THE USE OF SOCIAL MEDIA IN GENRE-BASED APPROACH : A Case Study to Teach Argumentative Writing and Critical Thinking.

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THE USE OF SOCIAL MEDIA IN GENRE-BASED APPROACH (A Case Study to Teach Argumentative Writing and Critical Thinking)

A THESIS

Submitted to the Post Graduate School in Partial Fulfillment of the Requirements for the Master’s Degree in English Education

by

INDRIANI KUSWANTO 1103460

ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE

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Indriani Kuswanto,2015

THE USE OF SOCIAL MEDIA IN GENTRE-BASED APPROACH CA CASE STUDY TO TEACH ARGUMENTATIVE WRITING AND CRITICAL THIKING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF SOCIAL MEDIA IN GENRE-BASED APPROACH (A Case Study to Teach Argumentative Writing and Critical Thinking)

ABSTRACT

This case study aims to investigate the use of social media in genre-based approach. Three data collection triangulation techniques were used in this study, i.e. the documentation of students’ argumentative writings, observation and interview. The data were the analyzed using the theory of Genre-Based Approach (GBA), Critical Thinking (CT), Argumentative Writing, and The Use of Social Media in Tertiary Education. In addition, to show the effect of social media in genre-based approach, the students’ writings were analyzed using Systemic Functional Grammar (SFG). The results of the present study revealed two findings related to the research questions. First, when used appropriately in GBA, social media is proven to be helpful in developing the students’ argumentative writing and critical thinking. Social media exposes students to lots of information online and when immersed in GBA, it was confirmed that the students’ argumentative writing significantly improved. Second, the interview data uncovered that although familiar with the concepts of critical thinking, Indonesian students still believe themselves as uncritical thinkers. This is due to the social factor such as the authoritarian society which demands them to remain uncritical. Moreover, the interview data unfolded that students perceived social media as a helpful learning tool to build arguments in their writings. The findings above suggest that using social media in GBA to develop students’ argumentative writing and critical thinking by techno-literate teachers is worth trying to create more effective teaching and learning activities.

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the use of social media in gentre-based approach CA case study to teach argumentative writing and critical thiking

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Research Questions ... 3

1.3 Purpose of the Study... 3

1.4 Significance of the Study... 3

1.5 Clarification of Terms ... 4

1.6 Scope of the Study ... 4

1.7 Research Report Organization... 5

CHAPTER TWO: LITERATURE REVIEW ... 6

2.1 History of Genre-Based Approach and Teaching Writing ... 9

2.1.1 Basic Principles of Genre-Based Approach... 10

2.1.2 The Model of Genre-Based Approach in Teaching Argumentative Writing ... 11

2.2 Historical Overview of Critical Thinking... 14

2.2.1 Critical Thinking Concepts ... 15

2.2.2 Components of Critical Thinking ... 17

2.2.3 Critical Thinking Assessment ... 21

2.3 Argumentative Writing... 22

2.3.1 Generic Structure of Argumentative Writing ... 24

2.3.2 Linguistic Features of Argumentative Essays... 25

2.3.3 Relationship between Critical Thinking and Argumentative Writing ... 26

2.3.4 Conclusion of Critical Thinking and Argumentative Writing Discussion.. 27

2.4 Information and Communications Technology (ICT) in Education ... 27

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2.4.2 Types of Social Media Used in Education... 30

2.4.3 Relationship between Critical Thinking, Argumentative Writing and the Use of Social Media in Education... 32

2.4.4 Conclusion of the Use of Social Media in Education Discussion ... 33

2.5 Systemic Functional Linguistics (SFL) ... 33

2.5.1 Basic Principles in SFL Theory ... 34

CHAPTER THREE: RESEARCH METHODOLOGY... 45

3.1. Research Purpose and Research Questions ... 45

3.2. Research Design ... 45

3.3. Setting and Participants ... 46

3.4. Data Collection Techniques ... 47

3.4.1 Documentation of Students’ Argumentative Writings ... 47

3.4.2 Observation ... 49

3.4.3 Interview ... 49

3.5 Data Analysis... 51

3.5.1 Analyzing Students’ Argumentative Writings (Pre-Test and Post- Test).... 51

3.5.2 Analyzing Classroom Observation and Tweets ... 52

3.5.3 Analyzing Interview... 53

3.6 Validity ... 53

3.7 Conclusion of Research Methodology ... 54

CHAPTER FOUR: DATA PRESENTATION AND DISCUSSION... 55

4.1 The Use of Social Media in Genre-Based Approach ... 55

4.1.1 Stage 1: Building Knowledge of the Field ... 56

4.1.2 Stage 2: Modelling. ... 58

4.1.3 Stage 3: Joint Construction. ... 63

4.1.4 Stage 4: Independent Construction. ... 64

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4.2.1 Analysis of Text 1 and Text 2 Written by the Low-achiever Student ... 67

4.2.2 Analysis of Text 3 and 4, Written by the Middle Achiever Student... 77

4.2.3 Analysis of Text 5 and Text 6, Written by the High Achiever Student ... 87

4.3 Conclusion of Document Analysis ... 96

4.3 Students’ Perceptions on Twitter As A Learning Tool for Learning Argumentative Writing and Critical Thinking ... 97

4.3.1 Students’ Perception of their Critical Thinking Skill ... 99

4.3.2 Students’ Perception of Argumentative Writing... 102

4.5.3 Students’ Perception on the Use of Social Media in GBA ... 106

4.4 Conclusion of Data Analysis ... 111

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS ... 112

5.1 Conclusions ... 112

5.2 Recommendation ... 114

BIBLIOGRAPHY ... 116

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the use of social media in gentre-based approach CA case study to teach argumentative writing and critical thiking

CHAPTER ONE

INTRODUCTION

This chapter presents the general issues related to the present study. These include the background of the study, research questions, purpose of the study, significance of the study, clarification of terms, scope of the study and organization of the thesis.

1.1 Background of the Study

Decades ago, teachers perceived students as helpless individuals who gradually become equipped to enter adult world (Konning, 2004). Some research showed that this practice is commonly adapted in most developing countries such as Indonesia (Nugroho, 2008), Malaysia (Tan & Samyudia, 2009), and Thailand (Phungpol, 2005). The power culture, which is still embraced in most of developing countries, is believed to be the culprit of this teacher-centered method. Students are expected to be teacher-dependent, obedient and submissive in class. The existence of digital era where Internet becomes a need in our daily basis and the blooming of social media have brought changes. This cyber community has also affected most people on how they learn things. By the growing number of social media users, particulary young people under 35, these people are now becoming critical and autonomous learners.

The significance of critical thinking in education, particularly higher education, is now acknowledged by a great numbers of educators (Schafersman, 1991; Ennis, 1962, as cited in Simpson, 2002; Emilia, 2010) who argued that education must

involve critical thinking. Critical thinking can be seen from one’s language

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Although many previous studies have investigated critical thinking on students (Schafersman, 1991; Ennis, 1962, as cited in Simpson, 2002; Emilia, 2010), only some studies explored critical thinking through discussion (Tsui, 2002), critical thinking in writing by applying genre-based approach in Indonesia (Emilia, 2005)

and the use ICT in generating students’ critical thinking (Sharma & Haigh, 2008). Also, concerning genre-based approach, there have only some research which investigated the effects of using genre-based approach to teaching writing in EFL context (Sabouri et al, 2014) and designing a genre-based lesson plan through website and e-mail in Indonesia (Widodo, 2006).

It has been widely known that next to its wide usage for social interaction among young people, social media is also increasingly used to support learning activities. However, there has not been a research on the use of social media in teaching argumentative writing and critical thinking in a genre-based learning program in Indonesia. In practice, higher education institutions are still relying on traditional learning management systems that do not fully capitalize on the potential of social media for enabling participation in global learning networks, collaboration and social networking (Dabbagh & Kitsantas, 2011). Pedro (2005) argued that technology helps to increase educational benefits. Moreover, his research showed that students are allowed to learn more and more effectively.

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Alagozlu (2007) through their studies, argumentative writing is an effective

means to portray students’ critical thinking. The last purpose of this study is to find out the students’ perception on social media as a tool to help them promote critical thinking skill in argumentative writing.

1.2 Research Questions

This study attempts to answer the following research questions:

1. How can social media be used in genre-based approach and affect

students’ argumentative writing and critical thinking?

2. How do the students perceive social media as a tool for learning critical thinking skill in argumentative writing?

1.3 Purpose of the Study

As mentioned in the background above, the study aims to:

 to address the use and the effects of the use of social media on developing

students’ critical thinking as reflected in their argumentative writings.  to understand students’ perception of the use social media as a tool for

learning critical thinking skill in argumentative writing.

1.4 Significance of the Study

It is hoped that the results of the study will help to contribute theoretical, practical and pedagogical significances to Indonesian education as in the following ways:

 Theoretically, this study aims to enrich the literature about the use of social media in genre-based approach and tits effects in developing

students’ argumentative and critical thinking. The result of this study can

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 Practically, this study can provide information and suggests that social

media can be used as the tool to promote students’ critical thinking as seen

in their argumentative writing.

1.5 Clarification of Terms

For the purpose of clarification, the important terms used in this study have been defined. The following terms are:

1. Social Media. This refers particularly to Twitter, a micro-blogging system that was created to gain short attention and generate quick change

mentality of today’s world and let others know what someone is thinking,

yet limit the thoughts only up to 140 characters. The microburst information is often referred as Tweets (Bunzel, 2010).

2. Genre-Based Approach (GBA). This refers to the writing approach which offers students explicit and systematic explanations of the ways language functions in social contexts and helps them to consider the forces outside the individual that help guide purposes, establish relationships and ultimately shapes writings (Hyland, 2003).

3. Argumentative Writing. This refers to a type of writing which includes arguments, facts, evidences, reasons, description or explanation, use of

reference to make the writer’s position seem indisputable. It is used to

persuade and convince others that something is urgent to do (Chaffee, 2000; Feez & Joyce, 1998).

4. Critical Thinking (CT). This refers to the mental process of thinking as a means to and end and an evaluation for an action to do. Context is

important in the CT process (D’Angelo, 1971; Moore & Parker, 1995;

Reichenbach, 2001; Paul, 2002; McPeck, 1992).

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This study is a case study of undergraduate English for Economics students in one university in Bandung, Indonesia. This study uses document analysis on pre-test and post-test to reveal the development of students’ critical thinking in their argumentative writing by using social media specifically Twitter, classroom observation and also depth interview to find out the students’ perception on the use of social media as a tool for learning critical thinking skill in argumentative writing conducted in the genre-based approach. The document analysed were texts which were written by three students from the Faculty of Economics in their first semester in university. As a result, six argumentative essays from three students were analyzed in terms of elements of critical thinking using Systemic Functional Grammar which includes arguments, reasons, facts, opinion and conclusions (Paul, 1991) to see their writing and critical thinking improvement.

1.7 Research Report Organization

The organization of the study will be presented in five chapters.

1. Chapter one is introduction. It consists of background of the study, research questions, purpose of the study, significance of the study, definitions of key terms, and research report organization.

2. Chapter two discusses some theories of critical thinking, argumentative writing, genre-based approach and systemic functional language. This chapter also displays some previous studies about the topic.

3. Chapter three deals with research methodology such as research design, the subjects, data collections and data analysis, and ethical considerations. 4. Chapter four explains findings and discussions from the document

analysis, observation including the teaching program, and interview.

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CHAPTER THREE

RESEARCH METHODOLOGY

This chapter discusses a set of methodology, which covers the research purposes, research questions, site and participant of the research design, data collection technique and data analysis. Each of them will be explained below.

3.1. Research Purpose and Research Questions

As mentioned in Chapter One, this study aims to, investigate the use of social media in genre-based approach and how it can affect students’ argumentative writing and critical thinking.

The inquiry would be guided by the following general questions:

3.1.1 How can social media be used in genre-based approach and affect students’ argumentative writing and critical thinking?

3.1.2 How do the students perceive social media as a tool for learning critical thinking skill in argumentative writing?

3.2. Research Design

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3.3. Setting and Participants

In order to ease the procedure, the researcher conducted the study in a university where she currently works as a lecturer of English. This condition helps the reseacher to get access and collecting the data for the research so that the research can be done smoothly (Bogdan B K & Biklen S K, 1998). During the teaching program, the researcher conducted assessments to monitor the program. The subject of the study is English for Economics. From the researcher’s personal experience in the past, the writer learned that critical thinking was not implemented systematically, in one semester in 2013; the Department of Economics sees that critical thinking should be one of the subjects taught in the Faculty. However, the students only embrace the basic of CT embedded in subjects taught in their previous high school. As Chafee et al (2002, p.4) said, students at this level are expected to think more conceptually, to write more analytically and to read critically. The Critical Thinking Subject owns 2 semester credits which holds 100 minutes of learning, and served in Bahasa Indonesia but the textbook and handout are mainly in English. To conduct the intended research, classes of students who take the English for Economics subject were included in this study.

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Cohen (2007: 100) argues that sample is a smaller group of population in the study that the writer needs to get the data. The samples of this study were six argumentative writings from three students; three pre-test and three post-test. This sample was taken by using purposive sampling. According to Cohen (2007: 114), in purposive sampling, often (but by no means exclusively) a feature of qualitative research, researchers handpick the cases to be included in the sample on the basis on ther judgement of their typicality or possession at he particular characteristics being sought. In this way, they build up a sample that is satisfactory to their specific needs. It is obviously that purposive sampling technique is the most appropriate sampling thechnique for this study because it is handpicked based on a certain consideration for the purpose of the study.

3.4. Data Collection Techniques

In this study, the researcher employed three data collection techniques which are the documentation of students’ argumentative essays, observation, and interview. Each of the technique is explained below.

3.4.1 Documentation of Students’ Argumentative Writings

As the first procedure, documentating of students’ argumentative essays was conducted twice. The first one was the diagnostic test (pre-test), when the students have not involved in the teaching prograrm. The second one (post-test) was when they had been given the teaching program. Both the pre-test and post-test were analyzed later by using SFL. The rest of the detailed procedure is explained below.This technique was done by choosing three students’ argumentative essays out of thirty five students in order to represent different levels of achievement, low achiever student (Text 1 and Text 2, with temporary GPA <3), middle achiever student (Text 3 and Text 4, with temporary GPA ranged 3-3-5), and high achiever student (Text 4 and Text 5, with temporary GPA >3).

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In documenting the students’ argumentative essays, there are three procedures that were be used. The first procedure was conducting the first assessment to explore students’ preconceived critical thinking skill. In order to meet the purpose of this study, the three students participating in this research were asked to give response to a controversial topic as they wished. As suggested by Chaffee et al, (2002), controversial issues are effective to generate students’ CT. As the final result, the low achiever student chose the issue of Corruption as represented by “Indonesia should give corruptors the death penalty”; the middle achiever student decided on the topic of Cheap Car as represented by “Cheap car is not the answer”; and the high achiever student chose Religion as represented by “Being agnostic is not a bad idea”. These issues were chosen because they had attracted public attention nationally. They had been in the national TV and newspaper headlines for weeks. The reasons behind choosing these topics can be seen in the interview. They were not limited to choose their topic. By their choosing their burning topics, it is safe to assume that those students have had background knowledge of this issue which is primarily important for them to demonstrate their CT through their thoughtful writings (Chaffee, 2000). It is also in line with Freebody’s argument who stated that students’ actual achievements can be evaluated through their producing many kinds of texts which in this case is expository text (2002, p. 179).

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The third procedure was similar to the first procedure, conducting assessment. However, this time, students were instructions to write argumentative composition based on the critical thinking skill guided by the teacher after the whole program has ended. This was done on the 8th meeting. The writing topics were the same as the topic they had choosen at the first assessment. Both the pre-tests and post-test of the students’ compositions were then analyzed with SFL in terms of CT elements as in thesis, arguments, and restatement of the thesis to check the progress in order to answer the purpose of this study; the use of social media in genre-based approach and how it affects students’ argumentative writing and critical thinking. This analysis later on became helpful in assisting students not only to make them critical but also make a room for them to enhance their writing ability particularly the argumentative one (see Chaffee et al, 2002).

3.4.2 Observation

The second procedure of the data collection technique was the observation. According to Merriam (1998: 102), observation is a major means of collecting data in case study research. It gives a first hand account of situation under study and, when combined with interviewing and document analysis, allows for a holistic interpretation of the phenomenon being investigated. In this observation, the writer acted as a teacher-researcher in which she taught explicitly the argumentative writing and critical thinking skill by employing genre-based approach in the classroom. She also monitored the treatment and also did the research. The observation was done in eight meetings resulting two assessments. The writer observed and created field notes secretly in order to keep everything natural and authentic. Students did not aware that the writer is intended to examine development of the critical thinking in their argumentative writing. They were told that the purpose of the present study is to analyze classroom interaction. Then, the researcher documented both teaching sessions and tweeting sessions for six weeks, excluding the pre-test and the post-test.

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The third data collection technique used in this study was an interview with the three students participating students in this study. The interview was conducted on 19th December 2013. The interview data in this study were used to find out the students’ perception of using social media as a tool for learning argumentative writing and critical thinking. This interview enabled the researcher to check the accuracy and verify the impression she got from the document analysis and observation conducted in this study. In addition, the interview allowed the researcher to obtain immediate responses to a question. It also allowed her to enquire as to why individuals act in the way that they do especially related to what they have done so far. From the CT point, it is argued that interview was also an important means to evaluate students’ critical thinking (Norris and Ennis, 1989).

This study used individual semi-structured interviews with open-ended questions (Cohen & Manion 2004; Dawson, 2009). In his book, Kvale (1996, p.124) stated that a semi-structured interviewed has a sequences of themes to be covered as well as suggested questions. He also added that this type of interview, an openness to change of sequence and forms of questions in order to follow up the answers given by the participants can be seen. In this interview, the researcher arranged the interview appointments and facilitated a quiet environtment where interruptions could not happen during the interview.

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In order to follow the rules of interview by Dawson (2009, p.149) and in regard of the ethics in conducting research, right before the interviewer conducted the interviews, there are three rules to follow. The interviewer informed the interviewees some important things like (a) points to be discussed; (b) the use of pseudonym in the research report and (c) the fact that the conversation would be recorded and transcribed. All these were conducted in order to make the interviewees to disclose a lot of personal information (Dawson, 2009, p. 149) during the progressing interview.

Seeing from the perspective of critical thinking evaluation, interviewing a student in person and individually is a way of acquiring very detailed information of the students’ critical thinking (Norris and Ennis, 1989, p. 145-146; see also Emilia, 2005, p. 82) and has certain benefits over other information gathering techniques. By doing interview, many students can express ideas easier and more coherently. While interviewing, the researcher had the option to ask students to clarify or reclaim what they have said, to request additional reasons for their conclusion and to ask for specific questions about what might have influenced their thinking.

3.5 Data Analysis

The data analysis in this study was conducted over the course of the study. On going data analysis and interpretation was done based on the data from document analysis which is students’ argumentative essays, observation, and interview. Each steps of analysis of the two sources of data is given in the following section.

3.5.1 Analyzing Students’ Argumentative Writings (Pre-Test and Post-Test)

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The analysis done was in terms of the critical thinking elements and linguistic features the students used in their works. The result of this analysis tried to answer the first research question, which is to find effect of social media in teaching argumentative writing and CT.

The analysis of students’ argumentative texts was done in three steps. The first step was classified students’ essays into three categories decided before (low achiever student, mid achiever student, and high achiever student). The second step, using SFG, was the analysis of the logical or schematic structure based on each CT elements; thesis, arguments, and restatement of the thesis (Is the logic improving? Is the schematic structure changed?), organization and purpose, (Is the organization changed? Is the purpose of the writing clearly stated? Are the arguments become stronger? Is there any changing point of view?) and how each element in the texts performed its function (Do the elements of the writing support each other?). Based on each element, those texts were then analyzed in terms of linguistic features which include the textual (How the writing composition is better in terms of coherence and cohesiveness), ideational (How students express their idea in writing) and interpersonal (How the text can maintain the reader and writer’s or student’s relationship) metafunctions. Results of these analyses were later related to the aspects of critical thinking proposed by theorists mentioned in the Chapter Two.

3.5.2 Analyzing Classroom Observation and Tweets

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notes (Merriam, 1991); (2) analyzing and classifying the data into some categories related to the main focus of observation, which were the teaching activity; (3) interpreting the data to address the research question on the use and the effects of social media in teaching argumentative writing and critical thinking in GBA program and the students’ perception on using social media as a learning tool. This analysis later supported the use of social media in teaching argumentative writing and critical thinking. Moreover, this analysis showed the ability of students to be autonomous learner in gathering information also from the Internet especially Twitter.

3.5.3 Analyzing Interview

The data gained from the interview were later transcribed, classified, and interpreted to answer the third research question, which is to draw the students’ perception on social media as a tool for learning CT in argumentative writing. During the transcription stage, the researcher replaced the students’ name with pseudonym (Silverman, 2005). Next, to follow Cohen and Manion (1994) and Kvale (1996), the transcripts were given back to the participants to make sure that it was the exactly what the students said and intended. The transcriprs were then compressed into briefer statements in which the main sense of what is said is rephrased in a few words (Kvale, 1996, p.192) as can be seen in appendix 4. Finally, the data were coded and categorized by using thematic data analysis. For this consideration, the researcher classified students’ comments into themes that had become the focus of the study, which is students’ understanding of the argumentative writing critical thinking concepts by using social media.

3.6 Validity

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argumentative essays, observation, and interview (Cohen and Manion, 2004; Nunan, 2009). The other way to escalate the validity of the data was through triangulation of theories which in this study refer to two main theories, the theory of critical thinking and the theory of SFL (Nunan, 2009). The last work to maintain the validity of the data was through member checks. In this context, the transcripts were returned (Kvale, 1996) to the participants who had been interviewed to make sure that the results were appropriate with their responses given by them.

The subsequent section will provide an account of SFG, which was a tool for students’ text analysis.

3.7 Conclusion of Research Methodology

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents conclusions of the study and some recommendations. These conclusions of the study are generated based on the data analysis which has been discussed in Chapter Four of this study. Some recommendations are provided as to give more information as well as guidance to conduct further research concerning the same field or issue. Finally, these recommendations are addressed to those who are interested in developing the students’ critical thinking especially the use of social media in the context of EFL in Indonesia both in general and particular site.

5.1Conclusions

This study manly investigates the use of social media in genre-based approach. Also, this study aims to reveal how social media can affect students’ argumentative writing. The last purpose of the study is to uncover students’ perception on social media as a learning tool to help their critical thinking seen in their argumentative writing. As discussed in Chapter Four, social media was used in the stage of Building Knowledge of the Field, Modeling, and Joint Construction stages. Other than fuction as source of information in Building Knowledge of the Field stage as well as Joint Construction stage, social media constantly accommodates students in practicing collaborative learning and peer evaluation. In Modeling stage, the quick-response-microblogging allows them to train their critical thinking as they need to respond to other students’ and the teacher’s comment. From here, students are required to own one of the CT characteristics, the open-mindedness.

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thinking emphasized in this study such as arguments, reasons, facts, and opinions in response to an issue happening in the society such as corruption in Indonesia, traffic jam in Jakarta, and the issue of agnosticism. The students have also been affected by the social media to develop their argumentative and critical thinking especially in supporting their arguments by providing facts, and evindence. Moreover, the social media have been very helpful in adding depth and clarity so that the texts they have created are enough to give supporting reasons and evidence.

Regarding the effects created by the use of social media in GBA, the document tanalysis shows that The texts, however, are originally not good enough to be called perfect. They still need improvement. The verbalization of the students’ CT is less explicit due to their limited background knowledge in applying the critical thinking concept. After the students were exposed to the use of social media, the texts of the students showed some development in many aspects of argumentative writing and critical thinking. In this sense, most of the students were originally unable to explicitly state and clearly support and elaborate their ideas with sufficient reasons and facts from the credible sources that can promote their argument credibility. However, the social media used in GBA performed in this study proved that it affected the students’ critical thinking in their argumentative writing. The document analysis based on SFL showed a significant change in developing the students’ work and the learning process especially in the argument development part. These findings support the previous studies concerning the students’ critical thinking in EFL contexts like those conducted by Stapleton (2001), Emilia (2005), Alagozlu (2007), and Flores (2008).

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texts (Emilia, 2005). The findings gained from the interview revealed that most of the students perceive that they are not critical enough because of the social factor. It is found that the students have basically shown a relatively clear understanding on the concept of critical thinking but not sophisticated. In terms of using social media as a learning tool to help them think critically in their argumentative writing, they all agreed that social media has been useful in helping them upgrade their way of thinking into a higher order thinking. They added that using social media in their study is efficient and helpful especially in developing the texts they have created in creating argumentative writing.

5.2 Recommendation

In line with the topic under discussion which is about critical thinking in students’ writing and the findings illustrated above, the following recommendationswhich have to do with the teaching of writing and critical thinking by using social media development program are worth trying especially by the EFL teachers teaching in the site.

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