Abstract
This study aims to describe the implementation of Telegram application as a teaching media in teaching English and to know students’ perceptions toward this implementation. Using case study as research design, the teacher who used Telegram as teaching media in English teaching and 2 students who are taught by this teaching media were being participants in this qualitative study. The observation checklist form adapted from Lubis (2018) and the interview guidelines adapted from Chorida (2017) was used to gain the data. To reach the objective of the study, the researcher conducted online observation and interviews with those participants. The finding shows that the implementation of Telegram at SMKN 4 Malang can give positive impact in English language teaching. The use of Telegram facilitates students to autonomously learn. It is due to all of the materials needed by students are already provided with clear instructions by the English teacher in one of its features called Bot API. Related to the student responses in using Telegram application, students are pretty attractive to use this Telegram application as the teaching media. Therefore, it is suggested to English teachers to implement Telegram application as one of teaching media in delivering materials.
Highlights
The development of ICT which rapidly increases has affected and changed the pedagogy of language teaching around the world
The current study focuses on the implementation of Telegram application in teaching and learning English within the context of vocational high school rather than only finding the effectiveness or the effect of using Telegram as the previous studies have done
Research Design Since the study intends to describe the implementation of telegram application in teaching English and to know students’ responses toward the implementation of Telegram application in English language teaching, the research design used was case study which is included in qualitative study
Summary
The development of ICT which rapidly increases has affected and changed the pedagogy of language teaching around the world. Gumawang Jati as cited in Floris’ study (2014) stated that in order to facilitate teacher and students in language teaching some easiness, the curriculum and ICT should be integrated. It is expected that using ICT in English language teaching may help teachers to deliver materials in an interesting way by applying ICT media in the class. One of the examples of ICT tools that has been used in teaching English is social media. The example of social media that is often used by the user to integrate teaching and ICT is Telegram. Based on Yinka, et al (2018), Telegram is considered to be a student-centered asynchronous teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people
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