Hello Talk: An Alternative Media for Improving Writing Skills for Higher Education

Suci Ramadhanti Febriani(1*), Rizka Widayanti(2), Hendri Yahya Saputra(3), Janniarni Toha Safutri(4), Kddour Guettaoui Bedra(5)

(1) UIN Imam Bonjol Padang, Indonesia
(2) STAIDA Payakumbuh, Indonesia
(3) STAI Samora Pematang Siantar, Indonesia
(4) STAIN Sultan Abdurrahman Kepualauan Riau, Indonesia
(5) University of Cleft, Algeria
(*) Corresponding Author


Productive language skills are an indicator of student success in using foreign languages. The lack of media allows students to interact with native speakers. It encourages researchers to analyze holistically how to use the HelloTalk application as an alternative media for increasing writing skills. This study used a qualitative descriptive research design—data collection techniques through observation, interview, and documentation. The data collection tools are based on pre-test and post-test scores, observation sheets, and a list of questions from interviews. The analysis technique used is Milles Huberman's theory. The results show that the HelloTalk application can provide opportunities for students to increase creativity and critical thinking. The ability students' showed an increase in score to 75.3. This result is indicated by using chat themes in broader writing skills and interaction with native speakers to explore information on the language being learned. In addition, the process of correcting writing errors can be corrected immediately. The findings of this research indicate that using the HelloTalk application increases the intensity of Arabic writing skills. This study recommends further research to test the effectiveness of the HelloTalk application against other foreign language skills with more varied research methods.


Creativity; Critical Thinking; Hello Talk; Writing Skills

Full Text:



Al Masaeed, K. (2020). Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk. The Modern Language Journal, 104(1). 250-266. https://doi.org/10.1111/modl.12623

Alfaro, L., Rivera, C., Luna-Urquizo, J., Castaneda, E., Zuniga-Cueva, J., & Rivera-Chavez, M. (2021). New Trends in e-Technologies and e-Learning. 2021 IEEE World Conference on Engineering Education (EDUNINE), 1–6. https://doi.org/10.1109/EDUNINE51952.2021.9429120

Alghamdi, M. A. (2018). Arabic Learners' Preferences for Instagram English Lessons. English Language Teaching, 11(8), 103-110. https://doi.org/10.5539/elt.v11n8p103

Al-Husban, N. A., & Tawalbeh, M. (2023). EFL Teachers' Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan. International Journal of Language Education, 1(1), 1-12. https://doi.org/10.26858/ijole.v1i1.36156

Aruan, L., Sari, R., & Bengar Harahap, A. (2020). Using Prezi Online Software to Improve Teaching Listening Skill. International Journal of Education and Literacy Studies, 8(1), 104-108. https://doi.org/10.7575/aiac.ijels.v.8n.1p.104

Bahruddin, U., & Febriani, S. R. (2020). Student's perceptions of Arabic online learning during COVID-19 emergency. Journal for the Education of Gifted Young Scientists, 8(4), 1483–1492. https://doi.org/10.17478/jegys.763705

Chawla, B., & Singh, R. (2017). Recent Advances and Challenges in the Management of Retinoblastoma. Indian Journal of Ophthalmology, 65(2), 133–139. https://doi.org/10.4103/ijo.IJO_883_16

Dočekal, V., & Tulinská, H. (2015). The Impact of Technology on Education Theory. Procedia - Social and Behavioral Sciences, 174 (1), 3765–3771. https://doi.org/10.1016/j.sbspro.2015.01.1111

Fathurrochman, I. (2021). Online Evaluation System in the Pandemic Disruption in Madrasah: Opportunities and Challenges Based on Qualitative Report. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2), 184–197. https://doi.org/10.25217/ji.v6i2.983

Febriani, S. R., Wargadinata, W., & Syuhadak, S. (2021). Mingle Model for Increasing Productive Language Skills and Relationship with Student's Personality Based on Jung Theory. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 5(1), 35–51. https://doi.org/10.15575/jpba.v5i1.12184

Guillén, G., Sawin, T., & Avineri, N. (2020). Zooming Out of The Crisis: Language and Human Collaboration. Foreign Language Annals, 53(2), 320–328. https://doi.org/10.1111/flan.12459

Gulzar, Z., & Leema, A. A. (2018). Course Recommendation Based on Query Classification Approach. International Journal of Web-Based Learning and Teaching Technologies, 13(3), 69–83. https://doi.org/10.4018/IJWLTT.2018070105

Hamat, A., & Hassan, H. A. (2019). Use of Social Media for Informal Language Learning by Malaysian University Students. 3L: Language, Linguistics, Literature, 25(4), 68–83. https://doi.org/10.17576/3L-2019-2504-05

Harjali, H. (2019). Building Constructivist Learning Environment at Senior High School in Indonesia. The Qualitative Report, 24(9), 2197–2214. https://doi.org/10.46743/2160-3715/2019.4001

Harun, U. B. (2020). Project-Based Learning Integrated to STEM (STEM-PJBL) to Enhance Arabic Learning HOTS-Based. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 12(1), 139–150. https://doi.org/10.14421/al-bidayah.v12i1.230

Hembrough, T., & Jordan, J. (2020). Creating a Digital Writing Classroom: A Mixed Methods Study About a First-Year Composition Tablet Initiative. International Journal of Instruction, 13(2), 567–586. https://doi.org/10.29333/iji.2020.13239a

Kabassi, K., Dragonas, I., Ntouzevits, A., Pomonis, T., Papastathopoulos, G., & Vozaitis, Y. (2016). Evaluating a Learning Management System for Blended Learning in Greek Higher Education. SpringerPlus, 5(1), 1–12. https://doi.org/10.1186/s40064-016-1705-8

Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H. Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning. Asia-Pacific Education Researcher, 24(3), 535–543. https://doi.org/10.1007/s40299-015-0237-2

Lai, W., & Wei, L. (2019). A Critical Evaluation of Krashen's Monitor Model. Theory and Practice in Language Studies, 9(11), 1459-1464. https://doi.org/10.17507/tpls.0911.13

Lenkaitis, C. A. (2019). Technology as a Mediating Tool: Videoconferencing, L2 Learning, and Learner Autonomy. Computer Assisted Language Learning, 33(5), 483-509. https://doi.org/10.1080/09588221.2019.1572018

Liu, X., Li, L., & Zhang, Z. (2017). Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment. Assessment and Evaluation in Higher Education, 43(2), 207-222. https://doi.org/10.1080/02602938.2017.1324018

Misra, S., Cheng, L., Genevie, J., & Yuan, M. (2016). The iPhone Effect: The Quality of In-Person Social Interactions in the Presence of Mobile Devices. Environment and Behavior, 48(2), 275–298. https://doi.org/10.1177/0013916514539755

Moeller, A. J., & Catalano, T. (2015). Foreign Language Teaching and Learning. International Encyclopedia of the Social & Behavioral Sciences: Second Edition, 327–332. https://doi.org/10.1016/B978-0-08-097086-8.92082-8

Muranova, O. (2016). New Media and Perennial Problems in Foreign Language Learning and Teaching. CALICO Journal, 34(3), 380–383. https://doi.org/10.1558/cj.32173

Musthafa, I., & Hermawan, A. (2018). Metodologi Penelitian Bahasa Arab: Konsep Dasar Strategi Metode Teknik. Remaja Rosdakarya.

Pangondian, R.A., Santosa, P.I., & Nugroho, E. (2019). Faktor-Faktor yang Mempengaruhi Kesuksesan Pembelajaran Daring dalam Revolusi Industri 4.0. Seminar Nasional Teknologi Komputer &Sains (SAINTEKS), 1(2), 56–60. Retrieved from http://prosiding.seminar-id.com/index.php/sainteks/article/view/122

Pardede, P. (2020). Integrating The 4Cs into EFL Integrated Skills Learning. JET (Journal of English Teaching), 6(1), 71–85. https://doi.org/10.33541/jet.v6i1.190

Peters, E., Noreillie, A. S., Heylen, K., Bulté, B., & Desmet, P. (2019). The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages. Language Learning, 69(3), 747–782. https://doi.org/10.1111/lang.12351

Rose, E., Weinert, S., & Ebert, S. (2018). The Roles of Receptive and Productive Language in Children's Socioemotional Development. Social Development, 27(4), 777–792. https://doi.org/10.1111/sode.12317

Samand, S. M., Sailan, Z., & Lio, A. (2019). Analysis On The Relationship Of Extrovert-Introvert Personality And Students' Speaking Performance In English Study Program Of Halu Oleo University. Journal of Language Education and Educational Technology (JLEET), 4(1), 1-15. https://doi.org/10.33772/jleet.v4i1.6677

Serumena, D. R., Utan, F. M., & Poernomo, M. H. (2021). The Effectiveness of social media as an Online Learning Pattern in Improving the 3 Domains of Student Intellectual Ability During the Pandemic (Covid-19). 2nd Borobudur International Symposium on Science and Technology (BIS-STE 2020), 203, 425–433. https://doi.org/10.2991/aer.k.210810.074

Suellem, E. (2018). Interlanguage in The Process of Learning Brazilian Portuguese in Tandem Modality by Using Hello Talk App. Brazilian English Language Teaching Journal, 9(1), 207–222. http://dx.doi.org/10.15448/2178-3640.2018.1.31991

Teske, K., & Vollmer Rivera, A. (2018). A Critical Exploration of Heritage Language Learners' Identities within Hellotalk. Revista Do GEL, 15(3), 279–301. https://doi.org/10.21165/gel.v15i3.2399

Tudini, V. (2018). Interactivity in the Teaching and Learning of Foreign Languages: What it Means for Resourcing and Delivery of Online and Blended Programmes. Language Learning Journal, 46(2), 132–145. https://doi.org/10.1080/09571736.2014.994183

Valizadeh, M. (2022). Collaborative Writing on Google Docs: Effects on EFL Learners' Descriptive Paragraphs. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(2), 277–287. https://doi.org/10.21093/ijeltal.v6i2.1053

Zheng, B., Yim, S., & Warschauer, M. (2017). Social Media in The Writing Classroom and Beyond. The TESOL Encyclopedia of English Language Teaching, 1–5. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0555

DOI: https://doi.org/10.15575/jpba.v7i1.23661


  • There are currently no refbacks.

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


 Crossref logo   Road Logo