Students Perception on WhatsApp Channel feature for Vocabulary Learning

Sholichah, Laily (2025) Students Perception on WhatsApp Channel feature for Vocabulary Learning. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Students’ Perception, WhatsApp Channel, Vocabulary Learning, MALL (Mobile Assisted Language Learning).
The advancement of digital technology, particularly mobile-based applications like WhatsApp, has created new opportunities in language education. This research was conducted at MTsN 2 Banyuwangi, where WhatsApp Channel was implemented as a medium for vocabulary learning. Unlike WhatsApp Groups, the Channel feature applies a one-way communication model, offering structured content delivery without direct interaction among users, thus presenting unique potentials and challenges for vocabulary acquisition.
This research aimed to answer the following research questions: (1) what are students’ perceptions of using the WhatsApp Channel feature for vocabulary learning? And (2) what are the benefits and drawbacks of using the WhatsApp Channel feature for vocabulary learning? The aims of this research were to explore students’ experiences in using the WhatsApp Channel and to identify its benefits and drawbacks in supporting vocabulary learning.
A descriptive qualitative approach was employed in this research. Data were collected through questionnaires, interviews, and observations involving 20 ninth-grade students at MTsN 2 Banyuwangi. The data were analysed using the Miles, Huberman, and Saldana model, which includes data reduction, data display, and conclusion drawing. Triangulation of techniques and source was applied to ensure the trustworthiness of the findings.
The findings revealed that students generally perceived the WhatsApp Channel as accessible, practical, and enjoyable for vocabulary learning. Benefits identified included ease of access, cost-effectiveness, engaging features like polls and quizzes, and support for self-directed learning. However, some challenges were noted, such as limited interaction and lack of immediate feedback from teachers. The research concludes that the WhatsApp Channel feature has potential to enhance vocabulary learning if integrated thoughtfully with strategies to address its limitations.

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