will never stop to give

suggestions, so the researcher can have a good experience of writing thesis then

be a professional writer of thesis. Hopefully this thesis can be one of great

contributions in the world of education especially at English Education

Department of Muhammadiyah University of Makassar.

Last, willingly the researcher pray may all works of us be blessed by Allah

SWT. Aamiin.

Makassar, November 2020

Indyana

TABLE OF CONTENTS

COVER ................................................................................................................. i

LEMBAR PENGESAHAN .................................................................................. ii

APPROVAL SHEETS ........................................................................................ iii

COUNSELLING SHEETS ................................................................................. iv

SURAT PERJANJIAN ..................................................................................... viii

SURAT PERNYATAAN ..................................................................................... ix

MOTTO AND DEDICATION ............................................................................. x

ABSTRACT ......................................................................................................... xi

ACKNOWLEDGEMENT ................................................................................. xii

TABLE OF CONTENTS ................................................................................. xiii

CHAPTER I INTRODUCTION

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

B. Problem Statement ...................................................................................... 3

C. Objective of the Research ........................................................................... 3

D. Significances of the Research .................................................................... 4

E. Scope of the Research ................................................................................ 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Research Finding ............................................................. 5

B. Some Pertinent Ideas .................................................................................. 7

1. Concept of Writing ............................................................................... 7

2. Mobile Assisted Language Learning .................................................. 10

3. Mobile Learning Advantages and Disadvantages ............................... 18

4. Whatsapp Application ......................................................................... 19

C. Conceptual Framework ............................................................................. 25

CHAPTER III METHODOLOGY

A. Research Design ........................................................................................ 27

B. Population and Sample .............................................................................. 28

C. Instrument of the Research ......................................................................... 28

D. Data Collection .......................................................................................... 29

E. Technique of Data Analysis ...................................................................... 29

CHAPTER IV FINDING AND DISCUSSION

A. The Findings .............................................................................................. 30

B. Discussion .................................................................................................. 36

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................. 40

B. Suggestion ................................................................................................ 41

BIBLIOGRAPHY ................................................................................................ 42

APPENDICES ...................................................................................................... 46

CHAPTER I

INTRODUCTION

In chapter one, the researcher explains the reason why the researcher took

the title as stated in the cover and the researcher also explains general things about

learning English to specific things related to the title taken by the researcher. This

chapter also includes problem of the research, objective, significant and also scope

of the research.

A. Background

In this modern era some countries such as Malaysia, Australia and India

have to use English as a second language that they use in their daily lives.

Meanwhile in Indonesia, English is still used as a foreign language and have not

become the second language of the State. According to Rasyid (2010:13)

“Foreign Language is only become a language for certain people and not used by

the general public, thus causing a lack of community interaction with foreign

language which also influence people’s interest in learning foreign language”.

This is probably because there are many people who are blind to the knowledge of

the English language as to what and how frequently they hear conversations in

English because of the habit of using the language of each region. Several factors

may also affect the interest of society, especially students in learning English as

pronunciation is different with writing in English words, a low level of confidence

and the lack of vocabulary known by the students.

On this occasion, the researcher intends to discuss more about the

problems of writing in the English language that is still very little known by the

students. The importance of writing greatly affect students in speaking English

possessed by the students the easier students understand speech or writings of

others and the more easily the students can express their minds contents in

English orally and in writing. As propounded by Stahl and Nagy (2005:5) “A

person who knows more words can speak, and even think, more precisely about

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the world. A person who knows the terms scarlet and crimson and azure and

indigo can think about colors in a different

way than a person who is limited to red and blue. A person who can label

someone as pusillanimous or a recreant can better describe a person's cowardly

behavior. Words divide the world; the more words we have, the more complex

ways we can think about die world.”

Currently, learning English is no longer feels difficult considering the

technological development of informatics growing rapidly throughout the world

and can be accessed by anyone with ease. The presence of an advanced

smartphone with some browsing features and interesting applications can increase

students' interest to learn English. Students can easily access the Internet where

they can find out the whole occurences that are being discussed world trends,

students can also download cool apps on smartphones such as Whatsapp social

media.

“WhatsApp is free to download messenger app for smartphones.

WhatsApp uses the internet to send messages, images, audio or video by personal

chat or group chat to connect easily between learner and teacher without limited

to time and space” (Bouhnik and Deshen, 2014:21). The service is very similar to

text messaging services, however, because WhatsApp uses the internet to send

messages, the cost of using WhatsApp is significantly less than texting. It is

popular with teenagers because of features like group chatting, voice

messages,video and voice call and location sharing. The application runs from a

mobile device but is also accessible from desktop computer, the service requires

consumer users to provide a standard cellular mobile number. Originally, users

could only communicate with others individually or in groups of individual users,

but in September 2017, WhatsApp announced a forthcoming business platform

that will enable companies to provide customer service to users at scale.

Based on the evidence above, the researcher attempted to do a research

about the influence of Mobile Assisted Language Learning in writing skill. Hence

the researcher used the effective of Whatsapp Social Media formulated following

topic“The Influence of Mobile Assisted Language Learning Through Whatsapp

Application in English Writing Skill at Ninth Grade of SMPN 11 Bulukumba”.

The researcher chose the Ninth Grade Students of SMPN 11 Bulukumba

because Students of SMPN 11 Bulukumba are very active on various social media

such as Facebook, Instagram and especially on Whatsapp Application. Students at

Ninth Grade of SMPN 11 Bulukumba make daily communication and share

moments with classmate or people around through chat group or personal chat on

Whatsapp features. The researcher interested to do the research on SMPN 11

Bulukumba to find out whether students’ English learning can also influence the

students’ writing skill through Whatsapp Application. Therefore the researcher

entitle ”The Influence of Mobile Assisted Language Learning through Whatsapp

Application in Students’ Writing Skill at Ninth Grade of SMPN 11 Bulukumba”.

B. Problem of The Research

Based on the background stated above, the problem of this research is

formulated in the following question:

―What is the influence of Whatsapp Application in students' writing skill

at Ninth Grade of SMPN 11 Bulukumba?‖

C. Objective of The Research

Related to the problem statement above, the objective of the research is:

―to find out the influence of Whatsapp Application in students’ writing

skill at Ninth Grade of SMPN 11 Bulukumba.‖

D. Significant of The Research

The significances of this research were expected to provide some

advantages for English teaching and learning process. The theoretically and

practically of this research are:

5

1. For the teacher, to provide information for English teachers, about the

ability of the students in using Whatsapp Application as a learning

media at SMPN 11 Bulukumba

2. For the students the subjects of the research, to find out the influence

of Whatsapp Application in students' writing skill.

3. The research can be use as a source or reference for further research.

E. Scope of The Research

In collecting the data for this research, the researcher limited the

problem to the influence of Mobile Assisted Language Learning through

Whatsapp Application in English writing skill at Ninth Grade of SMPN 11

Bulukumba. The study focused on the influence Whatsapp social media to

students’ writing skill. In this part, the researcher focused on vocabulary mastery.

The researcher focused about chatting group in whatsapp application to students

get more vocabularies.

CHAPTER II

REVIEW OF LITERATURE

In the review of literature, the researcher presents expert opinions relating

to the research. The opinions of experts can be in the form of research results

summarized from journals, also in the form of books relating to the researcher’s

title. Besides previous related research findings, the researcher also presents about

some partinent ideas and conceptual framework.

A. Previous Related Research Findings

Many researchers have been conducting studies related to this

research, there are as follow:

1. Saleem (2011) in his thesis with the tittle, Improving Students’ Vocabulary

through Social Media Whatsapp concluded, WhatsApp Messenger is a

popular technology that is very potential to be used as a learning tool, in

WhatsApp Messenger there is Whatsapp Group that is able to build a fun

learning related to various topics of discussion provided by the teacher.

2. Fathy (2015) in her journal with the tittle, The Effectiveness of Using

Whatsapp Messenger as One of Mobile Learning Techniques concluded,

Cellular learning was previously limited to laptop, but today especially on

smarthphone, PCs or mobile game consoles and entertainment. That

software used in the use of learning programs that do not depend on time

or place, which in a very efficient use of time. Mobile phones can also

7

help you focus in learning and teaching, one of which is to add

interactivity to the class through the audience.

3. Yunarso (2015) in her journal with the tittle, Implementation of the Social

Networking Application as an English Language Learning Tool

concluded, Social networking applications for learning English can

provide ease of communication and as a media sharing between users in

improving English language skills, using various features provided, from

mastering reading, writing and listening.

4. Hadi (2015) in his journal with the tittle, Utilization of Whatsapp

Application on Learning concluded, The WhatsApp application really

helps the learning process as a supporter of learning outside the classroom,

the teacher cannot always be present in the learning process in the

classroom but the learning material according to the curriculum will be

completed without reducing the quality of learning outcomes.

5. Suryadi, et. al. (2018) in their journal by the tittle, Whatsapp Social Media

and the Effect on Discipline Learning Students concluded, The existence

of social media is indeed demanding that the community is no exception

for students to follow the trends of the development era, especially in the

field of communication. The use of social media whatsapp has a very

strong influence on students' learning discipline.

The researcher concluded that there were several factors similarity to the

tittle of the researcher with the result of the research of previous experts namely

researcher and experts who both took the topic of the Whatsapp application as

research material. While the differences that the researcher got with the results of

previous experts were the types of research in the form of experiment or

descriptive and the use of Whatsapp Applications as learning media.

B. Some Partinent Ideas

1. Concept of Writing

a. What is Writing?

According to Nababan (2003:4) “Writing is the process of using

symbols (letters of the alphabet, punctuation and spaces) to

communicate thoughts and ideas in a readable form”. Generally, we

write using a pen/pencil (handwriting) or a keyboard (typing). With a

pen/pencil we usually write on a surface such as paper or whiteboard.

A keyboard is normally attached to a typewriter, computer or mobile

device. Voice recognition programs allow those who can't see or use

their hands to have their thoughts transcribed.

b. The Implementation of Writing in Learning Process

―Writing is the fourth of the four language skills, which are:

Listening, Speaking, Reading and Writing. Writing process consist of

Pre-Writing, Drafting, Revising and Editing, Rewriting and

Publishing” (Jakobson, 1991:27). In our own language, writing is

usually the fourth language skill that we learn. The writing process is

an approach to writing that entails five main components: Pre-writing,

drafting, revising and editing, rewriting, and finally publishing.

https://www.englishclub.com/learn-english/language-skills.htm

9

Teachers use a combination of instruction, modeling, and

conferencing, along with a few other teaching strategies, to teach

students the writing process. According to Jakobson (1991:30) “The

implementing an effective writing process must follow the structures

of the writing process properly”. The secret to effectively

implementing the writing process is to do it in steps:

- Pre-Writing

This first phase of the writing process, the planning phase, is the

brainstorming phase. Students can use graphic organizers, drawing,

pictures, or lists to help them during this stage. This prewriting stage

helps students focus their thoughts. It’s a good time for students to

narrow or expand what they will be writing about. This beginning

stage is a great time for students to organize their thoughts onto paper.

- Drafting

The drafting stage is the next step in the writing process. During

this stage, students use the information from the prewriting stage and

craft it into a rough draft. The goal is for students to take the jumbled

thoughts that they had brainstormed and put it into actual sentences.

This is the stage in which students do not have to worry about

spelling, grammar, or any punctuation. They are free to expand their

thoughts into fluent sentences that make sense. Peer conferences or

informal conferences with the teacher can begin at this stage to help

the student get feedback on their writing piece.

http://www.teachhub.com/storytelling-classroom-teaching-strategy

http://www.teachhub.com/teaching-graphic-organizers

- Revising and Editing

The next step is the revising and editing phase of the writing

process. Students look at their main idea or concept and develop their

topic even more, or add and/or delete information. They also look at

their sentence structure and make sure it flows. They can add

transition words and switch paragraphs to make sense. Students look

at their piece to make sure they have a clear voice, as well as adding

verbs and phrases to expand their topic. They look at their writing

piece and edit it for any errors of grammar, spelling, punctuation,

writing mechanics, and so on. This is one of the most important stages

in the writing process. This step takes a lot of time and usually

requires a peer or teacher to help.

- Rewriting

This is the second draft phase, where students incorporate their

edits and revisions into a rough draft. Students need to be mindful and

careful when rewriting their draft so they don’t leave any new

changes out.

- Publishing

The last step in the writing process is the publishing phase. This

can be done by allowing students to type their final piece, or make it

into a book, or even a newspaper. This is the fun part where students

get to see all of their hard work in print. Make sure to showcase a

student’s final accomplishments by putting them up on a bulletin

11

board, or hanging them in the hallway for all to see. Having an

audience puts more of an importance of the writing piece. When

students know that everyone will see what they have written, they will

work that much harder.

Studies have shown that students who learn the writing process score

better on tests. It also helps students to apply the skills that they learn to all

subjects. You can help your students by guiding them through the writing process

throughout the school year. By the end of the year, your students should have

mastered this process.

2. Component of Writing

There are six components of writing according to Heyland (2002) they are:

1. Writing in Context

In this part, explain about how to be able to understand and

develop understanding of the text. In writing, context can be a factor in

the occurrence of interactions. As well as interactions in life. In

writing, readers and writers must be able to interact well, the goal is

that the messages contained in the writing can be understood by

readers.

According to Halliday (1985) There are 3 elements contained in

the context, namely:

a. Field, refers to what happened or what the text was talking

about.

b. Tenor, refers to who plays a role and the relationship with the

participants.

c. Mode, refers to the information. how the writer so that the

information contained in his writing can be conveyed to the

reader

2. Literacy (Writing and Expertise)

Literacy is closely related to social aspects such as history.

According to Heyland (2002: 48) Literacy is related to the history of

human life. Therefore we must be able to literate properly and

correctly. History and literacy will become a social practice, all social

practices related to our lives. In other words, literacy is something we

do.

3. Writing and Culture

Culture is closely related to human life, even culture cannot be

separated by humans. In general, culture can be understood as a

transformed history and a network of meanings that enable us to

understand and communicate knowledge and experiences about the

world (Lantolf: 1999).

4. Writing and Technology

Technology is one aspect of writing. To become a highly literate

person, the writer must play a role in various media, both print and

electronic media. Writing that is shared through the media has a big

13

impact on readers, depending on the way the author leads the reader

into the assumptions the writer wants.

5. Writing and Genre

Text genres serve a specific or different purpose. Besides, in the

overall structure, certain linguistic features will inevitably give rise to

different perceptions in different linguistic cultures.

6. Writing and Identify

According to Hyland (2002: 7) when writing in our writing, our

identity will emerge. If our writing is unique and good, then the taste

and identity will be different from ordinary writing. From that

statement it can be concluded that the context in a writing will be

related to interaction.

Based on the explanation above, it can be concluded that writing plays an

important role in various ways. Based on the six components above, writing that

is considered good is writing that contains these six components.

3. Vocabulary in Writing

Vocabulary knowledge has been considered as basic principles of

learning English and it also has determinant on English writing skill. Writing

is one of important ways to learn English that involves students’ ideas into the

written text. Vocabulary mastery is one of knowledge that important to learn

writing, reading, listening and speaking. A good writer has to know a set of

items to enrich his writing such as grammar punctuation, capitalization rules,

rhyme, rhythm and vocabulary. To write an article, essay, or even a

composition which is written at school by students, good vocabulary is an

essential object. Knowing synonym and using strong vocabularies, give

readears a good sense of meaning and information will make the writing more

influential.

According to Hammill and Lersen (1978) “Vocabulary is also considered

as a strong predictor of students’ overall writing performance when vocabulary

scores are compared to more elaborated criterion measures of written expression

such as the Test of Written Language”. Despite correlation between verbal ability

and writing, the nature of the relationship between the two is less certain. A rich

vocabulary makes writer to get a richness of thought in their writing. However,

the writer’s real pleasure comes not from using an exotic word but from using the

right word.

a. Finding the Right Words

According to Yonek (2008 : 25-26) “Variety in selectiong words to convey

accurate meanings is necessary in speaking and writing, the outgoes of the

language arts and at any level, written communication is more effective when a

depth of vocabulary and command of language”. The ability to write effectively

having an adequate vocabulary even more than does the ability to read. Once

students have learned to decode words, they may be able to write and pronounce

many words that are unfamiliar to them. Students may even be able to determine

accrate meanings of unfamiliar words simply by examining the context in which

15

those words are used. During the writing process, a student does not have the

luxury of examining the context in which a word is used, the students are creating

the context. Therefore, the writer must be able to spontaneously recall words that

are not only by sight, but that are understood well to use correctly.

b. Effect of Vocabulary Instruction on Writing

Efforts to improve writing performance through vocabulary instruction

have been limited making generalization about the role of vocabulary instruction

unwarranted. While improve vocabulary can enhance students’ writing skills, but

there is no guarantee that it will do automatically. Improvement on vocabulary

will result in improve writing skills only if the teacher is be able to create a

classroom that take writing seriously. As Scott (2004) states that “having a large

and sophisticated vocabulary helps a writer produce quality text by limiting the

cognitive demands during a writing task”. Though research connecting effective

vocabulary instruction and writing is limited, some studies suggest that rich

vocabulary instruction and developing word consciousness can positively

influence writing.

4. The Nature of Mobile Assisted Language Learning (MALL)

“Mobile Assisted Language Learning (MALL) is language learning

that is assisted or enhanced through the use of a handheld mobile device.

MALL is a subset of both Mobile Learning and Computer-Assisted Language

Learning (CALL)” (Palalas and Ally, 2016:1). MALL has evolved to support

students’ language learning with the increased use of mobile technologies

such as mobile phones (cellphones), MP3 and MP4 players, PDAs and devices

https://en.wikipedia.org/wiki/Computer-assisted_language_learning

https://en.wikipedia.org/wiki/Computer-assisted_language_learning

https://en.wikipedia.org/wiki/MP3

https://en.wikipedia.org/wiki/MP4

https://en.wikipedia.org/wiki/PDA

such as the iPhone or iPad. With MALL, students are able to access language

learning materials and to communicate with their teachers and peers at

anytime, anywhere.

Mobile technologies are rapidly attracting new users, providing

increasing capacity, and allowing more sophisticated use. This influences

cultural practices and enables new contexts for learning. The integration of

such technologies into teaching and learning has been more gradual, as

educators need to understand how they can be effectively used to support

various kinds of learning and develop effective methods and materials for

mobile assisted language learning (MALL), a specialization of mobile

learning (mLearning). As Propounded by Metcalf and David (2006:31)

“The main characteristics of mobile learning, such as permanency,

accessibility, immediacy, interactivity, situating of instructional activities,

are summarized and introduced”. While definitions differ, it is obvious

that not only technology but also people can be mobile. For the purpose of

this paper we define mLearning as a ―process of coming to know through

conversations across multiple contexts among people and personal

interactive technologieswith a focus on contexts. The technology to assist

in this process includes any kind of handheld mobile devices such as cell

phones, personal digital assistants (PDAs), smartphones, pads, pods, etc.

Laptops are today typically not considered mobile in this context, even

though they obviously are to some extent.

a. Theories of Mobile Learning

https://en.wikipedia.org/wiki/IPhone

https://en.wikipedia.org/wiki/IPad

17

The literature on mLearning points to a variety of benefits that

mobile phones could have on the educational sector. For heuristic

purposes, the impacts of mobile phones on educational outcomes that

are identified in the mLearning literature can be classified into two

broad categories. On the one hand, mobiles supposedly impact

educational outcomes by improving access to education while

maintaining the quality of education delivered. On the other hand,

mobiles purportedly impact educational outcomes by facilitating

alternative learning processes and instructional methods collectively

known as new learning. According to Brown (2008:5) “M-Learning is

learning model that utilizes infotmation and technology

communication that provides teaching material with visualization of

interesting material and can be accessed anytime”.

By using these devices, students can ―create and share multimodal

texts, communicate spontaneously with people anywhere in the world,

capture language use outside the classroom, analyze their own learning

production and learning needs, construct artefacts and share them with

others and provide evidence of progress gathered across in a range of

settings, in a variety of media. Even if not all learners have mobile

devices, the activities can be made successful by working in pairs or

small groups. We must, however, take into consideration that reading

or listening activities may require each student using a device. Through

MALL, students can communicate with their peers or teachers, at any

time, outside the class.

b. Examples of Classroom Applications of MALL

Includes educational apps, eBooks and eLibraries, course

management systems, audio, video and pictures, QR codes and social

media. With educational apps on the rise, most of which are free, we as

educators can only support learning English with technology. We

must, of course, bear in mind that many of these apps come from

unreliable sources and provide low quality. When we devise activities

for our learners, we must take into account the main features of mobile

phones: camera (video and photos), voice recorder, calendar, QR

codes, mp3/video player, maps, notes, eBook reader and, of course, the

internet browser. As propounded by Almujtaba (2018:3) “The

smartphone manufactures are now starting to incorporate various

attractive features and most needed by consumers for various purpose

such as camera, audio and video recorder, mp3 and video player, QR

code, maps, note, eBook and PDF reader, and google chrome as a

browser which are generally made as default application on

smartphone that make the functions more attractive.”

There are several ways according to Almujtaba (2018:3)

that teacher can use in learning process for applying MALL in the

classroom, namely:

1) Describing Pictures

19

One simple activity that we can do with our students

is to ask them to look for a photo that they enjoy, in their

Photo Gallery and describe it to their speaking partner (who

is in the photo, where it was taken, when it was taken, etc.).

This activity generates a lot of speaking and it can even

work in a low-resource class. Students can also use pictures

to talk to their partners about what they did the previous

weekend, in summer, etc. The students are more engaged

when they share personal images with others.

2) Taking Pictures

We can encourage our learners to take photos of menus,

street signs, advertisements or posters in English and read

them carefully. Students can also try to spot spelling errors

or incorrect use of apostrophe. Recording conversations or

words. The voice recorder is now a substitute for the

portable cassette recorder. An idea for a simple activity that

we can do is get the students record themselves speaking,

whether it is for short dialogues with their partners or

words. Students can then listen to themselves and become

more aware of their mistakes.

3) Capturing Communicative Situations on Camera

The camera is a valuable resource and, just like the

audio recorder, we can use it for role-plays or capturing

communicative situations. Afterwards, the language can

be analyzed in small groups or with the whole class.

Using the map feature of mobile phones. Another

speaking activity is for the lesson on giving directions

in a town/city. Students can use the map feature of their

mobile phones and explain another student how to get

from a certain location to another, in their city. The

activity is more engaging than giving the students a

random map in the textbook.

4) Describing People

You can ask students to write a description of

someone they are following on social media. They can

explain the reasons why they are following that person

and what they admire about that person. Using QR

codes for reading activities QR codes are becoming

increasingly popular. What a QR code does is bring up

a website link that it is connected to or a text for

students to read. In order to use QR codes, the phone

needs to have a QR code reader and a camera. The

teacher can simply display the QR code in the

classroom and the learners can scan it and be directed to

the text or grammar exercise.

5) Watching Videos

21

There are good videos on grammar issues, often

explaining grammar in an entertaining way. They are

available on teaching English websites, such as the one

from British Council. Another way to use videos is for

teaching Culture and civilization, and we can use

biographical films on the life of a writer or video

presentations of cities in the UK.

6) Circular Writing

This activity could make writing more enjoyable for

students who do not enjoy writing. Students can write

short stories using the text message function. One

student starts the activity with a sentence and sends it to

the next student who writes another sentence and so on.

A story is created and the teacher can help by giving

feedback and suggestions.

7) Writing an Article on a Blog

As a writing activity, students can post an article on

their own blog about different topics, such as family

and personal interests, visiting places, their pets, etc.

Selecting mobile apps In order to choose the most

suitable apps for our students, we need to do some

research first. On the Internet you can already find a lot

of reviews for language learning apps. However, it can

take a lot of time to find suitable apps. By participating

in teacher-training courses and seminars we can find out

about new mobile apps which match our students needs.

8) The Role of The Teacher

With so many available resources, what is the

teacher’s role? Mobile learning is additive it does not

replace the classroom or the teacher, but it gives more

opportunities for language practice. Given the multitude

of educational apps available, the teacher can be a guide

in recommending the most appropriate materials: apps

or websites. We need to become familiar with the apps

ourselves before we can recommend them to our

students.

5. The Advantages and Disadvantages of Mobile Learning

Among all modern communication devices, mobile phones are the

most powerful communication medium even richer than email or chat as it

can act as a learning device despite its technical limitations. With such a

learning device the learner controls the learning process and progress in

his/her own space based on his/her cognitive state.

Learning through the computer or e-learning enables the learners to

learn in a non-classroom environment when they are at home in front

of their personal computers online or offline. However, learning

through the mobile phone or m-learning provides the learners with

23

the opportunity to learn when they are in the bus, outside or at work

doing their part-time jobs. In fact, they can learn every time and

everywhere they are. “Learning based on M-Learning that more popular

used in community environment has advantages and disadvantages depend

on its use in each learning process both directly or indirectly” (Son,

2016:161).

Two main characteristics of mobile devices are portability and

connectivity. As for connectivity, designing the mobile system must

have capability of being connected and communicated with the

learning website using the wireless network of the device to access

learning material ubiquitously including short message service (SMS)

and mobile e-mail. Portability enables learners to move mobile devices

and bring learning materials.

Klopfer and Squire (2008:56) describe five properties of mobile

handheld devices that produce unique affordances, the following

properties of mobile devices are:

a. Portability

such devices can be taken to different places due to small

size and weight.

b. Social interactivity

exchanging data and collaboration with other learners is

possible through mobile devices.

c. Context sensitivity

the data on the mobile devices can be gathered and

responded uniquely to the current location and time.

d. Connectivity

mobile devices can be connected to other devices, data

collection devices, or a common network by creating a

shared network.

e. Individuality

activities platform can be customized for individual learner.

6. The Nature of WhatsApp Application

Whatsapp Is one application that is popular among the public both

from the upper middle class and the lower middle class. “ WhatsApp

Messanger is a free application to send messages, pictures, videos and

audios which available in Android and other smartphones. WhatsApp

Application using internet connection to users enable to send messages

and call the friends or family” (WhatsApp Inc., 2009:1). Usability

WhatsApp itself is a social chat media where you can exchange

information between individuals and groups. The popularity of

WhatsApp is because there is no cost to send messages to friends and

family other than the internet data network that already exists on the

user's cellphone. WhatsApp is an instant messaging application for

smartphones, when viewed from its functionality WhatsApp is almost

the same as the SMS application that you normally use on old

25

cellphones. But WhatsApp doesn't use credit, but internet data.

Although it is an instant messaging application, there is something

unique about WhatsApp. So, the contact recognition system,

verification and message delivery are still carried out through

cellphone numbers that have been previously registered. This method

is different from BBM that uses a PIN, or LINE, which in addition to

cellphone numbers also supports e-mail, and username.

WhatsApp is an application hosted by former Yahoo retainer Brian

Acton and Jan Koum based in California, United States. WhatsApp is

an application for exchanging messages instantly, and allows us to

exchange pictures, videos, photos, voice messages, and can also be

used to create a chat group that allows to communicate with many

people at a time, can be used to share information and discussions.

a. The Influence of WhatsApp Social Media As a Learning

Resource

The influence of social media in the technological era now

makes the dependence of the community more interested in

communicating and interacting on social media rather than

meeting face to face in person. Namely by utilizing one of the

social media such as Watsapp. Whatsapp's advantages are

having a 24-hour non-stop connection as long as we are

connected to the internet, making it easier to send and receive

messages, Whatsapp can also create groups of many people

that can be used as a media forum for discussion and

dissemination of learning material quickly to students

especially. As propounded by Haristine and Nurlinda (2016:9)

“WhatsApp Application as a learning resource has influence

on student learning effectiveness which also can support the

fluency of communication between learner and teacher without

limited to time and space”.

Basically Whatsapp is a social media application in the

form of chat that can send messages easily in real time.

Equipped with features such as whatsapp group that makes it

easy for students to create groups that are used as a medium for

fellow students to be able to discuss each other about learning,

besides that there are also featureswhatsapp call that makes

students more facilitated and benefited by using whatsapp

applications in learning, because this feature makes students

save money on purchasing credit, because this feature is

provided by whatsapp for free to call with only a connection to

the internet.

It can be concluded that using WhatsApp as a forum for

discussion and dissemination of material, learning can be done

one way is to set up WhatsApp Group, in WhatsApp group it

will automatically be known if someone sends a specific

message and others can by giving clear responses regarding the

27

topic want to be discussed. In the discussion forum and the

dissemination of learning materials in whatsapp media, it is

expected that students are able to apply or utilize as much as

possible, so that learning resources can be created and achieved

through social media.

There are many researches and developments towards the

use of wireless technology for different aspects of language

learning. It has been tried to demonstrate the following lines

benefits of using mobile phones in learning English as a second

language. Areas of mobile-based language learning is diverse

among the most common ones is one of writing skill and

vocabulary.

b. WhatsApp Application Towards Vocabulary And Writing

Skill

“The Application Towards Vocabulary Teaching Whether

vocabulary should be taught explicitly at the expense of

communicative competence remains a heated debate.

Vocabulary teaching is said to be time consuming and

grammar should be given more focus. An attempt to isolate a

specific language feature for focused attention” (Elis,

1990:17). The learners are provided with data that illustrate the

targeted feature and they may also be supplied with a

description of the feature. The learners are expected to utilise

intellectual effort to understand the targeted feature.

The Study to ―raise the consciousness‖ on academic words,

instant messaging applications (mobile) are seen a potential

tool. WhatsApp was chosen in this study due to its popularity

and ease of use. The Study a group chat was created for 35

students (from different academic programmes) was given for

the implementation of the consciousness-raising steps. Was

shared on the group everyday and learners were encouraged to

discuss its use with the instructor’s participation.

The Application Towards Writing skill the present study

was set to investigate the effectiveness of mobile technologies

(WhatsApp) in improving the critique writing skills of English

as a Foreign Language (EFL) learners and increasing their

motivation for learning. The same Sophomore Rhetoric course

was given to the control and groups. The first hypothesis

guiding the present study is that there is a statistically

significant difference between the control group. The second

hypothesis is that there is a statistically significant difference

between the control group and the level regarding the attitudes

of students towards learning. The conditions included the

integration of the WhatsApp application into the group class

whereas participants in the control group were given the regular

29

Sophomore Rhetoric instruction with no WhatsApp mediation.

The findings of the study underscored the effectiveness of the

treatment. The integration of WhatsApp into classroom

practices helped teachers improve students’ critique writing

skills.

c. The Influence of Mobile Assisted Language Learning

Through WhatsApp Application

“Using social media in language learning has become

common. Students use e-dictionaries, visual vocabulary,

grammar software, and e-books almost every day and enjoy the

educational facilities on smartphone features” (Gon and

Raweka, 2017:6). Using social media makes learner can

practice their language lessons through their personal

computers. Teachers keep in touch with the students through

moodle. In addition, learning through mobile devices may

let the learners take more advantages of their time wherever

they are. Therefore MALL can reduce the time and place

barriers in language learning. The mobile phones play a

beneficial role in learning vocabulary and idioms. English

vocabulary lessons are sent to the learners’ mobile phones

using short text messages. As mobile phones are ubiquitous,

learners are ready to read the messages and therefore the result

will be noticeableand learners try hard to learn them, and they

should learn more vocabulary and use them in their speaking.

C. Conceptual Framework

The conceptual framework will show Mobile-Assisted Language

Learning (MALL) is language learning that is assisted or enhanced through

Mobile Assisted Language Learning

WhatsApp Application

Chat Group

Vocabulary

Writing Skill

31

the use of a handheld mobile device, MALL has envolved to support

students’ language learning through WhatsApp Application, WhatsApp

Application has influence for writing skill and vocabulary also use laguage

of the students by using Chat Group Feature that you can found in

application. So the students at Ninth Grade of SMPN 11 Bulukumba can

improve their writing skill and their vocabulary with the easy way also look

more attractive with the variety of advanced features that can be found in the

WhatsApp Application, so students are not bored to learn English and

continue to train themselves to speak English better everywhere and

anywhere.

CHAPTER III

RESEARCH METHODOLOGY

In this part, the researcher explain about research design, population and

sample, instrument of the research, data collection method, and technique of data

analysis.

A. Research Design

In this case the researcher used the design Descriptive Quantitative. As

propounded by Sugiyono (2010:2) “Descriptive Research is studies are designed

to obtain information concerning the current status phenomena. In qualitative

research, there is little or no statistic”. This research includes the type of case

study using Descriptive Quantitative Method. Case Study has the characteristics

as stated by the experts as a study that is conducted intensively, detail and depth

toward an organization, institution or certain phenomenon. Case can be an

individual, an institution or a group considered as a unit in the research. This

study attempted to explore certain information about the influence of social media

to students’ learning intersted. The researcher use two variables as the supporting

research. The variable consists of Independent variable and dependent variable.

Independent variable on this case is Whatsapp Application, because this variable

is not depend on other variable, and dependent variable is writing skill because in

this case, writing skill depend on Whatsapp Application. The case of this research

is The Influence of Mobile Assisted Language Learning through WhatsApp

Application in English Writing Skill‖.

B. Population and Sample

1. Population

Population is a set (or collection) of all elements possessing one or more

attribute of interest. It means population is a number of individuals which

have at least one characteristic in common. The population of this study was

the students’ of SMPN 11 Bulukumba who join in Group Class of

Whatsapp. The number of students are 92 for three classes students

Academic year 2019/2020.

2. Sample

33

Sample is part of the whole population from which the researcher takes

the data. In this research, the researcher used 29 students out of the 92

students at Ninth Grade of SMPN 11 Bulukumba, 2019/2020 as the sample

of the research. In this research, the researcher choose Quota Sampling.

Quota sampling is selected based on characteristics of a population and the

objectives of a study. So, the researcher focused on Class A of Ninth Grade

of SMPN 11 Bulukumba 2019/2020.

C. Instrument of the Research

In this study, the researcher used questionnaire as the instrument of

collecting data. Questionnaire is list of questions or statements that given to

respondents. The questionnaire was sent via whatsapp chat group. Therefore,

the total number was 15 items of statements. The test was also aimed to find

out and analyze the influence of whatsapp for students writing skill. The results

of the test are taken as the data of this research.

In order to measure the appropriateness of the test instrument, the

writer used validity test. As propounded by Sudjana (2001:4) “Validity test is

a measure for the level of truth of a test or evaluation that include the level of

test items that represent all examples from the context. Validity test always

specific not general”. A test is considered a good test if it has validity. A test

is valid if the items of the test can be used to measure what must be measured.

In this research, the writer used content validity. The writer does not need try

the test out to measure the validity and the item analysis of the test. The

answer of the questionnaire was used the scale from 1 until 5 numbers.

No. Items Score

1

2

3

4

5

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

5

4

3

2

1

(Sugiyono, 2014:136)

D. Data Collection Method

For data collection, the researcher used questionnaire as instrument in

collecting the data from the sample. In gathering the data, the researcher used

the following procedures:

1. The researcher distributed the questionnaire to the sample of the

research via google form that could be accessed in students’

whatsapp group chat. It consists of 15 numbers. The students

answer the question in questionnaire.

2. The researcher collected the questionnaire.

3. The researcher analyzed the data.

4. The researcher gave the score based on the formula.

5. The researcher classified the answers based on the questions.

6. The researcher did the data and make conclusion

E. Techniques of Data Analysis

The results of questionnaires were analyzed by Sugiyono (2014:136) using the

following percentage system:

P =

𝑓

𝑛𝑥 100%

35

Which:

P : Percentage

F : Frequency

N : Number of sample

100 % : Constant value

CHAPTER IV

FINDING AND DISSCUSSION

In this chapter, there were some important things to discuss, namely

findings acquired from the research which cannot be separated by the

respondent’s help, and some discussion related to the findings. The findings

present the result of data analysis collected through questionnaire that sent

whatsapp chat group to answer research question about the influence of the

mobile assisted language learning through Whatsapp application in English

writing skill at Ninth Grade Students of SMPN 11 Bulukumba. Concerning about

this problem, some indicators were made in order to achieve the research

objectives. The discussion deals with the interpretation of the findings in the

research.

A. The Findings

The findings of this research deals with scoring classification of students’

test. The aimed of this study was to knew the influence of mobile assisted

language learning through Whatsapp application. The data from the

questionnaire used formula in chapter 3 to knew the ability of students

English.

After conducting the research, the researcher obtained the data; the result

of the questionnaire. The result present the interpretation as follow: The

analysis of The Influence of Mobile Assisted Language Learning through

Whatsapp in Students’ Writing Skill at Ninth Grade of SMPN 11 Bulukumba.

a. Item 1

Tabel 4.1. Using whatsapp application makes it easier for me to express ideas through writing on the group chat feature.

(Penggunaan aplikasi whatsapp membuat saya lebih mudah mengekspresikan ide-ide melalui tulisan pada fitur chat group)

No. Opinion Frequency Percentage (%)

1. Strongly Agree 16 55,2

37

2. Agree 11 38

3. Undecided 1 3,4

4. Disagree 0 0

5. Strongly Disagree 1 3,4

Total 29 100

Tabel 4.1 showed that most students class IX A of SMPN 11 Bulukumba

strongly agree with percentage 55,2% if using whatsapp application can make

them easy to express their ideas.

b. Item 2

Table 4.2. I am more interested in communicating and interacting (include send assignments and listening to teacher explanation)

through whatsapp application. (Saya lebih tertarik berkomunikasi dan berinteraksi (termasuk mengirim tugas dan mendengarkan penjelasan guru) melalui aplikasi whatsapp).



2. Agree 11 38

3. Undecided 3 10,3

4. Disagree 3 10,3

5. Strongly Disagree 0 0

Total 29 100

Table 4.2 showed the result of percentage above, we can concluded that

most students at Ninth Grade of SMPN 11 Bulukumba were strongly agree that

students at class Ninth A more interested to communicating and interacting

include when learning through whatsapp application.

c. Item 3

Table 4.3. I can think relaxed if me in online learning forum via whatsapp rather than face to face

(Saya dapat berpikir rileks jika saya dalam forum pembelajaran online melalui whatsapp daripada secara tatap muka)


1. Strongly Agree 7 24

2. Agree 13 44,8

3. Undecided 2 7

4. Disagree 5 17,2


Total 29 100

Table 4.3. from the table above, it can be concluded that most of the

Ninth Grade students of SMPN 11 Bulukumba feel more relaxed in thinking

when learning online through the whatsapp application rather than face-to-face.

d. Item 4

Table 4.4. I take longer time to reply message because I have to write repeatedly and then send it.

(Saya lebih lama membalas pesan whatsapp karena harus menulis berulang kali lalu mengirimnya)



39

2. Agree 11 38

3. Undecided 8 27,5

4. Disagree 4 13,8


Total 29 100

Tabel 4.4. the percentage results above showed that almost all Ninth

Grade of SMPN 11 Bulukumba reply to whatsapp messages longer in group

chat because students hesitate with their own writing so they have to write

repeatedly before sending.

e. Item 5

Table 4.5. I like to write assignments directly in the chat box rather than sending it as a file.

(Saya suka menulis tugas secara langsung pada kolom chat daripada mengirimnya dalam bentuk file)



2. Agree 13 44,8

3. Undecided 4 13,9

4. Disagree 5 17,2


Total 29 100

Table 4.5. based on the percentage result in the table above, we can

concluded that most of the Ninth Grade of SMPN 11 Bulukumba prefer writing

their assignments in the chat column rather than sending it as a file.

f. Item 6

Table 4.6. Learning via whatsapp makes my time more flexible because I can study anytime and anywhere without being limited by place and

time. (Pembelajaran melalui whatsapp membuat waktu saya lebih fleksibel karena

saya dapat belajar kapanpun dan dimanapun tanpa terbatas ruang dan waktu)



2. Agree 13 44,8

3. Undecided 1 3,4

4. Disagree 3 10,3


Total 29 100

Table 4.6. Based on the table above, it showed that most of students at

Ninth Grade of SMPN 11 Bulukumba were agree with learning through

whatsapp application because it makes their time more flexible.

g. Item 7

Table 4.7. I often write short words in English, for examples (messanger to msgr, friends to frnds, writing to wrtg, etc.)

(Saya sering menulis kata dengan singkat, seperti (messanger menjadi msgr, friends menjadi frnds, writing menjadi wrtg, dan sebagainya)

41



2. Agree 10 34,4

3. Undecided 4 13,85

4. Disagree 6 20,7


Total 29 100

Table 4.7. From the table above, we can concluded that most of

students at Ninth Grade of SMPN 11 Bulukumba often write the messages by

abbreviating words.

h. Item 8

Table 4.8. In writing, I can know new vocabularies when discussing in group chat

(Dalam menulis, saya mengetahui lebih banyak kosa kata baru ketika sedang berdiskusi dalam percakapan group)



2. Agree 13 44,8

3. Undecided 3 10,3

4. Disagree 2 6,9


Total 29 100

Tabel 4.8. In the percentage table above, it showed that students at

Ninth Grade of SMPN 11 Bulukumba got more new vocabularies when

discussing in group chat of whatsapp.

i. Item 9

Table 4.9. I hesitate to reply the teacher’s message in group because I only know a little vocabulary.

(Saya ragu membalas pesan guru di group karena saya hanya mengetahui sedikit kosa kata)



2. Agree 8 27,5

3. Undecided 10 34,5

4. Disagree 5 17,2


Total 29 100

Tabel 4.9. The table above showed that most of students at Ninth Grade

of SMPN 11 Bulukumba were still hesitant to reply the teacher’s message in

whatsapp chat group because of students’ lack of vocabulary knowledge.

j. Item 10

Table 4.10. I prefer to ask the materials by typing rather than using voice note feature.

43

(Saya memilih menanyakan pelajaran dengan mengetik daripada menggunakan pesan suara)



2. Agree 12 41,4

3. Undecided 2 6,9

4. Disagree 5 17,2


Total 29 100

Table 4.10. Based on the table above, we can concluded that students at

Ninth Grade of SMPN 11 Bulukumba were agree to ask the learning material by

writing directly rather than using voice note feature on whatsapp application.

k. Item 11

Table 4.11. I am embarrassed when teacher asked me to answer the question on discussion forum in group chat.

(Saya malu ketika diminta guru untuk menjawab pertanyaan pada forum diskusi dalam chat group)



2. Agree 5 17,2

3. Undecided 11 38

4. Disagree 6 20,7


Total 29 100

Tabel 4. 11. The result of percentage above showed that most of

students at Ninth Grade of SMPN 11 Bulukumba felt disagree when said that the

students embarrassed when teacher asked them to answer the question on

discussion forum.

l. Item 12

Table 4.12. If I am lazy to write in the chat bottom, I used auto writing feature on my keyboard.

(Jika saya malas menulis pada kolom chat, saya menggunakan fitur menulis otomatis yang terdapat pada keyboard saya)



2. Agree 12 41,4

3. Undecided 3 10,3

4. Disagree 6 20,7


Total 29 100

Tabel 4. 12 The result of percentage above, showed that most of

students at Ninth Grade of SMPN 11 Bulukumba often using auto writing feature

that found on the keyboard

m. Item 13

45

Table 4.13. Before writing assignments from the teacher, I have a discussion with my classmates outside the class group on whatsapp

application. (Sebelum menulis tugas dari guru, saya berdiskusi terlebih dahulu dengan

teman kelas saya diluar group kelas pada aplikasi whatsapp)



2. Agree 15 51,7

3. Undecided 1 3,4

4. Disagree 2 6,9


Total 29 100

Tabel 4.13. From the table above, we can concluded that most of

students at Ninth Grade of SMPN 11 Bulukumba have a discussion with their

classmates outside of group class on whatsapp before they were doing the

assignments and sent to thei group class on whatsapp application.

n. Item 14

Table 4.14. By learning online through whatsapp application, I tend to be a lazy person.

(Dengan belajar online melalui aplikasi whatsapp, saya cenderung menjadi orang yang malas)



2. Agree 9 31

3. Undecided 3 10,3

4. Disagree 7 24,1


Total 29 100

Tabel 4.14 The result of percentage above showed that although there

are some students at Ninth Grade of SMPN 11 Bulukumba disagree with learning

online making them lazy, but more students thought that online learning makes

them to be lazy people.

o. Item 15

Table 4.15. Unfortunately, I am very panic when the network suddenly error while doing learning.

(Saya sangat panic ketika jaringan tiba-tiba error saat sedang melakukan pembelajaran)



2. Agree 5 17,2

3. Undecided 5 17,2

4. Disagree 1 3,4


Total 29 100

Tabel 4.15. From the table above, we can concluded that most students at Ninth

Grade of SMPN 11 Bulukumba felt insecure with network that suddenly error

while learning process go on through whatsapp application.

II. The Result Score of Students Questionnaire

47

From 29 students, total score of the questionnaire was 1.614 and total number of the table were 15. So the mean score:

X=

X =

X= 107,6

The percentage:

P = mean score x 100% ideal score

P = 107,6 x 100% 163 P = 66%

The calculating above showed that the mean score of the influence

of students writing skill through whatsapp application was 107,6 in

percentage 66% it indicated that the students agreed that there are some

influence of students writing skill through whatsapp application.

B. Disscussion

In this part, the researcher explain about the influence of Whatsapp application

in writing skill refers to vocabulary knowledge and the influence of Whatsapp

application in writing skill refers to accuracy at Ninth Grade Students of SMPN

11 Bulukumba.

1. The Influence of Whatsapp Application in Writing Skill refers to

vocabulary knowledge.

As has been presented on findings, the result of questionnaire

showed that students at Ninth Grade of SMPN 11 Bulukumba have a little

vocabulary knowledge in writing skills. This is indicated by the statement

of the students that they were hesitate to replied messages on the group

chat through whatsapp application.

But in some situations, students found more new vocabularies

when teacher opened the forum discussion on the group chat in whatsapp

application. Every discussion go on, most of students at Ninth Grade of

SMPN 11 Bulukumba found a new word that they just seen and they just

known what the meaning of that words.

As Burton’s (1982) stated ―Large number of vocabularies help to

express idea vividly and without repetition of words. Besides that with

large vocabulary we could better perform in all aspect of English language

work. That’s why the students have to master a great number of

vocabularies if they want to make it easy to learn a foreign language‖.

Based on the opinion, it can be said that vocabulary mastery does not

mean mastering the entire vocabulary, even in the first language

vocabulary mastery will increase along with one's experiences and this

takes time.

Learning vocabulary in learning English is not the only important

element, but there are many problems encountered in elements of learning

English such as speaking, reading, listening and writing which are

generally caused by the lack of vocabulary mastery of students and lack of

knowledge of students to put vocabulary into speaking, reading, listening

and writing practice. According to Harmer (1991) learning vocabulary

requires deep experience or active interaction with the vocabulary being

49

learned. This can be done by learning vocabulary that the students like or

need. Therefore, it is very necessary to use learning methods and media

that create a learning atmosphere that helps students interact with the

concepts studied intensively.

2. The Influence of Whatsapp Application in Writing Skill refers to accuracy

The analysis of the influence of Whatsapp Application in writing

skill refers to accuracy, as has been presented on findings, the result in

questionnaire showed that students at ninth grade of SMPN 11 Bulukumba

agree that there are the influences of students’ writing skill through

whatsapp application. Learning English through chat group made the

students at Ninth Grade of SMPN 11 Blukumba easier to express their

ideas through writing.

According to Taligan (2008:3) Writing skills are one of the

productive and expressive language skills that are used to communicate

indirectly and face to face with other parties. Most students at Ninth Grade

of SMPN 11 Bulukumba agree that the use of media such as social media

was very helpful and makes it easier for students to learn English. One of

the reason students at Ninth Grade of SMPN 11 Bulukumba use social

media can reduce the level of boredom when learning English. Social

media was also easy to use, students at Ninth Grade of SMPN 11

Bulukumba can understand well the lessons presented and also can freely

express themselves in representing in learning English.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion of this study. The first

was the conclusion which based on the research findings and discussion. The

second was suggestions which based on the conclusion purposed.

A. Conclusion

Based on the findings and discussion, it could be concluded that some

points after doing some activities of data collection that become the influence of

Whatsapp Application in writing skill students at Ninth Grade of SMPN 11

Bulukumba as follows:

- Based on the findings showed that the result score of students

questionnaire from 29 students and the total of questionnaire were

15 calculated the maen score of the influence of students writing

skill through Whatsapp application was 107,6 from ideal score was

163. So, the percentage was 66% students at Ninth Grade of SMPN

11 Bulukumba agreed that using social media such as Whatsapp

application makes students freely to express and create everything

in writing especially the mastery of vocabulary. Whatsapp

application gave influence to improve students vocabulary in

writing skill for students at Ninth Grade of SMPN 11 Bulukumba.

51

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher

suggest as follows:

a. To the teacher

The teacher of SMPN 11 Bulukumba at Ninth Grade of students

should using several media as learning media in learning English

especially social media like Whatsapp Application because it can be

minimalize students bored in learning. The good feeling in learning

English make students easier to understand what teacher explain.

b. To the students

Students should doing more practice and learning more

vocabularies. Students also should keep their spirit in learning English by

any media and finish their assignment well from the teacher.

c. To the next researcher

The next researcher can use this thesis as an addition reference in

the influence of Whatsapp Application in students writing skill.

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APPENDIX I

RESEARCH INSTRUMENT

QUESTIONNAIRE

Name : Class :

Petunjuk :

Isilah kolom yang disediakan dengan memberi tanda (√) Apabila ada yang tidak jelas, silahkan tanyakan kepada peneliti

Keterangan :

SA : Strongly Agree DA : Disagree

A : Agree SDA : Strongly Disagree

UD : Undecided

No. Statement Choice of Answer

SA A UD DA SDA

1.

Using Whatsapp application makes it easier for me to express ideas through writing on the group chat feature.

(Penggunaan aplikasi Whatsapp membuat saya lebih mudah meng-ekspreskikan ide lewat tulisan pada fitur chat group)

2.

I am more interested in communicating and interacting (including send assignments and listening to teacher explanation) through Whatsapp application.

(Saya lebih tertarik berkomunikasi

7

dan berinteraksi (termasuk me-ngirim tugas dan mendengarkan penjelasan guru) melalui aplikasi whatsapp)

3.

I can think relaxed if me in online learning forum via whatsapp rather than face to face

(Saya dapat berpikir rileks jika saya dalam forum pembelajaran online melalui Whatsapp daripada secara tatap muka)

4.

I take longer time to reply message because I have to write repeatedly and then send it.

(Saya lebih lama membalas pesan Whatsapp karena harus menulis berulang kali lalu mengirimnya)

5.

I like to write assignments directly in the chat box rather than sending it as a file.

(Saya suka menulis tugas secara langsung pada kolom chat daripada mengirimnya dalam bentuk file)

6.

Learning via Whatsapp makes my time more flexible because I can study anytime and anywhere without being limited by place and time.

(Pembelajaran melalui Whatsapp membuat waktu saya lebih fleksibel karena saya dapat belajar kapanpun dan dimanapun tanpa terbatas ruang dan waktu)

7.

I often write short words in English for examples (messanger to msgr, friends to frnds, writing to wrtg, etc.)

(Saya sering menulis kata dengan singkat dalam bahasa Inggris misalnya (messanger jadi msgr, friends jadi frnds, writing jadi wrtg, dan sebagainya)

8.

In writing, I know new vocabularies when discussing in group chat.

(Dalam menulis, saya mengetahui lebih banyak kosa kata baru ketika sedang berdiskusi dalam group chat)

9.

I hesitate to reply the teacher’s

message in group because I only know a little vocabulary.

(Saya ragu membalas pesan guru di group karena saya hanya mengetahui sedikit kosa kata)

10.

I prefer to ask the materials by typing rather than using voice note feature.

(Saya memilih menanyakan pelajaran dengan mengetik dari-pada menggunakan pesan suara)

11.

I am embarrassed when teacher asked me to answer the question on discussion forum in group chat.

(Saya malu ketika diminta guru untuk menjawab pertanyaan pada forum diskusi dalam chat group)

9

12.

If I am lazy to write in the chat, I used auto writing feature on my keyboard.

(Jika saya malas menulis pada kolom chat, saya menggunakan fitur menulis otomatis yang terdapat pada keyboard saya)

13.

Before writing assignment from the teacher, I have a discussion with my classmates outside the class group.

(Sebelum menulis tugas dari guru, saya berdiskusi terlebih dahulu dengan teman kelas saya diluar group kelas)

14.

By learning online through Whatsapp application, I tend to be a lazy person.

(Dengan belajar online melalui aplikasi Whatsapp, saya cenderung menjadi orang yang malas)

15.

Unfortunately, I am very panic when the network suddenly error while doing learning.

(Saya sangat panic ketika jaringan tiba-tiba eror saat sedang melakukan pembelajaran)

Adapted from: Haristine and Nurlinda (2016;9) and Gon and Raweka (2017:6).

APPENDIX II

RESULT OF THE TEST QUESTIONS

11

I. LIST OF SAMPLE

No. Name Class

1. S.1 IX A

2. S.2 IX A

3. S.2 IX A

4. S.4 IX A

5. S.5 IX A

6. S.6 IX A

7. S.7 IX A

8. S.8 IX A

9. S.9 IX A

10. S.10 IX A

11. S.11 IX A

12. S.12 IX A

13. S.13 IX A

14. S.14 IX A

15. S.15 IX A

16. S.16 IX A

17. S.17 IX A

18. S.18 IX A

II. Analysis of items in Test Questions

Statement

Opinion

Total Strongly Agree (SA)

Agree (A)

Undecided (UD)

Strongly Disagree

(SD)

Disagree (D)

1 16 11 1 0 1 29

2 12 11 3 3 0 29

19. S.19 IX A

20. S.20 IX A

21. S.21 IX A

22. S.22 IX A

23. S.23 IX A

24. S.24 IX A

25. S.25 IX A

26 S.26 IX A

27 S.27 IX A

28 S.28 IX A

29 S.29 IX A

13

3 7 13 2 5 2 29

4 6 11 8 4 0 29

5 6 13 4 5 1 29

6 12 13 1 3 0 29

7 5 10 4 6 4 29

8 11 13 3 2 0 29

9 6 7 11 5 0 29

10 10 12 2 5 0 29

11 2 5 11 6 5 29

12 4 12 3 6 4 29

13 11 15 1 2 0 29

14 6 9 3 7 4 29

15 15 6 5 1 2 29

III. Analysis of Students’ Respond

No.

Name of Sample

Opinion

Total Strongly

Agree (SA)

Agree

(A)

Undecided

(UD)

Strongly

Disagree

(SD)

Disagree

(D)

1 Student.1 5 10 0 0 0 15

2 Student.2 3 11 0 1 0 15

3 Student.3 5 6 0 3 1 15

4 Student.4 3 5 1 4 2 15

5 Student.5 1 7 0 4 3 15

6 Student.6 6 5 2 2 0 15

7 Student.7 1 6 3 4 1 15

8 Student.8 2 7 5 1 0 15

9 Student.9 3 4 3 3 2 15

10 Student.10 15 0 0 0 0 15

11 Student.11 3 5 4 2 1 15

12 Student.12 7 6 0 2 0 15

13 Student.13 2 7 5 1 0 15

14 Student.14 1 10 3 1 0 15

15 Student.15 6 1 4 4 0 15

16 Student.16 3 7 1 2 2 15

17 Student.17 2 8 5 0 0 15

18 Student.18 6 4 2 3 0 15

19 Student.19 6 4 0 3 2 15

20 Student.20 6 4 1 2 2 15

21 Student.21 2 6 5 1 1 15

22 Student.22 7 2 3 2 1 15

23 Student.23 8 3 0 3 1 15

24 Student.24 7 3 0 4 1 15

25 Student.25 1 9 3 2 0 15

15

26 Student.26 2 6 5 2 0 15

27 Student.27 6 7 2 0 0 15

28 Student.28 6 2 2 2 3 15

29 Student.29 4 5 2 3 1 15

APPENDIX III

DOCUMENTATION

17

CURRICULUM VITAE

INDYANA is a student of English Department in

Muhammadiyah University of Makassar. She was born on

21st February 1996 in Ujung Pandang. She is the first

daughter of marriage between Hendrick and Sari. She has

one sibling.

In 2002, she started her education in elementary school at SD Inpres

Banta-Bantaeng 1, graduated in 2008. Then she continued her junior high school

at SMP Islam Darul Hikmah Makassar and graduated in 2011. After that she

continued her senior high school at SMK YPUP Makassar and graduated in 2014.

In 2014, she was accepted in Muhammadiyah University of Makassar as a student

at English Department of Faculty of Teacher Training and Education. At the end

of her study, she could finished her thesis in 2020 entitle “The Influence of Mobile

Assisted Languge Learning through Whatsapp Application in Students’ Writing

Skill at Ninth Grade of SMPN 11 Bulukumba (A Descriptive Research).”

Documents

THE INFLUENCE OF MOBILE ASSISTED LANGUAGE LEARNING