108
Facebook Group Promotes Interaction in Analyzing Short Stories
Margie F. Baylon1 *
1 Far Eastern University, Philippines
*Corresponding Author: [email protected] Accepted: 15 March 2023 | Published: 31 March 2023
DOI:https://doi.org/10.55057/ajress.2023.5.1.12
__________________________________________________________________________________________
Abstract: Facebook Social Learning Group appears to be the most supplementary platform in the new blended learning, particularly in the areas with intermittent internet connections.
Teachers maximize the use of this social learning platform to deliver basic education to the students in the comfort of their homes. The use of Facebook Social Learning Group helps teachers to facilitate classes shifting from face to face into different teaching modalities with the aid of effective lesson planning and digitized strategies. Moreover, it promotes interaction among the participants and paves the way for students to comprehensively analyze short stories using the social platform. The objective of this research is to explore the use of Facebook as a supplementary platform for Junior High School students to learn English short stories and prompt collaboration. A descriptive qualitative design is used for this purpose and 20 Grade 10 students in Junior High School were purposively selected since they are all exposed to Facebook specifically messenger classroom in the blended learning set-up which is modular and Facebook messenger. The group is in a heterogeneous class consisting of 8 males and 12 females. Semi-structured interviews and observation of students’ discussions on Facebook are the instruments employed and it was analyzed using content analysis. The innovation of the Facebook Social Learning Group in teaching short stories will help English teachers in promoting positive and active participation inside the group and an opportunity for students to boost their confidence to express their ideas in the English language. The findings show that Facebook Social Learning Group can be used as a supplementary learning tool in basic education classrooms, as it promotes positive and active participation inside the group.
Keywords: Facebook Group, social learning group, interaction, language, short stories ___________________________________________________________________________
1. Introduction
This pandemic has resulted in all educators in public schools scrutinizing and discovering different platforms to deliver quality basic education to all students. Since communication is a big factor in the success of education continuity Facebook Group Social Learning has been developed as a learning environment that can be utilized by teachers and students.
Facebook as a Learning Environment
Vgotsky (1978), argues that contact of knowledge and its meaning comes from the interaction of human experience and their ideas, emphasis on that process of learning can happen during communication inside the learning environment. Similarly, Junco (2015), states that Facebook is a good platform to promote student-teacher relationships that effectively create a learning environment in the classroom. Facebook group walls can establish rapport by commenting and reacting to the post messages and other comments. According to Ghani (2015), learning via
Facebook is a good platform that can improve students’ teamwork and achieve good results when it comes to learning. It can also help students to elevate education to the highest level and infuse interest. Omar, Embi, and Yunus (2012) propounded that Facebook groups can foster constructive interaction among students who study English. The findings are similar to Dweikat (2016), that members of Facebook Group showed notable interest in what their teachers and students were posting on Facebook Group. Positive characteristics of students have been observed like attending classes, showing great interest and enthusiasm, and learning more on a student-centered approach. In addition, students learned to voice out opinions and post discussions on Facebook (Wenger 1998). Students have an opportunity to seize opportunities, to combine and share ideas and opinions towards more interactive learning opportunities, genuine communications, and socializing using the target language are notable benefits of Facebook as a significant tool (Bosch, 2009; Maloney, 2007; McCarthy, 2012).
Furthermore, in the study conducted by Dweikat (2016), students explored and practiced independent learning through the assistance of other members of Facebook and their mentors.
Hmleo-Silver (2006) explains that Facebook promotes learning collaboratively, which makes use of theories that emphasize social interaction such as collaboration, constructivism, social learning theory, and cooperative learning. Integration of Facebook can assist students to save time, keep practicing that overcome anxiety and fear on utilizing the process of learning English. (Jassim & Dzakiria, 2019). Wang and Chen (2013) concluded that Facebook, especially in tutoring manifests a positive attitude towards experiencing the new learning environment. Also, Facebook provides features that will enable teachers to develop, incorporate, communicate, and show strategies. Kabilan and Zahar (2016), discovered that interactions between students and teachers create a community of learners. It also helps the students to interact and communicate their ideas. Blattner, and Fiori (2009), encompass the feeling of belonging in which members engage one another and acknowledge each other’s responses.
Facebook as a Teaching Platform
Krashen (1985), in his Input Hypothesis, claims that if there is “comprehensible input” this can lead to acquisition, in other words, people easily learn a language if there is exposure to input or reading text or materials. Access to a comprehensible amount of input is likely to obtain or produce to assemble language. It is veracity in social media, that Filipinos are flooded with a variety of information where English is commonly used. Prensky (2001), emphasizes that teachers should get out of lecturing and allow the students to learn by themselves. Students in this internet generation are savvy they are into the digital kind of learning. Students were no longer motivated in traditional classrooms. Students in this generation are considered digital natives who show interest in their studies if computer and internet resources are being utilized inside the classrooms (Luke, 2006). Moreover, in the study of Espinosa (2015), to engage students in more meaningful language-based learning, teachers can use Facebook as a powerful instructional tool. Kabilan and Zahar (2016), stated that teachers facilitate learning and discussion from time to time where learning transpired through socializing and interacting with fellow learners.
Roblyeret al. (2010), Social Network Sites build a thriving means of interaction between teachers and students. Furthermore, implementing Facebook in the classroom creates a holistic, interactive, and personalized learning experience (Roth, 2009). Ghani (2015) suggested that Facebook in Education can be an LMS or supporting tool for the students depending on how the teachers plan activities for the lesson to build an engaging learning environment for the students inside the Facebook Group. Brown (2012) proved that Facebook is an effective tool
110 for teaching as it can provide a safe and interesting learning environment when used appropriately.
Students enjoy and are comfortable participating in class activities because of the respect imposed on one another. In addition, this tool can easily be navigated by students, and they can communicate uniquely with their classmates and teachers. Harrison and Thomas (2009), acknowledge Web 2.0 technologies when it comes to interaction and collaboration contribute a lot to developing online learning environments it encourages participation, interaction, and feedback between students and teachers. Prescott, Stodart, Becket, Wilson (2015), shows that teachers saw more advantages than disadvantages in using SNS. Niu (2017), examines current literature about incorporating Facebook in the classroom it suggests the promising capability of Facebook Group integration in the teaching and learning process. Facebook in the academic setting improved students’ communication abilities, teachers should try to include Facebook into the process of learning, such as by allowing students to use Facebook to interact with friends and absorb things from various sources. Facebook in their classrooms should create collaborative learning activities that require students to share information (Dweikat 2016).
Facebook offers three educational functions: communication, collaboration, and resource material Mazman and Usluel (2010). According to Blattner and Fiori (2009), Facebook is a platform that can enhance language interactions. Jassim and Dzakiria (2019), stated that Facebook has proved its importance in developing the English communication skills of EFL students. Ajjan and Hartshorne (2008) recognized that active users enjoy the learning environment, improve their learning and writing ability. In the study conducted by Srirat (2014) students become more progressive through cooperative learning, language fluency and grammatical accuracy were noticeable. Likewise, employing Facebook Group with the integration of connectivism in some classes can encourage success in learning and teaching English courses. Barbosa (2017), believed in the simplicity of the tool for supporting speaking activities. Teachers must consider students’ needs and expectations while designing tasks to properly induce. English learning (Chen & Brown 2012). In addition, Mills (2009) employs teachers who used Facebook as a powerful tool in engaging students in meaningful language- based activities and improving communicative competence in a language. This is because the views and attitudes of students toward an open learning environment are very significant to the achievement of online assignments with an authentic audience (Lin, Kang, Liu & Lin, 2015)
Facebook promotes Interaction
The study conducted by Lin, Kang, Liu and Lin (2015), found that interactive posts, help students to function as social agents, online learning environment formed because of interactions in the class Facebook group. The Use of Facebook attracts students to participate livelily. Teachers should prepare a variety of topics, themes, styles in delivering questions, so the students will show impressive collaboration (Dweikat, 2016). Valerio et al. (2015), believed that post likes, comments, and shares can be used to gauge engagement. Cvijikj and Michahelles (2013) looked at how people engaged in Facebook groups by looking at the content and medium in connection to, the available interactions. Students’ participation in social media helps to enhance educational excellency particularly physical mental involvement and time spent on communication with classmates and teachers resulting in collaborative learning (Kuh, 2017). Ansari and Khan (2020), collaborative learning in online social media helps to increase student engagement, which has an impact on academic achievement. The findings of their empirical study concluded that “social media” communication devices help students retrieve information and communicate with others in real-time when times of exchanging content in educational materials. This would benefit pupils who are shy in front of their peers.
Promoting Online Safety
To prevent cyberbullying, students and the community should be educated about internet safety. According to Brown (2012), another alternative is to model more constructive internet interactions, such as creating computer-generated worlds that connect kids in classrooms and hold them accountable for more than just social networking and gaming when they go on their virtual adventures. Law (2010) suggested creating a student account for a purpose of studying and learning, how to navigate, and setting the privacy on the Facebook page, especially if it is a personal one. Teachers should maintain the same level of professionalism in online remarks and in classroom discussions with students to make Facebook in the classroom more enjoyable.
Research Questions
1. What is the impact of Facebook Social Learning Group on students when integrated into their classroom discussion?
2. What types of interactions occur when students used Facebook Social Learning Group in Analyzing Short stories?
3. How does the integration of the Facebook Social Learning Group in an academic environment affect student-student and teacher-student relationships?
4. How does Facebook Social Learning Group promote interaction in analyzing short stories?
5. How does Facebook Social Learning Group keep the privacy of students inside the Facebook Social Learning Group?
2. Methods
Research Design
This study sought to discover how Facebook promotes interaction in teaching short stories. The researcher observed the student’s responses, answers through comments, reactions, and ask questions about how they will take part in the discussion. Descriptive qualitative research was employed in this research (Lambert, 2012), explaining that the experiences of an individual or group of individuals can describe or summarize comprehensively. Participants in this study are twenty (20) Grade 10 students, who were purposively selected because they are all using Facebook specifically messenger classroom in the blended learning set-up which is modular and Facebook/Messenger. The group is in a heterogeneous class consisting of 8 males and 12 females. The researcher pinned a post of classroom rules in the Facebook Social learning group, to maintain a positive and safe learning environment. Designing a typical lesson plan that is anchored to EDCAA Model which means (Explore, Develop, Collaborate, Apply, Assess) that suited the Facebook Group teaching platform to create a learning environment and enable participants to show interaction with each other’s ideas, opinions, and comments, which analyzing and understanding of a story emanated.
The researcher used the Facebook application, also conduct a semi-structured interview via google meet for those who have a stable internet connection at home to take note of the significant experiences of the students in using the platform and to discover the efficacy of the platform in learning short stories. Coding (Charmaz, 2001) was utilized to critically connect all the data gathered to create a meaningful interpretation. Observation of comments and responses of the students such as likes, heart, emojis will interpret by the researcher, which is believed to contribute to students’ sense of belongingness and confidence to express their ideas in the English language.
112 The researcher served as the facilitator in the conduct of research and gathering of data. Her research interest focuses on learning platforms to address some pressing issues in implementing blended learning modality in Basic Education public schools.
Figure 1: Comprehensible Input promotes interaction resulting in analysis or analyzation.
According to Input Hypothesis of Krashen, if the teacher started the lesson with a comprehensible input just like posting a question, interaction will arise. The interaction evolved into a sharing, commenting, expanding of ideas of all members that emerged into a more comprehensible understanding and analysis of the story.
Context
This study explored the Facebook Social Learning Group in promoting interaction by analyzing short stories of Grade 10 students in one of the Integrated Schools in Metro Manila. The interaction of students inside Facebook was documented in terms of their responses and answers to the guide questions. The researcher used two stories by the same author to facilitate the discussion and class interaction of students inside the social learning platform. Each classroom session lasted for 60 minutes 30 minutes synchronous and 30 minutes asynchronous.
For the 30 minutes, synchronous the teacher unlocked unfamiliar words in the stories through interactive games and a short background of the author and instruct students to answer the guide questions posted on the Facebook Learning platform. In asynchronous time the students had more time to read and clarify ideas in response to the comments and answers of the other students, the students had a chance to type down their answers in the comment section. Table 2 presents the process of how the EDCAA model and SWBST Strategy are used in analyzing the story “God Sees the Truth but Waits” by Leo Tolstoy”.
Table 1: The flow of lessons in The Facebook Social Learning Group
Process Activities
Class Orientation Establishing classroom rules inside the Facebook group and data privacy in a short video/ posts.
Explore Posting a picture that will elicit students’ responses : - A review of important Elements of a Short story
- Introduce the author to the students through a short biography
- Deduce the meaning of unfamiliar words through Interactive Games
Develop Explain the process of the SWBTS technique Analyze the story using the SWBTS technique. Two Short stories:
- God Sees the Truth but Waits by Leo Tolstoy - The Two Brothers by Leo Tolstoy
Collaborate Sharing ideas and opinions by commenting on the answers will prompt other students to have a depth analysis of the text.
Apply Students will comment on their answers and others will state their answers in a comprehensive statement different from the earlier post.
Assess Students will make a short reflection of the story.
In the Exploring stage, the researcher posted a picture that stimulate students' schema about the image which is related to the topic to ignite responses and comments from the students. In the Developing stage, the Facebook Social Learning group was utilized in the teaching of two (2)
INPUT INTERACTION ANALYSIS
short stories: God Sees the Truths but Waits and the Two Brothers by Leo Tolstoy. The researcher posted the story on the wall for easy access, since the study was conducted before the first quarter ended it is expected that students already have prior knowledge in elements of short stories such as character, setting, plot, and resolution. The researcher used the “SWBST”
strategy in teaching the short story which means “Somebody -Wanted- But- So - Then” parallel to (Who is the main character? What does the main character want? What is the problem or conflict? How does the problem get solved? What is the result or outcome?) to help students describe the key elements found in the story. The researcher posted one question per slide to systematically organize the flow of the lesson and discussion for students' ideas of what post they are going to type their answer. To facilitate collaboration and application of learning in the Facebook Group, the students exchanged ideas to have a more depth analysis and write a short reflection about the story.
Trustworthiness and Ethicality
To ensure the objectivity of this study, Lincoln and Guba (1985), the criteria for trustworthiness comprised credibility, dependability, confirmability, transferability, and authenticity.
Credibility was established by preparing a plan, counting, and rechecking the initial transcript, rechecking other research experts. Transferability was verified by providing a detailed flow of the lesson. The process of conducting the lesson, the strategy used in analyzing short stories, and the procedures of classroom interactions. Dependability was established through the in- depth analysis by transcribing the responses of the participants, research context, data collection, and analysis procedures. Before the conduct of the study, the researcher sought approval from the Division Office in the locality. To ensure the welfare of the research participants, consent forms were personally accomplished by their guardians or parents.
3. Results and Discussion
Table 2: Responses of the students in analyzing one of the short stories that were observed using Facebook Social Learning Group
SWBTS
(Somebody, Wanted, But So, Then)
Teachers posted
questions Random students' response
Number of Positive Reaction Somebody (S) Describe the main
character in the story?
Student A:
Aksionov is the main character of the story, he is a handsome man.
10
Student B:
Aksionov was a handsome, fair- haired, curly-headed fellow, full of fun, and very fond of singing.
11
Student C:
Dmitrich Aksionov is the main character of the story.He is known to be a kind man but when he gets too drunk he can be a riotous person.Merchant the supposed victim of the story and the reason of the conflict.
15
Student D:
Dmitrich Aksionov is the main character in the story. He’s a merchant who’s about to travel out of
9
114
town but suddenly went through an event that changed his life forever.
Wanted (W) What does the main character want?
Student A:
Aksionov wanted to have freedom and justice when he gotconvicted of crime he didn’t commit.
Student F:
He wanted to be free because he was imprisoned for a crime he didn’t do.
Student K:
He got accused by the traiko because of what happened to the merchantgot killed and the evidence that they found toprove him as a suspect is the bloody knife in his bag. Which is why he was sent to jail.
Student M:
If we’re talking about what he was desperate for in the entirety of the story,its freedomand justice for his case.
8
9
16
7
But (B) What is the problem or conflict you found in the story?
Student E:
I found that the conflict of the story is Aksionov got convicted on a crime that he didn’t commit and that he did not found justice that he deserved.
Student G:
The conflict of the story was Aksionov being accused of murdering the merchant due to the fact that he was the last person to spend time with the merchant and a bloody knife was found inside his bag that made the officials accused him. But the truth is Makar was the killer and the one who placed the Knife inside Aksionov's bag.
9
10
Students I:
Aksionov was imprisoned for a murder he was falsely accused for.
He couldn’t have gotten away with it since from the perspective of others, it does seem like he was the murderer.
7
So (S) How does the
problem get solved?
Student L:
Makar confessed about his sins that he was the one who killed the merchant and was planning to kill Aksionov too. He apologized but it was too late for Aksionov because he lost everything including his family, but he did still die in peace. Makar admitted his sins because of the guilt.
10
This truly means that the God is on our side as long as we didn’t do wrong or bad things, he will make a way to serve justice to those who deserves it at the right time.
Student A:
Makar Semyonich confeseed that he is the killer and also he promised that he will get him out of the prison, Aksionov declines as his health and body is slowly declining and should be the one who punished by the law.
Makar only confessed because even though Aksionov knew Makar was the killer and the troublemaker, he pitied and gave him a chance and also he didn’t let his judgement take over him when the governor asked him about the tunnel.
14
Student M:
The governor asked aksionov: who dug the hole? He knew that it was Makar, the one who killed the merchant, the one who hid the knife inside of his bag, alam man nito hindi nya na pinaalam pa, after that Makar asked for his forgiveness, he directly confessed to Aksionov that it was him, sinabi nya pa na aamin sya ng makauwi na ito
9
Then (T) What is the outcome
of the story?
Student B:
Aksionov said that God will forgive Makar. Aksionov has no desire to leave the prison but hoped for his last hour to come, he died peacefully when his release came. Makar confessed his sins to the authorities.
13
Student Q:
Aksionov said “God will forgive you!” to Makar . Even though all that harships, Aksionov acknowledged the killer Makar.In Makar’s apology, he said that he will make Aksionov get out of the prison but Aksionov doesn’t have the will to get out the prison and just waited there to die.
When Makar confessed to the authorities about his sins and got Aksionov’s order of release, Aksionov was already dead.
16
Student O:
Aksionov realizes that forgiveness is the path to peace in the story Aksionov suffer s in prison for twenty Six years.coincidentally the man who
9
116
is responsible for his unenviable situation ends up in the same prison as him.
Student M:
Lumabas din ang katotohanan, napawalang sala ito bago mamatay, ganon pa man, as a reader..he deserves more.. tinanggap nya man, mas ikasasaya kona magkakaron sya ng kasiyahan sa labas ng kulungan bago mawalan ng buhay
Salamat sa magandang storya ^^
9
Teacher’s art of questioning was vital in facilitating the discussion, the posted preliminary activities using interactive games and motive questions engage the students in reading the literary text and activating their prior knowledge. Asking thought- provoking questions is one of the important tools in English teaching (Stern, 1983). The art of asking questions provokes the students to analyze the stories through their elements. In that way, students can express their thought and share an understanding which interaction occurs and the relationship between teachers and students will reinforce (Nunan, 2001). Furthermore, questioning is one of the most examples of classroom interaction.
The responses of the students that branch out into more comprehensible responses strengthen the collaborative learning inside the social learning platform. The positive learning environment created through heart and like reactions in the social platform build students confidence in expressing their ideas in their own language as exhibited by Student M that uses a combination of English and Filipino language in expressing her ideas parallel to the claims of Kabilan and Zahar (2016), that Facebook Social learning group helps the students to interact and communicate their ideas.
Table 3: Meaning Unit, Themes, and Codes emanated from the interview Meaning Unit
(Interview)
Constructs
(Themes) Code(s) f Research
Questions It is easier for me to find
my lesson, respond to the question, and go back to the lesson I missed especially when I do multi- tasking.
Convenience Organize 16 RQ1
easier 3
comfortable 3
get back /review 2
effective 3
satisfy 1
less error 6
Posted questions help me to fully understand the story.
Efficient Checking 1 RQ1
Learn 4
Understandable 9
posted questions 5
Even I didn’t read the whole story I could have an overview by reading the shared ideas and comments
Social Learning Sharing ideas 8 RQ2
Helping 5
collaborate 1
magnify 4
I feel motivated when others appreciate my
Build confidence Motivated 2 RQ3
Express 4
answer Appreciate 4 I feel welcome to
especially when they are agreeing to my answer, I felt so happy
Sense of belonging Welcome 8 RQ4
not shy 1
non-inferior 2
no judgment 2
happy 8
confidence 4
agreeing 6
The games feel me like I am in a physical class.
Transporting into physical class
face to face 10 RQ4
physical class 5
Games 5
I am safe because the teacher posted a rule inside the class, and the Facebook Group was set as a private group.
Safety and Privacy Safe 11 RQ5
Rules 2
No violation 1
No harm 2
Private Group 8
Trust 2
Discussions
The convenience of using the Facebook social learning platform is one of the notable experiences mentioned by the participants during the conduct of research. Pappas (2015) explicitly itemized the use of Facebook in eLearning, since it is accessible and familiar to everyone, sharing of knowledge becomes easy and efficient. The participants were able to check one’s answer and collaborate to compose a more comprehensible answer. Discussions become easy and effective because most of the participants contributed their ideas and they learned from one another.
Collaborative interactions are observable during the conduct of the study in Facebook Social Learning group. Facebook is a social platform, but it has a feature in which students and teachers encourage open communication and sharing of learning materials. Participants can discuss ideas, ask questions for clarifications, share experiences or ideas, and discover added information. It is an ideal platform to boost collaboration and active learning (Pappas, 2015).
In the study conducted, giving emojis reactions added confidence to everyone to participate in the discussion by sharing their answers in the comment section. Giving like or heart reactions gives confidence that they analyzed the story correctly and there is someone who’s agreeing to their answers. The response of the teacher to students' answers is very important because it gives gratification to the participants that their answer is correct. It helps a teacher not to give lectures in the whole session because the students are making their way to answer the guide questions.
Sense of belonging as suggested by Anant (1967), is a quest to be attached in groups, it is a presumption that the individual will create strong social bonds with others. It is also defined as personal involvement to the point that a person feels important in a (social system). The feeling of sense of belongingness creates a lively interaction in the platform. The support shown by each participant creates a more comfortable learning environment to express their ideas and opinions.
118 Since Facebook is a social platform, privacy and safety need to be considered in using Facebook as a Social Learning Group. An Admin, which is the teacher, can set the setting into privacy to hide the group in the social media and make it personalized. A teacher can also implement rules inside the learning platform in which the students are guided to secure each one’s privacy and maintain a safe learning environment.
4. Limitations and Recommendations
The limitation of the study is that there are some students who cannot attend on time, but they can easily go back to the earlier post and comment their answer to keep updated and follow the lesson because the time when the researcher conducted the study, participant are busy in complying their other requirements to their subjects. Only 12 students took part in the interview because the other 8 had their technical problems and intermittent connection during the time the researcher conducted the interview. This study focuses only on analyzing short stories. It is therefore recommended that future studies will also use Facebook social learning group in discussing other topics in English pertinent in developing other macro skills other than reading.
5. Conclusions
Facebook Social Learning Group in a heterogenous class served as a complement to physical class (Lin, Kang, Liu & Lin, 2015). It promotes positive interactions among the participants.
Teachers are suggested to design or use interactive materials that will elicit students’ interest and interaction (Mariappan, Abu & Omar 2017). Thus, it is also the responsibility of a teacher to impose rules in this social learning tool to keep privacy and promote safety among the students. This social learning group also invites collaborative work among the participants which is evident in giving reactions for every comment, as a result, it gives confidence and motivation to all participants to go in-depth of analysis. It also shows a potential to promote the student- centered class in which students learn independently by doing discovering and researching to answer their queries and to create a comprehensible answer that they posted in the comment section.
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