STUDENTS' PERCEPTION OF THE USE OF SOCIAL MEDIA ...
107
STUDENTS’ PERCEPTION OF THE USE OF SOCIAL MEDIA FOR LEARNING ENGLISH (A Case Study at the Eleventh-Grade Students of SMA Al-Hasra in Academic Year 2020/2021) A Skripsi Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Strata-1) in English Education By: Muetia Safitri 11160140000053 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2021
-
Upload
khangminh22 -
Category
Documents
-
view
4 -
download
0
Transcript of STUDENTS' PERCEPTION OF THE USE OF SOCIAL MEDIA ...
STUDENTS’ PERCEPTION OF THE USE OF SOCIAL MEDIA
FOR LEARNING ENGLISH
(A Case Study at the Eleventh-Grade Students of SMA Al-Hasra in Academic
Year 2020/2021)
A Skripsi
Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata-1) in English Education
By:
Muetia Safitri
11160140000053
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2021
i
STUDENTS’ PERCEPTION OF THE USE OF SOCIAL MEDIA
FOR LEARNING ENGLISH
(A Case Study at the Eleventh-Grade Students of SMA Al-Hasra in Academic
Year 2020/2021)
A Skripsi
Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata-1) in English Education
By:
Muetia Safitri
11160140000053
Approved by:
Advisor I Advisor II
Dr. Farida Hamid, M.Pd. Atik Yuliyani, M.A. TESOL
NIP. 19631010 199103 2 003 NIP. 19840410 201503 2 003
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2021
ii
iii
iv
ABSTRACT
Muetia Safitri, 11160140000053. “Students’ Perception of the Use of Social
Media for Learning English” (A Case Study at the Eleventh-Grade Students
of SMA Al-Hasra in Academic Year 2020/2021). A Skripsi of Department of
English Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University, Jakarta, 2021.
Advisor I : Dr. Farida Hamid, M.Pd.
Advisor II : Atik Yuliyani, MA., TESOL.
Keywords : Students’ perception, English Learning, Social Media
The present study was intended to explore high-school students‟ perception of
social media use for English learning. Eighty-three students at SMA Al-Hasra in
Depok, Indonesia, were involved in this study. The study employed a qualitative
method with a case study design using questionnaires and semi-structured
interview as data collection methods. Basic statistical analysis was used to analyze
data from the questionnaire, and the data from interviews were analyzed using the
flow model by Miles and Huberman. The results indicated that the students in this
study use social media for learning and improving their English. They choose
YouTube as the most used social media for learning English. Further, they stated
that social media provides them English content sources to practice their English
skills, specifically listening, enlarges their vocabulary and increases their
pronunciation knowledge. Besides, as social media provides a lot of English
content, students can choose English content which they like anytime and
anywhere. The situation creates a stress-free language environment for students to
be comfortable and motivated to learn English outside school. Students also stated
their challenge in using social media for learning, such as internet connection
problems, privacy, and inappropriate content. Based on the results, it can be
concluded that students have a positive perception of employing social media to
learn English.
v
ABSTRAK
Muetia Safitri, 11160140000053. “Students’ Perception of the Use of Social
Media for Learning English” (A Case Study at the Eleventh-Grade Students
of SMA Al-Hasra in Academic Year 2020/2021). A Skripsi of Department of
English Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University, Jakarta, 2021.
Advisor I : Dr. Farida Hamid, M.Pd.
Advisor II : Atik Yuliyani, MA., TESOL.
Keywords : Students‟ perception, Social Media, English Learning.
Penelitian ini bertujuan mengeksplorasi persepsi siswa terhadap penggunaan
media sosial untuk belajar bahasa Inggris. 83 siswa dari sebuah sekolah menengah
atas swasta di Depok terlibat dalam penelitian ini. Penelitian ini menggunakan
metode kualitatif dengan desain studi kasus. Penelitian ini menggunakan
kuesioner serta wawancara semi struktur sebagai metode pengumpulan data.
Analisis statistik dasar digunakan untuk menganalisis data dari kuesioner
sedangkan data wawancara dianalisis dengan model Flow dari Miles dan
Huberman. Hasil menunjukkan bahwa siswa menggunakan media sosial untuk
belajar dan meningkatkan kemampuan Bahasa Inggris. Mereka memilih YouTube
sebagai aplikasi yang paling sering digunakan. Siswa mengatakan bahwa media
sosial menyediakan sumber konten Bahasa Inggris yang bisa digunakan untuk
melatih kemampuan Bahasa Inggris mereka khususnya dalam memahami,
memperluas kosa-kata serta pengetahuan pengucapan kata. Lebih lanjut, karena
media sosial menyediakan banyak konten berbahasa Inggris, siswa dapat memilih
konten berbahasa Inggris yang mereka suka kapan dan di mana saja. Situasi
tersebut menciptakan lingkungan yang bebas dari stress untuk siswa sehingga
mereka nyaman dan termotivasi untuk belajar bahasa Inggris di luar sekolah.
Siswa juga menyebutkan tantangan yang mereka hadapi yaitu masalah koneksi
internet, privasi, dan konten yang tidak pantas. Dapat disimpulkan bahwa siswa
memiliki persepsi positif terhadap penggunaan media sosial untuk belajar Bahasa
Inggris.
vi
ACKNOWLEDGMENT
In the Name of Allah, The Beneficent, The Merciful
All praise and gratitude belongs to Allah, who has given the writer his
everlasting mercies and blessings throughout her life and provided the writer
knowledge which supports her to finish this research. Peace and blessing of Allah
may always be upon the prophet Muhammad, who has brought Islam to us as the
light that changes us to be better humankind.
In the middle of COVID-19 pandemic, schools are closed for indefinite
time which affects the writer in completing her research. However, with the
strength and blessings from Allah, the writer can complete her research as one of
requirements for gaining bachelor degree. The writer also admits that the research
would have been possible without the support and assistance of some individuals.
Therefore, the writer wholly acknowledges all the supports of these wonderful
people who dedicated their help for the success of this research.
Firstly the writer would like to express her sincere gratefulness to her
much-loved family; especially her parents, Bapak Syarifuddin, also Ibu Salbiah,
S.Pd.Ina for their continuous and incomparable love, prayers, and support. Then
she wants to express her thanks to her beloved brother Raihan Putra Aulia, who
always being a good brother for the writer. In addition, she also would like to
show her appreciation as well as honour to Mrs. Dr. Farida Hamid, M.Pd and Mrs.
Atik Yuliyani, M.A TESOL as her advisors, for the countless support, guidance,
patience, and meaningful feedback upon the writer in completing this research.
Additionally, the writer also wants to show her greatest appreciation and
thanks to:
1. Dr. Sururin, M. Ag., The Dean of Faculty of Educational Science.
2. Dr. Didin Nuriddin Hidayat, Ph.D., The Head of Department of English
Education.
3. Zaharil An‟asy, S.Ag., M. Hum., The Secretary of Department of English
Education.
vii
4. Teguh Khaerudin, M.App.Ling., The Academic Advisor in Class B 2016.
5. All lecturers in the Department of English Education for their insightful
knowledge, motivation, experiences, and inspiration throughout the
classes. Those values and knowledge will be manifested by the writer
throughout her life.
6. Antik Handayani, S.Pd., The Headmaster of SMA Al-Hasra Depok for
trusting the writer to conduct the research at her school.
7. Hanura Weldi, S.Ag, The English teacher at SMA Al-Hasra Depok for his
guidance, inspiration, insight, and encouragement.
8. All cheerful students of class XI science and social major at SMA Al-
Hasra for their kindness and effort to participate in the research.
9. All of the writer„s beloved friends in the Department of English Education
2016, for all member of BLITZ class especially Yatni Fatwa Mulyati, Siti
Zulfa, Ariffianty Ika Norfauzi, and Anita Maharani for all helps, laughs,
cries which making the writer‟s university life becomes memorable.
10. The writer„s incredible friends in FAMILY, especially Hana Nabila, Fanni
Eldiana, Inas Salma, Raviqa Umami, and Rizki Yulianti for the endless
support and encouragement to the writer.
11. Everyone whose name cannot be mentioned one by one for all the
contributions they have given for this study.
Last but not least, the writer acknowledges the limitations and deficiencies
on her study. Therefore, constructive feedbacks and suggestions are kindly
welcomed for the better writing. The writer hopes her research can be useful for
its readers and further research.
Jakarta, January 2021
Muetia Safitri
viii
TABLE OF CONTENTS
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................. v
ACKNOWLEDGMENT ..................................................................................... vi
LIST OF TABLES ................................................................................................ x
LIST OF APPENDICES ..................................................................................... xi
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Research ................................................................................... 1
B. Problems Identification ........................................................................................... 3
C. Focus of the Research ............................................................................................. 3
D. Questions of Research ............................................................................................. 3
E. Purpose of Research ................................................................................................ 3
F. Significance of Research ......................................................................................... 3
CHAPTER II THEORETICAL FRAMEWORK ............................................. 5
A. Perception ............................................................................................................... 5
1. The Nature of Perception .................................................................................... 5
2. Process of Perception .......................................................................................... 6
3. Factors Affecting Perception .............................................................................. 6
B. Social Media ........................................................................................................... 7
1. The Definition of Social Media .......................................................................... 7
2. Types of Social Media ........................................................................................ 8
3. The Advantages of Social Media ...................................................................... 10
4. The Challenges of Social Media ....................................................................... 11
C. Social Media for English Language Teaching ...................................................... 12
D. Previous Study ...................................................................................................... 16
CHAPTER III RESEARCH METHODOLOGY ............................................ 19
ix
A. Research Settings .................................................................................................. 19
B. Research Participants ............................................................................................ 19
C. Research Method .................................................................................................. 20
D. Technique of Data Collection ............................................................................... 20
E. Research Procedure ............................................................................................... 23
F. Technique of Data Analysis .................................................................................. 24
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ....................... 25
A. Research Findings ................................................................................................. 25
B. Discussion ............................................................................................................. 42
CHAPTER V CONCLUSION AND SUGGESTION ...................................... 45
A. Conclusion ............................................................................................................ 45
B. Suggestion ............................................................................................................. 45
REFERENCES .................................................................................................... 46
x
LIST OF TABLES
Table 3.1Indicator of Students‟ Questionnaire on the Use of Social Media for
Learning English ................................................................................................... 20
Table 4.1 Social Media Usage before and during COVID-19 .............................. 24
Table 4.2 Purposes on Using Social Media .......................................................... 26
Table 4.3 Time Spent on Social Media for Learning English per Days ............... 27
Table 4.4 The Most Frequently Used Social Media to Improve English
Language Skills ..................................................................................................... 27
Table 4.5 Students‟ Feeling on Using Social Media for learning English ............ 30
Table 4.6 English Language Skills and Components Utilized in Social Media ... 35
Table 4.7 Students‟ Perception on the challenges of using social media for
learning English .................................................................................................... 39
xi
LIST OF APPENDICES
Appendix 1 Students' Questionnaire ..................................................................... 51
Appendix 2 Students' Questionnaire Results ........................................................ 54
Appendix 3 Students' Semi-Structured Interview Questions ................................ 61
Appendix 4 Students' Interview Transcript ........................................................... 62
Appendix 5 Surat Pengesahan Proposal Skripsi ................................................... 80
Appendix 6 Surat Bimbingan Skripsi ................................................................... 81
Appendix 7 Surat Izin Penelitian .......................................................................... 83
Appendix 8 Surat Keterangan Penelitian .............................................................. 84
Appendix 9 References Examination Paper .......................................................... 85
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Nowadays, social media has become a foremost part of our lives as
people worldwide are spending many hours on this media (Eren, 2012).
Social media used through mobile phones and computers is intended to help
people convey their ideas, collaborate, and communicate efficiently. Besides,
people use social for many purposes, such as finding information,
maintaining friendships, and expressing multiple identities (Shin, 2018).
There are many kinds of social media technology, including micro-blogging
platforms like Twitter, social networking sites like Facebook, media sharing
tools such as YouTube and Instagram (Dabbagh & Kitsantas, 2012). These
kinds of social media technology are free and easy to be signed up. That is
also a reason why most people use it anytime and anywhere.
Furthermore, users of social media in Indonesia have been increased
gradually. According to the latest data available on We Are Social (2020),
there are 160 million people or 59% percent of the total population of 272.1
million Indonesians, use social media actively. Another result is that the
average of social media users in Indonesia was age 13 to 34. It can be seen
that social media are very popular among young people, especially students.
It is also supported by the writer‟s observation when she did teaching practice
at a privat high-school in Depok. The students are very familiar with social
media. They use social media tools for many purposes such as accessing
information, sharing ideas, and seeking entertainment.
Although social media is not directly created for educational purpose,
it has drawn attention from educators, especially in English language teaching
field. Several studies were conducted to know whether social media can be
used in English classroom. It is said that social media provides an active
English language environment for students to support their learning process
(Baſöz, 2016). English is mostly used in social media since it is recognized as
2
one of international languages. The active English environment provided by
social media exposes students into an English rich exposure which support
their language development.
Besides providing a space for students to be exposed to the English
environment, some ELT studies investigating social media found out that
social media is a remedy for reducing students‟ affective filters. It is also
known as negative psychological factors such as anxiety, lack motivation,
boredom and frustration, which have a substantial impact on students‟
language learning process (Zayed & Al-Ghamdi, 2019). It is revealed by a
study that social media usage has reduced students‟ emotional variables while
learning English as it enables them to concentrate on learning requisite
language skills (Sharma, 2019). Moreover, social media also boost students‟
self-determination and motivation to use English in their daily life (Mubarak,
2016).
Recently, the world is facing COVID-19 pandemic. Schools, and
universities are closed for an indefinite time. It changes the learning process,
which is generally held in the classroom, into online learning. Teachers try to
use social media in their teaching despite they did not know much about how
their students use social media to improve their English. Since students are
the center of the learning process, their perception of the teaching practice is
worth knowing in helping teachers create teaching activities that are close to
their students.
Based on the explanation above, a study on students‟ perception of the
use of social media for learning English is important to be investigated since
teachers need to know their students‟ preferences in terms of what social
media application they used and their ways of using social media for learning
English. Studies on exploring high school students‟ views on social media for
learning English in Indonesia are relatively low. Therefore, this study is
conducted to provide valuable information about how high-school students
use social media, the advantages and challenges students face while using
social media to learn English.
3
B. Problems Identification
From the background of research, the researcher identifies several problems:
1. Affective factors such as low self-confidence, boredom, and frustration
while learning English have substancial impact on students learning
process.
2. Due to COVID-19 Pandemic, the process of learning which held in the
classroom changes into online learning.
3. Students‟ perception of teaching practice is worth knowing in helping
teachers create teaching activities that are close to their students.
C. Focus of the Research
The focus of the research is to know students‟ perception on the use of
social media for learning English including students‟ behaviors in using
social media, the advantages of employing social media, and challenges of
using social media for learning English faced by them.
D. Questions of Research
Based on the research problems stated previously, the researcher
formulates research questions as follows:
a. How is student’ perception in using social media for learning English?
b. What are the advantages and challenges that students’ perceived in using
social media for learning English?
E. Purpose of Research
The focus of the research is to know students‟ perception on the use of
social media for learning English including students‟ behaviors in using
social media, the advantages of employing social media, and challenges of
using social media for learning English faced by them.
F. Significance of Research
The research result is estimated to give information for:
a. English teachers, the results of this research are supposed to give
information and suggestion for teachers to use social media in their
4
English class especially during pandemic of COVID-19, since social
media is believed to have many benefits for enhancing students‟ language
skills. In addition, the explanation of students‟ response in this study is
expected to be a concern for teachers who want to use social media.
b. For the learners, the results of the study are supposed to motivate them to
learn English since English is become essential skill for their future career
and they can use social media for learning English beyond the classroom.
c. For researcher herself, the study helps her to improve her knowledge and
practice of teaching English related to the use of information and
communication technology.
d. For the further researcher, the results of study are supposed to give
information and knowledge about students‟ perception of the use of social
media for learning English and to do the next research in the future which
focuses on specific skills and social media.
e. For the schools, the results of the study are supposed to be a reference and
information for the school to encourage their English teachers to be more
creative and innovative in conducting English teaching and learning
activities especially during pandemic COVID-19.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Perception
1. The Nature of Perception
Perception is a biological process that takes place in the human‟s brain.
It is a process that concerns about the entry of messages or information
through five senses, namely sense of sight, sense of hearing, sense of smell,
sense of taste, and sense of touch (Slameto, 2003). Perception is obtained by
summarizing the information from a person and interpreting the information
so that the person can respond to either positively or negatively of the
information. Therefore, perception basically concerns the relationship between
a person and his environment through the senses. After a person senses an
object in its environment, then it is processed into the meaning of the object
In addition, perception is also described as the interpretation of an
object, event or information that is grounded by the life experience of a person
who performs that interpretation. The experiences will be interpreted by their
brain to certain impressions which are maybe different from one to another.
Thus, it can also be said that perception is the result of one's mind from a
particular situation (Jalaludin, 2003). In a nutshell, perception is a way of
interpreting information using humans‟ senses. When there is an object,
people use their senses and brain to observe it, and then the information is
interpreted as the meaning and cause people to respond to it in a good or bad
way.
This study tries to explore the perception of students in a secondary
high school toward the use of social media for learning English. Students'
perceptions are very crucial to be known in teaching and learning process
because teachers need to know their students‟ preferences in terms of their
learning style, interest, and others which can influence their learning outcome.
6
2. Process of Perception
Perception is not occurred in a second, but it takes place through a
complex process within an individual. According to Thoha (2003), process of
perception relies on several stages. The process of perception is started when
a person encounters stimulus from their surroundings. Then it is captured by
sensory tools and sent to the brain. The stimulus is interpreted based on
individual‟s motivation and personality. After that, the information is
perceived by individual in form of feedback to the stimulus.
Simillarly, Walgito (2004) stated that perception process is employed
through some steps. Stimulus from the object increases the sensory tools in
our body. The stimulus derives from inside and outside the individual. Then
the stimulus is transferred to the main nervous system located in our brain.
The brain then processes the stimulus so that the individual is aware of the
object received by sensory tools. He also emphasized that when a person
perceive something, they need attention while observing the object. It
happens because a person can get more than a stimulus from their
surroundings and not all those stimuli get respon from an individual to be
perceived. Thus, which stimulus perceived based on the individual itself.
Based on the explanation above, it can be conclude that perception is a
complex process consit of giving attention on the object, collecting stimulus
through our senses, and interpreting the stimulus into some meaning that lead
to the respons affect our behavior.
3. Factors Affecting Perception
There are some factors considered important in process of perceiving
human or things. Accroding to Walgito (2004), there are three factors
influence perception; the first is strong stimulus. It has to make individual
aware so that they can directly perceive it. Clear stimulus may influence
perception. The second is physiology and psychology. Physiology relates to
sensory tools our body while psychology aspects include experiences,
motivation, and thinking ability. Last is environment. Situation which causes
7
stimulus also has influence in perception especially if the object is human. In
this case, different people have different social background and produce
different perception.
Additionally, according to Iska (2006), factors that influence
perceptions are; first is selective attention. As human encounter many stimuli
from our setting, we do not respond all the stimuli. Thus, human only focus
or give attention to any stimulus. Next factor is individual‟s values and needs
and past experiences. Everybody has their own background and values which
influence the perception process. Third is the characteristic of the object such
as motion, sounds, size, proximity, etc. Big things can be more interesting
than small ones to be perceived. Meanwhile, Alex (2003) stated factors which
influence perception such as intensity, size, movement, repetition, familiarity,
can attract people‟s attention. Thus, it can be concluded that factors affecting
someone‟s perfection comes from internal and external individual.
B. Social Media
1. The Definition of Social Media
Social media is a form of information and communication technology
tools used by people to communicate anytime. It is trendy among people of
every age and level in the world. Besides, as a tool for communication, social
media builds community online to exchange knowledge, ideas, personal chats,
even pictures and videos (Merriam-Webster Dictionary, 2014). Similarly,
social media are web-based platforms where users create and share
messages via virtual communities and social networks (Chen et al., 2017).
People use social media in their communication, they send and resend
messages, and they create and distribute contents through social
communication online. All messages and individuals' behaviors recorded by
social media data.
However, there seems to be confusion among people as to decide
what should be included in the term of social media. Kaplan & Haenlein
(2010) stated the foundation of Social Media comes from the concept of
8
Web 2.0 and User Generated Content. Web 2.0 is a new approach for web
developers to start using the World Wide Web as a medium whereby
material or information is no longer produced and released by individuals,
but instead, it is constantly updated in a participatory and interactive style
by all users. As Web 2.0 represents the ideological and technological
foundation of social media, user-generated content can be seen as the ways
in which people make use of social media. It is usually described as forms
of media that many users can access and create the content toghether.
Additionally, Manning (2014) mentioned two common
characteristics which defining what is social media. Firstly, social media
allows some form of participation. Even if social networking sites such as
Facebook may allow passive viewing of what others are posting. Usually, a
profile account must be created that allows for the beginning of the potential
for interaction. Secondly, social media involves interaction. This interaction
can be with established friends, family, or with new people who share
common interests. In a nutshell, Social media is a group of Internet-based
applications that technically build based on Web 2.0 and allow its content
produced by users to be created and shared. People can communicate with
others virtually and create or share pictures, videos, or other kinds of
information to their community.
2. Types of Social Media
Kaplan & Haenlein (2010), classified social media as follows:
The first is social networking sites. They are applications that allow users
to connect with other people by inviting them, creating and sharing personal
information including photos, video, audio files, and blog, also sending
message between each other. Furthermore these applications become multiuse
web since the users can play games, join interest group, or read news.
Facebook and twitter are the examples of social networking sites. These
applications are very popular among young generation due to their uses and
interesting display.
9
The second is content sharing sites. They are applications that let the users
to share contents such as sharing videos, photos, or even Power Point
presentation. The users on this site are not required to create personal profile
page. If they create it, the page only shows basic information for instance the
number of content they have shared. It is also permitted for the user to rate or
give a comment on content which they accessed. Youtube is content sharing
sites focuses on video sharing, Instagram focuses on short videos and photos,
while Slideshare is created for sharing Power Point Presentation.
The third is Blogs. They are online platform displaying information in the
reverse chronological order, with latest posts showing first. It is a platform
where a writer or a group shares their views from personal stories to
summaries of relevant information in a spefic theme. Blogs are usually
provided comments section where visitors and the writers can interact with
each other. The content on blogs typically includes texts, pictures, videos, and
animated-gif. Tumbler and medium are kinds of these sites.
The fourth is Ratings and Review sites. They provide a platform for
people to write their opinions of products and give ratings. The site also
provides a great potential for users and companies to learn more about
products and their actual pros and cons after they were used by customers.
Thus, it has a huge impact on company also customers‟ while making
decision. E-Bay and Amazon are included in this type.
The fifth is Social Bookmarking sites. They provide the opportunity for
users to add and share bookmarks of web documents. Besides users can vote
on websites and rank the bookmarks based on users‟ preferences. They only
provide a reference to the bookmarked website, unlike content sharing which
provide the resources of the content. Delicious and Reddit are the example of
these sites.
The last is collaborative project. They enable joint and simultaneous
creation of content by many users in order to build huge useful databases.
Wikipedia is the example of this type. Users from all around the world are
10
working together in order to build a free huge encyclopedia ever made by
human.
3. The Advantages of Social Media
Generally, social media helps in communicating with other people
(Drahošová & Balco, 2017). Besides, social media is also a tool for someone
who wants to know updated news that happens in the world (Hardiana, 2019).
We do not need to wait until tomorrow to read a newspaper. By using social
media, we can find anything in seconds. Further, social media also helps us
build community, advertising or promoting, educating people, creating
awareness and innovating the way people live, and helping others (Akram &
Kumar, 2018).
Regarding the explanation previously, those researchers believe that social
media has many positive effects on our life. It also happens in the education
field. Many studies showed the positive influence of social media in English
classroom. Akram & Kumar (2018) stated that students could use social media
as a socializing platform where they can exchange ideas and learn new things
from many sources and developing their skills for their future. Further, social
media can be a communication tool among teachers and students. Having a
good connection between teacher and students helps to better understand the
students‟ learning difficulties (Faizi et al., 2013).
Social media are also effective ways to increase students‟ engagement and
motivation. Some introverted students are hard to participate in the class but
may feel comfortable expressing themselves on social media (Ivala &
Gachago, 2016). On the other hand, some students get bored quickly in the
classroom due to the materials not always exciting or relevant. Social media
tools can be used to design learning activities socially and interactively, such
as discussion, debate, group projects, etc. These various learning activities
would enable students to learn from each other and interact with other people
beyond the school walls (Faizi et al., 2013). To sum up, social media is helpful
for us in many aspects. One of them is the education field. Many features of
11
social media can be used by educators to make a learning process more
creative, relevant, and efficient. Social media also allows students to
collaborate, express themselves freely, and enhance their engagement and
motivation to learn inside and outside school.
4. The Challenges of Social Media
Despite having many benefits for education, studies also find some
challenges while using social media for learning. Jalal & Ashraf Zaidieh
(2012) stated challenges while using social networking face by students and
teachers; first is privacy. It is has become the most concerning thing while
using social media because they still do not know what their individuals‟
information used for. Second is real friendship. Through social media,
especially social networking sites, a person has a lot of friends but the quality
of these friendships is not always real. Meanwhile, data on these social media
sites for a person is not always 100% honest and reliable, so there is equal
potential to abuse this data for bad deeds. Having many friends through social
networking sites is likely to be more harmful than good, and this will affect
the use of social media in education. The last is misinformation. Students face
some difficulty through social media in expressing their thoughts in writing, as
many students prefer to express their ideas orally which they have done for
many years through their study. Online learning requires students to use
writing to express their ideas and opinions. However, in online environment,
students do not perceive physical signs like inflection, body language, and
tone which they usually have in face to face learning.
Moreover, social media can be a distraction for learning. In a study
conducted by Altam (2020), students confessed that they waste their time
while using social media in general, because learners do not feel the passage
of time when using social media especially when chatting with friends. In the
same vein, Devi et al., (2019) clarified that students forget to studies because
they are spending time on the social networking website rather than studying
or interacting with the people in person. Students prefer to chat with friends
12
for the hours and this leads to the waste of time that could have been used for
study or learning new skills. In higher education context, Scanlon & Neumann
(2002; as cited in Allam & Elyas, 2016) stated that plagiarism has been a
concern for the public and the educational field, as students in higher
education started to cutting and pasting material into their writing from
websites and internet without giving a credit to authors.
Another negative effect of social media is arising from cyber-bullying and
discouraging face-to-face communication (Lederer, 2012). Additionally,
findings from a study conducted in Malaysia stated that social media has
negative effects such as negative feelings, social isolation, and security
concerns (Mirabolghasemi et al., 2016). To sum up, like two sides of a coin,
social media contains positive and negative effects in general and educational
context. Specifically, the negative effect of social media in education is related
to the privacy aspects, limitations face to face communication, distraction, and
inappropriate use and contents by students.
C. Social Media for English Language Teaching
1. The reasons for using social media in English Language Teaching
Various studies have been dealt with social media in educational field. The
findings of those may be useful for education particularly in English language
teaching context. The result of those studies also reflects the effect of using
social media on students‟ language skills. The following paragraphs will
explain why we use social media for learning English based on the studies in
English language field.
Firstly, the nature of social media is in line with the implementation of
education as well as language teaching theories such as constructivism and
social-cultural theory (Inayati, 2015). In constructivism theory, according to
Shih (2011), the theory suggests that learning occurs when there is a
meaningful social interaction that includes community sharing of different
perspectives and experiences. This idea applies while using social media.
Another theoretical basis used in the implementation of social media in
13
education is socio-cultural. In line with constructivism, this theory suggests
that rich exposure and interaction with the target language is essential in
language learning (Hsu, 2013; as cited in Inayati, 2015). Thus, social media
could be used as effective media to design language activities in English
classroom.
Secondly, some researchers believed that social media would offer
advantages to students‟ development. It explicitly evidenced in English
language teaching that social media provides a vast resource of authentic
language in the form of written, video, photo in which language skills may be
practiced. The statement is in line with a study conducted by Lomicka & Lord
(2016), they expressed that using social media will maximize the student‟s
exposure to the language and provide authentic language learning through
socialization, contextualization and utilization.
Social media may utilize productive language skills such as writing and
speaking. As proposed by Yunus et al., (2012), they explained that using
social media such as Facebook and blog, students will get enough written
language input so they will develop their writing skills. It also facilitates the
students to learn new words and vocabulary which are suitable for them in
writing (Khan et al., 2016). Social media would also enhance student learning
and speaking abilities through the conversations conducted with native
speakers of English (Ehsan & Nasri, 2019).
On other hand, social media also has potential to develop students‟ reading
and listening skills. Arumugam et al., (2019), described that social media like
Facebook and WhatsApp permits students and teachers to create a learning
group. Then the activities in the group such as sharing of reading material,
reading aloud practice, and discussing a reading text allow students to be more
involved in the reading exercise that helps to improve their reading skills.
Meanwhile, video sharing sites like YouTube provide either in formal and
informal use of English video for students to practice their listening skills.
Thirdly, social media can enhance students‟ personal development leading
them to learn English inside and outside the classroom. It should be noted that
14
social media can be accessed easily. It is free, attractive, and popular among
students. Thus, it can be assumed that students‟ familiarity with social media
usage can create a relaxed and stress-free environment for them to learn
English, also making them more engaged and motivated. It is supported in
Mubarak's study (2016) revealed that the students enjoy using social media
since it was fun for students. As a result, social media boosts motivations and
self-determination in the students‟ learning environment. Additionally, social
media can encourage students to learn English outside school. Hemmi, Bayne
& Land, (2009; as cited in Erarslan, 2019), said that social media has become
an integral part of students‟ lives and the intensive use of social media could
effectively be utilized for educational purposes. Then, using social media as
the tool in the learning process could benefit EFL students in practicing the
language outside their classrooms (Omar et al., 2012). To sum up, social
media can be used effectively in English language teaching context as it
supports learning theories and offers many benefits on students‟ self-
development and students‟ language communication competence.
2. Social Media Application in English Language Teaching
Integrating social media in English language teaching is not an easy way
to do. It requires teachers to have sufficient knowledge both on social media
and language learning pedagogy. However, to help teachers combining social
media and language activities in EFL classroom, here, the researcher provides
some social media applications that mostly used in English classrooms
elaborated with additional ideas regarding the strategy to implement those
social media applications effectively.
The first is Facebook. Blattner & Fiori (2009) highlighted the features of
Facebook and described how it can be used for language learning. They
pointed out features of Facebook like sending and receiving private messages,
creating groups, offering applications to attract chances for collaboration,
assisting the class in the involvement of keywords and materials, setting up a
video conference for members, and joining groups to share similar interests in
15
Facebook. This can facilitate students to use their English, especially in
reading and writing. Several studies have documented the role of Facebook on
foreign language teaching and learning, such as it enhances students‟
engagement (Ivala & Gachago, 2016), and students have positive perspectives,
motivation, and self-confidence when they used Facebook for learning English
language (Adi Kasuma, 2017).
The second is Instagram. According to Erarslan (2019), Instagram enables
students to create a cooperative, collaborative, and sharing atmosphere,
supporting the formal classroom setting in addition to sharing class materials.
Supporting by some features like photo timelines, profile interface & content
as well as navigation tools, students can exchange views and opinions of
various topics by commenting on photos and videos using English. Moreover,
Ali (2014; as cited in Suryantari & Priyana, 2018) proposed that Instagram
provides visual data that support the activities in English classroom. He also
highlighted the potential of Instagram as a medium for learning English
informally as it offers students the opportunity to communicate with each
other outside school.
The third is Twitter, a popular micro-blogging site among adolescents and
adults. In the language learning context, Twitter may be used to engage
students in English learning activities. Through Twitter, all the participants are
able to share and look for information using foreign languages in
asynchronous like in forum or synchronous ways like chatting (Sah, 2015).
Students also look and find new vocabulary while they interact with native
speakers in a forum discussion. It is supported by the findings of a study
conducted by Taskiran et al., (2018), which said that despite students are
limited to write something on twitter, yet they tended to search for new
vocabulary items in order to make their tweets more recognizable or to convey
their messages in the most effective way. Thus, this might help them learn
new words and use them actively in their own sentences.
The fourth social media application used for learning English is YouTube.
It is a video sharing site where users can watch and share videos in various
16
content especially English videos. A study conducted by Nofrika (2019),
investigated the role of YouTube in developing English competence. The
findings of her study are that students develop their listening skills by
watching English videos and songs, students‟ knowledge of grammar and
vocabulary is improved as they watch grammar video, and they also practice
their pronunciation after watching native speakers.
The last application is WhatsApp. It is a web-based instant message
application that is used to exchange information in a variety of media like text,
pictures, videos, and audio. La Hanisi et al. (2018) conducted a study
concerned about collaborative learning using WhatsApp in the English
classroom. The findings highlight the potential use of WhatsApp to support
the English classroom since it is easy to be accessed and facilitate students to
communicate using English with other students and teachers anytime and
anywhere. The teacher can use it to confirm whether students understand the
topics or not and get to know the students better. The practice of language
skills can be implemented on WhatsApp, and teacher may give the feedback
directly to students in real-time.
To sum up, the previous paragraphs describe the most popular social
application that many educators studied, specifically in language learning. The
applications are used because their efficient features can support language
learning and give students new learning experience, which leads students to
develop their motivation and be autonomous in learning English inside and
outside of the classroom.
D. Previous Study
Based on the explanation previously, social media is believed to offer
potential benefits for EFL students. The following paragraphs will explain
several research have done focusing on the use of social media on English
classroom.
The first related study was done by Tubagus Zam Zam Al Arif (2019)
entitled “The Use of Social Media for English Language Learning: An
17
Exploratory Study of EFL University Students.” This study aimed to examine
the use of social media in English language learning. The researcher used
exploratory study to investigate the use of social media for English language
learning. The participants of this study were sixty-seven students of English
department program at Jambi University. Questionnaire and semi-structured
interview were conducted to gather the data. The researcher analyzed the data
from questionnaires using basic statistical analysis, and the data from
interviews were analyzed using phenomenological case analysis combined
with coding thematically. The result revealed that some social media
applications especially Instagram and Facebook are mostly used by the
students. Accordingly, the students spent more time in using social media for
general purposes than English learning purposes. Nevertheless, they still
showed positive attitudes towards the use of social media in English language
learning.
The second related study was done by Vipin Sharma (2018) entitled
“Saudi Students‟ Perspective on Social Media Usage to Promote EFL
Learning”. This study aimed to report Saudi students‟ perspectives on social
media usage to promote EFL learning. The researcher used survey study to
know the use of social media for English language learning. The participants
of this study were sixty Saudi students of English as a foreign language at
Jazan University. A questionnaire was used for collecting data. Then, the
researcher analyzed the data using basic statistical analysis. The result
indicated that students perceived positive attitudes toward social media usage.
They feel more confident, less anxious, more competent, and more willing to
communicate in English on social media. It can be concluded that social media
usage offers positive effects on the language learning process.
The third related study was conducted by Nouf Alorain and Walcir
Cardoso (2018) entitled “Social media in language learning: a mixed-methods
investigation of Saudi students‟ perceptions.” The research investigated Saudi
students‟ attitudes towards the use of four Social Media such as Instagram,
Snapchat, Twitter, and WhatsApp. The researcher used surveys to collect data.
18
The participants of this study were ninety-nine EFL students from King Saud
University in Saudi Arabia. The participants were divided based on their
proficiency levels (beginner and advance). Then, the researcher analyzed the
data using a two-way analysis of variance (ANOVAs). The result revealed
differences between beginner and advanced students in their perceptions of the
impact of social media for language learning, but not in their affective feelings
towards social media for use outside the classroom, nor the choices of social
media application for learning. Moreover, students‟ social media choices
varied according to language skills to be learned. Further, the result of the
interview analysis revealed that advanced learners are reluctant to use social
media for academic purposes and considering them to be their own social
spaces.
According to the previous study, the researcher found out that the
study has a similarity which is to know students‟ perception on the use of
social media in learning English. However, there are some differences among
this study with the previous related research. The first differences are the
sample of students that are used. The previous studies took a sample of
English education students while the researcher took a sample of the students
from senior high school. The second is the method. The preview studies used
quantitative method to conduct the research meanwhile this research use
qualitative method as to explore more about students‟ perception on the use of
social media in learning English during quarantine context. Hence, despite all
the differences and similarities of the study, the researcher still uses all of the
previous studies as a reference to guide her to do this research.
19
CHAPTER III
RESEARCH METHODOLOGY
A. Research Settings
The study was done at SMA Al-Hasra Depok, which is located at Jl.
Raya Bojongsari No.34, Depok. The school was established in 1989. In this
school, there are two kinds of English lesson that taught which are General
English and Speaking class. These English courses are only once a week with
time allocation 90 minutes. However, during the pandemic of COVID-19, the
learning process is conducted through online learning and the duration of
English is shorter than normal time. This study was carried out from 4 until
25 September 2020. It consists of giving the questionnaire and conducting
interview with the students of eleventh-grade.
B. Research Participants
In conducting a research, the process of selecting individuals who will
participate in the research is very essential. In choosing resesarch participant,
the researcher used purposive sampling teachnique. In purposive sampling, the
researcher is deliberately subjective in choosing those respondents and how
those may affect the research as a way for checking validity (Harding, 2013).
The writer asked a recommendation from the English teacher of SMA Al-
Hasra in choosing the participant of the study.
The researcher then chose the eleventh-grades students of science major
consisting 83 students (33 male and 50 female students). It is based on some
considerations. Firstly, the writer knew students well as she did teaching
practice there. Secondly, the students are social media users and have gadgets,
so they have a lot of experiences in using social media for learning. Thirdly,
the teacher recommended the eleventh-grade regarding to his belief that the
students would participate in the researcher cooperatively.
20
C. Research Method
This research used qualitative research focused on the case study
design. Qualitative method is characterized by some points such as; exploring
a problem, developing a detailed understanding of a phenomenon, collecting
data based on words, analyzing the data for description using text analysis
form and interpreting the more significant meaning of the findings (Creswell,
2012). Also, Creswell (2009; as cited in Mohajan, 2018) stated that case study
is defined as a research which explores a program, an event, an activity, a
process, or one or more individuals genuinely to get a depth-knowledge about
the action that we want to explore.
Moreover, a case study seeks to understand individual actors or groups
of actors‟ perceptions of events (Cohen et al., 2012). Therefore, this study has
a qualitative purpose of discovering the students‟ perception on the use of
social media in learning English, including kinds of application they have
been used, their behaviors using social media for learning English as well as
the usefulness and challenges they faced on using social media. The data of
this research was collected by distributing questionnaires and conducting
semi-structured interview. The result of questionnaires and interview from the
participant will be displayed descriptively to answer the research questions.
D. Technique of Data Collection
Data collecting technique explain the way researcher used to gather the
data related to the focus of the research. In this study two instruments will be
used for gaining data as follows:
1. Questionnaire
The first is Questionnaire. A questionnaire is one of technique in
collecting data that consist of questions for the aim of gathering
information from participants. This study used online questionnaire using
Google form. Online questionnaire was used due to the prohibition of
traveling for people in response to COVID 19‟s outbreak in Indonesia. The
questionnaires contained closed-ended questions. Closed-ended
21
questionnaire was used to collect the responses from the participants that
most likely represent their view (Siniscalco & Auriat, 2005) The
questionnaires are divided into two parts as follows:
In the first part, the participants were asked to fill their personal
information including name, gender, class, and Whatsaap number. Next,
students were asked about their behaviors in using social media. The
participants were required to respond five multiple-choice questions,
which consist of time use of social media, the purpose of using social
media also social media application used most for learning English. Then,
in the third part was the perception on using social media to improve
English skills. This part used four-point Likert scale (4 for strongly agree,
3 for agree, 2 for disagree, and 1 for strongly disagree).
The Likert scale questionnaire part contained 21 items from three
sub-indicators consisting of advantages of social media including students‟
feeling of using social media for learning English (9 items), language
skills and component that are utilized while using social media (7 items).
Then following the challenges of using social (5 items). The statements are
adapted from Sharma (2019), Altam (2020), Chueinta (2017), and
Ngonidzashe, (2013). The questionnaire was written in Bahasa Indonesia
to avoid student misunderstanding while answering the questionnaire. The
following are the indicator of questionnaire.
Table 3.1
Indicator of Students’ Questionnaire on the use of social media for
learning English
Variable Aspects Indicators Item
Number
Total
Item
Students‟
Perception
on Social
Media
Usage for
Students‟
Behavior in
Using
Social
Media
1. Time Spent on Social
Media before and during
pandemic
2. Purpose of Using Social
Media
1,2
3
2
1
22
Learning
English
3. Time spent using social
media for learning
English
4. Social Media application
that used most for
learning English
4
5
1
1
Student‟s
Perception
1. Advantages of using
social media for learning
English
Students‟ Feeling of
using social media for
learning English
English language
skills and components
which utilized in
social media
2. Challenges of using
social media for learning
English
1-9
10-16
17-21
9
7
5
2. Interview
Interview is used to know more about students‟ perception as well
as to support the answer from the questionnaire. Interview provides an
opportunity for the researcher to listen to views or experiences of the
respondents for a period of time and to ask investigative questions to
explore more ideas (Harding, 2013). In this study, call interview via
Whatsapp was conducted to ask 9 of 83 students as the interviewee. The
online interview was conducted due to the prohibition of traveling for
people in response to COVID 19‟s outbreak in Indonesia.
In addition, the researcher chose a semi-structured interview to
collect students‟ responses. Semi-structured interview is a way of
23
collecting data in which she or he has prepared an interview guide before
doing interview but does not strictly follow to it either in terms of the
precise wording of questions or the order of questions (Braun & Clarke,
2013). In conducting interview, students answered six open-ended
questions related to their behaviors, reason, advantages and challenges of
using social media for English learning.
E. Research Procedure
To conduct her study, the writer has several steps to collect data as
described below:
The beginning step of research procedure was preparing the questionnaire
of the research. The writer modified the questionnaire from four studies
which were suitable with the aims of this research. Then the questionnaire
item was verified by the writer‟s advisor to see whether the questionnaire
items were appropriate with the study. Afterward, the writer created the
online questionnaire form in Google form and requested the English teacher
to share the link of online questionnaire on students‟ WhatsApp group. Then
the writer collected the questionnaire result from Google form data and
analyzed it.
After analyzing the data from questionnaire, the writer prepared the
interview questions for students. Then, the interview questions were verified
by the writer‟s advisors and were ready to be used. Nine interviewees were
selected from the total of participants. The selection of the interviewee was
based on the result of questionnaire and recommendation from teacher. Then,
the writer did interview with students one by one in Bahasa Indonesia via
WhatsApp call. While interviewing students, the writer used recorder in order
to record the proses of interview. The interview was conducted for three days
and finished for around 15-30 minutes for all students. After that the writer
transcribed the interview record for analysis.
24
F. Technique of Data Analysis
After collecting data from the questionnaire and interview, both data
needs to be analyzed. The data from the questionnaire were put into a table
and summarized in form of frequency and percentage. The frequency and
percentages result were copied from google form result. Then the researcher
interpreted the data on the table.
Meanwhile, the data from interview were analyzed by using flow
model by Miles and Huberman (1992). The model has some components to
analyze, such as data reduction, data display, and drawing conclusion. The
first is data reduction. It refers to the process of choosing, focusing, and
summarizing the raw data from interview, observation, or documents, or
others qualitative data (Miles et al., 2014). The researcher focused to choose
which parts need to be included in the interview transcript.
The second stage is data display. In this stage, the selected data were
presented in form of essays, tables, graphic, categorizations, and others. The
purpose of displaying data was to help the researcher understand what was
happening in the presented data and consider what to do next. In this study,
the data from interview were presented in form of narration. The last is
drawing and verifying conclusion. After displaying the data, the researcher
created conclusion based on the research questions.
Furthermore, the data have to be checked for their credibilty and
accuracy. The writer checks validation of the data using triangulation
strategy. According to creswell (2012), triangulation is a way of verifying
data from multiple sources such as from different participants, data type, and
data collection methods. In this research, the writer examined multiple
sources, such as questionnaire response and interview response as many time
as necessary to obtain a valid finding.
25
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The study was accomplished to know the high school students‟ perception
on the use of social media as a media to improve their English. The eleventh-
grade students of SMA Al-Hasra from science major was chosen here as the
participant of this study. There were 83 students who were asked to fulfill the
questionnaire and 9 students from the total of participant were selected as the
interviewee to share their feeling and way on using social media for learning
English. The data form questionnaire and interview were showed, and discussed
in this chapter.
A. Research Findings
1. Students‟ behavior in using social media specifically for learning English.
a. Time Spent on Social Media before and during COVID-19
In the first and second question of the questionnaire, the writer
questioned the participant about how many hours they spent on social
media in general for a day before and during COVID-19 pandemic. The
result revealed that the duration of social media usage was increased
during pandemic. The result of questionnaire showed that before
pandemic the majority of students (38 students) of the total spend 4 to 6
hours in a day on social media. While during the breakout of COVID-19,
there are 31 students who spend more than 9 hours on social media. The
detailed result showed in the table below.
Table 4.1
Social Media Usage before and during COVID-19
Duration Before COVID-19 During COVID-19
Frequency Percentages Frequency Percentages
1-3 hours 23 28% 7 8%
4-6 hours 38 46% 17 20%
7-9-hours 16 19% 28 34%
More than 9 hours 6 7% 31 38%
Total 83 100% 83 100%
26
The increase of time spent on social media daily above is done due to
the prohibition to go outside by government as a response to breakout of
COVID-19 in Indonesia. People are just stay and doing all of their work
from their home. It is same with the students who are prohibited going to
school and they must learn in distance learning utilized by technology. The
students said in interview that they have more free time during pandemic
and the situation led them to open social media throughout the day. A
student said:
“Iya biasanya kalau di sekolah kita fokus kepada guru dan
pelajarannya jadi jarang buka handphone atau media social.
Tapi karena sekarang pandemi, belajarnya jarak jauh jadi
banyak waktu luangnya. Waktu sekolahnya juga lebih singkat
sehingga saya buka media sosial terus” (Students 2)
(Yes, normally in the school, we focus on teacher and the subject,
so we rarely check our phone and social media. But, because of
the pandemic, now we must study in distance and it gives us more
free time. Online learning also lasted for a moment, so I open my
social media immediately)
Another student also said that he used social media more during
pandemic to reduce his boredom and to substitute his interaction which
was limited during pandemic, as stated:
“...Interaksi sosial secara langsung menurun akibat pandemi
yang otomatis semuanya langsung beralih ke media sosial. Selain
sebagai media untuk berinteraksi media sosial juga bisa
menghibur melalui konten-konten yang tersedia…” (Students 8)
(Social interaction which directly reduced due to pandemic,
automatically shifted into social media. Besides for interacting
with others, social media is able to entertain through its content)
In summary the students generally use social media more during
pandemic because they have more free time at home and they find solace
from social media.
27
b. Purposes of Using Social Media
In addition, the students were asked to choose their objective of using
media social. The questionnaire presented students‟ purposes on using
social media in which the majority of students expends social media for
communication purpose (87%), followed by educational purposes (81%),
information (78), and entertainment (76%). In this part, the participants
were allowed to choose more than one answer. The following table
showed a clear result of the questionnaire.
Table 4.2
Purposes on Using Social Media
Purposes Frequency Percentage
Communicate with family and friends 72 87%
Entertainment and Lifestyle 63 76%
Educational Purposes 67 81%
Update information or news 65 78%
Other reasons
Looking for motivation
Filling the spare time
1
1
1.%
1.%
According to the questionnaire, students also used social media for
educational purposes. They said that social media helped them to access
infromation and knowledge outside school as it stated:
“Dengan internet dan media sosial kita bisa cari ilmu sebanyak-
banyaknya tanpa harus bergantung dengan orang lain karena
kita yang punya kendali dengan media sosial kita.” (Students 8)
(With help of internet and social media we can explore many
things as much as we can without depending on other people
because we have our own right to use our social media)
Hence, students have many purposes while using social media. With
various kind and feature, social media can be used by students to
communicate, to study, or just to seek entertainment.
28
c. Time Spent on Social Media for Learning English
In the next part of questionnaire, the students are questioned about how
many hours they spent on social media specifically for learning English.
The following table explained time spent on social media specifically for
English learning.
Table 4.3
Time Spent on Social Media for Learning English per Days
Duration Frequency Percent
1-3 hours 69 83%
4-6 hours 9 11%
7-9-hours -
More than 9 hours 5 6%
Total 83 100%
The result of questionnaire indicated that 69 or 83% of the total
participant spent 1-3 hours daily to use social media for learning English,
followed by 9 students (11%) who spent 4-6 hours, and 5 students (6%)
who spent more than 9 hours in social media for improving their English.
d. The most frequently used social media to improve English language
skills
Then, in the last questionnaire behavior, the students have to choose
type of social media that they used often to improve English language
skills. In this part, the participants were allowed to choose more than one
answer. The result can be seen in the table as follows.
Table 4.4
The Most Frequently Used Social Media to Improve English
Language Skills
Type of Social Media Frequency Percentage
Facebook 5 6%
Instagram 56 67%
YouTube 69 83%
Twitter 23 28%
WhatsApp 35 42%
29
Telegram 2 2%
Tik-Tok 5 6%
Based on the tabel above, YouTube is chosen as the most frequently
used social media to improve their English, followed by Instagram, and
WhatsApp. There are also new social media platform like Tik-Tok.
Students choose YouTube because it provides many English content video
for learning as a student stated:
“di YouTube saya bisa belajar memahami tentang Bahasa
Inggrisnya yaitu melalui video-video yang tersedia di sana.”
(Student 8)
(In YouTube, I can learn about English through the videos
provided by it)
While watching English video on YouTube, besides practicing
listening skill, students can also practice their speaking and
pronunciation as a student stated:
“…..biasanya saya cari video Bahasa Inggris apa saja, saya
dengarkan orang yang sedang bicara lalu saya pause videonya
dan saya coba menirukan kalimat yang disampaikan orang
tersebut.” (Student 2)
(I usually search any English video then while watching it, I do
some pauses and try to speak the sentence that has been said by
the people)
Meanwhile in Instagram, the participants followed artist/influencer who
speaks English. They take a look at his/her post and comment column to
see how people express something in English as it stated:
“Di Instagram saya banyak follow artis luar negeri, terus setiap
lihat apa yang mereka post saya sempatkan liat komentarnya
untuk melihat cara mereka mengetik atau menyampaikan sesuatu
dalam Bahasa Inggris bagaimana.” (Student 5)
(I follow many influencers or artists from other country on
Instagram. When I see their posts, I look up to the comment
section to see how people express their comment in English)
In addition students also practice their English skill by writing or
making video and upload it on Instagram as stated below:
30
“…Instagram jadi tempat saya untuk practicenya. Contohnya,
membuat tulisan atau video dalam Bahasa Inggris di media
sosial.” (Student 8)
(Instagram is a medium for practice my English. For example,
writing something or making English video)
The participants also use WhatsApp for learning their English since
their English teacher in school make a group WhatsApp to communicate
and share materials to students. The students of SMA Al-Hasra also have
speaking class which is separated with general English subject. The
teacher utilizes WhatsApp as her platform to practice their speaking. A
student explained how the teacher uses WhatsApp in distance learning to
teach speaking class:
“Kebetulan guru speaking class pakai WhatsApp gitu disuruh
tongue twister di voice note satu-satu terus beliau minta kita
rekam suara kita di voice note saat membaca kalimat atau kata
yang diberikan.” (Student 4)
(Actually, my teacher in speaking class uses WhatsApp. In the
group we individually practice tongue twister using voice note
and we record ourselves by voice note while reading aloud the
given sentences or words)
Another student also practiced to communicate use English to their
friend as it stated:
“…saya juga praktek buat komunikasi sama teman di WhatsApp
misalkan mau nanya tugas atau cuma mengobrol biasa pakai
Bahasa Inggris…”(Student 6)
(I also practice to communicate with my friends via Whatsapp for
asking assignment or just want to chat in English)
To sum up, most of students of SMA Al-Hasra practice their English
using Youtube, Instagram, and Whatsapp because generally they can access
many English source in form of photo and practice their English.
2. Students‟ Perception on Social Media Usage for Learning English.
In this part the Likert scale questionnaire is used to know students‟
perception on the given statement related to the focus of the research.
31
Moreover, in the questionnaire the writer divides the aspects into two parts
which are advantages of social media including students‟ feeling and
language skills occupied in social media. It is followed by challenges of
learning English using social media. The writer will show the result of
questionnaire followed by the result of interview.
a. Students feeling on using social media for learning English
Questionnaire
Based on the questionnaire, students have a positive feeling in
using social media for learning English. The table below present
students‟ questionnaire result.
Table 4.5
Students’ Feeling on Using Social Media for learning English
No Statement Alternative Answer Total
SA A D SD
1 Learning using Social Media is fun and
pleasing.
18 60 5 0 83
21.7% 72.3% 6.0% 0% 100%
2 Social media increases my confidence
toward EFL learning.
14 55 12 2 83
16.9% 66.3% 14.5% 2.4% 100%
3 Social media reduces my anxiety towards
EFL learning.
13 57 12 1 83
15.7% 68.7% 14.5% 1.2% 100%
4 Learning through social media reinforces
self-independent learning.
16 53 13 1 83
19.3% 63.9% 15.7% 1.2% 100%
5 Social media forms a more relaxed and
stress-free language learning environment.
28 50 5 0 83
33.7% 60.2% 6.0% 0% 100%
6 Social media provides various sources for
learning English.
46 34 3 0 83
55.4% 41% 3.6% 0% 100%
7 Social media is easy to be used for
learning English.
26 50 7 0 83
31.3% 60.2% 8.4% 0% 100%
8 I can use social media anytime and
anywhere.
45 33 5 0 83
54.2% 39.8 6.0% 0% 100%
9 It is easy to communicate with other
people through social media.
43 31 9 0 83
51.8% 37.3% 10.8% 0% 100%
32
Regarding to the questionnaire, the first statement talks about
learning social media is fun and pleasing. 21.7% of students are
strongly agreed with this statement; more than half students (72.3%)
agreed that learning English using social media is fun and pleasing.
Meanwhile only 5% of students disagreed and no one student strongly
disagreed with this statement. Based on the result questionnaire,
students agreed that they feel fun and happy learning English using
social media.
The second statement is aimed to know whether the use of social
media can increase students‟ confidence toward EFL learning. 16.9% of
the students strongly agreed. 66.3% of students said agreed that social
media enhance their confidence. However, there are 14.5% of the
students choose disagreed and 2.4% strongly disagreed with the
statement. Based on the result questionnaire, the students agreed that
they feel more confidence toward English leaning
The third statement is intended to know whether students feel less
anxiety to learn English using social media. The questionnaire presents
that 13% of students strongly agreed, more than half of total participant
(68.7%) agreed with this statement. The percentages of students who
disagreed are 14.5%, and disagreed 1.2% of total participants. Based on
the result questionnaire, students agreed that social media reduces their
anxiety in learning English.
The fourth statement is asked to know whether students become
more independent to learn English. The table presents that 19.3% of
students strongly agreed, and 63.9% agreed with the statement.
Whereas 15.7% of students disagreed, and 1.2% strongly disagreed that
social media enlarge students‟ self-independent to learn English using
social media. Based on the result questionnaire, students‟ agreed that
they become more independent to learn English using social media.
The next statement of this part is to know whether social media
create more relaxed learning and mange students feel free from stress.
33
33.7% of the participants strongly agreed, and 60.5% agreed with this
statement. Then only 6% of students who disagreed and no one were
strongly disagreed with the statement. Based on the result
questionnaire, students agreed that they feel more relaxed learning
English through social media.
The sixth statement is about social media provides a lot of sources
for learning English. More than half of the total participants (55.4%)
strongly agreed with the statement, 41% of participants stated agree. 6%
of participant expressed disagree, and nobody strongly disagreed. Based
on the result questionnaire, it can be concluded that students agreed that
social media has various English content for learning.
The next statement is about the easiness of using social media for
learning English. 31.3 % of students expressed strongly agree, 60.2 %
of the participants stated agree. Then only 8.4% of participants
disagreed, and no one expressed disagree with the statement. Based on
the result questionnaire, it can be concluded that student agreed that
social media is easy to be used as media for learning English.
The eighth statement is about the flexibility of social media who
can be opened anytime and anywhere. More than half of participant
strongly agreed, 39.8% of participant expressed agree with the
statement. Meanwhile, only 6.0% of participant stated disagree, and
nobody stated strongly disagree. Based on the result questionnaire, it
can be concluded that social media can be used anytime and anywhere
for learning English.
The last statement is the easiness of social media to communicate
with other people. More than half of participants (51.8%) expressed
strongly agree, 37.3% of participants expressed agree. Meanwhile
10.8% stated disagree, and no one expressed strongly disagree. Based
on the result questionnaire, it can be concluded that social media
facilitate students to communicate with their family and friends.
34
Interview
To get more comprehensive data from the questionnaire, the writer
did interview on students to know their feeling about learning English
using social media. Based on the analysis from the interview result,
most of interviewees thought that learning English in social media was
fun, comfortable, easy, and entertaining. The interviewee said that
social media provides various English content for learning. As stated
by a student:
“Alasan pakai media sosial buat belajar Bahasa Inggris
karena lebih mudah dalam menemukan informasi yang ada
di dunia, terus banyak konten yang membahas tentang
grammar dan materi Bahasa Inggris.” (Student 9)
(The reason why I choose social media for learning English
is the ease to find information around the world and many
content of grammar or English material in social media)
Besides students can learn from many sources, they also can focus
on the specific subject that they want or they like, as a student said:
“Media sosial mempunyai banyak sumber buat belajar
Bahasa Inggris jadi bisa fokus ke banyak atau satu skill aja,
misalkan ingin belajar reading ya buka media sosial yang
menyediakan banyak tulisan seperti Wattpad, kalau mau
fokus ke listening bisa cari video khusus listening di
YouTube…”
(Social media has many sources for learning English,
therefore we may focus on a specific skill, for example we
want to practice reading, we may access Wattpad to find
many texts, or if you want to practice your listening, you may
access listening video in YouTube)
Since students can access what they like, for instance movies,
songs, beauty or even gaming content. They can enjoy that content as
an entertainment and also a way to practice or learn English, as
students said:
“Rasanya belajar pake sosial media itu malah seperti tidak
terasa kalau kita lagi belajar, karena kan kita pilih sendiri
35
apa yang kita mau jadi kita suka sama konten yang dibahas
terus sekalian jadi belajar Bahasa Inggris nya juga.”
(Student 3)
(I do not feel like I am learning English while using social
media because we can chose what we want, so we like to
watch the topic at the same time we learn English too)
“Seru, karena belajarnya bisa dari hal-hal yang kita suka.
Misalkan saya suka film, ya saya nonton film berbahasa
Inggris di media sosial jadi belajarnya fun.” (Student 6)
(It is fun, because we can learn English from what we like. I
like watching movie, so I watch English movie in social
media so the learning becomes fun)
A student also said that he is more comfortable while learning
English through social media as it reduces his nervousness while
interacting using English it stated:
“Manfaat yang saya rasakan sih kenyamanannya dalam
berbahasa Inggrisnya karena kalau tatapan atau bicara
bahasa Inggris langsung dengan orang lebih nervous ya dan
juga kalau kita mau belajar dengan orang lain punya
keterbatasan waktu dan tempat” (Student 8)
(The benefit that I got is the comfortable feeling while using
English to communicate with other people, cause if I talk
directly to other people I become nervous. Another thing is
that learning with other people sometimes is limited in terms
of time and place)
In addition, student also thinks that social media is easy to use and
very close to them so they want to use it as a media to learn English.
As stated by these quotations from the interview:
“…karena perkembangan teknologi makin pesat dan kita
bisa update informasi baru dengan cepat di media sosial jadi
kenapa tidak pake media sosial juga untuk belajar Bahasa
Inggris…” (Student 2)
(Since the development of technology is increased rapidly
and we can update new ideas quickly within social media, so
why do not we use it to learn English too)
36
“Kita pake sosial media kan sehari-hari, kalau tidak
dimanfaatkan sebaik mungkin bakal sia-sia, jadi sekalian
main sosial media kita juga bisa cari konten Berbahasa
Inggris yang bisa dipelajari…” (Student 3)
(We have been used social media in our daily life, so if we
could not take advantage of it then it is useless. Therefore,
while we access social media, we can search English content
which can be studied)
b. English language skills and components utilized in social media
Questionnaire
Based on the questionnaire, all English skills and component are
utilized in social media, specifically receptive skills (listening and
reading), vocabulary, and pronunciation. The following table presents the
result on English language skills and components utilized in social media.
Table 4.6
English Language Skills and Components Utilized in Social Media
No Statement Alternative Answer Total
SA A D SD
1 It gives me opportunity to improve
English listening skill
23 52 8 0 83
27.7% 62.7% 9.6% 0% 100%
2 It gives me opportunity to improve
English speaking skill.
16 54 13 0 83
19.3% 65.1% 15.7% 0% 100%
3 It gives me opportunity to improve
reading skill.
26 55 2 0 83
31.3% 66.3% 2.4% 0% 100%
4 It gives me opportunity to improve
English speaking skill.
11 61 11 0 83
13.3% 73.3% 13.3% 0% 100%
5 It gives me opportunity to enhance my
vocabulary.
28 49 5 1 83
33.7% 59% 6.0% 1.2% 100%
6 It gives me opportunity to enhance
grammar knowledge.
20 57 6 0 83
24.1% 68.7% 7.2% 0% 100%
7 It gives me opportunity to enhance
29
48 6 0 83
37
my pronunciation. 34.9% 57.8% 7.2% 0% 100%
Annotation:
SA: Strongly Agree DA: Disagree
A: Agree SDA: Strongly Disagree
In the first statement, 27.7% of participant expressed strongly agree,
more than half of total participant (62.7%) expressed agree with the
statement. meanwhile small part of participant (8%) disagreed, and no one
expressed strongly disagree. Based on the result questionnaire, it can be
concluded that social media give students opportunity to use and improve
their listening skill.
The next statement, 19.3% of the participants expressed strongly
agree, more than half of participant (65.1%) stated agree, 15.7% of
participants expressed disagree, and nobody expressed strongly disagree.
Based on the result questionnaire, it can be concluded that students agreed
social media give them opportunity to use their speaking in English.
The third statement, 31.3% of the participant expressed strongly agree,
more than half of participant (66.3%) stated agree, 2.4% of participant
expressed disagree, and nobody expressed strongly disagree. Based on the
result questionnaire, it can be concluded that students agreed social media
give them opportunity to use their reading skill.
The next statement, 13.3% of the participant expressed strongly agree,
more than half of participant (73.3%) stated agree, 13.3% of participant
expressed disagree, and nobody expressed strongly disagree. Based on the
result questionnaire, it can be concluded that students agreed social media
give them opportunity to use their writing skill.
The next statement, 33.7% of the participant expressed strongly agree,
more than half of participant (59%) stated agree, 5% of participant
expressed disagree, and 1.2% of the participant expressed strongly
disagree. It can be concluded that students agreed social media give them
opportunity to use increase their vocabulary.
38
The next statement, 33.7% of the participant expressed strongly agree,
more than half of participant (59%) stated agree, 5% of participant
expressed disagree, and 1.2% of the participant expressed strongly
disagree. Based on the result questionnaire, it can be concluded that
students agreed social media give them opportunity to use and increase
their vocabulary.
The next statement, 24.1% of the participant expressed strongly agree,
more than half of participant (68.7%) stated agree, 7.2% of participant
expressed disagree, and no one expressed strongly disagree. Based on the
result questionnaire, it can be concluded that students agreed social media
give them opportunity to use increase their grammar knowledge. The next
statement, 34.9% of the participant expressed strongly agree, more than
half of participant (57.8%) stated agree, 7.2% of participant expressed
disagree, and no one expressed strongly disagree. Based on the result
questionnaire, it can be concluded that students agreed social media give
them opportunity to use increase their pronunciation.
Interview
Regarding to the analyzed data from the interview session, social
media helps interviewees in facilitating all of their English skill and
knowledge. However the writer highlighted the most facilitated skill
which mentioned by the interviewees, they are listening, vocabulary, and
pronunciation. The following paragraph will discuss how the skills are
improved while learning English using social media.
Social media plays important part on students‟ vocabulary
development. Student said that social media facilitate them to learn new
vocabulary from video, photo, or oven a comment from other people. As a
student said:
“Vocabulary saya bertambah banyak dari menonton video dan
membuka Twitter” (Student 2)
(My vocabulary is boosted from watching video and accessing
Twitter)
39
“Kadang suka menemukan kata-kata baru dari status atau
caption di Instagram dan dari video di YouTube.”
(Sometimes, I find new words from caption written by someone
on Instagram and from videos on YouTube)
In addition, students seem interesting to know slang words which they
did not find while learning at school. By knowing many slang words
student can use it in their daily life and become more experience which
led them to confident to use English as student said:
“Kalau di kelas biasanya lebih ke formal bahasanya sedangkan
kalau di media sosial kita belajar slang dan kata-kata baru dari
orang-orang yang ada di media sosial.” (Student 5)
(In formal English course, we usually learn the formal
language, however in social media we can find many slang
words from people who speak English)
“…bisa tau banyak slang words yang biasa dipakai dalam
sehari-hari jadi lebih banyak pengalamanya” (Student 5)
(We can understand many slang words and practice to use it in
our life so we will have more experience)
Next is listening skill. Based on the interview, students like to watch
English video on YouTube and Instagram. Students can find thousands
video for practice their listening, as student said:
“Kemampuan listening sama reading sih yang meningkat
karena banyak video atau konten Bahasa Inggris yang kita baca
atau lihat.” (Student 8)
(My listening and reading skill is enhanced because there are
many English video that we can read and watch)
Those video may stimulate the interest of students like beauty vlog,
interview of celebrities, and others and make them to be more motivated
to practice their listening skill continuously as student said:
“Saya suka menonton music video atau penjelasan behind the
scene film luar negeri jadi secara tidak langsung saya belajar
memahami mereka ketika berbicara dalam bahasa Inggris.”
(Student 1)
40
(I like watching music video or behind the scene of film, so
indirectly I learn to understand what they are talking)
An interesting finding was that feature of social media here
specifically YouTube helped a student to improve his listening skill as a
student said:
“Kemampuan memahami orang berbicara Bahasa Inggris
meningkat karena di YouTube ada fitur slowmotion jadi kalau
ada kalimat atau kata yang saya tidak paham karena
berbicaranya cepat, saya bisa ulang atau perlambat. (Student 6)
(My listening skill is improved because YouTube has slow
motion feature which help me to repeat or to make the video
slower, so I can understand part that I am missing)
Besides listening skill, students also think that from English content in
form of video which they access on social media like YouTube and
Instagram, twitter, and WhatsApp they were also motivated to improve
their pronunciation as student said:
“Di media sosial saya sering mencari video tentang cara
pengucapan kata dalam Bahasa Inggris dengan aksen dari
berbagai negara...” (Student 5)
(On social media I often look for video on how to pronounce
word within some accent)
a. Challenges of using social media for learning English
Questionnaire
The following table presents the result of students‟ questionnaire
about challenges using social media for learning English.
Table 4.7
Students’ Perception on the challenges of using social media for learning
English
No Statement Alternative Answer Total
SA A D SD
1 Social media exposes me to
inappropriate materials or content.
29 41 11 2 83
34.9% 49.4% 13.3% 2.4% 100%
2 I feel distracted while using social 14 33 34 2 83
41
media for learning English 16.9% 39.8% 41.% 2.4% 100%
3 Social media affects my mental and
health
18 23 31 11 83
21,7% 27.7% 37.3% 13.3% 100%
4 I have a problem related to signal,
gadget, and mobile data.
38 28 12 5 83
45.8% 33.7% 14.5% 6% 100%
5 Personal data are prone to be abuse. 28 37 15 3 83
33.7% 44.6% 18.1% 3.6% 100%
Annotation:
SA: Strongly Agree DA: Disagree
A: Agree SDA: Strongly Disagree
In the first statement, 34.9% of participants stated strongly agree,
49.4% of participant expressed agree, and 13.3% of participant expressed
disagree and 2.4% stated strongly disagree. Based on the result
questionnaire, it can be concluded that students agree that in social media
they can find inappropriate content.
The next statement, 16.9% of participants stated strongly agree. 39.8%
of participant expressed agree, and 41% of participant expressed disagree
and 2.4% stated strongly disagree. Based on the result questionnaire, it can
be concluded that students disagree that they are distracted while learning
English through social media.
The third statement, 21.7% of participants stated strongly agree,
33.7% of participant expressed agree, 37.3% of participant expressed
disagree and 13.3% stated strongly disagree. Based on the result
questionnaire, it can be concluded that student disagree that social media
affects their body and mental.
The fourth statement, 45.8% of participant stated strongly agree, 28%
of the participant expressed agree, 14.5% of participants expressed
disagree, and 6% of participant strongly disagreed with this statement.
Based on the result questionnaire, it can be concluded that most of
students has technical problem while using social media for learning
English.
42
Interview
As the writer asked her interviewee about their challenges in using
social media for learning English. 6 of 9 interviewee mentioned that their
phone signals sometimes was not good while they were watching English
video, or collecting their assignment on Whatsapp, as stated by a student:
“Kendala yang saya rasakan jaringan internet di Wifi suka
lama jadi kalau mau menonton atau mengirim tugas ke
WhatsApp suka lama.” (Student 4)
(Challenge that I faced is bad wifi signal, so it takes more time
to send my task or just to watch video)
Besides signal problem, a student had an issue of social media related
to health. A student said that her eyesight was getting more minus during
this pandemic and her feeling changed as she read bad news from social
media, she said:
“Kalau kendala sih mungkin mata saya minusnya bertambah,
terus kalau ada berita yang tidak bagus itu bisa mempengaruhi
mental saya.” (Student 1)
(The challenge to me maybe my eyesight is getting more minus.
Then, if I read bad news, it will affect my mental)
B. Discussion
This study attempted to explore the use of social media for learning
English based on students perception. It was found in the study that students
spend more time using social media. It has become a daily habit among them,
especially during this pandemic. It is supported by Altam (2020) who stated
that students‟ time duration of using social media increased during pandemic
since they are confined at their home and have more free time. Further,
students have positive perception of the use of social media for learning
English. They choose Youtube, Instagram, and WhatsApp as the most social
media applications for learning English. Those applications are chosen
because their popularity also affords an endless supply of English input to
them. This perception is similar to what has been explained by some
researchers (Zam Zam Al Arif, 2019; Sharma, 2019; Aloraini & Cardoso,
43
2018) who expressed that social media provides them English exposure which
enables students to keep practicing their English skills.
The English exposure on social media comes in an environment where
the students are interacting with native speakers, reading English news or
lesson posted by someone, and watching English videos. The activities may
positively affect their language development as they can practice their
language meaningfully. According to Kozhevnikova (2019), language
exposure becomes one of the factors that determine successful language
teaching and learning. In Indonesia, English is recognized as a foreign
language where students only use and learn in English at schools.
Consequently, they do not use English in their daily lives (Lauder, 2008).
Therefore, the amount of the target language is so limited which makes their
teacher the only source of spoken language. Thus, with the spread of social
media, students are making greater use of all possible ways and sources to
acquire and learn the target language.
Additionally, students‟ responses to the questionnaire and interview in
this study indicate that they are comfortable and relax while learning English
on social media. Social media allows students to access English content in
various forms such as text, songs, films, and even games. These various
contents can be easily accessed by using any gadgets. This makes social media
very flexible to be used by different individuals with different needs, potency
and desires (Anwas et al., 2020). Moreover, as social media provides virtual
interaction, it reduces students‟ anxiety because of the enjoyable experiences
provided by the media (Makodamayanti et al., 2020). As a result, learners
become confident to learn and practice their English anytime and anywhere.
Another thing should be noted, students in this study agree that the
features of social media motivate them to practice their English outside the
classroom. The finding highlights the idea of using social media as informal
language learning to supplement English learning process at school. Informal
learning is defined as the lifelong process by which every person acquires and
accumulates knowledge and skills from daily experience and exposure to the
44
environment (Combs & Ahmed, 1974; as cited in Mohmed Al-Sabaawi &
Dahlan, 2018). Social media can allow students to take charge of their
learning process outside classroom. By doing so, the learners would be able to
put into practice the concepts they learn in the classroom (Ahmed, 2020).
Furthermore, Mubarak (2016) argued that classroom atmosphere is still the
most desirable for the learning of English language since social media does
not offer an appropriate atmosphere for formal language teaching and
learning. Therefore, he suggested teachers to use social media as additional
learning tool in a classroom. As a result, using social media as a learning tool
could benefit EFL students in practicing English inside and outside the
classroom (Omar et al., 2012).
Potentially, teachers may utilize social media as a medium to support
students to learn English. According to Faizi et al., (2013) social media can be
used as communication and engagement tools. As communication tools, social
media networking such as Facebook, WhatsApp, and Twitter may be used to
enhance communication between teachers with their students also between
one another student. Teachers can create a group in social media where she or
he can post materials, tasks, and feedback which can be accessed by students
outside the classroom. As engagement tools, teachers may use a thousand
English video from Youtube and Instagram as an authentic resource that
relevant to their lives which make students be more engaged to the lesson.
Social media also have challenges that students faced in this study.
Students have problems related to the internet connection and privacy
concerns. Jalal (2012) stated that privacy concerns have become the most
concerning thing while students use social media because they still do not
know what their individuals‟ information is used for. Hence, the teachers are
expected to be well-informed on how to share the data of students on social
media. As students still believe that social media is promising to help them
learning English, teachers may still use social media for their classroom, but
they should keep an eye on the challenges and come up with strategies of
45
minimizing them. As a result, the use of social media can support students to
develop and improve their English.
45
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings, students have a positive perception of the use
of the social media for learning English. They stated that social media
provides an endless supply of English content which enables them to keep
practicing their English skills specifically listening, enlarges their vocabulary,
and increases their pronunciation knowledge. Further, as students can learn
English from many ways in social media, they can choose English content
they like and find things that are not taught by their teacher in the classroom.
The situation creates a stress-free language environment for students so that
students are comfortable and motivated to learn English outside school.
Students also said their challenges, such as internet connection problem and
inappropriate content.
B. Suggestion
After conducting the research and getting information about how
students perceived learning English using social media, the writer would like
to suggest English teacher explore and combine social media especially the
social media applications that mentioned by students (YouTube, Instagram,
and WhatsApp) as media in their classroom. However, before including
social media in the classroom, the teacher must be equipped with knowledge
about social media and spend much time to prepare students in using social
media for learning. Next suggestion is addressed for students who are the user
of social media to be more considered and wise to use social media not only
for their pleasure but also for learning. Last, the researcher would like to
suggest further research to explore more impact of social media on specific
English skills and how to minimize potential challenges arise from the use of
social media for learning English.
46
REFERENCES
Adi Kasuma, S. A. (2017). Using Facebook for English language learning: The
differences among gender and ethnicity. Journal of Nusantara Studies
(JONUS), 2(1), 177.
Ahmed, B. E. S. (2020). Social media in teaching of languages. International
Journal of Emerging Technologies in Learning, 15(12), 72–80.
Akram, W., & Kumar, R. (2018). A Study on positive and negative effects of
social media on society. International Journal of Computer Sciences and
Engineering Open Access, 5(10), 347–354.
Alex, S. (2003). Psikologi Umum. Pustaka Setia.
Allam, M., & Elyas, T. (2016). Perceptions of using social media as an ELT tool
among EFL teachers in the Saudi context. English Language Teaching, 9(7),
1.
Aloraini, N., & Cardoso, W. (2018). Social media in language learning: a mixed-
methods investigation of Saudi students‟ perceptions. Future-Proof CALL:
Language Learning as Exploration and Encounters – Short Papers from
EUROCALL 2018, 2018(2018), 1–5.
Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian
university during Covid-19 pandemic. Linguistics and Culture Review, 4(1),
35–47.
Anwas, E. O. M., Sugiarti, Y., Permatasari, A. D., Warsihna, J., Anas, Z.,
Alhapip, L., Siswanto, H. W., & Rivalina, R. (2020). Social media usage for
enhancing English language skill. International Journal of Interactive
Mobile Technologies, 14(7), 41–57.
Arumugam, Wan, W. S., Shanthi, A., & Mello, D. (2019). Impact of social media
on reading comprehension among undergraduates. International Journal of
Advanced Science and Technology, 28(8s), 457–470.
Baſöz, T. (2016). Pre-service EFL teachers‟ attitudes towards language learning
through social media. Procedia - Social and Behavioral Sciences, 232(2016),
430–438.
Chen, S., Lin, L., & Yuan, X. (2017). Social media visual analytics. Computer
Graphics Forum, 36(3), 563–587.
Chueinta, T. (2017). CIEC students’ behaviour In using social media to improve
English language skills. Thammasat University.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education
(6th ed.). Routledge.
47
Creswell, J. W. (2012). Educational Research: Planning, conducting, and
evaluating Quantitative and Qualitative research (4th ed.). Pearson
Education, Inc.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social
media, and self-regulated learning: A natural formula for connecting formal
and informal learning. Internet and Higher Education, 15(1), 3–8.
Devi, K. S., Gouthami, E., & Lakshmi, V. V. (2019). Role of Social Media in
Teaching – Learning Process. Journal of Emerging Technologies and
Innovative Research, 6(1), 96–103. h
Drahošová, M., & Balco, P. (2017). The analysis of advantages and disadvantages
of use of social media in European Union. Procedia Computer Science,
109(2017), 1005–1009.
Ehsan, N., & Nasri, M. (2019). The impact of social media on EFL learners‟
speaking skill. Journal of Applied Linguistics and Language Research, 6(3),
1–17.
Erarslan, A. (2019). Instagram as an education platform for EFL learners. Turkish
Online Journal of Educational Technology - TOJET, 18(3), 54–69.
Eren, Ö. (2012). Students‟ attitudes towards using social networking in foreign
language classes: A Facebook example. International Journal of Business
and Social Science, 3(20), 288–294.
Faizi, R., Afia, A. El, & Chiheb, R. (2013). Exploring the potential benefits of
using social media in education. International Journal of Engineering
Pedagogy, 3(4), 50–53.
Hardiana, F. (2019). The use of social media among English education students
for solving problems in completing their SKRIPSI [Ar-Raniry State Islamic
University].
Inayati, N. (2015). English language teachers‟ use of social media technology in
Indonesian higher education context. Asian EFL Journal, 17(4), 6–36.
Iska, Z. N. (2006). Psikologi pengantar pemahaman diri dan lingkungan. Kizi
Brother‟s.
Ivala, E., & Gachago, D. (2016). Social media for enhancing student engagement:
The use of Facebook and Blogs at a University of Technology. South African
Journal of Higher Education, 26(1), 152–166.
Jalal, A. Z. (2012). The Use of social networking in education: Challenges and
opportunities. World of Computer Science and Information Technology
Journal, 2(1), 2221–2741.
Jalaludin, R. (2003). Psikologi komunikasi. PT. Remaja Rosdakarya.
48
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges
and opportunities of social media. Business Horizons, 53(1), 59–68.
Khan, I. U., Ayaz, M., & Faheem, M. (2016). The role of social media in
development of English language vocabulary at University level.
International Journal of Academic Research in Business and Social Sciences,
6(11), 590–604.
Kozhevnikova, E. (2019). The impact of language exposure and artificial
linguistic environment on students` vocabulary acquisition. PEOPLE:
International Journal of Social Sciences, 5(1), 4.
La Hanisi, A., Risdiany, R., Dwi Utami, Y., & Sulisworo, D. (2018). The use of
WhatsApp in collaborative learning to improve English teaching and learning
process. International Journal of Research Studies in Educational
Technology, 7(1), 29–35.
Lauder, A. (2008). The status and function of English in Indonesia: A review of
key factors. Makara Human Behavior Studies in Asia, 12(1), 9–20.
Lederer. (2012). Pros and cons of social media in the classroom. Campus
Technology. Campus Technology.
https://campustechnology.com/articles/2012/
Lomicka, L., & Lord, G. (2016). Social networking in language learning. In F.
Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning
and Technology (pp. 225–268). Routledge.
Makodamayanti, S., Nirmala, D., & Kepirianto, C. (2020). The use of digital
media as a strategy for lowering anxiety in learning English as a foreign
language. Journal of Cultural, Literary, and Linguistic Studies, 4(1), 22–26.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis:
A methods sourcebook (3rd ed.). SAGE Publications, Inc.
Mirabolghasemi, M., Iahad, Noominshah, A., & Rahim, N. Z. A. (2016). Social
networking and education (T. Issa, P. Kommers, & P. Isaias (eds.)). Springer
International Publishing.
Mohajan, H. K. (2018). Qualitative research methodology in Social Sciences and
related subjects. Journal of Economic Development, Environment and
People, 7(85654), 23–48.
Mohmed Al-Sabaawi, M. Y., & Dahlan, H. M. (2018). Acceptance model of
social media for informal learning. Lecture Notes on Data Engineering and
Communications Technologies, 5(May), 679–687.
Mubarak, A. A. Al. (2016). Learning English as a second language through social
media: Saudi Arabian tertiary context. International Journal of Linguistics,
49
8(6), 112.
Ngonidzashe, Z. (2013). Challenges and perceptions towards use of social media
in higher education in Zimbabwe: a learners‟ perspective. International
Journal of Scientific & Engineering Research, 4(5), 242–249.
Nofrika, I. (2019). EFL students‟ voices: The role of YouTube in developing
English competences. Journal of Foreign Languange Teaching and
Learning, 4(1), 57–73.
Omar, H., Embi, M. A., & Md Yunus, M. (2012). ESL learners‟ interaction in an
online discussion via Facebook. Asian Social Science, 8(11), 67–74.
Pérez-Sabater, C., & Montero-Fleta, B. (2015). ESP vocabulary and social
networking: The case of twitter. Iberica, 29, 129–154.
Sah, P. K. (2015). “Let‟s tweet to learn English”: Using Twitter as a language
Tool in the ESL/EFL classroom. LangLit, 2(1), 10–17.
Sharma, V. (2019). Saudi students‟ perspective on social media usage to promote
EFL learning. International Journal of Linguistics, Literature and
Translation (IJLLT), 2(1), 129–139.
Shin, D. S. (2018). Social media & English learners‟ academic literacy
development. Multicultural Education, 25(2), 13–16.
Siniscalco, M. T., & Auriat, N. (2005). Questionnaire design: Quantitative
research methods in educational planning. International Institute for
Educational Planning/UNESCO.
http://unesdoc.unesco.org/images/0021/002145/214555e.pdf
Slameto. (2003). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Suryantari, H., & Priyana, J. (2018). Exploring ways of using Facebook and
Instagram in teaching English. 165(Iccsr), 298–301.
Taskiran, A., Koral Gumusoglu, E., & Aydin, B. (2018). Fostering foreign
language learning with Twitter: Reflections from English learners. Turkish
Online Journal of Distance Education, 19(1), 100–116.
Toha, M. (2003). Prilaku organisasi konsep dasar dan aplikasinya. Raja Grafindo
Persada.
Walgito, B. (2004). Pengantar psikologi umum. Andi.
Yunus, M. M., Salehi, H., & Chenzi, C. (2012). Integrating social networking
tools into ESL writing classroom: Strengths and weaknesses. English
Language Teaching, 5(8), 42–48.
Zam Zam Al Arif, T. (2019). The use of social media for English language
50
learning: an Exploratory study of EFL university students. Metathesis:
Journal of English Language, Literature, and Teaching, 3(2), 224–233.
Zayed, J., & Al-Ghamdi, H. (2019). The Relationships among affective factors in
learning EFL: A study of the Saudi setting. English Language Teaching,
12(9), 105.
51
Appendix 1 Students' Questionnaire
STUDENTS’ QUESTIONNAIRE ON SOCIAL MEDIA USAGE FOR
LEARNING ENGLISH DURING COVID-19 PANDEMIC
Bagian I: Perilaku siswa dalam menggunakan media sosial dalam bahasa Inggris
1. Berapa banyak waktu yang anda habiskan setiap harinya di media sosial
sebelum pandemic COVID-19?
a. 1-3 jam
b. 4-6 jam
c. 7-9 jam
d. Lebih dari 9 jam
2. Berapa banyak waktu yang anda habiskan setiap harinya di media sosial
selama pandemic COVID-19?
a. 1-3 jam
b. 4-6 jam
c. 7-9 jam
d. Lebih dari 9 jam
3. Apa tujuan anda menggunakan media sosial? (Anda dapat memilih lebih
dari satu jawaban)
a. Untuk berkomunikasi dengan keluarga dan teman
b. Untuk hiburan dan gaya hidup
c. Untuk mencari informasi atau berita
d. Untuk kepentingan belajar
e. Lainnya (……………)
4. Berapa banyak waktu yang anda habiskan di media sosial untuk
meningkatkan kemampuan Bahasa Inggris?
a. 1-3 jam
b. 4-6 jam
c. 7-9 jam
d. Lebih dari 9 jam
52
5. Aplikasi media sosial apa yang anda sering gunakan untuk belajar bahasa
Inggris? (Anda dapat memilih lebih dari satu jawaban)
a. Facebook
b. Instagram
c. Youtube
d. Twitter
e. Whatsapp
f. Lainnya (…………)
Bagian II: Keuntungan dan Tantangan menggunakan Social Media untuk belajar
Bahasa Inggris
NO PERNYATAAN SS S TS STS
Keuntungan Menggunakan media sosial untuk
Belajar Bahasa Inggris
Perasaan Siswa
1. Belajar Bahasa Inggris menggunakan media sosial
menyenangkan.
2. Belajar Bahasa Inggris menggunakan media sosial
meningkatkan rasa percaya diri untuk
berkomunikasi menggunakan bahasa Inggris.
3. Belajar bahasa Inggris menggunakan media sosial
mengurangi kekhawatiran saat berpartisipasi
dalam kelas bahasa Inggris.
4. Media sosial memperkuat kemandirian dalam
belajar Bahasa Inggris.
5. Media sosial menciptakan pembelajaran bahasa
Inggris yang santai dan bebas dari tekanan.
6. Media sosial menyediakan banyak sumber untuk
belajar Bahasa Inggris.
7. Media sosial mudah digunakan untuk belajar
Bahasa Inggris.
8. Saya dapat menggunakan media sosial kapan dan
di mana saja.
53
9. Saya dapat dengan mudah berinteraksi dengan
orang lain di media sosial.
Perkembangan Bahasa
1. Media sosial memberikan kesempatan untuk saya
menggunakan kemampuan menyimak (listening)
dalam bahasa Inggris.
2. Media sosial memberikan saya kesempatan untuk
menggunakan kemampuan berbicara dalam
bahasa Inggris.
3. Media sosial memberikan saya kesempatan untuk
menggunakan kemampuan membaca dalam
bahasa Inggris.
4. Media sosial memberikan saya kesempatan untuk
menggunakan kemampuan menulis dalam bahasa
Inggris.
5. Media sosial memberikan saya kesempatan untuk
mendapatkan kosa-kata bahasa Inggris baru.
6. Media sosial membantu saya untuk meningkatkan
pengetahuan tata bahasa Inggris.
7. Media sosial membantu saya untuk meningkatkan
pengetahuan cara pengucapan kata dalam bahasa
Inggris.
Tantangan menggunakan media sosial untuk
Belajar Bahasa Inggris
1. Di dalam media sosial terdapat konten yang tidak
sesuai.
2. Banyak gangguan saat sedang belajar bahasa
Inggris menggunakan media sosial
3. Media sosial mempengaruhi mental dan kesehatan
saya
4. Saya memiliki masalah teknis ketika belajar
bahasa Inggris dengan media sosial (kuota, signal,
gadget)
5. Data pribadi dalam media sosial rentan untuk
disalah gunakan.
54
Appendix 2 Students' Questionnaire Results
Part I: Students‟ Behaviour of Using Social Media
1. Berapa banyak waktu yang anda habiskan setiap harinya di media sosial
sebelum pandemic COVID-19?
Frequency Percent
1-3 jam 23 28%
4-6 jam 38 46%
7-9-jam 16 19%
Lebih dari 9 jam 6 7%
Total 83 100%
2. Berapa banyak waktu yang anda habiskan setiap harinya di media sosial
selama pandemic COVID-19?
Frequency Percent
1-3 jam 7 8%
4-6 jam 17 20%
7-9-jam 28 34%
Lebih dari 9 jam 31 38%
Total 83 100%
3. Apa tujuan anda menggunakan media sosial? (Anda dapat memilih lebih
dari satu jawaban)
Frequency Percentage
Untuk berkomunikasi dengan keluarga
dan teman
72 87%
Untuk hiburan dan gaya hidup 63 76%
Untuk kepentingan belajar 67 81%
Untuk mencari informasi atau berita 65 78%
55
Lainnya
1. Untuk mencari motivasi
2. Untuk mengisi waktu luang
1
1
1.%
1.%
4. Berapa banyak waktu yang anda habiskan di media sosial untuk
meningkatkan kemampuan Bahasa Inggris?
Frequency Percent
1-3 jam 69 83%
4-6 jam 9 11%
7-9-jam 0 0%
Lebih dari 9 jam 5 6%
Total 83 100%
5. Aplikasi media sosial apa yang anda sering gunakan untuk belajar bahasa
Inggris?
Frequency Percent
Facebook 5 6%
Instagram 56 67%
Youtube 69 83%
Twitter 23 28%
Whatsapp 35 42%
Telegram 2 2%
Tik-tok 5 6%
56
Part 2: Students Perception of Using Social Media for learning English
No.Res Nomor Pernyataan
Total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
1 3 4 3 4 4 4 3 4 3 4 4 4 4 4 4 4 4 3 1 3 2 73
2 3 3 4 3 4 4 3 4 4 3 3 3 3 3 3 3 3 2 2 3 2 65
3 3 2 2 3 3 4 3 3 4 4 3 4 4 4 4 4 4 2 2 3 4 69
4 4 3 3 4 4 4 3 3 2 4 3 3 3 3 4 4 2 2 3 1 2 64
5 3 3 3 2 4 4 3 4 4 3 3 3 3 3 3 3 4 3 4 4 4 70
6 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 62
7 3 2 3 4 2 4 3 2 2 3 2 4 3 4 3 3 3 2 3 3 3 61
8 3 3 3 3 4 4 4 4 3 3 3 4 3 4 4 3 4 3 3 3 3 71
9 3 3 3 3 2 3 2 3 2 3 3 3 2 2 3 3 4 3 4 4 3 61
10 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 1 2 3 4 2 59
11 3 3 3 4 3 4 3 3 2 3 3 3 3 4 3 4 3 2 2 3 3 64
12 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 2 2 2 4 73
57
13 3 3 3 4 4 4 4 3 4 3 3 2 2 2 3 3 4 2 2 3 3 64
14 3 3 3 3 3 4 3 3 4 4 4 4 4 4 4 4 2 2 2 2 3 68
15 3 3 2 2 3 3 3 4 4 3 3 3 3 1 2 2 4 3 1 3 1 56
16 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 4 2 64
17 3 3 3 3 3 4 4 4 4 4 3 3 3 4 3 3 3 2 2 2 3 66
18 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 63
19 3 3 3 3 3 2 2 4 3 3 3 3 3 3 2 3 4 4 4 4 3 65
20 4 3 3 3 3 4 4 4 2 3 3 3 2 3 3 4 3 4 4 4 4 70
21 3 3 3 4 4 4 3 4 3 4 3 3 3 3 3 4 3 4 3 4 3 71
22 3 3 3 3 4 3 4 4 4 4 3 3 3 4 4 4 4 2 2 4 4 72
23 3 3 3 3 3 4 4 4 3 2 2 4 2 3 2 3 4 2 4 4 4 66
24 4 3 4 4 4 4 4 3 4 4 4 4 2 4 4 4 2 2 4 2 1 71
25 3 3 2 3 3 3 3 4 4 2 2 3 4 3 3 3 3 2 2 4 4 63
26 4 4 3 3 4 4 4 4 4 4 4 4 4 4 4 3 4 3 1 2 4 75
27 3 2 3 3 3 4 3 3 4 3 3 3 3 3 3 3 3 3 2 3 3 63
58
28 3 3 3 3 4 4 4 4 4 4 3 4 3 4 3 3 4 3 2 4 4 73
29 4 4 4 3 3 4 4 4 4 3 4 4 3 4 4 4 4 1 2 2 3 72
30 3 2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 56
31 3 3 3 3 4 3 2 3 2 4 3 3 2 4 3 4 2 1 1 1 1 55
32 2 1 1 3 3 3 2 3 2 3 2 4 3 3 3 3 3 3 2 2 2 53
33 3 3 3 2 3 4 3 3 4 3 2 3 3 3 3 3 4 3 4 4 4 67
34 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 65
35 4 3 3 4 3 4 4 4 4 3 3 3 3 3 3 3 3 3 2 4 3 69
36 4 3 3 3 3 3 3 4 4 3 3 3 3 3 3 3 3 2 2 3 3 64
37 3 2 3 2 3 4 3 3 4 4 4 4 4 4 4 4 3 3 3 3 3 70
38 3 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2 4 2 58
39 3 4 3 3 3 3 2 2 3 3 3 3 3 3 2 2 3 2 2 2 2 56
40 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 4 1 4 4 65
41 3 3 3 3 3 3 3 3 3 3 4 3 3 4 4 3 3 2 2 4 3 65
42 3 3 3 3 4 4 3 4 2 2 3 3 3 3 3 2 4 4 4 4 4 68
59
43 2 2 3 3 3 4 3 4 4 3 2 4 4 4 3 3 3 3 2 4 3 66
44 3 3 3 3 3 4 3 4 4 3 3 3 4 2 2 3 3 3 4 4 3 67
45 4 4 3 4 4 3 4 3 3 4 3 3 3 3 3 4 2 2 2 2 3 66
46 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 2 3 3 75
47 4 4 4 4 4 4 4 4 4 3 4 4 3 4 3 3 4 2 3 3 3 75
48 4 3 3 3 4 3 3 2 3 3 3 4 4 4 4 4 3 3 2 4 3 69
49 3 4 2 2 3 3 4 4 4 3 3 3 3 3 2 4 2 2 1 3 3 61
50 3 3 4 4 3 4 4 3 4 4 3 4 3 3 3 3 3 2 3 2 3 68
51 3 4 3 4 4 3 3 4 4 3 4 4 3 4 3 3 3 3 2 4 3 71
52 2 3 3 3 4 4 4 3 4 3 2 3 3 3 3 4 1 3 4 4 4 67
53 3 3 3 2 4 4 3 4 3 2 3 3 3 3 3 4 3 4 4 4 4 69
54 4 2 3 3 4 4 4 4 3 3 3 3 3 3 3 4 3 3 4 4 4 71
55 4 3 3 3 3 4 4 3 3 3 3 3 3 4 3 3 3 2 2 4 4 67
56 4 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 2 4 4 4 80
57 3 3 3 3 2 4 3 2 4 3 2 3 3 3 3 3 4 4 2 3 2 62
60
58 3 3 2 2 3 4 3 4 4 2 3 3 3 3 3 4 3 4 3 4 4 67
59 4 4 3 3 3 3 4 4 3 3 4 4 3 3 3 3 4 2 4 3 3 70
60 3 3 4 3 3 2 3 4 3 3 3 3 3 3 3 3 4 3 1 4 4 65
61 3 3 4 3 3 4 3 4 4 4 3 3 3 4 4 4 3 4 2 4 4 73
62 2 2 2 2 3 3 3 4 3 3 3 3 3 3 3 3 3 3 1 1 3 56
63 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 63
64 3 3 4 3 4 4 3 4 4 2 3 3 2 2 3 3 4 3 4 4 3 68
65 4 3 2 3 3 3 3 4 4 3 2 3 3 4 3 2 2 2 2 4 4 63
66 2 2 2 2 2 3 2 4 4 2 2 3 2 2 3 2 4 2 1 3 2 51
67 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 2 4 4 4 80
68 3 2 3 3 3 3 3 4 4 3 2 3 3 4 4 4 3 2 4 2 2 64
69 3 3 3 3 3 4 3 4 4 3 3 3 3 3 3 3 4 3 3 3 4 68
70 3 3 3 2 3 2 2 3 3 3 3 3 3 3 3 3 3 3 2 3 3 59
71 3 3 3 3 4 4 3 4 4 3 3 3 3 3 3 3 4 3 3 4 3 69
72 3 4 4 3 3 4 4 4 2 4 3 3 3 3 4 4 4 2 1 1 4 67
61
73 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 63
74 3 3 2 3 4 4 4 4 4 4 3 4 3 3 3 4 3 2 3 4 3 70
75 3 3 4 2 3 3 3 3 3 3 3 3 2 3 3 3 4 4 4 4 4 67
76 3 3 3 3 3 4 3 3 3 4 4 4 3 3 3 4 2 2 2 3 3 65
77 3 2 3 4 4 3 3 4 4 3 3 2 2 4 3 2 4 4 3 4 4 68
78 3 1 2 3 3 3 3 4 4 3 2 3 3 3 3 3 4 3 3 4 4 64
79 3 3 3 3 4 3 3 3 3 2 3 4 3 3 3 3 3 3 3 3 2 63
80 3 3 3 3 2 4 3 2 3 3 2 3 2 3 3 3 3 4 2 3 2 59
81 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 63
82 4 4 3 1 3 4 4 3 4 4 4 4 3 4 4 4 3 2 1 1 2 66
83 3 3 3 3 3 3 3 4 4 3 3 3 3 3 4 4 3 3 3 3 3 67
Total 142 132 132 139 148 160 143 155 148 146 137 148 137 146 141 145 141 117 113 141 133 2944
61
Appendix 3 Students' Semi-Structured Interview Questions
1. Berdasarkan hasil kuesioner, durasi waktu yang anda gunakan untuk
membuka media sosial meningkat saat pandemi COVID-19. Kenapa hal
tersebut bisa terjadi?
2. Apa alasan anda menggunakan media sosial sebagai media untuk belajar
Bahasa Inggris?
3. Dari hasil kuesioner, anda memilih (.......) sebagai platform media sosial
yang paling sering anda pakai untuk meningkatkan kemampuan Bahasa
Inggris. Bisa dijelaskan bagaimana anda belajar bahasa Inggris dengan
media sosial tersebut?
4. Apa manfaat yang anda rasakan dari belajar Bahasa Inggris dengan media
sosial?
5. Bagaimana rasanya belajar Bahasa Inggris di media sosial?
6. Apa kendala yang anda temui saat menggunakan media sosial sebagai
media untuk belajar bahasa Inggris?
62
Appendix 4 Students' Interview Transcript
Student 1
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Iya meningkat banget, mungkin karena ketika pandemi
belajarnya lewat online trus jam belajar di sekolah juga lebih singkat
makanya waktu luangnya jadi banyak.
Question: Apa alasan anda memakai media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Hmm saya sih memanfaatkan saja karena bahasa Inggris itu
penting banget. Saya juga sebentar lagi akan kuliah dan jurusan yang
saya minati itu kedokteran. Saya pernah dikasih tau sama kakak saya
yang kebetulan sedang koas kalau buku-buku kedokteran yang bagus
itu kebanyakan buku dari luar negeri jadi mau ga mau harus belajar
Bahasa Inggris, tapi biar tidak terasa banget belajarnya saya pake
media sosial aja.
Question: Oh jadi di media sosial bisa bikin anda tidak terasa seperti
belajar Inggris secara formal ya?
Answer: iya betul, saya sebenarnya tidak terlalu suka belajar seperti di
kelas tapi saya suka mendengarkan orang bicara atau menjelaskan
sesuatu jadi saya belajarnya dari situ. Sebenarnya emang niat awalnya
menggunakan media sosial cuma mau nonton video atau baca cerita
tapi karena pakai bahasa Inggris jadi belajar deh.
Question: Dari hasil kuesioner, anda memilih Youtube dan Instagram
sebagai platform media sosial yang paling sering anda pakai untuk
meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan bagaimana
anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: kalau Instagram saya suka follow akun beauty influencer dari
luar negeri dan pasti mereka pakai Bahasa Inggris. Saya suka nonton
video mereka terus jadi sering belajar kata-kata baru dari yang mereka
63
ucapkan. Kalau dari YouTube, saya suka menonton music video atau
penjelasan behind the scene film luar negeri jadi secara ga langsung
saya belajar buat memahami mereka berbicara dalam bahasa Inggris.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Yang pertama saya jadi dapat kosa kata baru, terus saya juga
jadi bisa melatih pronunciation dan skill listening saya. Saya juga
sedang membiasakan menonton video tentang grammar di Youtube.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Saya sih senang-senang aja soalnya di sosial media banyak
informasi baru jadi menarik aja.
Question: Apa kendala yang anda temui saat menggunakan media
sosial untuk belajar Bahasa Inggris?
Answer: Kalau kendala sih mungkin mata saya minusnya bertambah,
trus kalau ada berita yang tidak bagus itu bisa mempengaruhi mental
saya.
64
Student 2
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Iya biasanya kalau di sekolah kita fokus ke guru dan
pelajarannya jadi jarang buka handphone atau media sosial. Lalu
karena sekarang pandemi, belajarnya jarak jauh jadi banyak waktu
luangnya. Waktu sekolahnya juga lebih singkat jadi saya merasa buka
media sosial terus.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Sebelum ada media sosial saya biasanya nonton acara tv dari
luar. Sekarang karena perkembangan teknologi makin pesat dan kita
bisa update informasi baru dengan cepat di media sosial jadi kenapa
tidak pake media social juga untuk belajar Bahasa Inggris. Saya juga
sekarang lagi tertarik belajar tentang British aksen jadi saya suka
nonton video youtober yang menjelaskan cara pengucapan British
aksen seperti apa.
Question: Dari hasil kuesioner, anda memilih YouTube, Whatsapp,
dan Pinterest sebagai platform media sosial yang paling sering anda
pakai untuk meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan
bagaimana anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: Biasanya di twitter saya sering menemukan kata baru terus
saya cari artinya dan latihan bikin kalimat pakai kata tersebut biar
ingat. Kalau di YouTube karena banyak video-video berbahasa Inggris
yang bisa di pake buat belajar, biasanya saya cari video Bahasa Inggris
apa saja, saya dengerin orang yang lagi bicara trus saya pause
videonya dan saya coba menirukan kalimat yang disampaikan sama
orang tersebut. Kalau di Pinterest saya liat poster yang isinya kata atau
penjelasan tentang Granmar Bahasa Inggris trus saya save buat bikin
kalimat dari kata-kata itu.
65
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Pronunciation dan speaking saya meningkat karena saya suka
praktek berbicara sambil menonton video seperti tadi. Trus vocabulary
saya bertambah banyak dari nonton video dan buka Twitter. Selain itu
kadang kalau saya suka kurang paham penjelasan guru atau misalkan
saya gabisa di skill tertentu saya bisa belajar skill itu di media sosial.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Lebih seru sih, karena kalau di sekolah belajarnya kan
waktunya singkat jadi kalau ga paham suka pusing. Sedangkan di
media sosial bisa diulang-ulang dan jadinya saya bisa memahami apa
yang saya kurang mengerti ketika di kelas.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: Kendala yang saya alami sih sinyal terus kadang saya tidak
bisa menemukan apa yang saya cari jadi tidak bisa tahu lanjut tentang
hal tersebut. Saya juga sering terganggu kalau lihat notifikasi. Cuma
balik lagi kalau saya rasa itu tidak penting ya saya balik belajar lagi.
Oiya, di media sosial juga banyak pop-up iklan yang kadang
menganggu dan gajelas gitu.
66
Student 3
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Alasannya itu karena selama pandemi di rumah aja, jadi ya
main sosial media aja mengisi waktu luang entah itu buat hiburan atau
sekalian belajar juga.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Kita pake sosial media kan sehari-hari, kalau tidak
dimanfaatkan sebaik mungkin bakal sia-sia, jadi sekalian main sosial
media kita juga bisa cari konten Berbahasa Inggris yang bisa dipelajari.
Trus kalau di sosial media saya bisa nyari apa yang saya mau jadi
belajarnya lebih leluasa.
Question: Dari hasil kuesioner, anda memilih YouTube dan Instagram
sebagai platform media sosial yang paling sering anda pakai untuk
meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan bagaimana
anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: Kalau Instagram bisa lihat atau follow akun Instagram orang-
orang luar negeri jadi bisa lihat status dan video mereka yang
menggunakan Bahasa Inggris. Karena aku ingin tahu apa yang mereka
sampaikan, jadinya mau tidak mau harus cari tahu tentang Bahasa
Inggris. Kalau Youtube biasanya saya suka cari materi yang di jelaskan
di kelas sama guru Bahasa Inggris.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Manfaatnya kalau saya sih vocabulary sama listening
meningkat. Kadang suka menemukan kata-kata baru gitu dari status
atau caption di Instagram dan dari video di Youtube. Saya juga jadi
terbiasa mendengarkan Bahasa Inggris jadi sekarang sudah mulai
67
terbiasa nonton tanpa subtitle. Trus media sosial bisa membantu aku
belajar Bahasa Inggris sendiri di luar sekolah.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Rasanya belajar pake sosial media itu malah seperti tidak
terasa kalau kita lagi belajar, karena kan kita pilih sendiri apa yang kita
mau jadi kita suka sama konten yang dibahas trus sekalian jadi belajar
Bahasa Inggris nya juga.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: kendala aku tidak ada sejauh ini aman-aman saja.
68
Student 4
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Alasannya karena dirumah kan tidak melakukan kegiatan lain
selain sekolah online, jadi kerjaannya ya pasti main handphone aja
buka media sosial.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Saya tidak ada alasan khusus sih hanya karena suka sama
artis luar jadi suka cari info tentang dia dan semuanya infonya itu
dalam Bahasa Inggris jadi karena saya pengen tahu jadi saya belajar
Bahasa Inggris deh seperti cari tahu arti dari sebuah berita itu apa, trus
belajarnya jadi tidak terpaksa karena saya suka topiknya. Trus saya
juga bisa latihan menulis di Twitter.
Question: Dari hasil kuesioner, anda memilih YouTube, Instagram,
Whatsapp, dan Twitter sebagai platform media sosial yang paling
sering anda pakai untuk meningkatkan kemampuan Bahasa Inggris.
Bisa dijelaskan bagaimana anda belajar bahasa Inggris dengan media
sosial tersebut?
Answer: Kalau WhatsApp saya belajar speaking, kebetulan guru
speaking class pake whatsapp gitu disuruh tongue twister di voice note
satu-satu terus beliau minta kita rekam suara kita di voice note saat
baca kalimat atau kata yang diberikan. Kalau Instagram, saya suka
lihat-lihat video yang pake Bahasa Inggris terus kalau tidak tahu
artinya ya saya cari artinya. Kalau YouTube saya suka nonton sama
dengerin video dalam Bahasa Inggris entah itu lagu atau misalkan saya
nonton video dari Korea tapi saya pilih subtitlenya Bahasa Inggris.
Kalau di twitter sama dengan diinstagram, saya juga suka berinteraksi
sama orang lain misalkan lagi membahas berita tentang hal yang saya
suka dalam Bahasa Inggris.
69
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Manfaat yang paling dirasakan sih kosa katanya bertambah,
trus tanpa sadar belajar grammarnya juga kalau mau tulis status atau
caption di Instagram karena saya malu kalau salah jadi saya bener cari
tahu dulu grammarnya.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Rasanya biasa aja sih karena memang tidak untuk belajar
Bahasa Inggrisnya tapi cari tahu info artis yang saya suka.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: Kendala yang saya rasakan saya sih jaringan internet di Wifi
suka lama jadi kalau mau nonton atau mengirim tugas ke WhatsApp
suka lama.
70
Student 5
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Answer: karena selama pandemi di rumah aja tidak ada
kegiatan apa-apa ya selain main handphone, nah main handphone juga
sudah pasti bukanya media sosial.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: kadang penjelasan tentang Bahasa Inggris di media sosial
seperti YouTube lebih jelas dan mudah dimengerti dibandingkan
penjelasan dari guru. Contohnya seperti belajar past tense, kalau guru
biasanya yang pertama diajarkan itu rumus kalimatnya seperti apa,
sedangkan di YouTube penyampaian langsung ke contoh kalimatnya
baru dibahas struktur kalimatnya. Terus di kelas selalu belajarnya
bahasa yang formal dan sopan. Kalau di media sosial bahasanya untuk
sehari-hari.
Question: Dari hasil kuesioner, anda memilih Instagram, YouTube,
dan Whatsapp sebagai platform media sosial yang paling sering anda
pakai untuk meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan
bagaimana anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: Di Instagram saya banyak follow artis luar negeri, trus setiap
lihat apa yang mereka post saya sempatkan liat komentarnya trus
melihat cara mereka mengetik atau menyampaikan sesuatu dalam
Bahasa Inggris bagaimana. Saya juga suka lihat konten video orang
Indonesia yang menirukan aksen Bahasa Inggris dari berbagai negara,
saya suka ikutin mereka saat liat videonya. Kalau Di YouTube saya
sering mencari video tentang cara pengucapan kata dalam Bahasa
Inggris dengan aksen dari berbagai negara sama grammar juga. Di
Whatsapp saya sering chattingan sama teman sekolah pake Bahasa
Inggris gitu saling belajar. Trus di kelas speaking, Mrs nya pakai
71
Whatsapp selama PJJ. Saya juga gabung di grup global fanbase K-pop
di Whatsapp, jadi saya suka berinteraksi sama anggota grup itu pakai
Bahasa Inggris mengobrol dari hal hal keseharian sampai diskusi
tentang sesuatu yang berhubungan sama artis yang kita suka.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Manfaatnya banyak, cuma yang paling menonjol yang saya
rasakan adalah di media sosial kita bisa belajar Bahasa Inggris yang
tidak diajarkan di kelas. Kalau dikelas biasanya lebih ke formal
bahasanya sedangkan kalau dimedia sosial kita belajar slang dan kata-
kata baru dari orang-orang yang ada di media sosial dan belajar juga
gimana mereka pronounce sesuatu.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Seru banget. Media sosial punya banyak sumber buat belajar
Bahasa Inggris jadi bisa fokus ke banyak atau satu skill aja. Misalkan
pengen belajar reading yaudah buka media sosial yang menyediakan
banyak tulisan kayak Wattpad, kalau mau fokus ke listening bisa nyari
video khusus listening gitu di YouTube, jadi mudah dan praktis banget
digunakannya.
Question: Apa ada kendala yang anda temui saat menggunakan media
sosial untuk belajar Bahasa Inggris?
Answer: Kendala paling sinyal sama saya kadang males aja gitu cari
arti dari kata baru yang saya baru temukan di media sosial. Saya juga
kadang suka terganggu sama notifikasi dari aplikasi lain atau chat dari
teman.
72
Student 6
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Karena selama pandemi di rumah aja dan kegiatannya cuma
sekolah sama bantu orang tua sebentar jadi pegang handphone terus
dan buka media sosial untuk menghilangkan kebosanan.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Biasanya kalau di sekolah kan belajarnya lebih ke Bahasa
yang formal trus kadang kalau di real-life kita kalau mau ngomong
Bahasa Inggris kan tidak selalu menggunakan Bahasa formal seperti
yang diajarkan disekolah. Jadi dari media sosial saya bisa tahu Bahasa
Inggris yang dipakai keseharian trus bisa nambah wawasan. Banyak
sumber buat belajar Bahasa Inggris juga di media sosial.
Question: Dari hasil kuesioner, anda memilih YouTube dan
Whatsapp, sebagai platform media sosial yang paling sering anda
pakai untuk meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan
bagaimana anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: Saya pilih WhatsApp karena di sekolah selama PJJ guru
bahasa Inggris memang memakai WhatsApp jadi saya belajar Bahasa
Inggris secara formal di Whatsapp, saya juga praktek buat komunikasi
sama temen di WhatsApp misalkan mau nanya tugas atau cuma
ngobrol biasa pake Bahasa inggris. Kalau YouTube karena saya sering
nonton video talkshow acara luar negeri sama video yang berhubungan
dengan materi Bahasa Inggris yang diajarkan di kelas.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Kalau saya manfaatnya kemampuan memahami orang
ngomong Bahasa Inggris sih kak meningkat. Karena di YouTube kan
ada fitur slowmotion ya jadi kalau ada kalimat atau kata yang saya
73
tidak paham karena ngomongnya cepet, saya bisa ulang atau
perlambat. Kalau di sekolah kan gurunya ngomong cepet kadang ga
bisa diulang. Yang kedua reading, saya suka baca cerita Bahasa Inggris
di wattpad. Yang ketiga sudah pasti vocabulary saya bertambah
banyak ketika baca atau menonton video dari media sosial.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Seru, karena belajarnya bisa dari hal-hal yang kita suka.
Misalkan saya suka film kak, ya saya nonton film berbahasa Inggris di
media sosial jadi belajarnya fun.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: Kendalanya sih kuota sama sinyal. Saya selama pandemi ini
jadi ketergantungan sama media sosial jadi kalau tidak buka media
sosial kayak ada yang kurang gitu.
74
Student 7
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Karena bosan kak selama pandemik tidak ada hiburannya,
mau ketemu temen juga susah jadi bisanya buka media social saja.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Belajar di media sosial tidak cepet bosan jika dibandingkan
dengan aplikasi yang khusus memang untuk belajar Bahasa Inggris
karena media sosial di dalamnya ada hiburannya dan banyak topiknya
jadi tidak terasa belajar.
Question: Dari hasil kuesioner, anda memilih YouTube dan Facebook
sebagai platform media sosial yang paling sering anda pakai untuk
meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan bagaimana
anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: Kalau YouTube ya pasti nonton video dan mendengarkan
lagu Bahasa Inggris. Kalau Facebook buat sekalian belajar sama
latihan untuk menulis dalam Bahasa Inggris. Saya juga ikut komunitas
game yang komunikasinya pake Bahasa Inggris di facebook jadi suka
interaksi sama mereka dan saling sharing berita.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Manfaat yang saya dapatkan itu yang jelas jadi lebih paham
kalau orang berbicara Bahasa Inggris, trus kalau ada teks bisa
memahami sedikit. Kata-katanya bahasa Inggrisnya juga bertambah.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Rasanya biasa aja sih, karena memang biasanya saya juga
kalau cari berita atau sesuatu memang dalam Bahasa Inggris. Terus
saya kan suka dengan hal yang berbau game dan sumber informasi
yang ada di sosial media tentang game tersebut banyaknya dalam
75
Bahasa Inggris jadi saya ya mau ga mau belajar Bahasa Inggris juga
deh.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: Kendalanya paling kuota terus juga sinyalnya suka lama.
76
Student 8
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Jadi untuk masalah peningkatan durasi waktu penggunaan
media sosial itu disebabkan pertama karena rasa bosan. Interaksi sosial
secara langsung menurun akibat pandemic. Pembatasan terjadi dalam
interaksi sosial secara langsung. Otomatis semuanya langsung beralih
ke media sosial. Selain sebagai media untuk berinteraksi media sosial
juga bisa menghibur melalui konten-konten yang ada disitu. Yang
terakhir pastinya karena ingin selalu update teknologi yang
berkembang saat ini.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Alasan pakai media sosial untuk belajar Bahasa Inggris itu
karena kita bisa interaksi dengan banyak orang dan jangkauannya lebih
luas. Contohnya kita punya idola atau teman yang berasal dari luar
Indonesia otomatis untuk bisa berinteraksi dengan mereka kita harus
bisa bahasa international yaitu bahasa Inggris. Jadi belajarnya lebih ke
melihat video mereka yang sedang membahas sesuatu trus juga kita
latihan untuk comment status atau reply pesan dalam Bahasa Inggris.
Question: Dari hasil kuesioner, anda memilih YouTube, Whatsapp,
Instagram, dan Twitter sebagai platform media sosial yang paling
sering anda pakai untuk meningkatkan kemampuan Bahasa Inggris.
Bisa dijelaskan bagaimana anda belajar bahasa Inggris dengan media
sosial tersebut?
Answer: Untuk YouTube saya bisa belajar memahami tentang Bahasa
Inggrisnya yaitu melalui video-video yang tersedia di sana. Untuk
Twitter sama Instagram jadi tempat saya untuk practicenya. Misalkan,
membuat tulisan atau video dengan media sosial. Di Twitter saya juga
bisa interaksi sama orang luar tentang sesuatu seperti saya ikut reply
77
tweet orang lain dalam Bahasa Inggris. WhatsApp mungkin menjadi
tempat saya belajar Bahasa Inggris formal di kelas selama pandemi
dan komunikasi ke guru dan teman-teman kelas.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Yang pertama kenyamanannya dalam berbahasa Inggrisnya
karena kalau tatapan atau bicara bahasa Inggris langsung dengan orang
lebih nervous ya dan juga kalau kita mau belajar dengan orang lain tuh
punya keterbatasan waktu dan tempat. Dengan internet dan media
sosial kita bisa cari ilmu sebanyak-banyaknya tanpa harus tergantung
dengan orang lain karena kita yang punya kendali dengan media sosial
kita.
Question: Kalau dari segi kemampuan berbahasa Inggris kamu
bagaimana?
Answer: Untuk skill Bahasa Inggris, listening sama reading sih yang
meningkat karena banyak video atau konten Bahasa Inggris yang kita
baca atau lihat. Sedangkan writing sama speakingnya tidak terlalu
karena saya merasa lebih susah speaking dan writing dibandingkan
listening dan reading.
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Lebih asik sih, karena di sini media sosial punya berbagai
macam fitur yang bisa membuat kita lebih kreatif dalam berekspresi
atau menyampaikan sesuatu contohnya bisa melalui status, photo, atau
video menggunakan Bahasa Inggris. Terus media sosial juga bisa
digunakan tanpa ada batasan ruang dan waktu.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: Kendalanya sih jaringan sinyal. Kalau lagi jelek sinyalnya
jadi lama buka media sosialnya. Sama niatnya juga, kadang suka tidak
mood kalau mau buka atau meniatkan belajar Bahasa Inggris.
78
Student 9
Question: Berdasarkan hasil kuesioner, durasi waktu yang anda
gunakan untuk membuka media sosial meningkat saat pandemi
COVID-19. Kenapa hal tersebut bisa terjadi?
Answer: Alasannya karena kita banyak waktu luang selama pandemi
ini, sekolah juga waktunya cuma sebentar jadi habis kerjain tugas
langsung buka media sosial. WhatsApp juga dipakai sebagai tempat
komunikasi sama guru dan teman-teman.
Question: Apa alasan anda menggunakan media sosial sebagai media
untuk belajar Bahasa Inggris?
Answer: Lebih mudah dalam menemukan informasi yang ada di
dunia, terus banyak konten yang membahas tentang grammar dan
materi Bahasa Inggris.
Question: Dari hasil kuesioner, anda memilih YouTube, Whatsapp,
dan Instagram sebagai platform media sosial yang paling sering anda
pakai untuk meningkatkan kemampuan Bahasa Inggris. Bisa dijelaskan
bagaimana anda belajar bahasa Inggris dengan media sosial tersebut?
Answer: YouTube saya pakai buat nonton film atau video tentang
Bahasa Inggris buat belajar listening sama pronunciation. Kalau
Instagram saya pakai untuk browsing berita atau info dalam Bahasa
Inggris buat melatih membaca sama menemukan kata baru dan slang
words. Kalau WhatsApp memang karena di kelas pakainya aplikasi
tersebut. Guru biasanya sharing materi atau minta kita reading aloud
via voice note. Trus saya juga pakai whatsapp buat chattingan sama
temen pake Bahasa Inggris.
Question: Apa manfaat yang anda dapatkan ketika belajar Bahasa
Inggris lewat media sosial?
Answer: Manfaat nya bisa nyari pengalaman untuk menggunakan
Bahasa Inggris, bisa tau banyak slang words yang biasa dipakai dalam
sehari-hari jadi lebih banyak pengalamanya. Media sosial juga punya
banyak video jadi bisa belajar listening.
79
Question: Bagaimana rasanya belajar Bahasa Inggris di media sosial?
Answer: Rasanya lebih mudah aja bisa browsing atau nonton video
Bahasa Inggris kapan aja suka-suka kita.
Question: Apa ada kendala yang anda temui saat menggunakan media
social untuk belajar Bahasa Inggris?
Answer: Jaringan sih yang suka jelek jadi kalau nonton suka buffering
selain itu tidak ada lagi.
80
Appendix 5 Surat Pengesahan Proposal Skripsi
81
Appendix 6 Surat Bimbingan Skripsi
82
83
Appendix 7 Surat Izin Penelitian
84
Appendix 8 Surat Keterangan Penelitian
85
Appendix 9 References Examination Paper
REFERENCES EXAMINATION PAPER
Name : Muetia Safitri
Students‟ Number : 11160140000053
Research Title : Students‟ Perception of the Use of Social Media
for Learning English (A Case Study Research at
SMA Al-Hasra Depok 2020/2021)
CHAPTER I
No References Advisor 1 Advisor 2
1. Shin, D. S. (2018). Social media & english learners‟
academic literacy development. Multicultural
Education, 25(2), 13–16.
2. Dabbagh, N., & Kitsantas, A. (2012). Personal
learning environments, social media, and self-
regulated learning: A natural formula for
connecting formal and informal learning.
Internet and Higher Education, 15(1), 3–8.
https://doi.org/10.1016/j.iheduc.2011.06.002
3. Simon, K. (2020). Digital 2020: Indonesia.
https://datareportal.com/reports/digital-2020-indonesia
4. Baſöz, T. (2016). Pre-service EFL teachers’ attitudes towards language learning through
social media. Procedia - Social and
Behavioral Sciences, 232(April), 430–438.
https://doi.org/10.1016/j.sbspro.2016.10.059
5. Sharma, V. (2019). Saudi students‟ perspective on
social media usage to promote EFL learning.
International Journal of Linguistics, Literature
and Translation (IJLLT), 2(1), 129–139.
https://doi.org/10.32996/ijllt.2019.2.1.17
86
6. Mubarak, A. A. Al. (2016). Learning English as a
second language through social media: Saudi
Arabian tertiary context. International Journal
of Linguistics, 8(6), 112.
https://doi.org/10.5296/ijl.v8i6.10449
7. Inayati, N. (2015). English language teachers‟ use
of social media technology in Indonesian
higher education context. Asian EFL Journal,
17(4), 6–36.
CHAPTER II
No References Advisor 1 Advisor 2
1. Slameto. (2003). Belajar dan faktor-faktor yang
mempengaruhinya. Rineka Cipta.
2. Rakhmat, J. (2003). Psikologi komunikasi. PT.
Remaja Rosdakarya.
3. Walgito, B. (2004). Pengantar Psikologi umum.
Andi.
4. social media. 2020. In Merriam-Webster.com.
Retrieved August 28, 2020, from
https://www.merriam-webster.com/dictionary/socialmedia
5. Chen, S., Lin, L., & Yuan, X. (2017). Social media
visual analytics. Computer Graphics Forum,
36(3), 563–587.
https://doi.org/10.1111/cgf.13211
6. Kaplan, A. M., & Haenlein, M. (2010). Users of the
world, unite! The challenges and opportunities
of Social Media. Business Horizons, 53(1),
59–68.
https://doi.org/10.1016/j.bushor.2009.09.003
87
7. Manning, J. (2014.) Social media, definition and
classes of. In K. Harvey (Ed.), Encyclopedia of
social media and politics (pp. 1158-1162).
Thousand Oaks, CA: Sage.
8. Drahošová, M., & Balco, P. (2017). The analysis of
advantages and disadvantages of use of social
media in European Union. Procedia Computer
Science, 109, 1005–1009.
https://doi.org/10.1016/j.procs.2017.05.446
9. Hardiana, F. (2019). The use of social media among
English Education students for solving
problems in completing their SKRIPSI [AR-
RANIRY STATE ISLAMIC UNIVERSITY].
https://doi.org/10.20472/IAC.2015.019.022
10. Akram, W., & Kumar, R. (2018). A Study on
positive and negative effects of social media
on society. International Journal of Computer
Sciences and Engineering Open Access,
March.
https://doi.org/10.26438/ijcse/v5i10.351354
11. Faizi, R., Afia, A. El, & Chiheb, R. (2013).
Exploring the potential benefits of using social
media in education. International Journal of
Engineering Pedagogy, 3(4), 50–53.
https://online-journals.org/index.php/i-jep/article/view/2836
12. Ivala, E., & Gachago, D. (2016). Social media for
enhancing student engagement: The use of
Facebook and blogs at a University of
Technology. South African Journal of Higher
Education, 26(1).
https://doi.org/10.20853/26-1-156
13. Jalal, Ashraf Zaidieh, Y. (2012). The use of social
networking in education: challenges and
opportunities. World of Computer Science and
Information Technology Journal, 2(1), 2221–
2741.
88
14. Altam, S. (2020). Influence of social media on EFL
Yemeni learners in Indian Universities during
COVID-19 Pandemic. Linguistics and Culture
Review, 4(1), 35-47.
https://doi.org/10.37028/lingcure.v4n1.19
15. Devi, K. S., Gouthami, E., & Lakshmi, V. V.
(2019). Role of Social media in Teaching –
Learning process. Journal of Emerging
Technologies and Innovative Research, 6(1),
96–103.
https://www.researchgate.net/publication/330497773_Role_of_Social_Media_in_Teaching-Learning_Process
16. Allam, M., & Elyas, T. (2016). Perceptions of using
social media as an ELT Tool among EFL
teachers in the Saudi context. English
Language Teaching, 9(7), 1.
https://doi.org/10.5539/elt.v9n7p1
17. Lederer. (2012, January 19). Pros and cons of
social media in the classroom. Campus
Technology.
https://campustechnology.com/articles/2012/
18. Mirabolghasemi, M., Iahad, Noominshah, A., &
Rahim, N. Z. A. (2016). Social networking and
education (T. Issa, P. Kommers, & P. Isaias
(Eds.)). Springer International Publishing.
https://doi.org/10.1007/978-3-319-17716-8
19. Inayati, N. (2015). English language teachers‟ use
of social media technology in Indonesian
higher education context. Asian EFL Journal,
17(4), 6–36.
20. Shih, R. C. (2011). Can Web 2.0
technology assist college students in learning
English writing? Integrating Facebook and
peer assessment with blended learning. In J.
Waycott & J. Sheard (Eds), Assessing students'
Web 2.0 activities in higher education.
Australasian Journal of Educational
Technology, 27(Special issue, 5), 829- 845.
https://www.researchgate.net/publication/330497773_Role_of_Social_Media_in_Teaching-Learning_Process
https://www.researchgate.net/publication/330497773_Role_of_Social_Media_in_Teaching-Learning_Process
89
http://www.ascilite.org.au/ajet/ajet27/shih.ht
ml
21. Lomicka, L., & Lord, G. (2016).
Social networking in language learning. In F.
Fall & L. Murray (Eds.), Handbook of
language learning and technology (pp. 225–
268). London, UK: Routledge.
https://doi.org/10.4324/9781315657899
22. Yunus, M. M., Salehi, H., & Chenzi, C. (2012).
Integrating social networking tools into ESL
writing classroom: Strengths and weaknesses.
English Language Teaching, 5(8), 42–48.
https://doi.org/10.5539/elt.v5n8p42
23. Ehsan, N., & Nasri, M. (2019). The impact of social
media on EFL learners‟ speaking skill. Journal
of Applied Linguistics and Language
Research, 6(3), 1–17.
24. Arumugam, Wan, W. S., Shanthi, A., & Mello, D.
(2019). Impact of social media on reading
comprehension among undergraduates.
International Journal of Advanced Science and
Technology, 28(8 Special Issue), 457–470.
25. Mubarak, A. A. Al. (2016). Learning English as a
second language through social media: Saudi
Arabian tertiary context. International Journal
of Linguistics, 8(6), 112.
https://doi.org/10.5296/ijl.v8i6.10449
26. Erarslan, A. (2019). Instagram as an education
platform for EFL learners. Turkish Online
Journal of Educational Technology - TOJET,
18(3), 54–69.
27. Omar, H., Embi, M. A., & Md Yunus, M. (2012).
ESL learners‟ interaction in an online
discussion via Facebook. Asian Social Science,
8(11), 67–74.
https://doi.org/10.5539/ass.v8n11p67
90
28. Blattner, G., & Fiori, M. (2009). Facebook in the
language classroom: Promises and
possibilities. Instructional Technology and
Distance Learning (ITDL), 6, 17–28.
29. Adi Kasuma, S. A. (2017). Using Facebook for
English language learning: the differences
among gender and ethnicity. Journal of
Nusantara Studies (JONUS), 2(1), 177.
https://doi.org/10.24200/jonus.vol2iss1pp177-193
30. Suryantari, H., & Priyana, J. (2018). Exploring
Ways of Using Facebook and Instagram in
Teaching English. 165(Iccsr), 298–301.
https://doi.org/10.2991/iccsr-18.2018.66
31. Sah, P. K. (2015). “Let‟s Tweet to learn English”:
Using twitter as a language tool in the
ESL/EFL classroom. LangLit, 2(1), 10–17.
32. Taskiran, A., Koral Gumusoglu, E., & Aydin, B.
(2018). Fostering foreign language learning
with Twitter: Reflections from English
learners. Turkish Online Journal of Distance
Education, 19(1), 100–116.
https://doi.org/10.17718/tojde.382734
33. Nofrika, I. (2019). EFL students‟ voices: The role
of YouTube in developing English
competences. Journal of Foreign Languange
Teaching and Learning, 4(1).
https://doi.org/10.18196/ftl.4138
34. La Hanisi, A., Risdiany, R., Dwi Utami, Y., &
Sulisworo, D. (2018). The use of WhatsApp in
collaborative learning to improve English
teaching and learning process. International
Journal of Research Studies in Educational
Technology, 7(1).
https://doi.org/10.5861/ijrset.2018.3004
91
35. Zam Zam Al Arif, T. (2019). The use of social
media for English Language learning: An
exploratory study of EFL university students.
Metathesis: Journal of English Language,
Literature, and Teaching, 3(2), 224–233.
https://doi.org/10.31002/metathesis.v3i2.1921
36. Sharma, V. (2019). Saudi students‟ perspective on
social media usage to promote EFL learning.
International Journal of Linguistics, Literature
and Translation (IJLLT), 2(1), 129–139.
https://doi.org/10.32996/ijllt.2019.2.1.17
37. Aloraini, N., & Cardoso, W. (2018). Social media
in language learning: a mixed-methods
investigation of Saudi students‟ perceptions.
Future-Proof CALL: Language Learning as
Exploration and Encounters – Short Papers
from EUROCALL 2018, 2018(2018), 1–5.
https://doi.org/10.14705/rpnet.2018.26.803
CHAPTER III
No References Advisor 1 Advisor 2
1. Harding, J. (2013). Qualitative
Data analysis from start to finish. Sage
Publications.
2. Creswell, J. W. (2012). Educational Research:
Planning, conducting, and evaluating
Quantitative and Qualitative research, 4th
Edition. Pearson Education, Inc.
3. Mohajan, H. K. (2018). Qualitative research
methodology in Social Sciences and related
subjects. Journal of Economic Development,
Environment and People, 7(85654), 1.
4. Cohen, L., Manion, L., & Morrison, K. (2007).
Research methods in education (6th ed.).
Routledge.
92
5. Siniscalco, M. T., & Auriat, N. (2005).
Questionnaire design: Quantitative research
methods in educational planning. International
Institute for Educational Planning/UNESCO.
http://unesdoc.unesco.org/images/0021/002145
/214555e.pdf
6. Sharma, V. (2019). Saudi students‟ perspective on
social media usage to promote EFL learning.
International Journal of Linguistics, Literature
and Translation (IJLLT), 2(1), 129–139.
https://doi.org/10.32996/ijllt.2019.2.1.17
7. Chueinta, T. (2017). CIEC Students’ behaviour in
using social media to improve English
language skills. Thammasat University.
8. Ngonidzashe, Z. (2013). Challenges and
perceptions towards use of social media in
higher education in Zimbabwe: a learners‟
perspective. International Journal of Scientific
& Engineering Research, 4(5), 242–249.
http://www.ijser.org
9. Clarke, V. and Braun, V. (2013)
Successful qualitative research: A practical
guide for beginners. Sage Publication.
CHAPTER IV
No References Advisor 1 Advisor 2
1. Lomicka, L., & Lord, G. (2016). Social
networking in language learning. In F. Fall &
L. Murray (Eds.), Handbook of language
learning and technology (pp. 225–268).
London, UK: Routledge.
https://doi.org/10.4324/9781315657899
2. Pérez-Sabater, C., & Montero-Fleta, B. (2015). ESP
vocabulary and social networking: The case of
twitter. Iberica, 29, 129–154.
93
3. Makodamayanti, S., Nirmala, D., & Kepirianto, C.
(2020). The use of digital media as a strategy
for lowering anxiety in learning English as a
foreign language. Journal of Cultural,
Literary, and Linguistic Studies, 4(1), 22–26.
http://ejournal.undip.ac.id/index.php/culturalist
ics An
4. Faizi, R., Afia, A. El, & Chiheb, R. (2013).
Exploring the potential benefits of using social
media in education. International Journal of
Engineering Pedagogy, 3(4), 50–53.
https://online-journals.org/index.php/i-jep/article/view/2836
Advisor I Advisor II
Dr. Faridah Hamid, M.Pd. Atik Yuliyani, M.A. TESOL
NIP. 19631010 199103 2 003 NIP. 19840410 201503 2 003
