THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX THE USE OF E-LEARNING THROUGH CISCO WEBEX MEETING APPLICATION IN TEACHING ENGLISH OF SMAN 18 MAKASSAR Novianti Pabanne1, Siti Haliah Batau2, Nurfaizah Sahib3 123 English Language Education Department, Bosowa University, Indonesia ABSTRACT The objective of the research was to find out whether the use of E-Learning through Cisco Webex Meeting application enhances students’ writing skill at grade XII SMAN 18 Makassar. This research used a pre-experimental method. This research conducted in three steps such as pre-test, treatment, and post-test. The sample of this research is class IPA XII IPA 2 membered 27 students. Data colleting by using pre-test and post-test. After analyzing the data, the writer concluded that the use of the cisco Webex meeting application in teaching English could enhance students’ writing of grade XII IPA 2 SMAN 18 Makassar it was proved with the mean score of the students in the pre-test was 52,96 and the post-test was 76,67. The calculated significance value is 0.000 less than 0.05 (Pvalue = 0.000 < 0.05). If the significance is less than 0,05 so, this research hypothesis is accepted. Thus the use of Cisco Webex application as a learning media can enhance students' writing skill at SMAN 18 Makassar. Key Words : E-learning, Cisco Webex, writing, skill INTRODUCTION Education is a means of knowledge, habits, and skills that aims to develop potential in a person in or group to mature through teaching efforts and skills. In pursuing an education, language is one of the subjects that must be in the teaching and learning process. Education is also defined as the process of coaching and guidance carried out. According to Hasan (2013: 5), Education aims to develop human potential as a whole, including intellectual, physical and volitional so that humans achieve happiness in their lives. Education is the whole situation experienced in a life that can affect growth individual. Education is also interpreted as the process of coaching and guidance carried out a person continuously to the students to achieve educational result (Basar 2021: 29). Language is one of the most important things in communication and is used as a means of communication between nations around the world. As an international language, English is very important and has many links with various aspects of life owned by humans. Suharman in Pradnyawath (2019:90) Education is essentially an attempt to humanize human. The nature of man himself is always evolving. The most common complaint from teachers in teaching languages is the English Language Education Department Bosowa University 155 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX teacher’s ability to apply the right approach, such as methods, strategies or techniques, in learning. Since the pandemic that has plagued us since the beginning of 2019 is very difficult for all of us, especially in the teaching and learning process. This pandemic is very impactful for the learning process because students and teachers cannot do face-to-face learning in school and must implement the online learning process. Of course, the learning process carried out from this house, has a positive and negative impact. The positive impact is, students can become closer to parents, in this case, the role of parents is very important in controlling the child's learning process to make the child and parents closer. This pandemic can also foster students' independence in learning, both digging information and completing every task related to the material they are studying. The negative impact is the lack of teacher control in providing learning to students to reduce the enterprising or motivation of students in learning and students easily bored because of the absence of interaction between students and their peers. In the process of learning English, of course, this pandemic is very impactful because the process of learning English requires the right method of conveying the material. In the ability to communicate in English students, it can be said that students can understand the text orally or writing that can be realized in four language skills, namely speaking, listening, writing, and reading. Tarigan in Ranabumi (2017: 664), states students must master the four components of language skills and literary skills, listening skill, speaking skill, reading skill, and writing skill. Just as important as the other three skills that must be mastered in learning English is writing skill. Writing is one of the basic skills in language that must be possessed by humans in addition to listening, speaking, and reading. Writing skill can be done by anyone who already has other basic language skill. Because writing is a continuous skill from previous skills ( Lazulfa 2019: 2). Based on this opinion, it can be concluded that writing is a skill that does not occur directly but requires a long process ranging from determining ideas and sentence selection must also be considered so that readers can understand the content of the writing. Based on the results of the writer’s observations about the writing procedures at the time of introduction to the school field, there are still many students who have difficulty in writing such as grammar writing students who are still wrong, lack vocabulary, so students are unable to develop their ideas in writing that’s what makes students’ writing skill lacking in learning English. English Language Education Department Bosowa University 156 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX METHOD OF THE RESEARCH Types of this research is scientific research. Research design is a research design made by the writer as a plan for the activities to be carried out. This research conducted with a pre-experimental design with one group pre-test and post-test. Pre-test (O1) to determine the initial state. Then held a treatment (X) (treatment) after that a post-test (O2) was held to determine the final result.Therefore the writer compared the conditions before and after being treatment. This research carried out at SMAN 18 Makassar at komp. Mangga Tiga Permai Daya in Paccerakkang, at Biringkanaya District, Makassar. The sample in this research is the students of grade XII IPA 2 SMAN 18 Makassar which is 27 students. Analysis of the data collection in this research used to determine whether or not the treatment can give good results to the students’ writing skill of twelve grade of class IPA 2 SMAN 18 Makassar in the first semester in the academic year 2022/2023. This research is supported by quantitative data analysis. Quantitative data in this research is in the form of numeric data and can be formulated using statistical methods. After getting the students’ scores the writer calculated the mean scores, standard deviation, frequency table, and the value of the t-test identifying the difference between pre-test and post-test by using SPSS version 20.0 program. FINDINGS The findings are correlated with the problem statement stated in the introduction. The findings presented in this section consist of data obtained through tests to see students’ achievement in writing skill after being given treatment using the Cisco Webex application. The next section is a discussion, which discussing the description and review of the findings in this research. The findings that the writer reports in this research, are based on the analysis of data collection and implementation of the techniques described in the previous chapter. Here, the writer will describe the student’ score on the pre-test and posttest. Table 1. The Students’ Vocabulary Score in Pre-Test and Post-Test No Pre-test Classification Post-test Classification Students’ initial 1 AFS 50 Fair 89 Good 2 MAS 50 Poor 80 Good 3 KAR 50 Very Poor 95 Excellent English Language Education Department Bosowa University 157 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX 4 Rn 50 Poor 60 Poor 5 SN 50 Very Poor 80 Good 6 MAZ 85 Good 95 Excellent 7 NA 40 Very Poor 60 Poor 8 Nf 50 Very Poor 65 Average 9 SA 55 Poor 80 Good 10 MA 20 Very Poor 60 Poor 11 VEO 45 Very Poor 75 Average 12 NF 80 Good 90 Good 13 MKA 50 Very Poor 62 Average 14 SARU 50 Very Poor 75 Average 15 HRU 60 Poor 79 Good 16 NFA 50 Very Poor 62 Average 17 TP 75 Average 85 Good 18 SNA 45 Very Poor 60 Poor 19 GRSP 65 Average 80 Good 20 AR 50 Very Poor 75 Average 21 NM 58 Poor 80 Good 22 NVK 50 Very Poor 75 Average 23 SNP 55 Poor 80 Good 24 25 NA FR 70 50 Average Very Poor 90 78 Good Good 26 IIH 62 Average 80 Good 27 SWAS 55 Poor 80 Good TOTAL 1430 2070 After calculating the students' score and classification in pre-test and posttest, students’ frequency and percentage can be seen in the following table: Table 2. The Frequency (F) and Percentage (P) of the Students’ Score in Pre-test and Post-test. No Classification Score Pre-test Post-test English Language Education Department Bosowa University 158 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX 1 2 3 4 5 Excellent Good Average Poor Very Poor Total 91-100 76-90 61-75 51-60 <50 F 2 4 4 17 27 P 7,40 % 14,81% 14,81% 62,96% 100% F 2 14 7 4 27 P 7,40% 51,85% 35,92% 14,81 100% 100% Based on the table above, the results of the pre-test and post-test followed by students showed that in the pre-test there no students who got excellent scores, 2 students (7,40%) classified as good, 4 students (14,81%) classified as average, 4 students (14,81%) classified as poor, 17 students (62,96%) classified as very poor. In there were 2 students (7,40%) classified as excellent, 14 students (51,85%) classified as good, 7 students (35,93%) classified as average, 4 students (14,81%) classified as poor, and no student classified as very poor. Therefore the writer found that in the pre-test students had difficulty in making paragraphs relevant to each other and there were several students who had not been able to write paragraphs according to the instructions. After using Cisco Webex as a teaching media in learning writing, students were easier to write in post-test. The results showed that it can enhance students' writing skill. Based on the results of student scores, then tabulated and analyzed using SPSS version 20 to test the statistics of students' pre-test and post-test scores into percentages. The average score and standard deviation of students' writing skill are shown in the following table: Table 3. Mean Score and Standard Deviation of the students’ pre-test and post-test. Descriptive Statistics N Minimum Maximum Sum Mean Std. Deviation PRETEST 27 45 70 1430 52.96 6.418 POSTTEST 27 60 95 2070 76.67 10.802 Valid N 27 (listwise) Based on the pre-test and post-test data above, the writer found that there was a fairly good improvement after being given treatment. In the pre-test, the total score was 1430, the average score was 52,96 and the standard deviation was 6,428. Meanwhile, in the post-test, the total score was 2070 with a mean of English Language Education Department Bosowa University 159 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX 76,67 and a standard deviation of 10,802. The total and mean scores of the posttest were higher than the pre-test. After assessing the pre-test and post-test of students in the experimental class, the writer used the t-test to test the hypothesis. T-test is a test to measure whether or not there is a significant difference between the results of the students' mean scores on the pre-test and post-test. By using t-test inferential analysis or a significance test run with SPSS Version 20, significant differences can be easier to analyze. In this research, the Null hypothesis (H0) stated that the use of the Cisco Webex application as a learning medium can’t enhance the English writing skill of class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year. While the Alternative Hypothesis (H1) stated that the use of the Cisco Webex application can enhance the English writing skill of class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year. If the significance value is 2 or sig. (2-tailed) is lower than 0.05, H1 is accepted and Ho is rejected. The t-test of students' writing skill is presented in the following table: Table 4. 1 result of t-test One-Sample Kolmogorov-Smirnov Test N Unstandardized Residual 27 a,b Normal Parameters Mean 0E-7 Std. 5.96294652 Deviation Most Extreme Differences Absolute .228 Positive .228 Negative -.121 Kolmogorov-Smirnov Z 1.186 Asymp. Sig. (2-tailed) .120 The results of the t-test stated that Sig. (2-tails) is 0.000. The result showed that Sig. (2-tailed) table is lower than the level of significance. So, the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is rejected. DISCUSSION From the results of research conducted by writer, it can be seen that there is an increasing in students' writing skill after being given treatment using the English Language Education Department Bosowa University 160 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX Cisco Webex application as a teaching media. Students' writing skill, especially for the five components (content, organization, structure, vocabulary, and mechanics) before giving treatment were still lack and after giving treatment, there was an improvement to be good. Students’ achievement indicated that the use of the Cisco Webex application as a teaching media made students interested in attending the class because students were got new application that the writer applied. Students are also more creative and active in the learning process. Therefore, the writers conclude that using Cisco Webex application as a learning media can enhance students' writing skill. Related to the results of statistical analysis of students' writing skill showed that from their pre-test scores; no students who are classified as excellent, 2 students (7,40%) classified as good, 4 students (14,81) classified as average and 4 students (14,81%) classified as poor, and 17 students (62,96%) classified as very poor. Another case with the students’ writing skill could be classified as good. In the result of post-test 2 students (7.40%) classified as excellent, 14 students (51,85) classified as good, 7 students (35,92%) classified as average, 4 students (14,81%) classified as poor and none of the students classified as very poor. There are some students who do not succes in classifying because the word list is still lacking so it is difficult to make a sentence into a paragraph, there are also students who when taking the pre-test the score is low but after being given treatment the students feel motivated to learn so that when taking the post-test the score students are high. The results of the t-test analysis showed that there was a significant difference between the results of the pre-test and post-test. The average score on the pre-test is 52.96 and is classified as poor. While the average score in the posttest is 76.67 and is classified as good. This means that students' writing skill increase after being taught by using the Cisco Webex application as a teaching media. The results of the t-test stated that Sig. (2-tails) is 0.000. The result gives that Sig. (2-tailed) table is lower than the level of significance. This result means that there is a significant difference between the results of the pre-test and posttest. In addition, after conducting the research, the writer found that using the Cisco Webex application as a learning media there are several advantages, namely the Cisco Webex application as a teaching media which can make students easier to learn anywhere and anytime with the material provided by the writer. Teachers can also use the Cisco Webex application as a teaching media. More ever students are interested in the explanation of the material because the Cisco Webex application has audiovisual. This is evidenced by the increasing in student learning English Language Education Department Bosowa University 161 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX outcomes after the writers gave treatment by using the Cisco Webex application as a learning media. The students are also more active during the teaching and learning process. However, the Cisco Webex application as a teaching media also has drawbacks, namely; students cannot be monitored directly while studying, the learning material obtained is limited because it only comes from a summary of the material made by the writer. CONCLUSION The results of testing the pre-test and post-test scores on students in the experimental class, the writer used the t-test to test the hypothesis. The results of the t-test stated that Sig. (2-tails) is 0.000. The result gives that Sig. (2-tailed) table is lower than the level of significance. So, the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is rejected. Therefore, it can be concluded that using the Cisco Webex application as a learning medium can enhance writing skill in English for class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year. REFERENCE Al Mawaddah, A. W., Hidayat, M. T., Amin, S. M., & Hartatik, S. (2021). Pengaruh Penggunaan Media Pembelajaran Quizizz Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Matematika Melalui Daring Di Sekolah Dasar. Jurnal Basicedu, 5(5), 3109–3116. https://doi.org/10.31004/basicedu.v5i5.1288 Aswat, H., Basri, M., Kaleppon, M. I., & Sofian, A. (2019). Pembelajaran Menulis Karangan Deskripsi Menggunakan Media Gambar [Preprint]. INA-Rxiv. https://doi.org/10.31227/osf.io/pq324 Ati, A. P., Shedriko, S., Harie, S., Prabowo, H. A., Purwaningsih, D., Sandiar, L., & Widiyarto,S.(2021). PKM Pelatihan Wirausaha Dengan E-Learning Menggunakan Cisco Webex Pada Komunitas Wirausaha Pemula Nusantara Yayasan Kawis Dan Pkt Kecamatan Pasar Rebo. Jurnal Pengabdian Untukmu Negeri, 5(1), 121–132. Basar, A. M.(2021). Problematika Pembelajaran Jarak Jauh Pada Masa Pandemi Covid-19:(Studi Kasus di SMPIT Nurul Fajri–Cikarang Barat–Bekasi). Edunesia: Jurnal Ilmiah Pendidikan, 2(1), 208-218. Batau, S. H. (2010). Pengaruh Tayangan Media Film Kartun “DORA” terhadap Penguasaan Kosa Kata Bahasa Inggris Siswa Kelas IV SD INPRES Daya Makassar. English Language Education Department Bosowa University 162 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX Cahyani, I.(2015). Peningkatan Keterampilan Menulis dengan Model PAKEM Melalui Teknik Menjadi Wartawan Junior di Sekolah Dasar. SOSIOHUMANIKA, 8(1). Chairunnisa, D., & Aziza, M. (t.t.). Google Classroom Atau Cisco Webex?: Aplikasi Untuk Pembelajaran Daring Pada Mata Kuliah Aljabar Linear. 10. Choiriyah, E. (2019). Webconference dengan webex mewujudkan pembelajaran abad 21 melalui penguatan keterampilan Pustakawan. Media Informasi, 28(2), 125–136. https://doi.org/10.22146/mi.v28i2.4118 Depdiknas. (2017). Panduan Penelitian oleh Pendidik dan Satuan Pendidikan SMA. Curriculum Center: Jakarta. Dmk, J. R. B., Syofra, A. H., Saragih, S. R. D., & Desniarti, D. (2022). Analisis Kemampuan Representasi Siswa Dalam Menyelesaikan Soal Cerita HOTS Pada Materi Statistika Menggunakan Media Pembelajaran Daring Dengan Cisco Webex Di Kelas XII SMK Negeri 1 Air Joman TA 2021/2022. JEMS: Jurnal Edukasi Matematika dan Sains, 10(1), 36-42. Ekayani, N. L. P. (t.t.). Pentingnya Penggunaan Media Pembelajaran Untuk Meningkatkan Prestasi Belajar Siswa. 11. Fansury, A. H. (2019). Authentic Materials As A Teaching Media To Motivate Efl Students. Klasikal: Journal Of Education, Language Teaching And Science, 1(3), 99-111. Hasan, M., Harahap, T. K., Sos, S., & Inanna, M. S. D. (2013). Landasan pendidikan. Penerbit Tahta Media Group. Husen, S., & Anwar, A.(2020). Efektivitas Penggunaan Media Cisco Webex dalam Pembelajaran Matematika Ditinjau Dari Kemampuan Penalaran Matematika Siswa Kelas VIII SMP Negeri 4 Baubau. Jurnal Akademik Pendidikan Matematika, 101-109. Jayanti, F., & Fachrurazi, F. (2020). Peningkatan Keterampilan Menulis Karangan Deskripsi Melalui Metode Discovery Dengan Menggunakan Media Gambar Pada Mahasiswa Program Studi Pendidikan Bahasa Dan Sastra Indonesia STKIP Pontianak. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 6(2), 329. https://doi.org/10.33394/jk.v6i2.2491 Lutfin, N., & Fansury, A. H. (2020). The Implementation Of Students Facilitator And Explaining Model Through Video Blog (Vlog) To Enhance Speaking Skill. Exposure: Jurnal Pendidikan Bahasa Inggris, 9(2), 391-402. Nur Hidayah, R.(2019). Peningkatan keterampilan menulis puisi dengan menggunakan metode quantum learning dan media video pada siswa English Language Education Department Bosowa University 163 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX kelas X IPA I SMA Negeri 2 Blora tahun ajaran 2018/2019 (Doctoral dissertation, IKIP PGRI BOJONEGORO). Sahib, N. (2019). THE EFFECT OF GAME IN INCREASING STUDENTS’VOCABULARY AT SD INPRESS TINGGIMAE. KLASIKAL: JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE, 1(2), 47-54. Pasaribu, M. H., & Listiani, T.(2021). Optimalisasi Media Pembelajaran Online Dalam Mendorong Keaktifan Belajar Siswa Pada Kelas Matematika [Optimalization Of Online Learning Media To Encourage Students’ Active Learning In Mathematics Class]. JOHME: Journal of Holistic Mathematics Education, 5(1), 44-60. Prabowo, H. A., Hadi, S., Puspita, F., Abdillah, A., Harie, S., & Rizkiyah, N.(2020). Penyuluhan Aplikasi Cisco Webex Meeting Sebagai Sarana Belajar Daring Mata Pelajaran Kewirausahaan Bagi Siswa SMA. Jurnal Abdimas Ilmiah Citra Bakti, 1(2), 163-170. Pradnyawathi, N. N. C., & Agustika, G. N. S.(2019). Pengaruh Model Pakem Berbasis Tri Hita Karana terhadap Keterampilan Menulis. International Journal of Elementary Education, 3(1), 89-98. Ranabumi, R., Rohmadi, M., & Subiyantoro, S.(2017), June. Penggunaan Metode Ceramah dalam Pembelajaran Menulis Teks Eksposisi pada iswa kelas VII-B SMP Negeri 5 Kediri. In Proceedings Education and Language International Conference (Vol. 1, No. 1). Ramli, R., Putra, F. A., & Fansury, A. H. (2022). Technology-Based Collaborative Learning (TBCL) To Enhance Students ‘speaking Performance During The Covid19 Pandemic. Klasikal: Journal Of Education, Language Teaching And Science, 4(2), 283-295. Rosmaya, E. (2018). Pembelajaran Menulis Teks Eksposisi dengan Menggunakan Pendekatan Kooperatif Tipe Investigasi Kelompok di SMP. Deiksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 5(1), 111. https://doi.org/10.33603/deiksis.v5i1.999 Setyoningrum, S.2021. Online Learning from Home with Cisco Webex. AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 5(2), 375-381. Sinaga, E. R. L. 2021. Analisis Kesalahan Gramatikal Pada Penulisan Descriptive Text Bahasa Inggris Siswa Kelas Vii-A Dan Vii-B Smp Negeri 2 Parbuluan. 9(1), 12. Situmorang, N. M. Y. 2018. Meningkatkan Kemampuan Menulis Siswa Kelas X APHC SMK NEGERI 1 SINGARAJA Melalui Teknik Guiding Questions. Journal of Education Action Research, 2(2), 165-171. English Language Education Department Bosowa University 164 THE ACADEMIC Journal of English Language Education Volume 7 No. 2 December 2022 ISSN: 2528-3677; E-ISSN: XXXX-XXXX Syahfitri, D., & Muis, M. A. (2020). Efektifitas Pembelajaran Menggunakan Media E-Learning (Cisco Webex). Akademika: Jurnal Keagamaan dan Pendidikan, 16(1), 14-24. Tarigan, B., & Verina, N. (2020). Analisis Penerapan Model Example Non Example Dalam Pembelajaran Menulis Teks Iklan. Williams, J. D.2014. Preparing to teach writing: Research, theory, and practice. Routledge. English Language Education Department Bosowa University 165