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JURNAL PENDIDIKAN TINGKATAN ENAM 2019 JILID 3

Figure 5.14 (b) Samples of the students’ WhatsApp screenshots
Figure 5.14 (b) Samples of the students’ WhatsApp screenshots
from an MWEG session
from an MWEG session
With reference to Figure 5.14, the screenshots illustrate that due to their online discussions

in MWEG, improvements can be seen in their content, particularly in terms of their formation
With reference to Figure 5.14, the screenshots illustrate that due to their online discussions in
of ideas. Notably, despite the treatment coming to an end, the students remained in the
MWEG to continue to use it as a discussion platform. This suggests that the students
MWEG, improvements can be seen in their content, particularly in terms of their formation of
find online interactions on WhatsApp appealing for educational purposes. Hence, the
ideas. Notably, despite the treatment coming to an end, the students remained in the MWEG
continuous usage of WhatsApp for academic learning can provide the necessary framework
to continue to use it as a discussion platform. This suggests that the students find online
that students need to increase their writing content (Castrillo et al., 2014; Cetinkaya, 2017).
interactions on WhatsApp appealing for educational purposes. Hence, the continuous usage
One could argue that the students’ discussions in MWEG mirrored the constructivist
of WhatsApp for academic learning can provide the necessary framework that students need
methods of learning. The students became active learners who made efforts to work as
to increase their writing content (Castrillo et al., 2014; Cetinkaya, 2017).
a team to construct the content that they can later use in their essays. It allowed them to
link wide-ranging concepts and offer detailed information to reinforce their main ideas. This
One could argue that the students’ discussions in MWEG mirrored the constructivist methods
was demonstrated in their post-test. They instinctively altered their approach to suit the
process of content construction through lively exchange of views, sharing of ideas, and
of learning. The students became active learners who made efforts to work as a team to
they became more aware of turn-taking. Consequently, it substantiated the argument that
construct the content that they can later use in their essays. It allowed them to link wide-
despite the significant benefits, WhatsApp requires minimal technical assistance from the
ranging concepts and offer detailed information to reinforce their main ideas. This was
students and teachers (Sobaih et al., 2016). In addition, MWEG fulfils the fundamentals
demonstrated in their post-test. They instinctively altered their approach to suit the process of
arguments of social constructivism which means that progress has been achieved in the
learning process. Their ability to share authentic sources through links and express their
content construction through lively exchange of views, sharing of ideas, and they became
opinions in a spontaneous manner are some of the evidence that progress had occurred.
more aware of turn-taking. Consequently, it substantiated the argument that despite the
significant benefits, WhatsApp requires minimal technical assistance from the students and
It should be noted that the students’ expertise and familiarity with the functions of their
teachers (Sobaih et al., 2016). In addition, MWEG fulfils the fundamentals arguments of social
mobile devices had expedited their learning process. Bomhold (2013) discovered that two-
thirds of the respondents at a Southern American university used mobile devices to study,
constructivism which means that progress has been achieved in the learning process. Their
and it was found that the students were more engaged in communication and interaction
ability to share authentic sources through links and express their opinions in a spontaneous

manner are some of the evidence that progress had occurred.

196 Bahagian Pengurusan Sekolah Harian
It should be noted that the students’ expertise and familiarity with the functions of their mobile

devices had expedited their learning process. Bomhold (2013) discovered that two-thirds of
the respondents at a Southern American university used mobile devices to study, and it was