Elevating English Writing Skills Via Social Networking Sites (SNS): Focusing on Indonesian Undergraduate Students’ Perceptions

Nurul Izzah, Rina Husnaini Febriyanti

Abstract


Since writing in English appears to be an issue for EFL learners, particularly in academic settings for undergraduate students, there is a need to identify some ways or methods of teaching that may assist students in improving their writing ability, such as implementing different platforms like Social Networking Sites (SNS) for teaching and learning English writing skills in the hopes that it will help students enhance their proficiency. This research aims to ascertain how SNS are used to improve writing skills in English by examining Indonesian undergraduates' perspectives and their preferences for English writing practice on their SNSs. This study employed a qualitative approach as the research design. The participants of this study were 42 undergraduate students majoring in English education at a private university in Jakarta, Indonesia. The research instruments employed a questionnaire and an interview. The results revealed that the utilization of SNS as a tool for English writing learning is perceived as helpful and beneficial for the development of undergraduate students' English writing skills.

Keywords


Writing; English; Social Networking Sites; Perceptions

Full Text:

PDF

References


Ahmed, M. A. E. A. S. (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. https://doi.org/10.17265/1539-8072/2016.12.004

Al Mubarak, A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University- Sudan. English Review: Journal of English Education, 5(2), 175–188. https://doi.org/10.25134/erjee.v5i2.533

Alahmar AT. (2016). The impact of social media on the academic performance of second year medical students at College of Medicine, University of Babylon, Iraq. Journal of Medical & Allied Sciences. 6 (2), 77-83. https://doi.org/10.5455/jmas.236927

Allen, M., & Tay, E. (2012). Wikis as individual student learning tools: The limitations of technology. International Journal of Information & Communication Technology Education, 8(2), 61-71. doi:10.4018/jicte.2012040105

Al-Rahmi, W. M., & Zeki, A. M. (2017). A model of using social media for collaborative learning to enhance learners’ performance on learning. Journal of King Saud University - Computer and Information Sciences, 29(4), 526–535. https://doi.org/10.1016/j.jksuci.2016.09.002

AlShoaibi, R., & Shukri, N. (2017). Foundation year students’ perceptions of using social network sites for learning English in the Saudi context. English Language Teaching, 10(6), 60-68. https://doi.org/10.5539/elt.v10n6p60

Ariantini, K. P., Suwastini, N. K. A., Adnyani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating social media into English language learning: How and to what benefits according to recent studies. NOBEL: Journal of Literature and Language Teaching, 12(1), 91–111. https://doi.org/https://doi.org/10.15642/NOBEL.2021.12.1.91-111

Aziz, N., Hashim, H., & Yunus, M. M. (2019). Using social media to enhance ESL writing skill among Gen-Z learners. Creative Education, 10(12), 3020–3027. https://doi.org/10.4236/ce.2019.1012226

Azlan, N.A., & Yunus, M.M. (2020). Undergraduates student perceptions of social networking sites to improve English writing skills in Malaysia. International Journal of Learning, Teaching and Educational Research, 19, 329-351.

Chisenga, J., Kedemi, R., & Sam, J. (2014). The use of social media in agricultural research workflows in Ghana and Kenya. Agricultural Information Worldwide, 6(2013/2014), 48–57. Retrieved from https://ecommons.cornell.edu/handle/1813/58278

Creswell., J. W. (2012). Educational Research : Planning, Conducting, and Evaluating Quantitative and Qualitative Research (P. A. Smith (ed.); 4th ed.). Pearson Education, Inc.

Diamandis, P. H., & Kotler, S. (2012). Abundance: The future is better than you think. In Choice Reviews Online (2012th ed., Vol. 49). Retrieved from https://doi.org/10.5860/choice.49-6847

Ezumah, B. A. (2013). College students’ use of social media: Site preferences, uses and gratifications theory revisited. International Journal of Business and Social Science, 4(5), 27–35. Retrieved from http://ijbssnet.com/journal/index/1879

Farrah, M. (2012). The impact of peer feedback on improving the writing skills among Hebron university students. An - Najah Univ. J. Res. (Humanities), 26(1), 179–210. Retrieved from https://journals.najah.edu/media/journals/full_texts/impact peer-feedback-improving-writing-skills-among-hebron-university-students.pdf

Harmer, J. (2007). The Practice of English Language Teaching with DVD (4th Edition). Pearson Education Ltd.

Hashim, H., Yunus, M. M., Ibrahim, N. S. M., Jeri, E. J., Sukr, M. A. M., Ilahi, N. S. N., & Nor Hassim, M. A. (2018). Social media and its impact on writing skills. International Journal of Engineering & Technology, 7(4.21), 102-105. https://dx.doi.org/10/14419/ijet.v7i4.21.21624

Ismail, S., Zaim, M, & Mukhaiyar, M. (2019). Student perspective in using social media as a tool in English language learning. Advances in Social Science,Education and Humanities Reseearch. Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018), Padang, Indonesia, 493–497. https://doi.org/10.2991/icoie-18.2019.106

Khoiriyah, I., & Safitri Sa’adah, N. (2017). Students’ perception on the use of Twitter to learn English : A preliminary study. Social Sciences. Proceedings of the ASEAN Academic Society International Conforence Proceeding Series (AASIC), Thailand, 160- 165.

Margono. 2007. Language Teaching Methodology. Jakarta: Rineka Cipta

Nelson, C. L., Ball, M. J., Perkins, M. R., Müller, N., & Howard, S. (2017). The handbook of technology and second language teaching and learning (1st ed.). Hoboken-USA: John Wiley & Sons, Inc.

Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.

Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners. Journal of English Education, 3(1), 41–49.

Raj, S. A. P. S., Ann, W. H. T., Subramaniam, P. A. L., & Yunus, M. M. (2019). Using YouTube as a platform to learn social expression. Creative Education, 10(2), 288- 296. https://doi.org/10.4236/ce.2019.102023

Rimbar, A. H. (2019). The influence of spell-checkers on students’ ability to generate repairs of spelling errors, Journal of Nusantara, 2(1), 1–12. https://doi.org/10.24200/jonus.vol2iss1pp1-12

Said, N. E. M., Yunus, M., Doring, L. K., Asmi, A., Aqilah, F., & Li, L. K. S. (2013). Blogging to enhance writing skills: A survey of students’ perception and attitude. Asian Social Science, 9(16 ), 95–101. https://doi.org/10.5539/ass.v9n16p95

Sorensen, M.(2013). Student Attitudes toward Social Media Technology as an Enhancement to Language Acquisition [Master's thesis, Brigham Young University, Provo, Utah, US] Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4782&context=etd

Styati, E. W. (2016). Effect of YouTube videos and pictures on EFL students’ writing performance. Dinamika Ilmu, 16(2), 307–317. https://doi.org/10.21093/di.v16i2.534

Surkamp, C., & Viebrock, B. (2018). Teaching English as a foreign language an introduction. Springer. https://doi.org/10.1080/00131726709338061

Villafuerte, J., & Romero, A. (2017). Learners’ attitudes toward foreign language practice on social network sites. Journal of Education and Learning, 6(4), 145. https://doi.org/10.5539/jel.v6n4p145

Villarruel, J. I. B., Lima, M. G. B., Rivera, R. N., & Morán, J. M. B. (2017). The use of social networks by the students of a Mexican public university. International Journal of Learning, Teaching and Educational Research, 16(10), 132–148. https://doi.org/10.26803/ijlter.16.10.10

Xiao, G., & Chen, X. (2015). English academic writing difficulties of engineering students at the tertiary level in China. World Transactions on Engineering and Technology Education, 13(3), 259–263.




DOI: https://doi.org/10.30998/jedu.v3i3.9593

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Published by:
Universitas Indraprasta PGRI, Jakarta, Indonesia

Address: TB. Simatupang, Jl. Nangka Raya No.58 C, RT.5/RW.5, Tj. Barat., Kec. Jagakarsa, Jakarta Selatan, Provinsi DKI Jakarta, 12530, Indonesia

Phone: +62 (021) 7818718 – 78835283 | Close in sunday and public holidays in Indonesia

Work Hours: 09.00 AM – 04.00 PM Best hours to visit: From 9 am to 11 am or after 3 pm. The busiest times are between 11 am and 3 pm.

Creative Commons License
JEdu: Journal of English Education is licensed under a Creative Commons Attribution 4.0 International License.