STUDENTS’ MOTIVATION TOWARDS FACEBOOK USE AS A
MEDIUM FOR CLASS DISCUSSION
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Richard Ferry Nugraha
112011039
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
STUDENTS’ MOTIVATION TOWARDS FACEBOOK USE AS A
MEDIUM FOR CLASS DISCUSSION
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Richard Ferry Nugraha
112011039
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
iii
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 my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.
Copyright@2015. Richard Ferry Nugraha and Dian Toar Y.G Sumakul
All right reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
iv
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name : Richard Ferry Nugraha Student ID Number : 112011039
Study Program : English Language Education Faculty : Language and Literature Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with non-exclusive royalty free right for my intellectual property and the contents therein entitled:
Students’ Motivation towards Facebook Use as a Medium for Class Discussion
with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter, or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
v
TABLE OF CONTENTS
COVER PAGE ... i
APPROVAL LETTER ... Error! Bookmark not defined. COPYRIGHT STATEMENT ... iii
Motivation in Language Learning ... 3
Facebook for Academic Purpose ... 5
Previous Studies on Facebook and Motivation ... 6
METHODOLOGY ... 8
Context of the Study ... 8
Participant of the Study ... 8
Instrumentation ... 9
Procedure of Data Collection ... 9
Data Analysis ... 10
FINDINGS AND DISCUSSION ... 10
Intrinsic Motivation ... 12
Interest in using Facebook ... 12
Interest in the topic discussed... 13
Confidence discussing through Facebook ... 14
Interest in new experience of discussion through Facebook ... 16
Extrinsic Motivation ... 17
Demanded to be active in the discussion ... 17
Self-worth and other students’ participation ... 18
Pedagogical Implication ... 19
Intrinsic vs. Extrinsic Motivation... 19
Amotivation ... 20
vi
ACKNOWLEDGEMENT ... 23
REFERENCES ... 24
vii
LIST OF FIGURES
viii
LIST OF TABLES
1
STUDENTS’ MOTIVATION TOWARDS FACEBOOK USE AS A MEDIUM FOR CLASS DISCUSSION
Richard Ferry Nugraha
Satya Wacana Christian University, Salatiga
Abstract
Motivation plays an important role in learning especially English language learning. This study examined how the field of Computer-Mediated Communication (CMC) on the use of Social Networking Sites (SNSs) like Facebook can influence the learners’ motivation. The aim of the study is to identify and classify what motivations did exist and factors influenced it. This study was conducted in a Public Speaking course in Faculty of Language and Literature of Satya Wacana Christian University which used Facebook as a medium for class discussion. The instrument of data collection was in-depth interview by adapting questions from Attitude/Motivation Test Battery (Gardner, 1985). The interview was done with 9 students of the course. Since it is a qualitative study, the results of the interview were analyzed by referring to Self-Determination Theory (Ryan & Deci, 1985) which addresses the characteristics of intrinsic and extrinsic motivations. This study reveals that intrinsic and extrinsic motivations took parts in
influencing the students’ motivation to be active in the class discussion.
For intrinsic motivation, interest gave significant influences to the
students’ motivation followed by anxiety which affect their confidence. Along with it, extrinsic motivation was influenced by the demand of the
teacher for the students to be active and the students’ self-worth feeling.
Keywords: Intrinsic and extrinsic motivations, integrative and instrumental motivation, orientation, interest, confidence, demand, self-worth
INTRODUCTION
2
connection. Hence, people can easily access Social Networking Sites (SNSs) such as Facebook and other social media. SNS itself is a platform where people can share information through internet connection. Over the past one decade from its release date, Facebook has become very common to be used by people all around the world, especially Indonesia. Facebook, which was launched in 2004 by Mark Elliot Zuckerberg and his colleges, is one of SNSs that provides interactional features for the users. However, with some features such as status posting, chat, and group that Facebook provides, there is still a doubt of its benefit as communication tool in for educational uses, especially for language course. Because of its viral impact through internet which makes many people register to be the users, Facebook shows an attraction for researchers to examine its usage for academic purposes.
Nevertheless, many studies have been conducted in area of Facebook in classroom showed that there are benefits which can be gained with the use of it. Beckenham (2008) argues that SNSs are no longer defined as simply a
communicational tool that ‘allows one to make new friends, renew or maintain old
acquaintances and establish romantic relationships’ but it can be applied as a media or
tool in class, especially in a language classroom, to support teaching-learning process.
It is because “SNSs create new opportunity for self-directed learning and support all
levels of cognitive abilities, peer-based learning and the development of new media
literacy” (Callaghan & Bower 2012, p. 2). Using Facebook for educational purpose
could engage the teacher’s and students’ motivation which caused by experiencing a
more active and creative teaching and learning process.
3
Language Literature of Satya Wacana Christian University when they experienced using Facebook as an e-learning tool in Public Speaking class discussion. The
research question was: “What are the students’ motivations towards the use of
Facebook as a medium for class discussion in a Public Speaking course of Faculty of
Language and Literature of Satya Wacana Christian University?” The finding of this
study hopefully provides evidences of students’ motivation towards the use of
Facebook as one of effective e-learning tools in language learning process. The result of this study will be useful either for the teacher or students in considering the use of SNSs such as Facebook in classroom discussion. This repurpose may give benefits such as becoming an innovative learning technique for English teachers and an effective and efficient way to conduct a class discussion. In addition, the discussion would be more interesting and engaging for students who are orally passive with the use of Facebook.
Motivation in Language Learning
Motivation has an essential role behind most human’s actions. Motivation is
4
One of the most well-known theories about motivation is the two distinctions of motivation namely integrative motivation and instrumental motivation by Gardner and Lambert (1972). According to them, integrative motivation is a motivation which emerges from the learner himself or herself that might be caused by interest. On the other hand, instrumental motivation is a motivation in which an individual learns because of particular reasons such as requirement, obligation, getting achievement, and others.
In the theory of language learning, Dörnyei (2005) also presents an empirical based construct and using the term ‘integrative motivation’. According to him, this construct in language learning consists of three constituents. The first one is integrativeness, which subsumes integrative orientation, interest in foreign languages,
and attitudes toward the L2 community, reflecting the “individual’s willingness and
interest in social interaction with members of other groups” (Gardner & MacIntyre,
1993a). The second one is attitudes toward the learning situation, which comprises attitudes toward the language teacher and the L2 course. Then, the last one is motivation, that is, effort, desire, and attitude toward learning. In a broad term, an integrative motivational orientation concerns a positive interpersonal/ affective dispositional towards the L2 group and the desire to interact with or even become similar to valued members of that community (Dörnyei, 2003).
Similarly, another concept of the theory of motivation is two kinds of motivation; intrinsic and extrinsic which were presented by Ryan and Deci (2000):
“Intrinsic motivation is defined as the doing of an activity for its inherent
5 Satisfaction Obligation
Pleasure Getting Achievement Reward and Punishment Self and Other Approval
The above figure is a simplification of Ryan and Deci’s (2000) taxonomy of
human motivation. They label this concept as Self-Determination Theory (SDT). SDT theory itself has two subcategories to differentiate characteristics of the two types of human motivation. They are Cognitive Evaluation Theory (CET) and Organismic Integration Theory (OIT). CET is a sub theory that explains how intrinsic motivation is regulated. It addresses how variables such as interest, interpersonal controls, and feeling influence an individual in performing an action. On the other hand, OIT deals with extrinsic motivation. It focuses on how instrumentality factors such as demand or reward, self-worth orientation, and achievement affects an individual motivation.
6
themselves in accounts and socialize with other people. Like what Gross and Acquisti (2005) said, Facebook generally has the same basic function with the SNSs which offer communication features such as profile and post sharing, maintaining relationships, making friends, and so forth.
As a universal phenomenon, many researchers tried to examine whether Facebook has relation with educational objective if it is used in the classroom as a teaching aid. Based on the purpose of applying SNSs, especially Facebook, in classroom, Ito Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, & Robinson (2008), McLoughlin (2008) and Junco (2011) reveal that there is a significant effect on how Facebook is related to the students’ academic performances and engagements. For academic purpose, SNSs such as Facebook have no longer viewed as traditional course management systems. Nevertheless, it is believed as a more interactive tool
which includes student’s response systems and classroom backchannels, providing
additional opportunities to support the learning process, and learning experts are examining the potential of new media tools to transform educational practices (Greenhow and Robelia 2009a). This is in line with what Sumakul (2012) stated, Facebook can be a virtual classroom for the teacher and students. Moreover, with
Facebook’s group feature which is designed to support discussion on defined topic, it
can support the language learning in which interaction and debate can be promoted through the forum (de Villiers, 2010). Up to this, Facebook can be perceived as a useful media to promote learning process.
Previous Studies on Facebook and Motivation
Equal to its popularity, there is still a debate on how Facebook can enhance
7
how Facebook can affect the students’ motivation in language learning, there are
some studies that had been conducted before. Chairunnisa (2010) found that there was a significant negative relation between the intensity of accessing Facebook with
Indonesian students’ learning motivation. Facebook is described as an addictive site
which makes students spend most of their time to access it. She believes that
Facebook which takes most students’ time to access distracts their learning
motivation. It is reasonable since the Indonesian students access Facebook for casual communication such as chatting, posting statuses, messaging, and commenting others’ posting. Though, the question is what if the students allocate their time to access Facebook for academic purpose. It can become a media where the students even the teacher can discuss about certain subject of learning. The answer for the case is probably different.
For educational context, Facebook have positive influences for the students’
motivation. According to Ellison (2008), SNSs, such as Facebook, are the most popular form of communication among teenagers. Therefore, there is an opportunity to transfer motivation and associated information and communication literacies into an educational context. With the use of Facebook, it would be easier to build teacher-student relationship; social networks allow teacher-students to glimpse instructor profiles
containing personal information, interests, background, and “friends,” which can
8
METHODOLOGY
Context of the Study
The study of students’ motivation toward the use of Facebook in class
discussion was conducted in the Faculty of Language and Literature of Satya Wacana Christian University in Salatiga, Central Java, Indonesia. The study was done in the second and the third semester of the academic session 2014-2015. Qualitative approach was used in order to identify the classification of the students’ motivations. Qualitative study itself is a research that has naturalistic, emergent, field-base method in which human as the primary instrument of data collection is emphasized (Ary & Sorensen, 2010). Thus, qualitative study has tentative and temporary characteristic (Sugiyono, 2013). It means that the result of the same study may differ according to the context and circumstance where it is conducted.
In this study, the data were collected through deep interviews with the participants. Afterward, the data were interpreted in categorical content or thematic analysis (Guest, 2012).
Participant of the Study
9 Instrumentation
The only instrument to collect the data for this study was interview. The
interview questions were adapted from Gardner’s Attitude/Motivation Test Battery
(AMTB) (1985). Since the aim of this study was only to explore and explain what motivations the students had during their experience using Facebook as a medium of class discussion, the original form of the instrument which was designed to collect quantitative data and degree of agreement needed to be modified. Hence, the statements in the instrument were transformed into interview questions. These questions were classified under certain field such as attitude, interest, anxiety, intrinsic and extrinsic motivation. The interview question consisted of 12 questions with 4 open-ended questions and 9 close-ended questions with follow-up question about reasoning and clarification. Afterward, the interview process with the participant was done through Facebook chatting. The reason is that this interview technique does not give time limit for both interviewer and interviewees to do the interview. Moreover, the interviewees could have more time to think about the answer for each question. Therefore, the risk for invalid data caused by random and inconsistent answers could be reduced.
Procedure of Data Collection
The interview which used in this study was semi-structured. This kind of interview means that there were advanced specified order of the questions that are asked to the participants in the same order but it also allows for individual diversity and flexibility (Zacharias, 2013). With this allowance, it would be easier to elicit more
detailed and richer data which are about the students’ motivation towards the use of
10
The interview questions were piloted to one of the participants to see whether the adaptation of the instrument of data collection could elicit the data appropriately. After the revision step, the data collection process was done by interviewing the participants via online chat. The participants were asked to tell their experience when they were having discussion in the Public Speaking Class. Afterward, the data were classified according to the theory used.
Data Analysis
The data analysis process analyzed the result of the instruments of data collection which was a semi-structured interview adapted from Gardner’s Attitude Motivation Test Battery (1985). Along with that, to understand the finding which is in qualitative form, Self-Determination Theory (SDT; Deci & Ryan, 1985) was used. This theory presents a distinction between intrinsic and extrinsic motivation. The analysis referred to its two sub-theories; Cognitive Evaluation Theory (CET) and Organismic Integration Theory (OIT). After the interview results were transcribed, the data were classified according to these two theories by looking to the characteristic of each motivation occurred. The theories were referred in order to see whether those two kinds of motivation, intrinsic and extrinsic, played role among the students of a Public Speaking Course of Faculty of Language and Literature of Satya Wacana Christian University towards the use of Facebook as a medium of class
discussion. The data were analyzed by focusing on the theme, students’ motivation,
which is assigned to the participant. This process of data analysis referred to
“categorical content” (Lieblich, 1998) or “thematic analysis” (Riessman, 2008) in
11
FINDINGS AND DISCUSSION
From the interview, when asked about the participants’ motivation in using
Facebook for class discussion, the responses can be categorized into integrative and instrumental motivation. The findings confirmed that intrinsic and extrinsic motivations played role among the students. Along with that, amotivation also occurred. The summary is presented in Table 1 below.
TABLE 1
Checklist of factors affecting the students’ motivation.
12 Intrinsic Motivation
Intrinsic motivation is one of orientations that play an important role in human actions. White (1959) found the first phenomenon of intrinsic motivation in his
experimental study on animals’ behaviors. He believes that many organisms which
include humans are driven by exploratory, playful, and curious behaviors in performing actions. The orientation of intrinsic motivation also was found in this study in which the EFL students of Faculty of Language and Literature of Satya Wacana Christian University used Facebook as a medium for class discussion. It is
seen how Facebook as one of popular social media can affect the students’ motivation
especially intrinsic motivation in doing class discussion. Some factors were found. Apparently, interests in certain variables become the most dominant factors that affected their motivation to be active in discussion.
Interest in using Facebook
Since most of people are familiar with Facebook, it can be assumed that most of the students are familiar with it and able to use it. Likewise, the students like using Facebook in their daily communication both for ordinary socializing and educational if certain course use it. It is showed from the daily frequency of the students checking their Facebook account which range from 2-10 times per day. When it came to a question whether they like using Facebook and why they like it, there were some reasons that influence their interest. Below are some reasons why the students like using Facebook:
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(For staying updated with campus news and activities, communicating with friends, updating status, and sharing funny pictures.)
Participant 3 : Senang kok, banyak featurenya. (I like it because it has many features.)
From these examples, it can be seen why the students are interested in using Facebook in their daily communication. Here, one of intrinsic motivations contributed in their orientation. For participant 4, satisfaction played role. It is because he would feel satisfied if he was being updated with information about campus without any demand for him to be updated. Moreover, he enjoyed expressing himself through Facebook by posting statuses or funny pictures. For participant 3, she enjoyed using Facebook because of its features. Facebook has chat and message feature where the user can attach file such as assignment just like email. Not only that, Facebook has picture and video posting so that the users would not be bored with only word-form posts. The most important is group feature where a forum like class discussion can be established. These features may be the reason why participant 3 takes pleasure in using Facebook.
Interest in the topic discussed
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same sex marriage, abortion, and Facebook use for class discussion which were posted by the teacher. These are the finding from some participants:
Participant 7 : …kalau ada topik yang aku suka atau ngerti pasti aku komen bukan karena nilainnya doing.
(…if there is a topic that I like and understand, I definitely will comment not for the grade.)
Participant 9 : Kalau debatnya memicu hasrat untuk memberi 'rebuttal' ya kenapa enggak.
(If the debate triggers my desire to give rebuttal, why not?) From these two samples, it can be seen that both participants were still intrinsically motivated to be active in class discussion besides extrinsic motivation might exist in most of the students. Although if their participation was not graded, they would participate actively in the discussion as long as they have interest or desire towards the motion given by the teacher.
Confidence discussing through Facebook
In performing certain actions, an individual needs self-assurance which influences him or her motivation. If someone does not have confidence, most likely, he or she will not perform any actions and stay motivated. This confidence factor also can be found in this study in which some of the students were active in discussing through Facebook. In this case, there were some students who confessed that they were passive during face-to-face discussion in classroom. Consequently, it is interesting to find which one is comfortable for them between discussing face-to-face in classroom and through Facebook which is in written form. These some samples show the students preference towards the question:
15
(I prefer in written form because I am not orally talkative so that I can active more in written form. Moreover, I have more time for thinking about what should I wrote because the discussion was in English.)
Participant 5 : Tulisan. Soalnya kalau lisan kadang aku suka takut grammarnya salah. Terus kalo tulisan kan bisa mikir dulu mau ngomong apa.
(I am active more on written form. It is because when orally speaking, I often worried about my grammar. Moreover, in written form, I can think first about what I should talk.)
From these two samples, it can be seen that both of the participants liked to use Facebook for discussion. The main reason that can be identified is that they were orally passive. There was comfort feeling when they were discussing through Facebook in written form. When concerning about idea of confidence, it may be related to anxiety. For participant 2, she preferred discussing through Facebook to face-to-face. It is because she worried about her proficiency in English. She felt that her speaking skill was still under average compared to the other students. The same case with participant 5, she worried about her grammar when she spoke. Hence,
anxiety feeling affected ones confidence level which later, influence an individual’s
16
Interest in new experience of discussion through Facebook
There is still an increasing trend of teachers who use social media especially Facebook for their courses. The common use of Facebook is for class management such as posting announcements and assignment submissions. However, it is quite rare to find a course which uses Facebook as a medium of discussion. This study found
that most of the students’ attitude towards the use of Facebook is positive. With the
positive attitude towards it, the use of Facebook was expected to be able to enhance
the students’ motivation to be active in class discussion. These below are some
samples from the students interviewed:
Participant 4 : Pakai social media untuk alat pembelajaran sangat menarik. Sangat membantu dan juga menyenangkan. Sebuah metode belajar baru. Kedepannya, aku mau punya kelas seperti ini lagi.
(It is interesting to have social media as learning tools. It helps
students a lot and it’s fun. It is a new learning method. In the future, I want to have kind of that class again.)
Participant 6 : Excited. Karena selain diskusi bisa dilakukan dari kamar kos dan kapan aja, karena dengan adanya diskusi Facebook juga mahasiswa gak perlu sibuk-sibuk kumpul di kampus buat bahas bahan presentasi, semuanya bisa online.
(I was excited because besides the discussion can be done in my room and anytime, Facebook also allows the students not to be troublesome to go to campus just to discuss about assignment. All of them can be done online.)
The samples above show that the students have positive attitude towards Facebook for class discussion. It helped the student in doing assignment especially in which discussion is needed. It also can be a more interactive media where the students enjoy the learning and a new technique for the teacher in teaching English. This factor
may influence the students’ motivation toward discussion via Facebook because it is
17 Extrinsic Motivation
The second human orientation that takes part in determining an individual in performing actions is extrinsic motivation. This orientation is discussed under a subtheory called Organismic Integration Theory (OIT). This theory was introduced by Ryan and Deci (1985) “to detail the different forms of extrinsic motivation and the contextual factors that either promote or hinder internalization and integration of the regulation for these behaviors.” Besides intrinsic motivations that caused by the factors, this study also found some other factors that cause extrinsic motivation to exist among the students.
Demanded to be active in the discussion
As the teacher asks the student to be active by grading the students’ performance to be inputted in participation point, it is most likely predictable that students being active during the discussion just because of the demand. With the
question “Will the students be active if their participations are not graded?” this study
found that there were some students who were active because the teacher’s demand. Here are the samples taken from the interview with the participant:
Participant 3 : Sepertinya enggak. Soalnya dulu memang karena disuruh Pak Toar buat aktif. Kalau gak wajib kayaknya bakal sepi.
(It would probably not because Mr. Toar demanded us to be active. If not, the discussion would not happen.)
Participant 9 : Dulu dikasih batas minimal sih harus komentar berapa kali. Dulu 5 kali. Aku ya cuma komentar 5 kali.
(There were minimum limit for us to comment. It was 5 times. So, I just commented for 5 times.)
18
students by grading their participation. There was possibility if the participation was not graded, she would not be active in the discussion. The motivation of participant 9 to be active in the discussion was also triggered by the minimum limit of participation. In participating actively, demand of achieving good grade also can be
one variable in influencing the students’ motivation. Grade is one of the essential
factors that influence most learners’ motivation. Grade is often associated with the goals and indicators in successful learning. The reason why achieving good grade can be identified as extrinsic motivation is because there may other output in doing the action. Hence, demand of the teacher can affect the students’ motivation to participate in class discussion.
Self-worth and other students’ participation
In extrinsic motivation, there is a sort of motivation called introjected regulation. According to Nicholls (1984), self-esteem and the feeling of worth
influence a person’s motivation in performing actions. This kind of factor also can be
found in this study in which the student became active in class discussion because of self-worth. This factor emerged in the answer for question “What are things that made
you interested in the discussion?” Below is the sample of a student’s feeling when
discussing through Facebook.
Participant 3 : Ya karena berasa profesional gitu sih, keren aja pakai social media….dulu lumayan semangat soalnya teman sekelas juga pada aktif, ya walau pun karena memang wajib.
(I felt like a professional. It is cool to use social media. ….I was quite enthusiastic because my classmates were active too, although it is obligatory.)
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Looking at the samples from participant 3 and participant 4 above, there is a similarity between them that they were interested to be active in the class discussion
because of other students’ participation. The factor that may cause this orientation is
the student’s feeling towards him or herself and the other students. One will likely
feel embarrassed if he or she is unable to be active in the discussion while the others are very active discussing in the Facebook group. The other factor that influences the
students’ self-worth is the students’ feeling towards the course which used Facebook
itself. For participant 4, she felt that it was like a professional to use Facebook for class discussion. She might felt that she has more self-esteem by having discussion through Facebook than the other students in different classes. It may be a factor that made her stay motivated in the discussion.
Pedagogical Implication
There are 2 things that can be learned from the result of this study. Both of which could bring positive implication to pedagogical practices. They are the interplaying of both intrinsic and extrinsic factors and the issue with amotivation.
Intrinsic vs. Extrinsic Motivation
From the findings of this study, both intrinsic and extrinsic played role in
influencing the students’ motivation through discussion via Facebook. Although all of
20
they complete each other. For example, a student finishes a task from the teacher because he or she is interested is rewarded with grade. From the interview result, this case was shown in participant 3’s experience.
Participant 3 : Senang kok… (karena kreatif, inovatif, fleksibel)… Tapi
karena diwajibkan duluan oleh dosennya makanya kita aktif.
(I like it… [because it is creative, innovative, flexible]…
However because the teacher demanded from the first place, we were active.)
She participated in the discussion via Facebook actively because she was interested in the class that used Facebook, but she also did it because it was compulsory. It shows that extrinsic motivation which is triggered by a goal to achieve
grade works together with intrinsic motivation to maintain a student’s motivation.
Amotivation
Moreover, this study also found some students who felt that Facebook was less motivating to be a medium of discussion due to technological issues. These cases can be reference for the teacher in using SNSs like Facebook in order to support language learning process. Since accessing Facebook needs technological supports such as platform used (computer and gadgets) and internet connection, it is essential to have those elements. Nevertheless, there was one participant who had problem accessing the Facebook during the course in a semester.
Participant 1 : Well dulu saya belum punya koneksi internet yang memadai, jadi saya harus pergi ke kampus untuk buka Facebook atau cari Wi-Fi gratis. Jadi tidak terlalu sering ngepost saya.
(Well, I did not have a good internet connection, so I had to go to campus in order to access Facebook or somewhere I can get free Wi-Fi. Thus, I did not post often.
Looking at the case of Participant 1, he was lack of internet connection which
21
factor that can affect the students’ motivation. Although the student is intrinsically or
extrinsically motivated, this external factor may hinder motivation which can lead to
amotivation case. Therefore, the teachers should consider the availability of
technology required before applying Facebook as a medium for class discussion.
CONCLUSION
This study explored motivations towards the use of Facebook as a medium in class discussion among Public Speaking course students in Faculty of Language and Literature of Satya Wacana Christian University. Referring to the aim of the research, the study found that two types of motivation by Ryan and Deci (1985) did exist
among the students’ performance in class discussion. For the intrinsic motivation,
interest played dominant role in influencing the students’ motivation. The interests
were interest in Facebook use itself, interest in the topic or motion of discussion given by the teacher, and interest in the new experience of using Facebook for educational purpose. On the other hand, extrinsic motivation characteristic was showed from the factors; the teacher’s demand and self-worth of the students. The demand of the
teacher might be the most dominant factor which affected the students’ motivation. It
is because the participation was graded so the students had to be active in the discussion. Self-worth was found in some the students’ orientation that they were
active because of other students’ participation. Moreover, it was found that intrinsic
22
However, it was also found that amotivation also occurred among the participants. External factor of lacking in technology or internet was the main factor. It is because using Facebook for class discussion requires technological supports.
Nevertheless, since this study only qualitatively identified what the students’ motivations are, it cannot be generalized that Facebook is the most motivating social
media that can enhance the student’s motivation in class discussion. Thus, further
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ACKNOWLEDGEMENT
I praise Lord God Jesus Christ for His grace for me so that I can finally accomplish my thesis writing as one of requirements for finishing a bachelor degree in Faculty of Language and Literature of Satya Wacana Christian University. I also give my thanks to:
1) My parents; Lukius Bahan and Timeatie Djangkan and my brother; 2) Andre Giovano Erlangga and Haryani Wineyni Prabowo who
always supported me with motivation;
3) My supervisor, Dian Toar Y.G Sumakul, M.A. and my second reader and examiner, Yustinus Calvin G. Mali, M. Hum. who guided me in
writing my thesis;
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27 APPENDIX
Attitude towards Facebook Use in Class Discussion
1. Do you like Facebook? Why?
2. What do you think of using Facebook for class discussion?
3. Do you think classes that use Facebook as e-learning tool are exciting? Why? 4. Do you think having class discussion through Facebook is effective and
efficient? Why?
5. What do you like or dislike from the use of Facebook for class discussion? Interest in using Facebook in Class Discussion
1. Do you like a class which uses Facebook for discussion? Why?
2. How often did you post or comment in the class discussion through Facebook? 3. If there is another class which uses Facebook for discussion, would you like to
join? Why?
4. If there is a class which uses Facebook for discussion but it is not compulsory, would you like to join it anyway? Why?
Anxiety
1. How do you feel when discussing about certain topic assessed by the teacher through Facebook? Please Explain.
2. Which one is most comfortable to you; discussing directly in classroom or through Facebook? Why?
Integrative/Internal Motivation
1. Do you feel that participating actively in class discussion through Facebook will improve your critical thinking skill? Why?
Instrumental/External Motivation
