THE USE OF FACEBOOK GROUP IN SPEAKING FOR ACADEMIC PURPOSES COURSE.

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THE USE OF FACEBOOK GROUP

IN SPEAKING FOR ACADEMIC PURPOSES COURSE

A Paper

Submitted in Partial Fulfillment of Sarjana Pendidikan Degree

HENDRA NURPERDANA

(0802670)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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ii

The Use of Facebook Group

in Speaking for Academic Purposes Course

Oleh

Hendra Nurperdana

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

April 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,

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iii

Page of Approval

The Use of Facebook Group in Speaking for Academic Purposes Course

A Research Paper

By

Hendra Nurperdana

0802670

Approved by:

First Supervisor Second Supervisor

Ika Lestari Damayanti, S.Pd., M.A. Iyen Nurlaelawati, S.Pd., M.Pd.

197709192001122001 197709062009122002

The Head of English Education Department

Prof. Dr. H. Didi Suherdi, M.Ed.

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Hendra Nurperdana, 2014

The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

The research entitled “The Use of Facebook Group in Speaking for Academic Purpose Course” attempted to investigate the students’ perception toward the use of Facebook group in Speaking for Academic Purpose course and the perceived advantages and disadvantages from the use of Facebook group in Speaking for Academic Purpose course. The research was conducted in one of state universities in Bandung, West Java. The research employed a case study in which the data were gained by giving questionnaire to the students, interview with the students and lecturer and document analysis from Facebook group. The data later were analysed using the theories from Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012). From the findings, the research found that students’ perception toward the use of Facebook group was mostly positive. The advantages are the students stated that they were able to prepare speech, to learn new vocabulary, to get feedback from lecturer and peers, to get encouragements, and to have a less threatening ambiance in using language for expressing ideas. The disadvantages are the students claimed that they were distracted to play rather than to study in Facebook, they need advance guidance from lecturer and the rare availability of internet connection.

Keywords: facebook group, speaking for academic purpose course (SAP course)

ABSTRAK

Penelitian berjudul “Penggunaan Grup Facebook dalam Mata Kuliah Speaking for Academic Purposes” menginvestigasi pendapat mahasiswa terhadap penggunaan grup Facebook dalam

mata kuliah Speaking for Academic Purposes dan keuntungan serta kerugian dari penggunaan grup Facebook tersebut. Penelitian ini dilakukan di salah satu universitas negeri di Bandung, Jawa Barat. Penelitian ini menggunakan studi kasus yang didalamnya data diambil dengan teknik penyebaran angket, wawancara dan analisis dokumen dari grup Facebook. Data kemudian dianalisis menggunakan teori dari Jordan (2009), Thornbury (2009), Zahidi, dkk. (2011) dan Yunus & Salehi (2012). Dari hasil penelitian, dapat disimpulkan bahwa pendapat mahasiswa terhadap penggunaan grup Facebook sebagian besar adalah positif. Keuntungan nya adalah mahasiswa menyebutkan bahwa mereka mampu mempersiapkan pidato, mampu mempelajari kosakata baru, mampu mendapat masukan dari dosen dan teman-teman mahasiswa, mampu mendapat dukungan, dan mampu mendapatkan suasana yang nyaman dalam menggunakan bahasa. Kerugiannya adalah mahasiswa menyatakan bahwa mereka merasa teralihkan untuk bermain di Facebook daripada belajar, merasa masih membutuhkan bimbingan yang lebih, dan merasa kesulitan dalam mencari koneksi internet.

Kata kunci: grup facebook, mata kuliah Speaking for Academic Purposes

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TABLE OF CONTENT

2.4.Teaching Speaking for Academic Purposes Using Facebook ... 9

2.5.The Advantages and Disadvantages of Using Facebook in Teaching Language Skills ... 13

Chapter 3 Research Methodology ... 15

3.1. Research Design ... 15

3.2. Research Site and Participants ... 16

3.3. Research Procedure ... 16

3.4. Data Collection ... 17

3.5. Data Analysis ... 19

3.6. Concluding Remark ... 20

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4.1. Students’ Perception toward the Use of Facebook Group in SAP course 21

4.2. The Advantages and Disadvantages of Using Facebook Group in SAP course ... 28

4.2.1. The Advantages of Using Facebook Group in SAP Course ... 30

4.2.2. The Disadvantages of Using Facebook Group in SAP Course ... 40

4.3. Concluding Remark ... 42

Chapter 5 Conclusion ... 43

5.1. Conclusion ... 43

5.2. Recommendation ... 45

Bibliography ... 46

Appendices ... 49

Appendix A Topic covered in interview’s queries ... 49

Appendix B Interview queries ... 50

Appendix C Codes ... 51

Appendix D Questionnaire ... 52

Appendix E Result of questionnaire ... 54

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LIST OF TABLES

Table 4.1. Result from questionnaire part I ... 22

Table 4.2. Result from questionnaire part II ... 26

Table 4.3. Advantages and disadvantages perceived by the students ... 29

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LIST OF FIGURES

Figure 3.1. Speaking for academic purposes facebook group ... 19

Figure 4.1. Example of students give comments to a posting ... 25

Figure 4.2. Example of student’s post of speaking draft ... 32

Figure 4.3. Example of student gives comment on a posting ... 34

Figure 4.4. Example of lecturer gives comment or feedback ... 35

Figure 4.5. Example of student gives information ... 36

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CHAPTER I

BACKGROUND OF THE RESEARCH

1.1. Background of the Research

The growth of technology has given the impact toward the teaching and

learning practice. Social networking site, as the production of technology, has given

the impact to the practice, including teaching and learning English. Yunus & Salehi

(2012) has conducted research about the use of Facebook, one of social networking

sites, in teaching writing skill and revealed promising result. Facebook has a feature

namely Facebook group which enables its users to establish private room to chat and

share ideas (Dudeney, 2007). In the group, the timeline of posted comments is easily

traced and could be read at ease.

Addison & Peters (2007) cited in Zahidi, Sin & Jamal (2011) suggest

Facebook usage in language teaching. They believe that Facebook brings the sense of

community among students, which will lead to efficient learning environment.

Selwyn (2007) cited in Zahidi et al. (2011) reinforces the notion by stating that Facebook reflects a good model of learning by its’ collaborative and active participatory roles which occurs without the conscious effort.

Some research had already conducted to view the use of Facebook group in

teaching and learning process. For instance, Yunus & Salehi (2012) had conducted

the research about the effectiveness of using Facebook group in improving the students’ writing skill. Yunus & Salehi (2012) took 43 students completing bachelor degree as their respondents. The findings of their research reveal that Facebook is

able to improve the students’ writing skill, more specifically in brainstorming ideas

before their actual writing.

As many studies (e.g., Yunus & Salehi, 2012; Suthiwarnarueput &

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Facebook group for students’ written skill, this research attempts to fill a gap where

spoken skill has not been widely researched. Similar as practicing writing skill,

practicing speaking skill also requires brainstorming process, especially in speaking

for academic purposes (Jordan, 2009). Since the activity of speaking for academic

purposes requires more complex speaking skill, making draft before joining the

activity is highly suggested (Thornbury, 2009).

In Department of English Language Education in one of Bandung state

universities, Speaking for Academic Purposes course is the final course of speaking

skills. It is given to students who have accomplished Speaking for General

Communication and Speaking in Professional Context courses. A lecturer of one

class established a designed Facebook group to support the study of Speaking for

Facebook group in Speaking for Academic Purposes course since the phenomenon of

using Facebook in speaking course is relatively new. Facebook, as the production of

technology, does not have inherent pedagogical values. To elicit whether or not

Facebook has the pedagogical values, the research uses theory proposed by Davis

(1989) as cited in Lui et al. (2006) which name is Technology Acceptance Model.

According to the model, perceived usefulness and perceived ease-of-use determines the acceptance of a technology. Thus, the research is intended to investigate students’ perception and the advantages and disadvantages of using Facebook in Speaking for

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1.2. Research Question

There are two research questions in the research:

a. What are the students’ perceptions toward the use of Facebook group in Speaking

for Academic Purposes Course?

b. What are the advantages and disadvantages of the use of Facebook group in

Speaking for Academic Purposes Course as perceived by the students?

1.3. Purpose of the Research

The aim of the research is to find out the students’ perceptions toward the use

of Facebook group in supporting Speaking for Academic Purposes course. The

research is also intended to investigate the advantages and disadvantages of the use of

Facebook group in Speaking for Academic Purposes course as perceived by the

students.

1.4. Significance of the Research

The findings of the research are expected to give theoretical and practical

contributions. In term of theory, the research is able to enrich the literature on the use

of Facebook as the media in teaching speaking for academic purposes. In addition,

this research is expected to be one of references for other researchers to conduct

further research in the same field. For practical benefit, the results of the research are

expected to be the reference of the use of social networking site, especially Facebook,

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1.5. Clarification of Key Terms

SNS

SNS refers to Social Networking Site, an application which gives virtual group

interactions and shared spaces for social connection, collaboration and possibly

making of information exchanges in web based environment (Boyd & Ellison, 2007).

Facebook Group

Facebook group is a feature in social networking site made by Mark Zuckerberg,

which enables the user to post writing materials and comments. The site is available

at www.facebook.com.

SAP Course

The use of term SAP Course refers to specifically speaking for academic purposes

course, which is the main theme of the research.

1.6. Organisation of the Paper

There will be five chapters on the research. Chapter I will provide the reason

of conducting the research and some presumptions which lead to the research. The

next chapter focuses on theoretical views on teaching speaking. Chapter III presents

the design of research and data analysis. Chapter IV will be the findings of the

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CHAPTER III

RESEARCH METHODOLOGY

The method used to answer two questions in this research will be described in

this chapter. The research procedure to answer what are students’ perceptions of the use of Facebook group in SAP course, and what are the disadvantages and the

disadvantages of it, including the use of certain method, site participants, data

collection and analysis will be elaborated in this chapter.

3.1 Reseach Design

Qualitative approach was employed to answer research questions in this

research. The approach was best chosen since its function is to investigate situations

and to view the situation from the perspective of those involved (Gillham, 2000).

This notion is supported by Creswell (2003) who states that the understanding of

research situation is possible to be gained as long as researchers observe the process

which is being investigated.

The research used case study as research design in relation to qualitative

approach. According to Yin (2003), case study is applicable to be used as a research

strategy if the characteristic of research situation was free from control and happened

in a natural way. This research suits to the characteristic of case study, which there is

no control in gaining the perspective of the students toward the process of using

Facebook in teaching SAP course. Case study is an empirical inquiry that tries to

elaborate a real-context phenomenon and generate understanding of its own context

(Nunan, 1992; Yin, 2003). Cohen et al. (2007) states that case study gives a unique

example of real people in real situations. In relation to this research, case study aims

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3.2 Research Site and Participants

A class taking English for Academic Purposes course in one of state

universites in Bandung was the place where the research was conducted. Twenty

seven sophomores and one lecturer made up the class. The decision of this class was

based on the lecturer’s agreement to participate in the research to use Facebook in teaching.

The selection on the site and participants was due to the fact that one of the

lecturers in the university used Facebook group as one of the media in teaching SAP

course. Based on the discussion with the lecturer, the aim of using Facebook group

was to establish a space for students to prepare their speech by brainstorming and

having pre-discussion. The lecturer expected that the Facebook familiarity with

Facebook would make them able to use language in a less threatening ambiance.

3.3 Research Procedure

The research began with the discussion with the lecturer who used Facebook

in teaching SAP class about how Facebook group was implemented. The initial

discussion also requested research permit to gain data by employing questionnaire

and interview to the students. In an attempt to seek the convergence of answering

research questions, other data were collected (Creswell, 2003). The other data were

gained by document analysis. The documents were collected from Facebook group.

The posts, comments, and everything which are related to the use of Facebook group

by the students were analyzed when the data collection was complete.

When the data were all collected, the next phase of the research was labelling

them. The purpose of this process is to ease the interpretation of the vast amount of

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categorizing and interpreting the data when the process of coding had already been

done.

In analyzing the data, the framework had been made to be a guideline to

answer the research questions. The framework was developed from Jordan (2009),

Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012) which involved

process, advantages and disadvantages of using Facebook in teaching Speaking for

Academic Purposes, and also the aspect of Speaking for Academic Purposes in the

ongoing process.

3.4 Data Collection

The research administered three kinds of data collection methods in

accordance with triangulation approach proposed by Gillham (2000). The approach

suggests the use of multiple data methods of data collection in validating raw data.

Thus, the methods in the approach which the research follows were questionnaire,

interview and document analysis.

In this research, questionnaire was administered for collecting survey

information (Cohen et al., 2007) of the students regarding to the first research

question which deals with the perception of the use of Facebook group in SAP

course. As the aim of the questionnaire was to collect survey information and it was

given to all students of the class, closed and structured questionnaire type is

administered (Cohen et al., 2007) as its nature is able to generate frequencies of

response. The research used Likert Scale in response to the type of questionnaires

since the data were described in the form of simple quantitative description. The scale

in the questionnaire consists of 20 items regarding the perception toward the use of

Facebook group in SAP course. The questionnaire, which was distributed to 27

students who made up the class, provides responses to a given statement (see

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Interview was conducted with the participants of the research to answer the

second research question. The lecturer and 7 students are made up the participants

who were being interviewed. The decision of 7 students based on random sampling as

suggested by Creswell (2003) who stated that randomization of sample from a

population represents a generalization of the population. The students, who were

chosen to be the respondents, were labelled as Respondent of numbers (1 to 7).

Thirteen questions were given to the lecturer and students. The questions

which were designed from Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and

Yunus & Salehi (2012) try to elaborate research theme. There are three topics which

covered the elaboration of research questions i.e. how Facebook group was used in

SAP course, what were the advantages and disadvantages of using Facebook group in

SAP course (see Appendix A for details).

To complete triangulation approach, document analysis was employed in

order to be used as textual evidence from the process of using Facebook. The forms

of document in the research are:

1) Posting: there are three types of posting namely text, document, and

picture.

2) Comment: comment is the text which provided below a posting to indicate

that the text function is to comment the post.

3) Like: like is the function in Facebook group to show that the users of the

group agree or in favour of the posting.

To gasp the meaning of the document in relation to both research questions,

the document will be classified in order to ease the process of interpreting the data

(Algozzine & Hancock, 2006). To see a clear depiction of the document, the example

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The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Figure 3.1. Speaking for academic purposes facebook group

3.5 Data Analysis

Students’ perceptions toward the use of Facebook group in supporting the study of Speaking for Academic Purposes were recorded and processed in data

analysis, in which the process of categorization is implemented. There were three

kinds of data gathered in this research and they were treated differently. Data from

questionnaire were interpreted according to the type of the questionnaire used. In this

research, Likert Scale was used as the rating scale question. It is treated as ordinal

data. This research acquires modal scores from the data in order to analyse it (Cohen

et al., 2007).

Interview was used as the main source to find out the answer of second

research question. The aim of conducting interview was to find out deeper

information about what are the advantages and disadvantages of using Facebook in

SAP course as perceived by the students. The data from interview were coded using

codes developed by Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus

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The last, data from document analysis were treated by showing them to

confirm the result from questionnaire and interview. In the end of the day, the data

were able to confirm research’s general theme, and Chapter IV was responsible to

discuss the result of document analysis.

3.6 Concluding Remark

The methodological way of conducting the research had been presented in this

chapter, including the description of research site and research participants. As the

research aims to find out students’ perception toward the use of Facebook Group in Speaking for Academic Purposes course and the advantages and disadvantages of it,

the related literatures were used as a framework to elaborate those things. The

framework was developed from Jordan (2009), Thornbury (2009), Zahidi et al.

(2011) and Yunus & Salehi (2012). It covers the notion of how Facebook Group is

used in SAP course and what speaking for academics characteristics which are learnt

through the Facebook group. The discussion of the findings will be elaborated in the

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter serves as the conclusion of the research and gives

recommendation for educator who deals with the use of Facebook group in studying

English, especially speaking for academic purposes.

5.1 Conclusion

The theme of the research is the use of one of Facebook features in SAP

course. Facebook group is the main focus in this research. The research views how

this Facebook feature was used in supporting the study of SAP course. The research

aims at investigating students’ perceptions toward the use of Facebook group and finding out the advantages and disadvantages of the use of Facebook group as

perceived by the students.

Research related to the use of Facebook in English speaking course is limited,

but the research in general and in other English skills teaching has been done by

previous researchers. Addison & Peters (2007) cited in Zahidi et al. (2011) believe

that students feel the sense of engagement and community by learning through

Facebook. The study which focuses on the use of Facebook in teaching writing

(Yunus & Salehi, 2012) revealed that, since using Facebook is not done in

face-to-face situation, Facebook has boosting their confidence and made them more daring to

use the language. And the study focusing on affective point of view of Facebook

usage in language education reveals that students’ motivation, confident, and attitudes

toward learning English are significantly improved (Kabilan et al. in Yunus, M. &

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Based on the previous study as mentioned above, this research proves that the

practice of the use of Facebook group for speaking course existed. In SAP course,

Facebook group was used as the supplement, not replaceable with classroom activity.

The lecturer designed Facebook group for students to practice what they had learned

outside classroom. The lecturer expected that the students were able to prepare the

material in Facebook group before they join various speaking activities in the

classroom. In Facebook, they are able to brainstorm ideas and make a draft of their

speeches. The practice is also suggested by Harmer (2007) and Thornbury (2009).

The research confirms that the lecturer’s expectation from Facebook usage

has been achieved. It was proven by the advantages of the use of Facebook group

which had been confirmed by the students. The research found that most of the

students gave positive attitude toward the use of Facebook group in SAP course.

Moreover, the research found that there are five advantages as perceived by the

students namely they were able to prepare their speeches, they were able to learn new

vocabulary, they got feedback from both their peers and lecturer, they felt encouraged

to study SAP, and finally they were comfortable and feel daring to practice their

speech in Facebook group. All of the advantages are in favour with the study of SAP

course. In addition, the research also found that Facebook group was not only used

for studying SAP course, but also used for exchanging information related to

classroom activity. This fact reinforces the notion that Facebook gives advantages to

students in giving them a space to share information and study collaboratively.

Although there were advantages confirmed, the research also found three

disadvantages from the use of Facebook in SAP course. The first is that the students

claimed that they felt distracted to use Facebook for playing rather than to study SAP.

The second disadvantage is that they felt the guidance from the lecturer in advance is

still needed, although the practice of use of Facebook is as supporting activity. They

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The last disadvantage comes from external factor. It is the availability of internet

connection which is rare to be found by some students.

5.2 Recommendations

Recommendations are drawn as the result of the research has been found.

According to the research, using Facebook group for supporting the study of SAP

course has given the advantages in term of giving the students space to practice and to

make them feel daring to brainstorm ideas before join various speaking activity.

The research suggests English teachers to use technology in their teaching

process in order to integrate technology, which is inevitably and rapidly growing, to

the students. English teachers are able to promote the growth of technology which is

usually used in daily live to be used in educational settings, but several things should

be considered before using technology in teaching process. Firstly, teacher should

know how far the students are familiar with the technology. Second, make sure the

technology has the feature which can be used for the process of teaching and

achieving the goal of a course. The last, the technology should be easy to be used by

both the teacher and students.

For other researchers, they are able to do a research regarding to the use of

Facebook in supporting other English language skills course and see how it affects to

the students. Conducting research about the use of other Facebook feature in English

teaching is also highly suggested. The last recommendation to future researchers is

that to conduct a research with similar theme but using other methods in order to

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