STUDENTS’ MOTIVATION TOWARDS THE USE OF FACEBOOK AS
LAGUAGE LEARNING E-TOOL IN SMK N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Intan Hayuningtyas 112013040
ENGLISH LANGAUGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright @2017: Intan Hayuningtyas and Dian Toar Y.G Sumakul, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the prior written permission of at least one of the copyright owners or the English Language Education Program of Universitas Kristen Satya Wacana Salatiga.
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Table of Contents
PERNYATAAN TIDAK PLAGIAT ... ii
PERNYATAAN IJIN AKSES ... iii
APPROVAL PAGE...iv
Motivation in Language Learning... 3
The use of Facebook in language learning ... 4
Motivation in Language Learning Using Facebook... 5
THE STUDY ... 6
Procedure of Data Collection ... 9
Data Analysis ... 10
Findings and Discussion ... 10
Facebook as an Important and Supportive Learning Tool ... 11
Good enhancement of social relationships ... 15
Good changes of learning behavior ... 17
Conclusion ... 20
ACKNOWLEDGEMENT ... 22
REFERENCES ... 24
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List of Table
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ST
UDENTS’ MOTIVATION TOWARDS THE USE OF FACEBOOK AS
LAGUAGE LEARNING E-TOOL IN SMK N 1 SALATIGA
Intan Hayuningtyas
Universitas Kristen Satya Wacana, Salatiga
Abstract
The use of Facebook came out with the increasing of learning English needs in
various academic contexts. The issue of motivation which may contibute a lot of students’
success in language learning was viewed as a separate issue of motivation, in addition to the use of Facebook as the learning Electronic tool (E-tool). This study was aimed to explore students’ motivation towards the use of Facebook as Language learning E-tool in SMK N 1 Salatiga, Central Java, Indonesia. Self Determination Theory was used to find out the kind of motivation the students had. To collect the data, close ended questionnaires and interviews adapted from Bicen and Uzunboylu (2013) were used. The questionnaires were collected from 31 students, while the interviews were conducted with 10 students of SMK N 1 Salatiga. From the data collected, it was found that the participants had more intrinsic motivation, although there were also some external factors that affect their motivation of using Facebook as language learning E-tool. The use of Facebook adjusted the specific way
the online learning design can increase students’ motivation. The findings may provide idea
for teachers or other pacticioners to develop better course design by using Facebook as the learning tool.
Keywords : Learning motivation, Facebook, Electronic Tool, Self-Determination Theory
Framework
INTRODUCTION
In Indonesia, most of formal education activities are conducted in the classroom. It
might be important because students and teacher can communicate or do another interaction
face to face (Abdullah, Abu Bakar, & Mahbob, 2012). Classroom discussion can be an
opportunity for the students to share their opinion towards the discussion. Cazden (2001)
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time" to "public disagreements in student discussions" (as cited in Hammond, 2003). In
classroom learning situation, students can also develop their social interaction to their peers
and the teacher or just be passive and unvoiced students. In this case, there will be a question
whether the passive and unvoiced students are perceived as less intelligent compared to other
students. At this point, we need to know that there is at least one motivation behind every
action. That motivation will affect the students’ actions in the classroom or even outside the
classroom. The use of teaching and learning tools can be one of the many aspects affecting
students’ motivation in learning language. The advance of technology as nowadays
communication tool might be the solution for the problem. The use of technology such as
social media makes it become easier.
The finding of a research conducted by Sumakul (2012) on how to use CMC
(Computer Mediated Communication) technology in the classroom can be a solution for
those students who do not want to be involved in such oral discussion in the classroom. By
using social media, they can write their comments on certain materials or answer questions
which are given by the teacher. The students can also share their ideas with their peers. By
using a social media such as Facebook, they can learn the target language even when they are
not in face to face situation or in distance with their teacher, peers or even native speakers
(Sumakul, 2012). By using social media for educational purpose, the teacher and students can
engage to a more active and creative teaching and learning activities. Another study on
Facebook was conducted by Bicen and Uzunboylu (2013). According to Bicen &
Uzumboylu, Facebook can be a positive tool when it is used in education to investigate
teachers’ perception about online learning environment (2013). The use of social media such
as Facebook for teaching and learning tool can engage teacher and students’ motivation
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This study was aimed to find out the motivation of students in SMK N 1 Salatiga
when they are experienced in using Facebook as an e-tool (electronic tool) in English class
discussion. The results of this study hopefully can provide some evidence of students’
motivation in a discussion by using Facebook as an electronic tool in English class. The result
of this study may be useful both for students or teacher to consider the use of social media in
a target language class to make a creative teaching and learning activity.
LITERATURE REVIEW
Motivation in Language Learning
Motivation is one of the important concepts of humans’ behavior and thought which
can be considered as a factor behind the failure or success in language learning (Guilloteaux
& Dornyei, 2012). In this case, a lot of studies have been conducted to find out the
relationship between motivation and language learning as a second or foreign language. It can
be assumed that students’ learning process can be affected by their motivation in language
learning because “the higher the motivation that the students have; the more successful
learning process they will achieve” (Nugraha, 2015). The quality of students’ learning
process is also laid on their learning motivation.
Gardner and Lambert (1972) have a theory of motivation which has been divided into
two kinds of motivation. They are instrumental and integrative motivation. Instrumental
motivation is a motivation that comes because there are some functional goals, such as
“getting jobs, passing examination, etc”. While, integrative motivation is a motivation that
comes because there is a desire to be able to communicate using the target language (As sited
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Furthermore, a theory about motivation has been found by Dornyei et al (2013-2015)
called Directed Motivational Current (DMC). The function of DMC theory is to indicate the
motivational involvement in the commitment of a vision, focus on different currents aspects,
and the interaction with language motivation (As sited in Olmez. Ejal, 2016, p. 57). So, in
language learning vision, students will have commitment to hold on to their vision and focus
on what they want to achieve. If this theory is linked to the previous theory from Gardner and
Lambert, DMC can be categorized as “integrative motivation”. It is because the motivation
comes from an individual who want to focus on language learning achievement. In this case,
DMC can be their “motivation drive” that can support them in learning a second language or
foreign language.
In line with Gardner and Lambert, another two types of motivation were found by
Ryan and Deci (2000). They are intrinsic motivation and extrinsic motivation. “Intrinsic
motivation is defined as the doing of an activity for its inherent satisfactions rather than for
separable consequences.” (p. 56). It can be inferred that intrinsic motivation provides some
satisfaction (interest, feeling, etc) for an individual’s need and purpose to learn language.
While, extrinsic motivation refers to the activity of doing something because there are some
external pressures outside the individual, such as how a student must study hard because he is
forced by his parents, etc (p. 57).
The use of Facebook in language learning
Nowadays, Facebook becomes one of Social Networking Sites (SNSs) that has a lot
of users. The function of Facebook is to connect the people (users) to their family, friends,
and to let people know what is going on worldwide (About Facebook, 2004). By using
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even people all around the world. However, the development of Facebook is not only used
for social purposes. Nowadays, many students and teachers do their classroom activity by
using Facebook.
In academic world, Facebook can be a medium for students and teacher interaction.
They share the materials using media social networking such as Facebook by creating a
group. As (Sumakul, 2013) defines that Facebook group can invite students to be active in
classroom activities and do interaction to each other, and involve the students to their
learning experience and get more fun in online learning activities. In this case, Facebook has
created a powerful educational environment for both teacher and students by using such
online learning tool (Bicen & Uzunboylu, 2013). This is in line with the writer thought that
Facebook can be a very useful media of language learning because it will help teacher and
students to get easier access of learning.
Motivation in Language Learning Using Facebook
There are some debates on Facebook use for education. In order to find the impact of
Facebook for students’ motivation in language learning, some studies have already
conducted. Rouis, et al conducted a research on the use of Facebook for academic purposes.
According to them, the use of Facebook for long hours can decrease students’ performance
and grade (Rouis, Limayem, & Sangari, 2011). By using Facebook, students will not only
open their Facebook account to be involved in the language learning group that their teacher
creates. They will tend to be more active in uploading their photos, post some statuses, have
some chats with their friends, and comment in others’ posts. It can be a distraction for the
students when they have to use their social media for academic purposes (Chariunnisa, 2010
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access some academic information or even be active in their language learning group, they
may have different opinion.
When we talk about the use of Facebook for educational context, Bicen and
Uzumboylu (2013, p. 665) found that Facebook can develop “students’ team working-skill”.
It will be shown by observing their discussion in the Facebook group. It will also be helpful
for both students and teacher to access the lesson supportive material. It is helpful because by
using internet, they will get some additional and supportive materials for the lesson since the
internet has wider connection.
THE
STUDY
Research Question
“What are SMK N 1 Salatiga students’ motivations towards the use of Facebook as their
language learning tool?”
Method
This study was aimed to find out the motivation of students in SMK N 1
Salatiga when they are experienced in using Facebook as an e-tool (electronic tool) in English
class discussion. The results of this study hopefully can provide some evidence of students’
motivation in a discussion by using Facebook as an electronic tool in English class. The
mixed of qualitative and quantitative approach was used in this study.
The methodology of this study was survey research because this study more focused
on group of learners. The researcher wanted to include all of participants’ answers and deeper
thought of some participants. Accoding to McKay (2006), survey research was used to gather
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statistical and qualitative analysis. In this case, questionnaire and interview were used to
provide both statistical and descriptive findings to show quantitative and qualitative data.
In line with the opinion above, this study was conducted both statistic and qualitative
analysis to show the data. First, the study used questionnaire to get statistical data, while
qualitative data was gained by having some interviews with some of participants.
Context of the Study
The study was conducted in SMK N 1 Salatiga, Central Java, Indonesia. The study
was done for second grade of office administration department of SMK N 1 Salatiga, Central
Java, Indonesia. The research was conducted at the beginning of 2017. A mixed of
quantitative and qualitative approach were used to identify the students’ motivation towards
the use of Facebook as an e-tool in their learning activities. The quantitative data were
intended for descriptive statistics only, while the qualitative approach, which tends to
generate words rather than number (Patton & Cochran, 2002), were used to show a deeper
data of the issue .
In this study, the data were collected through questionnaire. In order to find deeper
answers, the writer held some interviews with some representative participants.
Participant of the Study
The participants of this study were the students of SMK N 1 Salatiga, Central Java,
Indonesia. They were in the second grade of office administration department (Administrasi
Perkantoran/ AP) who are experienced in using Facebook as the English classroom activity
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grade of the department. They were from 3 different classes (AP 1 class, AP 2 class, AP 3
class). AP 1 and AP 3 had 10 students and AP 2 had 11 students who were randomly selected
to be this research participants. All of them are female. It was probably because the students
of this school are mostly female.
Instrument of the Study
The instruments of this study were questionnaires and interviews. The questionnaire
and interview questions were adapted from Bicen and Uzunboylu (2013). The questionnaires
were modified and categorized into 3 categories. The first category is the important and
learning supportive tool which consists of 16 items (1,2,3,4,5,6,9,13,14,15,16,17,19,21, and
23) The second is social relationship goals consists of 6 items (7,10,11,20,22,24) The third is
the leaning behavior changing which consists of 3 items (8,12,18)
In order to enrich the data collection, the questionnaire questions were modified and
transformed into interview questions to follow up the answers of the participants. There are 3
additional questions in the interview session. They are the frequency of using Facebook, the
comfort of using Facebook as an E-leaning tool, and demanded of being active.
The questionnaire and interview questions were design in English. Since the
participants are not from bilingual school, the questionnaire and interview questions were
translated into Indonesian in order to avoid participants’ misunderstanding.
The questionnaire consists of 24 close ended questions that belong to 3 major
classification i.e. how Facebook is an important and supportive learning tool, good social
relationships enhancement, and the changing of individual learning behavior. While the
interview question consists of 8 questions with 5 open-ended questions and 3 close-ended
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Before the questionnaire distributed to the real participant, the questionnaire was
piloted to 5 persons. There were no changes of questionnaire questions since there was no
one who got any difficulties in answering the questionnaire. To pilot the interview questions,
1 of the five persons was chosen in order to represent the data collection. There were also no
changes for interview questions since there were no questions from the piloting participants
about the intent of each question.
In order to give more time for the interviewees in answering the questions given, the
interviewer uses Facebook chatting as the medium to interview the participants. This
technique will also reduce inconsistent answer and invalid data from the interviewees.
Procedure of Data Collection
Participants are asked to fill questionnaire sheet given. After answering the
questionnaire, the participant should return the questionnaire sheet in order to process the
data collection. Based on the questionnaire, some information such as the participants’ phone
number or email address can be collected to be contacted for the interview, the next step of
data collection.
The questionnaire answers were classified based on the most participants’ answers.
Then, there were 10 participants who were interviewed to represent those 31 participants. It
was because most of the participants have the same answers for the questionnaire. Those 10
participants had already filled questionnaire 2 weeks before the interview.
The interview used in this study is semi-structured. Semi-structured interview itself is
used to investigate a topic deeply and to understand the provided answers thoroughly (Harrell
& Bardley, 2009). The participants were asked to explain their experiences in using Facebook
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Data Analysis
To understand the findings which are in qualitative form, the researcher uses the
theory of intrinsic and extrinsic motivation by Deci and Ryan (1985). The data will be
classified according to the theory by looking at each characteristic of the motivation that
participants have. In this case, the writer will know whether the theory of intrinsic and
extrinsic motivation play a role among second grade of office administration department
students of SMK N 1 Salatiga. The questionnaire and interview will be extracted, classified
and gathered to put them into a table of analysis.
To answer the research question about what are students’ motivation of using
Facebook as an English learning E-tool, items 7 and 8 of interview questions are used to see
the type of motivation whether they are intrinsic motivation/ integrative motivation or
external motivation/instrumental motivation. There are also 6 items (item no 1, 2, 3, 4, 5, and
6) about the reasons behind the use of Facebook as an English learning E-tool.
Findings and Discussion
From 24 questions in the questionnaire, the answers could be classified into 3
categories on students’ motivation in SMK N 1 Salatiga in learning English by using
Facebook as their E-learning tool. The classifications are those elaborating the idea on how
Facebook is an important and supportive learning tool, good social relationships
enhancement, and the changing of individual learning behavior. From each of the items
below, the researcher counted the result of the questionnaire based on the participants’
answer. The total of the score will show the height of participants’ motivation toward the use
of Facebook as language learning E-tool. The highest score is 93 which is the total of the
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and Strongly Disagree show students’ low motivation. The higher the score of each item, the
higher the motivation that the students will have. The summary is presented in Table 1 below.
Table 1. The summary of questionnaire answers
Statement Strongly Agree Agree Disagree Strongly
Disagree
From the table above, none of the participant has low motivation in using Facebook as
a language learning E-tool. In general, the learning motivation using Facebook of all
participants were high since the lowest total of motivation score was 5 and 73 as the highest.
The finding shows that from 93 answers, most of them were highly motivated students. Based
on the questionnaire data, some follow-up questions were asked in the interview sessions
with the intention of supporting the findings of the study.
Facebook as an Important and Supportive Learning Tool
Facebook plays a role as an important and supportive tool in learning a foreign
language. Facebook could affect the success of the learning process. Bicen and Uzumboylu
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They also added that Facebook facilitate students to share information and make the lesson
“more enjoyable”.
This study also found important and supportive things of Facebook as learning E-tool
for classroom discussion. Based on the questionnaire data, there were 1 student strongly
agree, 22 students agree and 3 disagree. The participants generally agreed that Facebook was
important and supportive language learning E-tool . By looking at the result of questionnaire,
some factors were found in the interview sessions. It seems that the faster the spread of
information is, the more enjoyable the lesson, and the better the team-working skill are.
Those are the most dominant factors affecting their motivation in being more active in the
discussion using Facebook. During the interview, some answers from the participants
supported or revealed this finding. For example, Participant 5 answered
Participant 5: Penting, karena jika menggunakan facebook diskusi kelompok bisa menjadi lebih mudah dan facebook bisa sebagai perantara untuk
motivations was found in the contribution of their Facebook orientation. Satisfaction of using
Facebook as group discussion medium plays a role in students’ motivation. Participant 5
assumed that the use of Facebook as medium of group discussion will make the discussion
becomes easier. She was satisfied because she could spread the information more quickly.
A different answer was revealed from Participant 2. The factors of more enjoyable
lesson were also found in this study. There were also some students that have some interests
of using Facebook for classroom discussion. It is quite interesting since some results were
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discussion or online discussion through Facebook. These are the examples of question about
a more enjoyable lesson:
Participant 2: Ya asik aja kalo diskusi di facebook, bisa chatting teman, berbagi gambar dan vidio. Lebih nyenengin soalnya banyak fasilitasnya jg
(it is fun to have discussion on Facebook. I can do chatting with my friends, share pictures and videos. It is more enjoyable since there are a lot of Facilities on Facebook)
From this example, it can be seen that the participants like to have discussion on
Facebook. The main reason is that they enjoy with Facebook facilities. They think that by
having discussion on Facebook is more enjoyable because they can freely give their idea
through some chatting with their friends. In this case, the students’ pleasure plays an
important role in students’ motivation. The factors of students’ pleasure drive them to choose
Facebook as medium of group discussion so that they can be active in the discussion even
when they have less interest in doing discussion face-to-face. Again, an intrinsic motivation
was found in the answers. The student’s pleasure of using Facebook as learning E-tool take
them to more enjoyable learning activities that they can create by sharing picture and videos
using Facebook facilities.
Different opinions upon the importance of Facebook using as language learning
E-tool were found. The factors of having better team-working skill influence students’
motivation in having discussion on Facebook. This study found that the use of Facebook as
the language learning e-tool made the students have better team-working skills. Therefore,
the language learning quality is possible to be increased because the students can help each
other in understanding the course materials. An example of participant’s answer about better
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Participant 10:kalau kosa kata yang belum saya tahu menimbulkan rasa ingin tahu jadi akan lebih jelas dan mudah dipahami karena saya dan teman-teman kelompok membahasnya bersama
(when there are vocabularies that I have not known yet, I became more curious so that it will be clearer and easy to be understood because my group friend and I discuss it together)
Based on the example above, it can be seen that the use of Facebook made better
team-working skills. As participant 10 said that when there were some vocabularies that she
did not know, she will discuss it with her group. The skills of having something to discuss in
group can be developed being good skill of having questions and answers in the discussion in
which become the purpose of a discussion, indeed. The curiosity case was also found in the
participant 10’s answer. When concerning about the curiosity that participant 10 stated, it
may be related to interest. The interest of having discussion on Facebook is another one of
intrinsic motivations that has been found.
From Participant 5, Participant 2, and Participant 10, the majority shows that the
Participants are aware of the importance of Facebook as the language learning E-tool. The
data are in line with the opinion of Bicen and Uzumboylu (2013) about the importance of
Facebook as a learning E-tool. They stated the use of Facebook as a language learning E-tool
helps the students to “share information among colleagues, show more interest, make the
lesson more enjoyable and develop students’ team-working skills”. In line with Bicen and
Uzumboylu, Sumakul (2013) also stated that Facebook could make students learn better and
have fun learning through online activities. The students were more active in giving their
contribution in group discussion through Facebook. Bicen and Uzumboylu’s (2013) findings
are related to Ryan and Deci’s (2000) Self-Determination Theory (SDT). Based on the
answers from the participants above, all of their answers were classified into intrinsic
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Good enhancement of social relationships
Another important part of this research was also to find the student social
relationships enhancement. Regarding the questionnaire, there were 7 particpants strongly
agree, and 24 participants who agreed with the statement that there was some good
enhancement of their social relationships when they use Facebook as their language learning
E-tool. The students had good relationships enhancement when they were able to
communicate with their partners in doing some school projects, knew they partners better by
using Facebook chatting facilities. There were more people who know the Facebook users by
looking at their profiles, and they enjoyed doing some social interactions by using Facebook
Facilities.
Social relationships enhancement cases were also found in this research. The
participants stated that there were some factors that affect their social relationship. The
factors of problem solving together and knowing more pople and partners well are the most
domininat answers. The example answers below revealed this finding.
Participant 8: Tidak membosankan karena bisa ditambah dengan gambar, kosa kata yang belum tahu itu jadi tahu karena lebih jelas dan mudah dipahami sebab saya dan teman-teman di grup mendiskusikan bersama.
(It is not boring since it allows us to add pictures, so that we can know the meaning of new vocabulary that we do not know yet because it is clearer and easily understood. My group friends and I discuss it together)
By looking at the answers above, the participant assumed that Facebook Facilities
such as picture sharing allow them to have a good discussion with their group partners. They
enjoy doing interaction in the form of discussion by using Facebook facilities since it also
enriches their learning quality. It was shown by the answer about the new vocabulary
enrichment. The enjoyment of the participant can be categorized as one of intrinsic
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be categorized as an extrinsic motivation. So, based on Participant 8’ answer, intrinsic and
extrinsic motivations are found.
Different answers about the social relationships enhancement was revealed by
Participant 1. Participant 1 stated the different function of Facebook as a tool for engaging
more people for being involved in the discussion. The finding of different function of
Facebook that was revealed by Participant 1 was like:
Participant 1: Facebook bisa digunakan untuk pelajaran juga, bukan hanya untuk melihat status orang saja orang yang tidak dalam grup pelajaran Bahasa Inggris juga bisa ikut berdiskusi kalau dia tau nama grup kelas tersebut.
(Not just for knowing and watching someone’s posting, Facebook can also be used for learning. For those who are not in the same class can still join the group if she/he knows the name of the group)
Based on the example above, Participant 1 revealed the function of Facebook for
English classroom discussion. Facebook can engage more people inside or outside the class
members for being involved in the English discussion. It is interesting since the more people
in the discussion, the newer ideas that will be gained in the discussion. Aside from the
answers uttered by Participant 8, the answers of Participant 1 are categorized as an extrinsic
motivation since the answer is more focused on the function of Facebook itself which is
engaging more people to join the discussion.
In line with Participant 8 and Participant 1, Participant 3 supports the finding by
stating that the discussion using Facebook make the discussion generate a lot more ideas
since there are more people which are involved in the discussion. The factor of having more
discussion partners on Facebook that was revealed by Participant 3 was like:
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(By having more friends on Facebook, we are able to have discussion with more friends who join the same group discussion)
By looking at the statement above, Participant 3 thinks that the more friends that the
students have on Facebook, the more friends they will get in the group discussion. It will be
fun since the member of the group discussion will not be just from the same class but also the
different ones. From that fact, it is safe to assume that an extrinsic motivation of having more
friends is found in the participant answer. It seems that the majority of the participants think
that their social life in Facebook are improving into a better enhancement since they have
more friends to be partners in doing some English discussions.
By analyzing the answers above, the majority of the answers show that the
participants feel a significant improvement in their social relationships by using Facebook as
the English Language learning E-tool. Bicen and Uzumboylu (2013) stated that Facebook
chatting will facilitate students to have better social relationship with their friends. It is
revealed by the participants’ answers about having more friends on Facebook as their
discussion partners. The good enhancement of their social relationships is supported by
having more ideas in the discussion. If the answers above are related to Deci and Ryan’s SDT
(2000), most of them are externally motivated. When we talk about social relationships, it is
indispensable from extrinsic motivation.
Good changes of learning behavior
The First and second findings had been focused on the importance of Facebook for
students and the students’ social relationships enhancement. Therefore, in this third finding,
an elaboration on students’ individual learning behavior will be discussed. Zigler stated that
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This study found that students’ learning behavior changed in using Facebook as their
English learning E-tool. Based on the questionnaire data, there were 7 participants strongly
agreed, 22 participants agreed and there were only 2 participant disagreed with the statement
which said that by using Facebook as langauge learning E-tool could make good changes of
learning behavior. The changes of learning behaviour could be investigated from their critical
thinking. The better critical thinking is, the better learning behavior will be. Students’ critical
thinking gradually increases when they are involved in an English learning discussion
through Facebook. Those who are passive in classroom discussion tend to be more active in
online discussion through Facebook. There are some reasons that make them become more
active in online discussion. There are some factors found during the interview session. The
first answers that revealed the finding was stated by Participant 4. The answer was:
Participant 4: Jika ada kata atau kaliamat uang tidak tahu artinya maka akan timbul rasa ingin tahu tentang kalimat tersebut. Yang akan saya lakukan adalah mencari di internet dan mengingatnya dengan hal-hal yang saya temui setiap hari jadi bisa berfikir lebih kritis
(if there are meaning of words or sentences that I do not know, my curiosity is appeared about them. The things that I am used to do are searching on the internet and remember them with the things that I am used see in my daily life so it can increase my critical thinking)
Based on the answer above, Participant 4 believes that doing discussion using
Facebook can increase critical thinking since the ability of remember the new words and
sentences by relating them with the things in daily life is exercised when doing the online
discussion. The points of curiosity and critical thinking are categorized as intrinsic
motivation. The intensification of critical thinking can be one of the factors that push students
to be more active in the English learning discussion.
Being different from Participant 4, the factor of point given by the teacher was found.
In some cases, the teacher asks the students to be more active in the discussion because it will
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hearted to give their idea in the discussion. There is also another reason behind it. The
interview question point number 8 about the activeness of the students when they are rated or
not will reveal the finding. The presented answer was:
Participant 6: tidak akan sama aktifnya, karena saya akan lebih fokus untuk melihat halaman facebook orang lain disbanding untuk berdiskusi
(It will not be as active as when it was rated, because I will be more focus on my Facebook friends’ postings than doing discussion)
Participant 6 is indicated to be an externally motivated student because of the
activeness of doing discussion depending on the rate that will be given by the teacher. The
reason behind the answer is because of another function of Facebook for knowing people’s
posting. It will be destruction for the students to do online discussion through Facebook. On
the other hand, the students are forced to be active in the discussion since it was rated. The
point that they want to get become an extrinsic motivation for the students in doing the
discussion.
Another interesting answer was found during the interview session. The collaboration
of critical thinking and personal willingness in doing discussion was revealed by another
participant. Both of the important things play an important part of the students’ involvement
in the discussion. The answer was:
Participant 9: jika diskusi melalui Facebook dan aktif terus menerus alan meningkatkan daya pikir kritis seseorang. Ada keinginan untuk mampu berbicara dalam Bahasa Inggris dengan lancar dan benar juga memicu saya untuk tetap aktif dalam berdiskusi
(When we are doing discussion on Facebook continuously, someone’s
critical thinking will be increased. There is desire of being able to speak in English fluently trigger me for keeping on active in the discussion)
The answer above is quite interesting since the personal desire plays an important role
in the discussion activities. Participant 9 believes that when someone is staying active in the
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desire of being fluent in speaking English. The discussion itself drills them to communicate
with their partners in English. The point of personal desire is categorized into intrinsic
motivation that affects the students to be active in the discussion.
In relation to the results, it was sensible that the factors affecting students’ motivation
for being involved actively in the discussion play an important role for them. The findings
showed that generally, online discussion generates more of the intrinsic motivation rather
than the extrinsic one since the factors explained by the students are more related to their
personal desire and feelings.
Conclusion
This study was aimed to find out the motivation of students in SMK N 1 Salatiga
when they are experienced in using Facebook as an e-tool (electronic tool) in English class
discussion. The results showed that generally the students believe that there are some aspects
affecting their motivation toward the use of Facebook. The aspects of important and
supportive E-tool, social relationships enhancement, and students’ learning behavior brought
important effect to students’ motivation in doing English learning discussion. According to
the Self-Determination Theory, there were more intrinsic motivations found compared to the
extrinsic motivations, which mostly lied on the ideas that made Facebook become an
important and supporting English learning E-tool. It meant that the participants realized that
the use of Facebook for academic proposes brings some encouragements in English learning
process. The importance and supportive aspects of Facebook were supported by some general
factors such as the satisfaction on the quality of the discussion, more enjoyable learning
activities and the better quality of team-working skills.
Therefore, it may be safe to say that the teacher should then adjust the way the online
21
of the students in order for them to learn English better. The various facilities that had been
provided by Facebook for can ease teachers to develop the lesson materials. This study also
showed that the factor of point given by the teacher was not majorly found. The design of
English lesson should be more focused on the skills of English language in order to ease the
teacher in giving grades for the students.
There were still some limitations within the present study. First, the number of
participants was limited to only 31 persons. Therefore, the results were limited to the samples
of this study. Second, this study used cluster sampling as the sampling technique that
involved less varied participants and drawn only from some participants’ ideas. If similar
studies are to be conducted in the future, more participants can be involved and random
sampling or another sampling technique can be generated in order to obtain results which
22
ACKNOWLEDGEMENT
First of all, I want to give my highest gratitude to Allah SWT for always blessing me
in every step I took during my thesis completion. I would not be able to go this far without
Allah’s endless blessing. To my Father, Suyanto and my mother, Hastuti Rahayuningsih, I
could not thank you enough for all the unconditional love, caring, and support since the
beginning of my college life until now. My achievement has never meant to be more than to
make you proud. My big gratitude to my siblings, Agung Budi Laksono, S.T., Retno Indah
Palupi, A.Md., and Wachidatul Mumsika Sari, S.E., for being incredible reminder for my
responsibility . Without their encouragement I would not be able to complete this thesis in
such a blessed way.
I wish to express my sincere gratitude to my thesis supervisor, Mr. Dian Toar Y.G
Sumakul, M.A. for being a good role model who always have a lot of support, patience and
kindness all over this time. Also my thesis Examiner, Mrs. Frances Sinanu, for all this time
and patience in giving me precious feedback and suggestions for the betterment of my thesis.
Thank you for Mrs. Farida and students of SMK N 1 Salatiga who helped me alot during the
data collection.
For my Caramel Macchiato group, Aurelia Melinda Herka Puspita, S.Pd, and Kezia
Meidy Setiawan, S.Pd, thank you for always willing to stand on my side, listen and share
thoughts, and support me in my worst times. To my Thesis Boothcamp team and my friends,
Ones Kurniawan Santoso, S.pd, Riana Devi Susanto, S.Pd, Edwin Rudianto, and Ignatius
Ferdian Enggar Tritika, Anggraini Shintya, and Lugista Herlina, S.Pd, and all of my friends
23
memories, and struggling together to pass every proccess and reach the happy ending of our
24
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London: Medicins sans frontires.
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26
APPENDIX A
Kepada yang terhormat partisipan kuesioner,Nama saya Intan Hayuningtyas, mahasiswa Fakultas Bahasa dan Seni, Universitas Kristen Satya Wacana. Saya sedang melakukan penelitian untuk skripsi tentang motivasi siswa dalam penggunaan Facebook di SMK N 1 Salatiga. Saya mohon bantuan Anda untuk menjawab pertanyaan dibawah ini dengan jujur. Respon Anda akan dirahasiakan dan tidak akan mempengaruhi nilai Anda. Terima kasih.
Informasi Demografis
Jenis kelamin : L / P (Lingkari salah satu) Kelas/jurusan :.../...
Pernyataan-pernyataan berikut mendeskripsikan motivasi Anda dalam belajar Bahasa Inggris dengan menggunakan Facebook. Bacalah setiap pernyataan dengan baik, berilah tanda (√) pada kolom yang sesuai dengan jawaban Anda! 8. Saya dapat melihat pendapat orang
27 10. Profil teman saya membantu saya
untuk lebih mengenal mereka. 11. Profil orang lain membantu saya
lebih banyak mengenal lebih
13. Mencantumkan nama teman saya pada unggahan (posting) yang bermanfaat mampu membuat saya dan mereka belajar dengan lebih baik.
14. Ber bagi sumber belajar yang berkaitan dengan teman mampu ketika ada materi tambahan di Facebook dapat meningkatkan
28
Jika saya membutuhan informasi lebih lanjut terhadap jawaban/respon Anda terhadap kuesioner ini, bersediakah Anda untuk saya wawancara?
YA / TIDAK (lingkari salah satu)
Jika YA, isilah informasi dibawah ini dengan lengkap: Nama :...
No.Telepon :... Email :...
29
APPENDIX B
Statement
Category
1. Facebook adalah sarana
pendidikan yang penting. Important and supportive 2. Facebook adalah sarana pendukung 8. Saya dapat melihat pendapat orang
lain tentang pekerjaan rumah dan
lebih menyenangkan. Important and supportive
10. Profil teman saya membantu saya
untuk lebih mengenal mereka. Strengthens social relationships 11. Profil orang lain membantu saya
lebih banyak mengenal lebih
30
ketika ada materi tambahan di Facebook dapat meningkatkan 20. Berbagi materi belajar di Facebook
31
Interview Questions
1. Do you think classes that uses Facebook for discussion is important?why?
Menurut Anda, apakah penggunaan Facebook untuk diskusi kelas adalah penting?mengapa? 2. Do you think that the use of Facebook for class discussion help you in learning? Why? Menurut Anda, apakah penggunaan Facebook untuk diskusi kelas membantu dalam belajar?mengapa?
3. How often do you use Facebook? Seberapa sering kamu menggunakan Facebook?
4. What are the facilities provided in Facebook that help you in learning English? Sarana Facebook apa saja yang membantu kamu dlam belajar Bahasa Inggris?
5. Do you like a class that uses Facebook for discussion? Why?
Apakah Anda suka kelas yang menggunakan Facebook untuk diskusi?mengapa?
6. Which one you think better and more comfortable, direct discussion in classroom or through Facebook?
Manakah yang menurut kamu lebih baik dan lebih nyaman, diskusi langsung didalam kelas atau melalui Facebook?
7. Do you feel that participating actively in class discussion through Facebook will improve your critical thinking and learning quality?why?
Menurut Anda apakah dengan berpartisipasi aktif dalam diskusi kelas menggunakan Facebook akan meningkatkan kualitas belajar dan daya pikir kritis Anda? Mengapa?
Instrumental/external motivation
8. Do you think that you are as active as in using Facebook for class discussion when it is graded or not? Why?
