T1__Full text Institutional Repository | Satya Wacana Christian University: Students’ Perceptions of Utilizing Facebook in Writing Classroom T1 Full text

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STUDENTS’ PERCEPTIONS OF UTILIZING

F ACEBOOK

IN WRITING

CLASSROOM

Submitted in Partial Fulfillment Of the Requirement of the Degree of

Sarjana Pendidikan

Reza Azka Fachrusy 112013035

FACULTY OF LANGUAGE AND ARTS ENGLISH LANGUAGE EDUCATION PROGRAM

UNIVERSITAS KRISTEN SATYA WACANA SALATIGA

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STUDENTS’ PERCEPTIONS OF UTILIZING

F ACEBOOK

IN WRITING

CLASSROOM

Submitted in Partial Fulfillment Of the Requirement of the Degree of

Sarjana Pendidikan

Reza Azka Fachrusy 112013035

FACULTY OF LANGUAGE AND ARTS ENGLISH LANGUAGE EDUCATION PROGRAM

UNIVERSITAS KRISTEN SATYA WACANA SALATIGA

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Appendix 7: Overall Opinion of Facebook ... 52

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STUDENTS’ PERCEPTIONS OF UTILIZING

F ACEBOOK

IN WRITING

CLASSROOM

Reza Azka Fachrusy

112013035 Abstract

Information and Communication Technologies (ICTs) are developing into a more modern one each day, and each technology when integrated appropriately can help students in their language learning classes. One of ICT forms commonly used now is Social Networking Sites named Facebook. This present study is intended to give an overview of students‟ perceptions of the potential use of Facebook in their writing insights on how to integrate SNS in a writing classroom.

Keywords:Students’ perceptions, Facebook, writing INTRODUCTION

Writing is a fundamental key in EFL Classroom. It holds the most essential role for

higher academic purpose and in a professional environment. However, based on Gibbon‟s

(2002), students tend to have difficulties in writing in English such as writing thesis statement,

topic sentence, and lacking of writing capability especially as an English Language Learner.

Larsen-Freeman and Anderson (2011) claimed that technology has a wide variety of teaching

sources and it shows the young learners a new learning experience. So, based on Larsen-Freeman

and Anderson (2011), technology should be involved because students will have access to the

same tools over the web, so they can reinforce the ideas by experimenting with the simulations

themselves at any time and any place. In this era of modernization and globalization, Internet has

been commonly used by young students to interact with others through Social Networking Sites

(SNS). One of the SNS which has the potential in a writing classroom is Facebook. It has many

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discussion. Sumakul (2013) states that Facebook is famous among students, so teachers should

look it as a new potential tool to integrate within a writing classroom. Teachers should consider

the advantages of using Facebookin their classroom to reinforce students‟ learning in writing

class.

A study conducted by Sumakul (2013) showed that using Facebook Group for an English

Grammar classroom attracted the students to study. It picked up students attention because they

could easily access the Internet in most of their time. This is why teachers should use more

modernized method to keep up with students‟ way of learning. Nowadays, learners are more

adapted with the SNS rather than using traditional method. Therefore, leaners tend to be more

comfortable if teachers use SNS as the media of learning. Furthermore, a study conducted by

Ardi, et al. (2013) also showed that the use of SNSs would help students in receiving feedback

by the teachers, experts, and native speakers that they found on SNSs. This might proves that the

utilization of SNS is affecting students‟ writing skills and motivation.

In the Faculty of Language and Arts of Universitas Kristen Satya Wacana there was a

writing class that was integrating Facebook Group with the classroom to help the students. The

course is in Facebook, the students of Writing Skills were given feedback by the lecturer,

materials sharing, and conducting a group discussion about their writings. Based on the context

of this study, this paper will discuss about how students view in using Facebook in their writing

classroom. It is hoped that this study would be able to provide information on how Facebook

influences students‟ writing capabilities. It is also expected that teacher could consider using

Facebook as their media to teach writing and also this paper could help teachers in seeing

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3 LITERATURE REVIEW

Language Learning and Internet

In a modern era, the internet has opened a new gate to an invention of new methods of

language learning. To be more specific, Internet has Social Networking Sites (SNS), a Web 2.0

networks that have recently attracted attention from researchers who have studied the capabilities

of language learning and teaching especially in a writing class. There are many SNSs that have

potential to be used for writing class. Mayfield (2008) states that “Social media is best

understood as a group of new kinds of online media, which share most or all of the following

characteristics; they are participation, openness, conversation, community, and connectedness”

(p.5). _{To clarify Mayfield statements, students could participate any discussion in a closed group} (Participation), any discussion is open for students as long as it is in their classes that they attend.

Students could state their opinion without any feeling of embarrassment (Openness), since

students tend to feel embarrassed to state their opinion in a face to face forum with their lecturer

so they need a space to open themselves to state their opinion without any obstacle such as

embarrassment. Students are also able to exchange information or meaning with their peers in

the comment section (Conversation), after students open with their lecturer or peers, they could

exchange information to their peers in one specific topic in writing skills. Students are able to

join with their peers who have the same opinion (Community), and the last students are able to

connect themselves with other sources, and people inside and outside of the classroom

(Connectedness). That is why Facebook becomes a convenient Social Media for language

learning because its features that cover those aspects. Additionally, McCarthy (2010) states that

the use of SNS may improve interactions between students and omit language barriers and

shyness. McCarthy (2010) statement is in line with two of the aspects from Mayfield (2008)

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students for peer feedbacks and discussions about their writings and also teachers could give

feedback to students and they could ask for improvement to teacher without any language

barriers.

In his paper, Yu (2014) states that combining language learning context with Facebook

could improve students‟ language production even in outside of the classroom. With those five

aspects before, students are possible to produce more language functions such as writing notes in

their timelines, update their status in English, and state their opinion in other group discussions.

In a study conducted by Yu (2014) he showed that Facebook used by teacher and students was

supposed to observe each of the student learning situation and the teacher consider what the right

approach for each student, the teacher also took advantage of Facebook aspects to connect

between the inside and outside of the classroom for creating more opportunities for the students

for creating a language function. In addition, a paper written by Rodliyah (2016) states that

teacher cannot abandon the fact that Facebook holds a great potential to be used as a mean of

educational media, because of Smartphone efficiency, it makes Facebook more accessible than

ever. The fact that Facebook is effective to students and teachers could help the class to be

conducted effectively without any face to face interaction. In addition, Yu (2014) in his paper

also states that on Facebook, students have freedom to practice and apply the Target Language

inside and outside of the classroom. So with its efficiency with Smartphone, Facebook has

features that could help teachers and students discussing classroom materials at anytime and

anyplace.

Students’ Perceptions in Writing

As stated in the introduction, this paper focuses on the students‟ perception towards the

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view in using Facebook for writing class from their perspective and opinions. Ismail (2011)

found that students tend to use their assumptions and beliefs with the offer from writing course to

the students. In a writing course, students‟ needs, perceptions, and writing proficiencies should

be considered first before the beginning of the course in order to help teacher determines the

appropriate approach for each and every one of the student. Papers which study students‟

perceptions and beliefs has shown that knowing students perceptions and beliefs beforehand is

an essential aspect in developing the appropriate method to fulfill their needs. A study conducted

by Mazdayasna and Tahririan (2008) as cited in Ismail (2011) showed that students in Iran were

aware of their needs which were language improvement, so they were showing that they were

looking interested with improvement of their basic language proficiency to pass their academic

course. In writing, students also have their own perceptions on teacher‟s feedback on their

writing and they tend to show their needs based on their perception of a teacher‟s feedback. If a

teacher knows his/her students‟ needs, a teacher could determine the right approach for them.

Ismail (2011) also mentioned that students may acquire feedbacks as a positive or negative index

of their learning progress. So, based on Ismail (2011) statement, teachers should be careful with

the feedback that is given to the students if teachers do not know each of their learning situations

first beforehand. So, students‟ perception in a writing class is essential to be considered by a

teacher because it will provide benefit for teachers in determining an appropriate feedback for

students.

Students’ Perception on Technology

In a previous study conducted by Yu (2014) it showed that the use of Facebook in a

writing class in Taiwan showed that there were three aspects of Facebook use in class, they are

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class and online discussion. The study resulted that the teacher took advantage of Facebook

affordance to connect between the inside and outside of the class for creating more opportunities

of language use for the students and also the teacher made use of Facebook as a learning media

and motivate his students to be more active in their Facebook participation. So, with teachers

used all of the Facebook aspects, the students are more encouraged to write in online discussion

and students will be more encouraged to write outside the class. This is in line with Yu (2014)

early statement that combining language learning context with Facebook could improve

students‟ language production even outside of the classroom. Students perceive that they will not

only write on the internet but they will feel more encouraged to write outside the classroom as

well.

However, a different result conducted by Rodliyah (2016) found that the use of Facebook

as a media to improve writing was not really successful because there were limitations to do it

such as students‟ participations were low, there were no response or discussion on the Facebook

group, and there were students who became “silent readers” only. The paper suggests that

teacher should give a set of rules that should be obeyed by the students at the beginning of the

course. The students in Rodliyah (2016) study were not producing more language functions

rather than those who write on a paper. This is caused by the limitations that occurred in the

study which could be handled by teachers in the study. Another result was found by Said Ahmed

(2016) showed that students‟ writing skills can be improved through Facebook group as the

media of learning. Despite in focusing on the disadvantages and advantages of Facebook, this

present study is focused on the advantages only since this paper is aiming to study the

perceptions of students on Facebook in a writing class and compare the findings with the

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7 THE STUDY

Methodology

The study was conducted in a Qualitative study because it could determine the students‟

perceptions deeper. A Qualitative Study was conducted because this study needed to find and

understand the phenomenon that occurred in the writing class which using Facebook as its media

of learning.The following research questions guided the study: “What are students‟ perceptions

towards Facebookutilization in writing class?”

Context

The study was conducted in English Literature Program, Faculty of Language and Arts,

Universitas Kristen Satya Wacana, Salatiga, Indonesia. In this department, students were

required to take Writing Skills class before taking a more advanced writing class. The course

objective was intended to cover a number of different styles of writing, from descriptive text to

instructional text and students were required to write one style of the writing as a final paper in

order to pass the course. One of the classes had an online discussion forum on Facebook.

Participants

The participants for this study were students of English Literature Program who took

Writing Skills Course on semester I 2016/2017 in English Literature Program, FLA, Universitas

Kristen Satya Wacana, Salatiga, Indonesia. The reason why the writer chose this class was

because the participants had experienced in receiving and joining online discussions through

Facebook. So, the writer used convenience sampling in order to start the interview. There will be

10 participants out of 26 students that the writer had chosen through convenience sampling. The

10 participants consist of three male students and seven female students. Pseudonyms would be

used for all of the participants as Participant 1 until Participant 10. The writer reached the

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Messenger, or WhatsApp. With the total number of the students in Writing Skills class which

was 26 students, it was expected that it could produce a good result as an outcome.

Data Collection Instrument

The writer used a semi-structured interview because the writer could explore students‟

perceptions toward Facebook online discussion deeper. The interview questions were taken from

Yang and Cornelius (2004, see Appendix I) with some adaptations and modifications since some

questions were not relevant with the topic of this research. The writer conducted the interview in

Bahasa Indonesia so it would be less formal that the participants could answer and gave their

response confidently and comfortably. Moreover, by doing semi-structured interview the writer

could ask follow up question to enrich the data that has been acquired. The interview would be

translated and then transcribed.

Data Collection Procedure

First, the writer would conduct piloting sessions with two students for evaluating the

interview questions. The two students were not included in the ten participants. Before

conducting the data collection, the writer needed to ask permission with the lecturer for the class.

The writer would contact the participants through messenger or a short text message because of

its convenience. After that, the writer would work on the data collection by interviewing 10 of

Writing Skills students from English Literature Program. During the interview session, the writer

would ask several follow up questions to explore and ask the unclear information from the

participants. The interview would be conducted in Indonesian with the use of code-switching and

code-mixing in the process to ease during the interview session. The direct interview will be

recorded and the interview that is conducted through applications would be manually

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9 Data Analysis

After the writer got the required information, the writer translated it and then transcribed

it by using clean transcription. In the transcription, the name mentioned in the verbatim was

substituted by pseudonyms and the abbreviations that were used by the participants were fixed

into a more proper spelling. Then, the writer categorized each of the transcription response from

the interview into the same theme which the writer acquired by using Nvivo 10. The data

gathered were categorized based on Mayfield (2008) social media aspect. At the end, the data

were analyzed and the writer compared them with the previous studies that had been conducted.

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10 FINDINGS AND DISCUSSIONS

After analyzing the data from the ten participants, the data was collected and grouped

into five different themes based on Mayfield (2008) social media aspect. The findings are

summarized in Table 1 below.

No Themes References

1. Connectedness 39

2. Openness 37

3. Conversation 34

4. Participation 24

5. Community 18

6. Other Aspect 18

Table 1: the findings of the interview

As seen in the table above, there are five themes that were used for the data. The numbering is

done based from the aspect that is the most dominant. References mean the number that

represents the aspect mentioned during the interview. For example, Connectedness has 39

references, so during the interview, aspect of connectedness was mentioned 39 times from all of

the participants. All participants were found in all five themes. Those five themes then will be

compared with the previous study regarding the aspect of Facebook in a writing class. The

complete classifications of the interview results can be seen in Appendix two until eight.

Connectedness

“Most kinds of social media thrive on their connectedness, making use of links to other

sites, resources and people” (Mayfield 2008, p. 5). As one of the most popular social media

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groups to another source which takes place outside the classroom such as resources‟ links,

people, and resources. In other words, in connectedness, it deals with students to connect and

confirm materials or discussion result that is conducted in Facebook groups with the outside

classroom material such as people, sites, and links.

One of the participants said that she was able to learn from other student from the

Facebook group, she stated that she can confirm her result of discussions by connecting through

Facebook chat to confirm her work with other people that have a specific skill in writing. She

stated that

Tetapi aku bisa belajar dari semua murid yang punya kelebihan misalnya kelebihannya pinter di quotation , ada yang kelebihannya di grammar, ada yang pintar di bagian narasumber, jadi aku bisa belajar dari mereka supaya tidak tertinggal. Menurutku sih kak gitu.

But I can learn from other students that have a specific skill, for instance there is someone who is good at quoting, grammar, or referencing, so I can learn from them to keep myself up in the class. That is what I thought. (Participant 9)

According to her statement, she showed that Facebook connect her to other students that have a

particular skill in order to improve her writing performance.

Another student has a rather different context, she said,

Jadi Ma‟am Donna pernah upload document di grup, posting link tautan, Terus kalau ada tugas yang penting banget beliau ga segan-segan mention username Facebook mahasiswa yang sering jadi media info buat mahasiswa lain yang jarang buka grup, Jadi Ma‟am Donna ga sekedar nulis-nulis aja di grup tapi juga memakai fitur2nya and care mahasiswanya biar pay attention sama postingan beliau

So Ma‟am Donna has uploaded a doc in a group that consists of links. Then if it is

important, she was not reluctant to mention all of the students‟ that are always active on

the group in order to become information media for other students that are not really active in the group. So the lecturer is not just writing in the group but using its feature for making sure her students pay attention with her posts. (Participant 4)

The lecturer emphasized the use of resource links outside the Facebook group. She mentioned all

of the students that were active on the group to tell other students about the links. It means that

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and the students. Second, it connects students with the outside sources, and people outside the

classroom.

The finding above is similar with Yu (2014) study, in his work, he said that teachers tend

to motivate the Taiwanese students‟ through Facebook and connect it with outside materials such

as links and sites. Related with Yu (2014) study, the students are asked with the lecturer to

connect themselves with the links that are provided on the Facebook Group. In the present study

also found something different that one of the students in the research connects herself with

people from the outside of Facebook group who have skills in some aspects of writing. In

addition, it also showed similarities with Rodliyah (2016) study, where there were silent readers

and passive students. Based on the participant 4 statement, it shows that there are also passive or

silent readers on the Facebook group. According to the students, Facebook helps them connect

with other sources and made active students to inform the less active students about the class.

Therefore in students‟ view, Facebook helps them to improve their skills through connecting to

other people and make the less active students to be more updated of the current class situation.

Openness

According to Mayfield (2008), social media provides a platform to give feedback and

participate in a discussion openly and it has features that emphasize on the field such as voting,

comments, and information sharing. Additionally in social media there are almost no obstacles in

accessing password-protected material. Therefore, according to Mayfield (2008), Facebook has a

feature that let users openly give feedback, participating in a discussion, information sharing,

without any obstacles. Openness makes students to be able to openly give feedback through

comment section, discuss a particular topic in a post, and share useful information with other

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through the openness aspect on Facebook, students are asked to state their opinion openly about

others‟ writings and discuss their writing progress with the lecturer without any barrier.

All of the participants mentioned about openness 37 times in the interviews. They mostly

stated that they were able to give and receive useful feedback from lecturer or other students

freely without any feeling of embarrassment. One of the participants said that

Aku bisa mengemukakan pendapat di grup tanpa rasa malu kak, aku bisa leluasa tanya, ngasih pendapat, meskipun dihalangi sama kecanggungan takut grammar, tapi aku masih tetep bisa belajar dari itu.

I can state my opinion on the group without feel embarrassed. I was able to ask and give feedback freely. Although it was obstructed with the awkward feeling that I was afraid of my grammar, but I still can learn from it. (Participant 1)

Based on her statement, she pointed that Facebook provides a feature that let her to give

feedback freely. However, she was afraid that she would make a mistake with her grammar but

she encouraged that she could learn from her mistake. For her, Facebook is not only a place to

openly giving suggestions but it is also a place to learn written communication in a real context

as well.

Another story emerged from participant 6 who was a male student. He said that Facebook

can be a field to ask for an unclear instruction and then share the result to his friends on the

group.

Aku bisa tanya-tanya sama dosen kalau ada yang ga jelas di kelas, nah pas ada yang ga jelas itu, aku bisa tanya ke dosen lewat chat, karena bisa lebih terbuka juga.

I could ask the lecturer if there was unclear instruction in the class. When something like that occurred, I could ask the lecturer through chat feature since I could ask openly. (Participant 6)

Participant 6 thought that Facebook provides an open platform to talk with a lecturer about

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lecturer freely without any embarrassment that obstructs her. So, by the openness aspect, there

would be an open interaction between students with students and lecturer with students.

The result above is in contrast with Yu‟s (2014) study, in which one of the result on the

study indicated that one of the students did not want to comment or post until his grammar is

perfect. This is the opposite with Mayfield (2008) openness theory since with openness the

students were asked to post openly. However, in this present study, the student was eager to learn

grammar from the grammar mistakes that were made. The result is similar with Rodliyah (2016)

study that with openness, students like to share their opinions freely with others without any

barriers and learn English in a real context at the same time on Facebook.

Conversation

“Whereas traditional media is about „broadcast‟ (content transmitted or distributed to an

audience) social media is better seen as a two-way conversation” (Mayfield 2008, p. 5). As a

social media, Facebook makes people interact with others; it provides an interaction between two

people or more. In Mayfield‟s (2008) theory, he states that conventional media is about one

material shared to audience, whereas social media provides a two-way conversation between two

people. In a lesson which includes Facebook as the media, there should be an interaction

between students and lecturer and students with students. So, in other words, interactions should

occur on Facebook among students and the lecturer in the activity on Facebook.

From the interview, the participants stated that they had a communication with the

lecturer through Facebook and that was a two-way communication through chat between

students and the lecturer. One of the participants mentioned that he always consult with the

lecturer privately through Facebook chat. He added that he could exchange information with the

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Konsultasi dalam menentukan thesis statement. Konsultasi dalam teknis penulisan, pengembangan paragrafnya lewat message fb. Sempat, via message fb debat dengan dosen mengenai topik tulisanku yang dirasa kurang relevan hanya karena aku durung nikah.

The consultation in deciding the thesis statement, writing technique, and the paragraph development were done through Facebook chat. Once from Facebook chat I exchanged information with the lecturer about my writing which felt is not relevant just because I

haven‟t married. (Participant 5)

His statement showed that there was an intense interaction between the lecturer and the student

in deciding his writing progress that was done through Facebook chat. It can be said that from

his statement, Facebook provides a chance for him to conduct a conversation with the lecturer

outside the class hours.

Other than interacting with the lecturer, the students also interact with other students.

Participant 1 stated,

Kami juga sering diskusi di grup mengenai cara nulis/nentuin topic yg bener kak, terus kami biasanya juga diperbolehkan tanya-tanya dengan dosen di luar jam kerja lewat fb, tapi sejujurnya aja aku bisa berlatih berkomunikasi sama dosen. Bisa jadi tempat latihan juga buat conversation.

We always discuss on how to write and decide an appropriate topic on the Facebook group. Then we were usually allowed to ask the lecturer outside the working hour through Facebook. Honestly, I could practice on how to communicate with the lecturer. It can become an appropriate place to practice my conversation skill. (Participant 1)

Based on her statement, there were interactions between students to discuss many things for their

writing improvements. Also, there was conversation with the lecturer that occurred outside the

class hour. The lecturer was not limiting the interaction between students on the group and she

also let the student to ask her anytime through Facebook chat. In addition, the student stated that

she was able to improve her conversational skills through Facebook.

In the study conducted by Bani-Hani, Al-Sobh, & Abu-Melhim (2014) found that the

students were communicating with the teacher as a moderator to ensure that the writing topic

was relevant. It means that the conversation aspect would not happen without the aid from the

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study, this present study found that the conversation aspect occurred because the students were

self-aware of their writing needs and they started to interact with each other in a discussion by

themselves on the Facebook group. In this case, the teacher did not act as a moderator but

instead she became the facilitator of the discussion by allowing students to ask whenever

possible. The study conducted by Rodliyah (2016) also found that from the interactions, students

would become autonomous writers which were able to decide their own topics and act

independently. This also occurred on the present research where student was discussing and even

debating with the lecturer about his topic of choice. Additionally Foroutan, Noordin, and Gani

(2013b) that also cited in Rodliyah (2016) suggested that interaction that occurred in the CMC is

in line with constructivist theory, it encourages the use of communications and social interactions

since they are important factors in developing the autonomy of language learners. Therefore, on

the Facebook group, conversation occurred is important in developing autonomous writing by

providing a two- way communication with others.

Participation

On a Facebook group, students have the same opportunity to participate in a discussion

by stating their own opinion and receive feedback from everyone. As stated by Mayfield (2008),

social media suggests participation and feedback from people who are interested and it erases the

border between media and audience. As a media, Facebook motivates the students (audience) to

participate in a discussion. In a discussion, participation is essential in order to see opinions from

different perspectives for improving students‟ writing quality, and Facebook has given that

opportunity.

From the interview, it was found that students were participating on Facebook in order to

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do to improve their writing, so they actively participate on a discussion. One of the participants

claimed that she always participated on the lecturer post said that

Dosen yang memberi tips-tips bikin kalimat, thesis statement gitu, nah

mahasiswa-mahasiswanya nanti ada yang respon-respon atau tanya-tanya kak. Karena fb bisa menjadi

lahan diskusi dengan dosen dan juga diskusi adalah bagian terpenting saat menulis.

The lecturer gave us the tips on how to make a sentence and thesis statement. Then, the

students will respond to it or ask about it. Since Facebook can be a discussion platform with

the lecturer and discussion is the most important part for writing. (Participant 2)

Based on her statement, it can be indicated that Facebook provides a platform for a discussion

for every student. Students were participating through that platform and felt motivated with the

importance of discussion.

Another student emphasized that even though there were passive students, the

participation of other students was still on-going, she stated

Aku juga jadi bisa diskusi sama temen-temen di grup, bahas soal writing pokonya. Saling mengemukakan pendapat gitu, yah meskipun temen-temen Cuma beberapa yg ikut tp masih tetep membantu kok kak.

I also was able to discuss with my friends on the group, basically we were discussing about writing. We were stating our own opinion even though there are only some students who joined the discussion it was still helping on my writing. (Participant 7)

Here, the students who participate in the discussion were only a number but it still helped the

students‟ discussion progress.

From the research finding, it found a similar finding with Ahmed‟s (2016) study, in his

work the students felt motivated to participate in a discussion and it improved their grammar

skills for improving their writing skills. In this present research finding, students tend to have a

self-motivation about the importance of participation for improving their writing quality. The

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participation in Facebook group. However it is different from Rifai (2010) study, in his study the

students was not motivated in utilizing Facebook for their writing since they saw Facebook as a

hobby rather than as a place to discuss about academic matter. Additionally, they showed no

improvements in their writing skills. This present study finding is different from Rifai‟s (2010)

study, in this present study finding it was found the students view that joining a discussion will

improve their writing and students felt enthusiastic in participating a discussion.

Community

The least theme that is found on this research is community. It involves students with the

same interest or perspective to communicate effectively in a group. In his book Mayfield (2008)

states that social media lets people to quickly form a community that gathers people from the

same perspective and interests. Furthermore, social media lets people to interact with others

easily in that same community. Also, it can be said that students who are within the community

with the same perspective will improve their knowledge of a topic and try to fix their mistake

within the community by interacting with others who have the same idea and perspective.

Taken from the interview, it was found that students were sharing their ideas and

opinions with each other on Facebook in order to improve their writing. They could expand their

knowledge of writing based on their community that always helped each other. One of the

participants claimed that he always shared his ideas with his community

Untuk temen-temen sendiri, komunikasiku di grup fb itu sendiri aku sharing materi, sharing yg aku tahu sama mereka sharing apa yang mereka tau, jadi aku update, mereka update juga fair lah kak jadinya.

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Based on his statement, it can be indicated that Facebook group was able to form community

between students efficiently and students who were in the community could discuss their ideas

and exchanging knowledge.

Another student added that through the community, he could fix his mistakes and even

point the others‟ mistakes, he stated

Interaksinya ya ,ya seperti itu tadi bahas tugas, bahas topic-topic tertentu, aku bisa dapet ilmu, aku juga bisa berbagi ilmu (kalau aku ada ilmune). Terus aku bisa tau aku salahnya di mana menurut temen2 aku jg bisa ngasih kritik/saran ke temen2 soal tulisan mereka di grup, kita bs salig berbagi

The interaction was like before, discussing assignments, discussing particular topics, I could get knowledge and I could share my knowledge (If I had one). Then, I could know where my mistakes according to my friends and I was able to give critics and suggestions about their writing on the group. We were able to share each other. (Participant 6)

Through the community, students were able to share each other, revise each other‟s work and as

a result, an improved writing could be achieved.

According to the findings, it is in contrast with Rifai (2010) study, in his paper the

students were surprised that they had to have a team work on Facebook. In Rifai (2010) study,

some students tend to work individually rather than forming a group or community. In this

present study, it was found that most of the students were active on the Facebook and formed a

community subconsciously to share the knowledge that they had. They subconsciously shared

their ideas with the other students who have the same perspective on a particular topic. In

addition, Al-Shehri (2011) found that Facebook gives students a positive online environment for

language learning and provides the abilities to summarize opinions and facts from different

resources. Compared to Ahmed (2016) study, the findings are similar. In Said Ahmed (2016) it

was found that the students‟ grammatical and writing skills were enhanced because of many

different functions of Facebook that provide a community to discuss, stating their opinion,

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present study, the community was formed for sharing ideas and correcting each other‟s mistake.

Therefore, the students view that the community that they were participated can improve their

writing.

Other Aspects

Other themes that were found on this present study were involving students‟ overall

impression in using Facebook and its drawbacks. Understanding students‟ view on Facebook

and how Facebook drawbacks obstruct students in learning would help teachers for using

Facebook optimally so all students could enjoy their teaching and learning process.

Taken from the interview, mostly students enjoyed their time using Facebook for their

writing class since Facebook was efficient and helped them to save their writings on Facebook

group, i.e. having a back-up data of their writing, so that they were not afraid of losing it. One of

the students stated:

Very good! Soale membantu banget buat murid yang agak lola dan pelupa kayak aku hehe, jadi bisa mengerti tanpa harus tanya berulang kali dan ditambah lagi, aku jd ga takut kehilangan materinya karena everything is on facebook dan semuanya udah pake teknologi kak

It is very good because Facebook was so helpful for students who were slow learners and tend to be forgetful, like me for example. So we could understand without having to ask over and over again and furthermore, I am not afraid to lose the material since everything is on Facebook and everything is done with technology. (Participant 8)

However, there was one student who disagreed in using Facebook for the class. She stated:

Not good menurutku. Murid yang kreatif ga keliatan kreatif, yang kritis jadi ga keliatan kritis, malah cm yg jago koar-koar di sosmed doang yg berani kritis di fb. Pas kelas melempem. Jadi yg di fb itu kebanyakan bisa komen tok tp di kelas malah diem kak.

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Based on their statements, students view Facebook as a medium in saving their useful materials

and assignments. Students were not afraid in losing their work since everything is on Facebook.

However, one student viewed that Facebook was intended to students who were able to be

openly active on Facebook. She emphasized that Facebook distinguished the students who tend

to be active in the classroom and active on Facebook.

Other than their impression, there were drawbacks found from students‟ experience.

Mostly, students added that Facebook made them not feel motivated to do the assignments given.

One student stated:

Tetapi ga mesti pada membaca karena banyak mahasiswa yang ngentengin instruksi-instruksi itu, mentang-mentang ga face to face mereka jadi ga ngikutin perintah dgn baik kak. Nah Facebook juga kadang bikin males mahasiswa kak, kalau lewat facebook kan kita ga di kelas, kita malah ada alasan buat menunda kerjaan, jadi ga ada motivasi buat ngerjain.

However, there were students who did not read since they were underestimating the instructions given through Facebook since it was not given face to face so they did not follow the instruction well. Facebook also made students tend to feel lazy, if we were using Facebook we were not in a classroom situation that made us to procrastinate our assignments, as a result we did not have any motivation to do it. (Participant 4)

Students did not feel motivated and tend to be lazy in doing the assignments if it was

done through Facebook. It is similar with Rifai (2010) study, in his study the students

was not motivated in utilizing Facebook for their writing since they saw Facebook as a

hobby rather than as a place to discuss about academic matter. There might be

possibilities that the students of Writing Skills class still view that Facebook was

intended to be a place to refresh their minds rather than a platform for academic matter so

they did not take the assignments seriously. Other than that, students also experienced

technical problems such as, no notifications that appeared and their connection problems.

Indeed, despite the five aspects found in the previous section, the overall students

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class but students sometimes do not take it seriously in this new platform of learning

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23 CONCLUSION

This study was conducted to determine students‟ perceptions on the use of Facebook for

writing class. By using Mayfield‟s (2008) theory about social media aspects that includes

Connectedness, Openness, Community, Participation, and Conversation the research was

intended to determine how Facebook worked in writing class from students‟ perceptions.

Therefore, it was conducted in a Writing Skill class that used Facebook as the medium of

teaching and learning activity in Universitas Kristen Satya Wacana.

Overall, this study found that students‟ views on their writing capabilities were improved

with the use of Facebook group in their writing course. In using Facebook, students could openly

state their ideas, interacting with lecturers or peers, they were be able to share their knowledge in

a group discussion on Facebook, and at the end they could connect their discussion result with

outside materials. There are also several findings outside those five aspects, overall students‟

impression and drawbacks that were experienced by the students. They mostly thought that

Facebook was a platform to save their work and assignments and helping slow students but there

was one student who thought that Facebook distinguished the students who tend to be active in

the classroom and active on Facebook. There was also a drawback that was dominating, they

said that they did not feel motivated and tend to be lazy in doing the assignments if it was done

through Facebook. These findings may be beneficial for teachers to utilize Facebook Group in

writing especially to improve students‟ writing skills. This study is also hoped to make students

to notice the positive impact of discussion for their writing in their Facebook Group.

However, there were still aspects that could have been improved in this study. For

examples, this study could have involved more participants for richer data. Moreover, the

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comparison between Facebook and other social networking sites such as Duolingo in order to

consider which platform is more appropriate and effective in improving students‟ writing skills.

Additionally, another qualitative research can be conducted in identifying the writing process

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25 ACKNOWLEDGEMENT

First of all, I am grateful to the God Almighty for giving me a good health and

opportunity that were necessary to complete this thesis. I wish to express my sincere thanks to

Mr. Sumakul, my Thesis Supervisor, for providing me with all the continuous support and useful

suggestions for the research. I place on record, my sincere thank you to my Thesis Examiner,

Ms. Agnes Yustin, for the constructive critics for my research. I am also grateful to all of the

lecturers in the English Language Education Program who have taught me every basic element to

conduct this research. I take this opportunity to express gratitude to all of the Department faculty

members for their help and support. I am also grateful to my partner Desy Amalia who supported

me through this journey of the research. I also place on record, my sense of gratitude to my

friends Febri Dhany, Hieronimus Adi, Kristian Nugraha, Alif Septian, Timothy Ananda, and

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26 REFERENCES

Al-Shehri, S. (2011). Connectivism: A new pathway for theorising and promoting mobile language learning. International Journal of Innovation and Leadership on the Teaching of Humanities, 1(2), 10-31.

Ardi, P., Sugiarti, &Sulistyowati. (2013). Incoporating social media into academic writing Process. PROCEEDINGS: Language Policy and Planning: what are the issues?. Retrieved November 29, 2016.

Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A. A. (2014). Utilizing Facebook groups in teaching writing: Jordanian EFL students‟ perceptions and attitudes. International Journal of English Linguistics, 4(5), 27-34. doi:10.5539/ijel.v4n5p27

Foroutan, M., Noordin, N. & Gani, M. S. (2013). Weblog promotes ESL learners‟ writing autonomy. Journal of Language Teaching and Research, 4(5), 994-1002.

Gibbons, P. (2002). Scaffolding language, Scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.

Ismail, S. (2011). Exploring students‟ perceptions of ESL writing. English Language Teaching, 4 (2). Retrieved November 29, 2016, from

http://www.ccsenet.org/journal/index.php/elt/article

Larsen- Freeman, D. Anderson, M .(2011).Techniques and principles in language teaching. Oxford: OUP

Mayfield, A. (2008). What is social media?. London: iCrossing. Retrieved December 8,

2016,from http://www.icrossing.com/uk/ideas/fileadmin/uploads/ebooks/what_is_social_ media_icrossing_ebook.pdf

McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Education Technology, 26(6),729-740. Retrieved December 8, 2016, from http://www.ascilite.org.au/ajet/ajet26/mccarthy.pdf Rifai, I. (2010). Students‟ attitude on the use of Facebook and blog in writing class and their

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Rodliyah, R. S. (2016, January). Using a Facebook closed group to improve EFL students‟ sriting. TEFLIN Journal, 21(1), 82-100.

http://dx.doi.org/10.15639/teflinjournal.v27i1/82-100

Said Ahmed, M. E. (2016). Using Facebook to develop grammar discussion and writing skills in English as a foreign language for university students. Sino-US English Teaching, 13(12), 932-952. doi:10.17265/1539-8072/2016.12.004

Sumakul, D. T. (2013). Facebook group in an EFL grammar classroom. CELC Symposium, 10, 69-75.

Yang, Y., & Cornelius, L. F. (2004). Students‟ perceptions towards the quality of online

education: a qualitative approach. 861-877. Retrieved January 29, 2017, from

files.eric.ed.gov/fulltext/ED485012.pdf.

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28 APPENDIX 1 Interview Question

1. As a student, how does your experience of using Facebook on your class compare with traditional in class instruction? do you like or dislike it? why?

2. How could Facebook fulfil your writing needs?

3. As a student, how do you feel about the communication between yourself and the lecturer? Between you and other students?

4. As a student, do you think your learning outcomes could be achieved through Facebook only? Why? How?

5. As a student, how do you view the feedback from instructor? Is it clear/confusing/helpful? Please give some examples.

6. How do you view on Facebook interface for your writing needs? E.g. Quality of graphics, layout, user friendly, navigation, etc.?

7. How does the work in your Facebook group compared with traditional in class instruction? Is it easier or harder?

8. What factors would you choose Facebook or traditional in-class instruction? Why?

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29 APPENDIX 2 Name: Connectedness

<Internals\\Transcript Participant 1> - § 3 references coded [7,96% Coverage]

kami juga sering diskusi di grup mengenai cara nulis/nentuin topic yg bener kak, trus kami biasaya juga diperbolehkan tanya2 dgn dosen di luar jam kerja lewat fb,

Terutama kalau ada tugas, jadi ga perlu repot2 tanya temen soalnya dosennya kasih tau rincian tugas dengan jelas di fb dan kalaupun ku ga mudeng, tinggal chat dosennya atau temui dosennya besok,

Aku sih milih kelas langsung. Aku kan bisa diskusi sama dosen lewat facebook nah itu bisa tak aplikasikan di kelas langsung. Jadi bahan diskusi yg di facebook itu aku pindah ke kelas langung dan aku omongin ke dosen kak.

Tapi kalau soal sama temen2 aku ga pernah komunikasi Kak, soalnya aku ga begitu terbuka sama mereka ek, jadi lebih nyaman sama dosen malahan meskipun ada mannernya juga sih :‟)

Tapi kalau untuk jam di luar kelas kan mungkin aja beliau sedang di tengah2 urusan, jadinya

Facebook bisa jadi pilihan kedua buat bertanya

Terus bisa kabar2 ke temen2. Kayak misalnya discreenshot terus disend di Group Line,

Aku jarang komunikasi, karena lebih enak jadi pembaca. Karena di kelas aku sudah bertanya duluan dan sudah mengerti dulu. I don‟t think I need to ask again.

Kalau lewat Facebook kayak ada gap bahasa jadinya. Belum tentu orang yang share di Facebook

bisa share di kelas juga secara face to face, dan face to face itu memberi keberanian untuk

mengemukakan pendapat di depan umum atau di depan dosen.

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30 Jd mam Suzan pernah upload doc d grup,

Posting link tautan,

Trus klo ad tgas yg ptg bgt beliau g segan2 mention username facebook mahasiswa yg sering jd media info buat mahasiswa lain yg jarang buka grup,

Jd Mam Suzan g sekedar nulis2 aj d grup tp jg memakai fitur2nya and care mahasiswanya biar pay attention sma postingan beliau

<Internals\\Transcript Participant 6> - § 10 references coded [21,67% Coverage] tp kan aku ga update, karena keterbatasan koneksi nih kk miskin kuota :v, nek pas aku

ketinggalan info, aku bs tanya temen langsung „eh ada tugas apa di fb?‟ „ada pngumuman apa di fb?‟ secara lngsung di luar gt kk

Fb membantu mempererat hubunganku sama dosen kak jadi lebih terbuka kalau aku

ngomong/tanya2 gt, bisa lebih informal meskipun hrus sopan wkwkwk. Kadang ga enak mau tanya sama dosen dari sms atau dari email takut ga dibaca soale jadi kalau dari medsos fb gitu kan bebas mau kapan aja.

Oh iya, kalau sama temen jg pake bantuan fb buat bahas di grup ngobrolin tugasnya. Sama klo aku lagi online, tanya2 di kolom komentar di grup kak buat tnya bahas tugas gitu.

yak btul kak, tanya sm dosen tanya sama temen2 biar memperdalam tugasnya gt, misalnya ada temen yg pinter bikin thesis statement wis, nah aku tanya dia aja to di grup fb caranya gimana.

Ya mempermudah dalam hal utk tanya2 ke dosen bisa lebih luwes td, tanya2 sama temen kalau ada yg ga jelas terutama untk temen yg pinter kak aku bisa tanya mereka biar ilmunya dapet

Ya itu td kk, kalau mau tanya yg kurang jeals, download materi, referensi jg gampang, ga takut ilang2 kk

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interaksinya y kk, ya seperti itu td bahas tugas, bahas topic2 tertentu gt kak, aku bs dapet ilmu, aku jg bisa berbagi ilmu (kalau aku ada ilmune) wkwkwk, terus aku bisa tau aku salahnya di mana menurut temen2 aku jg bisa ngasih kritik/saran ke temen2 soal tulisan mereka di grup, kita bs salig berbagi

Terus Kalau ada yg ga dipahami jg bsa lgsg ditanya ke dosennya tnpa harus pake embel2 dear2 seperti itu. Pling Cuma good morning gt lah kak untuk dosen. Aku jg bisa lebih terbuka sm dosen lewat chat karena lebih ada privsinya,

Antara aku dengan dosen ya biasa aja kok. Aku bukan murid yg terlalu aktif, jd keseringan aku

cm enggeh2 wae hahaha kalau aku sama temen2 ya lumayan lah. Namanya juga temen.

Pendapatnya beliau itu ya kalau di fb spesifik aja aku salahe dimana. Yah biasalah tipikal dosen,

nunjukkin salahnya di mana lewat fb.

Not good menurutku. Yang kreatif ga keliatan kreatif, yang kritis jadi ga keliatan kritis, malah

cm yg jago koar2 di sosmed doang yg berani kritis di fb. Pas kelas melempem. Jadi yg difb itu

kebanyakan bisa komen tok tp di kelas malah diem kak, yah aku juga jarang buka fb jadinya

tetep not good lah.

Soalnya kalau ada yang belum aku pahami dikelas, aku bisa tanya melalui fb ketimbang harus

ketemu dosennya langsung diluar kelas.

Komunikasi aku sama dosen baik2 aja, lancar banget malah. Fb membantu banget dalam hal ini,

apalagi kalau ditambah dosennya easy-going.

Nah membantunya itu fb jadi perantara, dosen tinggal dichat aja di fb utuk misal aku nanya tugas

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belajar juga buat komunikasi sama dosen Kak gitu. Nah, sama temen2 jg ga beda jauh kok

kurang lebih lancar lah kak.

Ya jelas banget to kak, kalaupun ga jelas, aku bisa tanya dosennya langsung dan aku bisa dapet

keuntungan juga bisa tau mana salahku.

Nah kalaupun aku lupa aku bisa liat instruksi lagi kalau ga jelas langsung chat Ma‟amnya di FB.

biar ga perlu repot2 ke kampus kak, aku tinggal buka hp dari rumah beres, kan ya koneksi lancar

bisa dipakai di mana dan kapan aja, tanpa hambatan kak, kalau komunikasi tinggal chat

dosennya atau tanya temen lewat facebook gitu kak.

Tetapi aku bisa belajar dari semua murid yang punya kelebihan misalnya kelebihannya pinter di

quotation , ada yang kelebihannya di grammar, ada yang pintar di bagian narasumber, jadi aku

bisa belajar dari mereka supaya tidak tertinggal. Menurutku sih kak gitu.

jadi di grup aku bisa liat hasilnya temen2 dan aku bisa tanya2 nek ga mudeng

aku bisa tanya2 sm dosen kalau ada yang ga jelas di kelas, nah pas ada yg ga jelas itu, aku bisa

tanya ke dosen lewat chat, karena bisa lebih terbuka juga, aku terus jg bisa sharing hasil itu ke

temen2 di grup dan berbagi materi seperti itu, temen2 juga ngelakuin hal yang sama kalau ada

yang ga jelas, msiale ada tugas untuk membuat suatu paragraph, nah misale petunjuknya ga jelas,

aku tanya ke dosennya lalu setelah tau ternyata petunjuknya seperti ini, aku share di grupnya kak,

di situ perantara yang baik kak menurutku.

Ya sharing materi referensi kak, terus aku bisa sharing2 hal yg dibagi dosen ke temen2 yg ga

berangkat td, aku bisa chat mereka, atau aku bisa post di grup fb terus tak mention satu2 deh,

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Terus kalau udah sharing materi, ya seperti dosen yang memberi tips2 bikin kalimat, thesis

statement gitu, dan misale temen2 yg sharing juga nah nnti temen2 yg lain nnti ada yg respon2

atau tanya2 kak.

dengan adanya facebook apalagi Mam Suzan lebih sering online jadi lebih mempercepat

komunikasi dengan lecturer lewat chat. Kalau di chat kan bs ada privsinya juga, karena gada yg

liat selain kita, nah aku bisa lebih terbuka kalau mau tanya2 sama dosen soal itu Kak.

Lalu utk temen2 sendiri, komunikasiku di grup fb itu sendiri aku sharing materi, sharing yg aku

tau sm mereka sharing apa yang mereka tau, jadi aku update, mereka update jg fair lah kak

jadinya.

Lecturer selalu memberi pendapat, begitu sudah posting file/kerjaan 2-3 hari udah diberi

pendapat/komentarnya dia, itu sangat membantu banget, kalau ga mudeng di kelas bakal dibahas

atau bisa di jam kantornya Mam Suzan.

sebgai temen tak coba ngingetin aja kak, aku nek misale ketemu dia di kampus, bisa tak bilangi,

atau engga sharing materinya aku bisa mention dia dulu terus tak suruh cek facebook pas ketemu

langung kak gitu.

Kembali lagi ke point utama dimana Facebook untuk mengumpulkan tugas, sharing materi

dengan temen2, ngasih pendapat dan opinion terus diskusi gitu dan fb itu bikin tidak repot untuk

bertemu Mam Suzan atau harus ngumpulin di box. Kalaupun ada yg belum jelas di facebook,

aku bisa menannya atau menyampaikan kalau bertemu langsung dengan beliau.

Jadi intinya facebook itu Cuma untuk pengumpulan assignments, pengumuman soal kelas dan

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34 APPENDIX 3 Name: Openness

Ditambah lg buat tmen2 kalau mo chat sama dosen harus pake manner yg merepotkan, ga bisa informal gt, jadi agak canggung ato takut gitu kalau2 salah grammar, ga bisa terbuka lah temen2 itu.

Tp sejujurnya aja aku bisa berlatih brkomunikasi kak sama dosen. Bisa jd tempat latian juga buat conversation.

Lumayan ngebantu sih, apalg org yang agak canggung kayak aku gini. Jadi bsa leluasa tanya2 sama dosen/temen tanpa perlu ngerasa malu aku justru terbuka lewat chat ini, beda sama temen2ku kak hehe.

aku bisa ngemukakan pendapat di grup tnpa rasa malu kak, aku bisa leluasa tanya, ngasih pendaapt, meskipun dihalangi sama kecanggungan takut grammar, tp aku masih tetep bisa belajar dr itu. Kenapa bs lebih enak kelas, soalnya kadang takut kalau tanya minta pendapat dari fb ga dijawab/komennya ga kebaca nah apalagi kalau ada error jg itu juga salah satu aku takut tanya sih kak hehe maaf lupa bilang. Nah kan dosenne itu kadang sibuk, jadinya nunggu feedback bisa dari 1 jam-1 hari kak, padahal mau buruan direvisi.

Kaya harus ada mannere gitu ek kak, kadang jadi takut kalau mannernya salah pas komunikasi di

fb hehehe Dan kadang bisa tanya2 gitu sama dosennya kalau ga mudeng sesuatu. Aku mikir

komunikasi kita lancar banget, Soalnya malu kak, di grup kan bisa dilihat semua temen jadi

kalau pertanyaanku aneh bisa2 diketawain lagi

Kalau soal sharing materi, ya seperti dosen yang memberi tips2 bikin kalimat, thesis statement

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soalnya aku lebih enak kalau diskusi langsung karena bisa bertatap muka dengan yg lain juga. I

can tell my opinion/question directly.

Dan juga berpartisipasi sebagai silent reader, kalau misalnya aku tidak setuju dengan feedback

dosen di Facebook aku ga bisa ngomong langsung ke dosennya lewat comment, yah tapi kalau

aku tetap saja lebih enak ngomong langsung biar jadi diskusi untuk writingku.

Kalau lewat Facebook kayak ada gap bahasa jadinya. Belum tentu orang yang share di Facebook

bisa share di kelas juga secara face to face, dan face to face itu memberi keberanian untuk

mengemukakan pendapat di depan umum atau di depan dosen.

Ya seperti aku takut kalau grammarku salah, atau mannerku kurang appropriate untuk

berkomunikasi dengan dosen, seperti itu kak.

Jd mam Suzan pernah upload doc d grup,

Posting link tautan,

Trus klo ad tgas yg ptg bgt beliau g segan2 mention username facebook mahasiswa yg sering jd media info buat mahasiswa lain yg jarang buka grup,

Jd Mam Suzan g sekedar nulis2 aj d grup tp jg memakai fitur2nya and care mahasiswanya biar pay attention sma postingan beliau

Sering kok, mam Suzan slalu balas coment mahasiswa, g pernah g, paling lama y 3 jam stelah coment,tp hr thu jg pasti dpt jwaban yg tnya2 d sna

<Internals\\Transcript Participant 5> - § 1 reference coded [7,18% Coverage]

Konsultasi dalam menentukan thesis statement. Konsultasi dalam teknis penulisan,

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36

sing dirasa kurang relevan hanya karena aku durung nikah. Pas kui aku nulis bahwa dengan berbahagia bisa menambah kehangatan dalam hubungan sex pasutri.

Membantunya itu aku bisa tanya2 dengan dosen di fb klo ada yg ga jelas di kelas kk. Misale di kelas dikasi instruksi untuk menulis thesis statement, tp aku lupa instruksinya pas aku smpe rumah, nah aku langsung tanya di grup/tany dosen kk di hri itu jg kak. Kan klo kontak dosen bebas di fb menurutku kk. Soalnya email kn lebih ribet ada dear blabla itu wkwkwk, chat difb bisa lebih trbuka aja mnurutku. Nah dosen kdang juga mention kt pas ada butuhnya, msalnya dosen ngasih tau kt kalau udah ngasih nilai, nah kt dimention satu2.

ngomong/tanya2 gt, bisa lebih informal meskipun hrus sopan wkwkwk. Kadang ga enak mau tanya sama dosen dari sms atau dari email takut ga dibaca soale jadi kalau dari medsos fb gitu kan bebas mau kapan aja. yak btul kak, tanya sm dosen tanya sama temen2 biar memperdalam tugasnya gt, misalnya ada temen yg pinter bikin thesis statement wis, nah aku tanya dia aja to di grup fb caranya gimana.Ya mempermudah dalam hal utk tanya2 ke dosen bisa lebih luwes td, tanya2 sama temen kalau ada yg ga jelas terutama untk temen yg pinter kak aku bisa tanya mereka biar ilmunya dapet Ya itu td kk, kalau mau tanya yg kurang jeals, download materi, referensi jg gampang, ga takut ilang2 kk

buat tanya2 apa minta feedback lebih enak lewat facebook karena bisa lebih terbuka sm dosen apalagi klo lewat chat aku bisa ada privasinya gt jadi ga malu klo diliat

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Terus Kalau ada yg ga dipahami jg bsa lgsg ditanya ke dosennya tnpa harus pake embel2 dear2 seperti itu. Pling Cuma good morning gt lah kak untuk dosen. Aku jg bisa lebih terbuka sm dosen lewat chat karena lebih ada privsinya,

Antara aku dengan dosen ya biasa aja kok. Aku bukan murid yg terlalu aktif, jd keseringan aku

cm enggeh2 wae hahaha kalau aku sama temen2 ya lumayan lah. Namanya juga temen.

Hambatannya ya paling cm takut masalah salah grammar pas mau ngasih balesan dlm bahasa

Inggris kak.

Pendapatnya beliau itu ya kalau di fb spesifik aja aku salahe dimana. Yah biasalah tipikal dosen,

nunjukkin salahnya di mana lewat fb.

Lebih gampang kalau dikelas lah Massss instruksinya soale di fb kalau ga mudeng rasane segan

mau tanya soalnya tadi aku takut salah grammar ke dosenne malah nanti jadine malu2in.

Nah membantunya itu fb jadi perantara, dosen tinggal dichat aja di fb utuk misal aku nanya tugas

di grup gitu pasti slalu dapet respon yang baik. Meskipun Bahsa Inggrisku blepotan tp aku bisa

belajar juga buat komunikasi sama dosen Kak gitu. Nah, sama temen2 jg ga beda jauh kok

kurang lebih lancar lah kak.

Ya jelas banget to kak, kalaupun ga jelas, aku bisa tanya dosennya langsung dan aku bisa dapet

keuntungan juga bisa tau mana salahku.

Nah kalaupun aku lupa aku bisa liat instruksi lagi kalau ga jelas langsung chat Ma‟amnya di FB.

kalau di faebook bisa 2x dipikir lagi sebelum komentar/chat jadi aku bisa pakai bahasa yg

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38

Kalau dari dosen sendiri dia sangat setuju jadi kita bisa saling belajar, mengoreksi satu sama lain.

Kalau aku pribadi, aku setuju ga setuju ek kak, kadang kalau aku dapet hasil bagus ya bangga

tapi kalau dapet hasil jelek jadi malu kalau diupload di group FB.

aku bisa tanya2 sm dosen kalau ada yang ga jelas di kelas, nah pas ada yg ga jelas itu, aku bisa

tanya ke dosen lewat chat, karena bisa lebih terbuka juga, aku terus jg bisa sharing hasil itu ke

temen2 di grup dan berbagi materi seperti itu, temen2 juga ngelakuin hal yang sama kalau ada

yang ga jelas, msiale ada tugas untuk membuat suatu paragraph, nah misale petunjuknya ga jelas,

aku tanya ke dosennya lalu setelah tau ternyata petunjuknya seperti ini, aku share di grupnya kak,

di situ perantara yang baik kak menurutku. dengan adanya facebook apalagi Mam Suzan lebih

sering online jadi lebih mempercepat komunikasi dengan lecturer lewat chat. Kalau di chat kan

bs ada privsinya juga, karena gada yg liat selain kita, nah aku bisa lebih terbuka kalau mau

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39 APPENDIX 4

Name: Conversation

kami juga sering diskusi di grup mengenai cara nulis/nentuin topic yg bener kak, trus kami biasaya juga diperbolehkan tanya2 dgn dosen di luar jam kerja lewat fb,

Tp sejujurnya aja aku bisa berlatih brkomunikasi kak sama dosen. Bisa jd tempat latian juga buat conversation.

<Internals\\Transcript Participant 2> - § 2 references coded [1,31% Coverage] Aku mikir komunikasi kita lancar banget,

di kolom komentar aku bisa nanggepin pertanyaannya orang2 dengan gampang pokokke.

Kalau soal sharing materi, ya seperti dosen yang memberi tips2 bikin kalimat, thesis statement

gitu, nah mahasiswa2nya nnti ada yg respon2 atau tanya2 kak.

soalnya aku lebih enak kalau diskusi langsung karena bisa bertatap muka dengan yg lain juga. I

can tell my opinion/question directly.

Dan juga berpartisipasi sebagai silent reader, kalau misalnya aku tidak setuju dengan feedback

dosen di Facebook aku ga bisa ngomong langsung ke dosennya lewat comment, yah tapi kalau

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40

<Internals\\Transcript Participant 4> - § 2 references coded [3,56% Coverage] Lancar tp g ontime kdg kita pas on dosen g on n sebaliknya, jd kyak main petak umpet..

Sering kok, mam Suzan slalu balas coment mahasiswa, g pernah g, paling lama y 3 jam stelah coment,tp hr thu jg pasti dpt jwaban yg tnya2 d sna

<Internals\\Transcript Participant 5> - § 1 reference coded [7,18% Coverage] Konsultasi dalam menentukan thesis statement. Konsultasi dalam teknis penulisan,

pengembangan paragrafnya. Sempat, via mesej fb debat dengan dosen mengenai topik tulisanku sing dirasa kurang relevan hanya karena aku durung nikah. Pas kui aku nulis bahwa dengan berbahagia bisa menambah kehangatan dalam hubungan sex pasutri.

Membantunya itu aku bisa tanya2 dengan dosen di fb klo ada yg ga jelas di kelas kk. Misale di kelas dikasi instruksi untuk menulis thesis statement, tp aku lupa instruksinya pas aku smpe rumah, nah aku langsung tanya di grup/tany dosen kk di hri itu jg kak. Kan klo kontak dosen bebas di fb menurutku kk. Soalnya email kn lebih ribet ada dear blabla itu wkwkwk, chat difb bisa lebih trbuka aja mnurutku. Nah dosen kdang juga mention kt pas ada butuhnya, msalnya dosen ngasih tau kt kalau udah ngasih nilai, nah kt dimention satu2.