The effect of using WhatsApp in online learning setting on Indonesian EFL students’ writing apprehension and the relation with their writing achievement

Arum Habibah, Ari Nurweni, Rafista Deviyanti

Abstract


The primary goals of this research are to investigate the students’ writing apprehension level after being taught through WhatsApp in online learning setting and to find out the correlation between writing apprehension and writing achievement. This study was carried out quantitatively and involved one class of grade X which consisted of thirty-five students. The data was collected through English Writing Test and Writing Apprehension Test, a questionnaire that was developed by Daly and Miller (1975). To test the hypotheses, paired sample t-test and Pearson correlation analysis were applied. The finding of paired sample t-test revealed that there was a significant reduction in the students’ writing apprehension level after the implementation of WhatsApp in online writing classes. Meanwhile, for the correlational analysis, it was done three times to obtain more specific results; the correlation of the data before the treatment, the correlation of the data after the treatment, and the correlation of gain scores of the data. The results showed respectively that two correlational analyses had very high correlation and the last one had an average correlation. Furthermore, all findings showed significant negative correlation; meaning that there was a significant inverse relationship between writing apprehension and writing achievement. This implied that the lower the level of writing apprehension is, the higher the score of writing achievement would be. In conclusion, the implementation of WhatsApp in online writing class is effective to improve students' writing achievement and effective to reduce students’ writing apprehension in Indonesian EFL students.

Full Text:

PDF

References


Ali and Bin-Hady. (2019). A study of EFL students' attitudes, motivation and anxiety towards WhatsApp as a language learning tool. Arab WorldEnglish Journal (AWEJ) Special Issue on CALL (5). 289-298.

Al_Sawalha, Salem, M. A., Chow, and Foo, T. V. (2012). The effects of writing apprehension in English on the writing process of Jordanian EFL students at Yarmouk university.International Interdisciplinary Journal of Education, 1(1), 6-14.

Alwasilah, A.C. (2004). Persfektif Pendidikan Bahasa Inggris di Indonesia :Dalam Konteks Persaingan Global. Andira: Bandung.

Aulia, V. (2018). Reducing students’ pronunciation anxiety by utilizing WhatsApp group in learning English consonant sounds. ELT Worldwide, 5(2), 165-178.

Ariyanti. (2016). The teaching of EFL writing in Indonesia. Dinamika Ilmu, 16( 2), 263-277.

Challob, A. I., Bakar, N. A., and Latif, H. (2016). Collaborative blended learning writing environment: Effects on EFL students’ writing apprehension and writing performance. Canadian Center of Science and Education: English Language Teaching, 9(6); 229-241.

Cheng, Y.S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656.

Daly, J.A. and Miller, M.D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249.

Erkan, D.Y. and Saban, A.İ. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. Asian EFL Journal, 13(1), 164-192.

Gilakjani, A. P. (2013). Factors contributing to teachers’ use of computer technology in the classroom. Universal Journal of Educational Research, 1(3), 262-267.

Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist Education and Learning Research Journal, 12, 29–50.

Harmer, J. (2004). How to teach writing. New York: Pearson.

Horwitz, E. K., Horwitz, M. B., and Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132.

Huwari, I.F. & Al-Shboul, Y. (2016). Student's strategies to reduce writing apprehension (a case study on Zarqa university). Mediterranean Journal of Social Sciences, 7(3), 283-290.

Kim, K. J. (2006). Writing apprehension and writing achievement of Korean EFL college students. English Teaching, 61(1), 135-154.

Mwakapina, J.W., Mhandeni, A.S., and Nyinondi, O.S. (2016). WhatsApp mobile tool in second language learning: Opportunities, potentials and challenges in higher education settings in Tanzania. International Journal of English Language Education, 4(2), 70-90.

Pranoto, E., Suciati, & Sunarno, W. (2014). The effectiveness of the implementation of problem based learning (PBL), blended learning (BL) models, and their integrity of learning outcomes viewed from the evaluation ability and student creativity the effectiveness of implementation of problem based Learning (PBL). Bioedukasi, 7(1), 44–50.

Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544-561.

Rambe, P., & Chipunza, C. (2013). Using mobile devices to leverage student access to collaboratively-generated resources: A case of WhatsApp instant messaging at a South African University. Paper presented at the International Conference on Advanced Information and Communication Technology for Education (ICAICTE 2013). 331-337.

Richard, J.C., & Renandya, W.A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University.

Sanu, L. O. (2016). Narrative paragraph writing of the second semester student of state institute of Islamic studies (IAIN) Samarinda a syntactic analysis. Script Journal: Journal of Linguistic and English Teaching, 1(1), 36–45.

Sundari, H., & Febriyanti, R. H. (2017). Writing apprehension in the writing class: Indonesian EFL learners context, 9(1), 34 – 44.

Yuliana, D., Imperiani, E. D. A., & Kurniawan, E. (2016). English writing skill analysis of first year Indonesian Tertiary Students in a University in Bandung.Jurnal Pendidikan Bahasa dan Sastra, 16(1), 43-57.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Arum Habibah, Ari Nurweni, Ari Nurweni, Rafista Deviyanti, Rafista Deviyanti

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.