Syntax Idea: p�ISSN: 2684-6853 e-ISSN: 2684-883X�
Vol. 4, No. 8, Agustus 2022
UTILIZING
FACEBOOK AS A LEARNING MEDIA: SOCIAL MEDIA ENGAGEMENT IN STUDENTS� DESCRIPTIVE
WRITING
Memei Meilani, Mutiarani
English Education
Study Program Faculty of Educational Sciences
Muhammadiyah University of Jakarta
Email: [email protected], [email protected]
Abstrak
This study aims to find out the
effectiveness of Facebook in students� descriptive writing. The writer applied
the pre-experimental method with one group pre-test and post-test designs, and
collected data based on the test. The data was analyzed statistically using
SPSS 22. The sample of the research was the tenth grade students of SMK Bina
Insan Tangerang consisting of 20 students. The sample was taken by using simple
random sampling technique. The result of the calculation shows that the mean
score of the students on the post-test is higher than on the pre-test. Where in
the pretest students got 70.45 while in the post-test they reached 86.35. Based
on the statistical calculation with the significance level of 5%, t-test
(9.133) was higher than t-table (2.093). It means that there was a significant
difference. Therefore H0 was rejected and H1 was accepted. It indicated that
Facebook is effective in students� descriptive writing.
Keywords: Facebook; Writing on descriptive text; Teaching writing
Introduction
In today�s advance life, the
government notice to the importance of the English and quality human resources
in communicating foreign languages. Each country has its own national language
but over time, schools in various countries have learnt not only� national language but also foreign languages.
Hummans cannot be farfrom communication. Communciation definitely requires
language. Language is an effective way to explicate our feelings whether oral
(speaking and listening) or written (reading and writing). Shancez, et al
(2021:7), stated that language is a symbol through good communication verbal,
written or mimic. (Oshima & Hogue, 2007)
In various aspects of life,
languages occupy a prominent position that is used to communicate, without
language we will not be able to socialize. According to Sroura, Aqelb, &
Shawish (2020:2), English is considered to be the first international language.
In today's competitive world, learning English has become a requirement.
English is the dominant language spoken by most people in the world. In Indonesia,
English becomes a highlighted language to use in various fields. English
subjects taught in schools have four skills: listening, speaking, reading, and
writing. Students are required to master the four language skill not only to
get good grades but also for communicative purposes.
As stated by Sreena
& Ilankumaran (2018), receptive skills is understanding ideas
that are heard and read, while the productive skills refer to language skills
that communicate meaning in spoken and written text. Students who have
productive skills are capable of producing something. Productive skills are
also known active skills. Learners must produce language in order to
communicate their thoughts, either orally or in writing. In the global 21st century
productive speaking and writing skills are essential for communication. (Murdoch,
Lim, & Cho, 2021:2). Today�s corporate world requires candidates
who can write and communicate effectively in English. E-mails, Fax, Online
Chat, Website updates require an excellent proficiency in English writing to
communicate our need and demand effectively. If the communication in English is
clear, the chance of success is greater. (Sreena & Ilankumaran,
2018)
As one of productive skill,
writing became a pretty difficult skill. According to Jaasha (2022:424), the
most difficult skill to master is writing. because it requires multiple skills
such as word selection, sentence construction, as well as convey thoughts and
ideas within the limits of a specific form. Productive skill is no less
important than receptive skills because written communication is a basic skill
of life. Although students are used to writing, but many of them do not know
how to write well.
Allah said in his
Quran :
نٓ
ۚ
وَالْقَلَمِ
وَمَا
يَسْطُرُونَ
(القلم [٦٨]: ١
(Nun, By the pen and what they inscribe).
(Al-Qalam 68:1)
In this verse, Allah swears by
Qalam (pen) and everything written by him. It was to declare that pen was one
of the great bestowed on humans by God. In addition, the science is written,
dispersed or spread to anyone in the form of a book. It means that with pen,
science or knowledge will not be severed and we can record it. Pen and Writing
are very important without both, the Qur�an and Haditsh would not be around
until now and Muslims will be confused in living life. We know that as a Muslim
the Qur�an and Haditsh are closely related to our lives. With pen, we can also
convey everything that we feel and that we think. If we cannot express it
verbally, then writing instead. It is clear that writing has an important role
and familiar to our lives.�������
Writing provides thousands of benefits. Nevertheless, there are
still many who do not like writing, it is so unfortunate. The difficulty and
feel hard in writing is sure and natural thing to happen. As we know, producing
other languages than our own mother tongue is difficult enough, Indonesian
students are poor at acquiring foreign languages because they are unaware of
how vital they are. The students are reluctant to write because they ignorance
of what and how written, the lack of practice writing makes them bad in
writing, poor of vocabulary, spelling, no matter about grammar, their
insensitivity to media that can be used as a place to pour the content, lose
the motivation to write so that their ideas cannot develop and in the end they
are stagnant. Terefore writing can be denoted difficult skill. Writing
basically cannot be separated from grammar. Grammar has also become a
terrifying scourage for the students. Memorizing the formula like tenses for
them is though, if only memorization but not applying it to a writing would be
difficult because of unfamiliarity. We all have to believe that it could be
because it gets used to it.� As stated by
Peter
& Singaravelu (2020:1506) ,writing skill cannot be developed
without being proficient in the vocabulary and grammar of that language.
People are afraid to write because of the amount of understanding
they have to master such as the correct grammar, spelling, and vocabulary
memorous. While, many students are unresolve to learn it.� In other hand,� in writing �it is no doubt that the student must be
proficient in grammar, vocabulary, and spelling�
to make text or sentence. Not enriching vocabulary would confuse the
students in developing their ideas and they cannot put words into a sentence
because it is limited in their vocabulary. Writing is difficult capability, it
is important for the writer to select a word that enables the reader to grasp
the content conveyed by the writer. If the writer makes the reader ambiguous,
then the reader ultimately misconstructs the content contained in the text.
When building up an idea, the writer has to make the writing disgested and
accepted. In that way, the message being delivered was understanable.� By writing in term of grammar, spelling,
vocabulary will be honed. Not only that, they can become more creative and
critically to think. If we want to learn or memorize something, the most
appropriate technique is use them in a sentences, not just memorize it, we have
to put it into writing. According to Peter & Singaravelu
(2020:1503), as personal activity, it can be a powerful tool for
learning and remembering. It can be used for browsing and refine ideas,
organize thoughts, and record information.
Nowadays, There are many methods of learning English as a foreign
language. All depending on whether a teacher would like to try a new teaching
style or not. The current development of globalization has changed people�s
perspective to master English, mastering English as an International language
will certainly provide many benefits for those who learn it. For mastering
English, awareness is needed to find the right media that can improve English
skill. Using technology can be a shortcut, especially writing skill. Sakkir
& Dollah (2019:76), argued that the challanges of teaching
writing must be faced. As a good English teacher must keep up with technology
to promote learning and teaching activities. Like it or not being a creative
teacher and following the times must be done to avoid the monotonous learning
that makes the student uninterested and bored. The role of teacher is not only
teaching but being able to provide the comfort of the students to learn and
discover their potential.
����������� Currently, social networks are utilized by millions of
cutomers, consisting of teenage even longevity for a number of goals. Facebook,
Facebook, Twitter, Tiktok, Youtube are examples of the social networks itself.
The use of social networks site in English teaching and learning attraches the
attention of the writer. In this study, the writer focuses more on the use of
social media and try to ensure whether Facebook is an effective learning media
or not. Particularly, in writing skills. There are now many technological tools
for instance blogs, messengers, podcasts, online video sharing, online social
media communities, audio presentations, that contribute to education field and
learning in the 21st� century digital
era. (Koc & Koc in Sakkir & Dollah, 2019:77). Among these
media, social networks appear to be the most extensively used, and they are the
latest communication trend of today. Students get benefits from the use of
social media to facilitate the study of a foreign language more engaging and
successful. It is difficult to imagine our live without the internet in this
age of globalization. (Raxmatullayevna, 2021:255).
����������� Recently, we live in a world of globalization that pushes
us to always do everything through technology. This is because technology makes
things instantly and generally easier. Each teacher should have open mind that
learning cannot only be done in the classroom athmosphere. Today is more
sophisticated, social media presence became a crucible for teaching and
learning activity. In other words, teacher must take advantage of social media
site well. Changes in technology make social networks as a fashionable tool in
teacing and learning process. Learning English could be anywhere they learn not
only in institutions like formal places (schools or courses) but with help of
such supporting tools that can help them. The writer believe that many methods,
approaches, medium the English teacher has tried on TEFL. All teachers would
like to make changes to create advance learning. Open the eyes and open the
heart there is something close to our lives that is the presence of social
media. According to Amedie (2015:3), social media is a platform that gathers
people to share thoughts, engage with one another, and mobilize for a common
goal. This can be used by the scope of education as an effective way in
teaching and learning activities and can be an alternative as a container for
English study. People cannot stay away from social media, it is proven by the
surging number of users over the years, especially students. Social networking
sites have an impact on studies. It means, social media can be an alternative
tool for delivering information to facilitate communication and dissemination
of information between teachers and students. So, it can be concluded that
social media is a medium to interact, communicate, and share with friends or
anybody by using internet and various fields can take advantage of social media
as needed.
����������� Facebook is a part of social media itself. Facebook is an
alternative media that can fulfill EFL needs in writing. Pointed by Thao
(2021:185), Facebook is a site for posting writing assignments such
as short stories or essays, various features on Facebook seem practical to use
as language learning other than pen and paper. According to Kocdar, Karadenis,
& Goksel (2018:102), Facebook facilitates their learning
activities in terms of sharing knowledge, collaborating with each other, and
student centered activities, of course this will increase their involvement in
learning activities. It is critical for pupils to follow all learning sequences
processes because students who are more active are easier to understand the
material and succeed in learning than passive ones. When students are active in
writing, they will get used to writing and their writing skills will improve.�
According to Algomaizy
& Sharadagh (2020:60), Facebook can help students engagement in
class discussions and increase interaction between teachers and students. We
all must know the importance of interaction between students and teachers to be
one of the successes of learning, teachers play an important role as well as
students, both occupy important positions, students must play an active role
not only teachers. When students are active, students' self-confidence increases,
feels recognized, and encourages motivation. The results of using Facebook
bring many benefits such as supporting student involvement in learning English,
completing assignments, interest in finding information, interacting with
instructors or teachers, increasing curiosity, and independent learning. (Person
et al, 2020:17). �According to
Ellefsen (2016:161), the results showed a very significant student satisfaction
in using Facebook. This proves that Facebook can have a good impact on students
and teachers can also use Facebook as a medium for writing EFL students.
Facebook has the potential to be a visionary and recommended platform for
learning English. (Sirivedin, et al 2018: 188).
On Facebook, there are many
supporting features to explore and enjoy. One way to motivate students is to
create a fun and comfortable learning atmosphere, so that students feel happy
to write. One of the features on Facebook that the writer will use as a good
learning medium is Facebook Group. The reason the writer uses Facebook Group is
to control or establish a direct relationship with students, to actively
discuss, share content feels easy when in one room, can make a schedule of
learning activities together, the feedback feature is easy, and many useful
features including comments that picture can also be included. According to
Person et al (2020:16), Facebook groups encourage interplay of teacher and
students as well as between students, support conversation and learning outside
the classroom, Facebook helps improve teaching and expand the learning
experience. As stated by Davidovitch & Belichenko (2018:10),
students have positive attitudes and satisfaction towards their learning using
Facebook Group, The majority of students feel that collaborative work on
Facebook is enjoyable, educational, and effective. The love and activeness of
students in the Facebook social network can be used by teachers to become a
writing learning process. Teachers should see an opportunity here. The best way
to enliven the learning atmosphere, keep students interested, and in high
spirits is to use social networks or social media sites in their learning. In
English writing has many types of text. One is the descriptive text chosen by
the writer. Which concentrates on describing people, places, and things,
feelings and emotion. By learning descriptive text it has its own benefit,� the student have an easy imagination, express
how they feel, and honest in opinion. Writing the descriptive text can also
hone students� vocabulary, spelling, grammar skill such as how to use correct
tenses expecially simple present tense, it makes them more aware of what is
noun, adjective, verb, and scopes of other decriptive text. From the phenomena
that occur, the difficulties faced by students make the writer believes the
problem that exist can be solved with the presence of Facebook. The writer also
experienced her own benefits from Facebook or Facebook Group. Given the above
background the writer is keen in doing study on the title �Utilizing Facebook
as a Learning Media: Social Media Engagement in Students� Descriptive Writing.
Literature Review
The Definition of Writing
Writing can be defined as the process of sending
messages with a written pattern. Writing allows us to explore our own thoughts
and feelings. As claimed by Jamoom (2021:106), writing is a productive
skill that requires students to produce messages and ideas through written
texts. In addition, writing supports students� intellectual growth and expands
their cognitive domain as well as enhancing their language skills. As stated by
Negari
(2011:299), writing is difficult skill that encompasses a variety of
cognitive and metacognitive tasks such as brainstorming, planning,
outlining,� organizing,�� drafting, and� revising. According to Agili & Prabhashini C
(2021:459), writing is a form of expression that employs script and
spelling as words. Writing abilities are vital in communication because they
allow you to express yourself on paper or through other media. According to
Collins, et al (2021:1624), one of the most important roles
of writing is to record, organize, and share knowledge. By writing all the
information will be spread everywhere. Writing is an activity that can be
usefully supplemented by practice on other abilities such as listening,
speaking, and reading. This preparation can allow words that have been utilized
receptively to be employed productively. Nowadays, we no longer only use speech
to express our ideas or messages; we now utilize writing as a type of media. (Shancez,
et al 2021:9). Through writing we are able to fantasize freely about
feeling and the things we like. We can also express experiences that are
exciting in our lives. The emotions we endear to our hearts are capable of
revealing through writing so that what we can not speak through speech we are
able to do through writing. Writing can train our brain to open our creative
sides and intuitions, writing can also as platfrom for expressions, while it
can improve language skills well. In teaching writing there must be a process.
Through this process a teacher must create a good method, in order to achive a
common goal. In writing, students will know how to write properly. By writing,
they indirectly mastered how to use grammar, articles, adjective, punctuation,
word spelling and capitalization correctly. According to the writer�s
experience, correct grammatical accuracy in writing was more emphasized than
speaking. Thererfore, writing requires a process. Writing means the activity of
freely expressing what we want to say. Writing is a multifaceted activity that
involves both the brain and the senses, when writing the brain works and the
senses identify it. Writing can be done by anyone without looking at the
writer�s background. A good writer must have the willingenss to learn more
about the scope of writing such as components, types of writting text, and many
more. Referring to the explanation above the writer conludes that writing is
the process of thinking to produce a sentences and also writing as a container
for sharing ideas, feelings, information to influence the reader. For someone
who is ashamed to share his or her feelings by talking, writing could be
alternative to them.
Writing involves many different aspects. To
create a good paragraph language learners should understand about certain
components. According to Heaton (1988:135), the components of
writing are classified into five. Students must gain knowledge of content,
organizations, language usage, vocabulary, and mechanics.
The ability to think creatively
and produce ideas is referred to as content. The writing's content must be
obvious. So that the readers can understand what messages and got infromation
from the text.�
The writer immediately explains
to the core of the matter, no convoluted, no wasting of sentences, each
sentences can support the main idea of the paragraph, each adding a new
sentence the sentence still supports the previous sentence. The purpose of
writing is to help the reader understand what has been presented.
Writing must be grammatically
correct. Grammar mastery is a key aspect of language learning. We will almost
certainly make a lot of blunders in speaking or writing if we do not have a strong
understanding of grammar. It is obvious that we require grammatical expertise
in order to write accurately. Good grammar can avoid ambiguitiy.
Mechanics In mechanics there
are several aspects that are spelling, punctuation, and capitalizations. According
to the above assertion implies that the mechanics of writing are about how the
written text is formed including whether the writer spells word correctly,
places the correct capitalizations, place the punctuation properly. Paying
attention to the mechanics in a writing would create a beautiful and
nonambigous writing.
Writing is not a simple
process, but Writing is a continuous activity to create� beautywriting. Writing is a lengthy process.
According to Oshima & Hogue (2007:16-18), there are stage to go through
namely prewriting, organizing, drafting, revising, editing. Knowing and practicing
these steps will enhannce our skills. (Zurbriggen & Yost, 2004)
1. Prewriting
Prewriting is
an initial process for thinking on a topic. Writing is a good technique to
generate ideas. Choose a topic and gather ideas to explain it in this step. To
facilitate this stage the brainstorming, question and answer, listing are
needed. The purpose of brainstorming is to enable you to search the topic with
an open mind, question and answer can be done by teacher to students to help
them think, listing is writing topics down on a piece of paper and then jot
down any words or phrases that occur to mind.
Organizing The
following step is to organize the thoughts into a simple essay. Think about the
main idea. Develop again the words or phrases that have been thought of in the
prewriting stage. Student can gather or collect information to strengthen his
or her opinions from different sources such as ask close relative, book, and so
on. (Rohman, 1965).
2. Organizing
The following
step is to organize the thoughts into a simple essay. Think about the main
idea. Develop again the words or phrases that have been thought of in the
prewriting stage. Student can gather or collect information to strengthen his
or her opinions from different sources such as ask close relative, book, and so
on. (Daggett, Butts, & Smith,
2002).
3. Drafting
Drafting is a
collecting idea that would be poured into the writing, write what we want to
write assuming that there will be improvements later. It means that after
choosing a topic the next stage is to formulate information on the topic, write
a preliminary draft of your thoughts�
don't worry about making mistakes, you can fix them afterwards. It means
that during the drafting process, let out ideas or sentence that we have, do
not fear to make errors like grammar, etc. Because there errors can be
corrected in the following stage.
4. Revising
Revising
means looking back, reading back, and making changes such as adding words or
sentences, deleting unnecessary words or sentences, transferring, and
exchanging words or sentences for new ones. Revising can be made by getting the
respones of others to what we write. (Chand, 2021)
5. Deleting
Editing
processes require us to reread our drafts and do significant checking of
capitalize, grammar, punctuation, and spelling. (Lanier, 2018).
Types
of Writing
According to Huy
(2015:54-55),� the types of writing are divided
into four divisions. Namely narrative, descriptive, argumentative, and
expository.
a)� Narrative
Narrative
have a purpose to tell a story. Presents a series of event in cronological
order. It can really hapen or it just be a delusion. The narrative includes
dialogue and character created by the writer.
b) Descriptive
The
descritpive is used to describe the topic to be discussed. The descriptive is
to present information through five sense: sight, hearing, smell, test, and
touch. Desribes the place, people, events, things, situation in detail. The
writer would write down what he or she saw, hear, and felt.� Description is a type of text that describes
something based on the impressions, observations, experiences, and feelings of
the author. The goal is to build the reader's imagination so that he or she
seems to see, experience, and feel what the author felt.
c)�
Argumentative
Argumentative
is a collection of sentences that contains an explanation of an opinion. This
text provides strong reasons to convince the reader so that the reader has the
same opinion as the writer. This text must have a logical and factual. The
author can communicate his thoughts on a topic in writing in either a good,
negative or neutral manner.�
c)� Expository
The
expository is announcing information to supplement the reader�s knowledge. The
information presented tends to be short and accurate. The function of this
exposition is to explain, clarify, interpose facts to the reader without intent
to affect.
Teaching
Writing
�� Acknowledged by Brown (2000:18), teaching is defined as assisting
someone to discover or learn how to go about doing something, confering
directions, directing in the study of anything, supplying knowledge, making
someone aware or grasp something. It signifies that there is something that
teachers gives to the students. Teaching is a guiding process, embracing,
support the student to achieve a goal. It all need extraordinary patience with
a wide variety of student characteristics that enables learning to be
difficult. The teaching and learning process can be regarded as the transfer of
knowledge from the teacher to the students. (Munna & Kallam 2021:1).
�� Teaching writing as a productive skill necessitates teachers
directing students to express themselves in written form and necessitates the
of more skill elements. Teaching English writing is said to be one of the quite
challenging tasks faced not only by native English speakers, but also English
as a Second Language (ESL) or Foreign Language (EFL) teachers across the world.
It is undeniable that writing is not an easy matter. There are a lot of
components or steps to follow. The teacher must know and comprehend the
suitable strategy to teaching writing so that�
students may readily generate good writing. The teacher must ensure that
the pupils understand the aim of the activity in the lesson at the start of the
lesson. The teacher must provide a clear explanation of what students will
study and what media will be used. In writing, Students are encouraged to
concentrate on the accuracy of the sentences, words or structures used, because
it would demonstrate the quality of their writing. When teachers teach writing,
they teach more than just how to develop ideas in writing but should give more
attention about how to write. Some of our writings may be made solely for
ourselves, most are made to be shared with others. It is nearly impossible that
we write solely for ourselves in this world. We are continually prompted to
write down our feelings, ideas, and information for others to read. That is why
learning how to write well should be done so as not to invite ambiguity.
����������� Teachers
as the facilitator who obligate theirself to stimulate students to think about
what they want to write. Teacher can take an approach, such as question and
answer activity. Asking what they like, ask them to give the reason. That way,
students are able to analyze or express their opinions. The next step is the
writing components and process are applied. There are several teacher duties in
teaching writing. The first one is demonstrating, the teacher should clearly
explain the descriptive text therefore the students know the difference between
the descriptive text and others text. The second one is motivating, sometimes
students are still confused about what to write, the teacher�s role here is to
appeal their free and confident ideas. Teachers do not restrict students, give
them tasks to sharpen their writing skill. The third one is supporting, give
full attention during the writing process. The fourth is responding, it is
always provide feedback and suggestions on student results. Giving praise to a
student�s work must always be done, because the motivation will grow if the
students feel appreciated or valued. Then, they will have the spirit of
learning. The last one is evaluating, it is always do an evaluation, it can be
done� by quizing. It can be concluded
that a good teacher is a teacher who is able to facilitate students in learning
so that the students can improve their writing skills not only that, a teacher
should be able to improve the self afficacy of students, if the students
already believe their abilities, then it makes them easier to learn something
new.�
Method
���������� The
method of quantitative is applied in this study. According to Sugiyono
(2017:38), quantitative research is research that is used to examine
a particular population or sample, sampling techniques are carried out
randomly, data collection using research instruments, the data are
statistically to test the available hypothesis. Creswell (2014:32),
asserted that quantitative is an approach method to test objective theories by
examining the relationship among variables, these variables can be measured
using statistical procedures. The writer used pre-experimental design where do
pre-test, get treatment and post-test at the end. Pre-experimental design is a
design that includes only one group or class that is given pre and post-test,
this one group pre-test and posttest design was carried out on one group
without a control or comparison group. (Sugiyono, 2017:109).
The test aims to know the first knowledge of the student before being given
treatement. While post-test is aimed at knowing succes of the learning given by
the teacher. This study will focus on one class in which students participate
in the study to the end. The writer will take one class of X. The place where
this study will be conducted at SMK Bina Insan Tangerang. The writer uses
simple random sampling and its sample consists of 20 students. According to
Fraenkel, Wallen, Hyun (2009:94),� a
simple random sampling is one in which each and every member of the population
has an equal and independent chance of being selected. According to Sugiyono
(2017:120 ), a simple random sampling technique is a method of selecting sample
members from a population at random without regard to the existing stratain
that population.
Result
and Discussion
����������� The
findings of this study concern the classification of students' pre-test and
post-test results. The writer gave the test that was given twice. The pre-test
was given before the treatment while the post-test was given after the
treatment. The pre-test and post-test results are described in the following
table:
Descriptive
Statistic
Table 1
Statistic of Pre-test
|
Descriptive
Statistics |
||||||
|
|
N |
Minimum |
Maximum |
Sum |
Mean |
Std. Deviation |
|
Pre-test |
20 |
60 |
83 |
1409 |
70.45 |
7.708 |
|
Valid N (listwise) |
20 |
|
|
|
|
|
|
|
|
|
|
|
|
|
�� Based on the pre-test data, the mean total pre-test score was
70.45, the minimum was 60, the maximum was 83, and the standard deviation was
7.708.
Table 2
Frequency and Rate Percentage of the
Students� Writing in Pre-test
|
Score |
Classifications |
Freq |
% |
|
Very good |
91-100 |
0 |
0 |
|
Good |
76-90 |
6 |
30% |
|
Fair |
61-75 |
11 |
55% |
|
Poor |
51-60 |
3 |
15% |
|
Very poor |
< 50 |
0 |
0 |
|
���� Total |
20 |
100% |
|
�� Table 2 indicates the frequency and percentage of students'
writing in the pre-test of 20 students. As previously stated, the highest
percentage of the students (55%) was in fair classification. Meanwhile,
students who get the poor and good classification occupy 30% and 15%.� In addition, there was no students got very
good classification. In conclusion, before the treatment, the students at the
tenth grade of senior high school Bina Insan Tangerang had fair ability in
writing particularly in descriptive text.
Post-test
Table 3
Statistic of Post-test
|
Descriptive
Statistics |
||||||
|
|
N |
Minimum |
Maximum |
Sum |
Mean |
Std. Deviation |
|
Post-test |
20 |
80 |
96 |
1727 |
86.35 |
4.837 |
|
Valid N (listwise) |
20 |
|
|
|
|
|
����������� Based
on the pre-test data, the mean total of post-test was 86.35, a minimum of 80, a
maximum of 96, and a standard deviation of 4.837. Table 4.4 Frequency and Rate Percentage
of the Students� Writing in Post-test. Table 4.4 showed the frequency and
percentage of the students writing in the post-test from 20 students. As
presented in the table, almost all of the students were in good category or
have good writing ability. Besides, there were four (20%) students who occupy
the very good classification. There was no students were in fair, poor and very
poor. It meant that students writing ability in that school was significantly
improved after treatment.
Table 4
The Improvement of the Students� Writing in Pre-test
and Post-test
|
Indicator |
Pre-test |
Post-test |
Improvement |
|
Writing |
70.45 |
86.35 |
22.57% |
����������� According
to Table 4.6 the pre-test score was 70.45 and the post-test score was 86.35.
Post-test score > pre-test score.� As
a result, the students' mean of pre-test and post-test scores increased by
22.57%. This demonstrates that students' use of Facebook to write descriptive
text has increased significantly. Based on the "Paired Sample Test"
output table above, the Sig. (2tailed) is 0.000<0.05, then H0 is rejected
and H1 is accepted. So it can be denied that there is a difference in mean
score between the pre-test and post-test learning outcomes. There are
alternative techniques to test the hypothesis in this paired sample t-test
besides comparing the significance p-value (Sig.) with a probability of 0.05.
Specifically, the value of t-count is compared to the value of t-table. The
basis for making decisions is as follows. If the value of t-count>t-table,
then H0 is rejected �and H1 is accepted. In
fact, if the value of t-count<t-table, then H0 is accepted and H1 is rejected.
The t-count is negative, can be seen in the output table "Paired Samples
Test" above, which is -9.133. T-count is negative because the pre-test
mean score was lower than the post-test mean score. In such instances, the
negative t-count can be accessed by the positive. So that the value of t-count
becomes 9.133. Next is the stage of looking for t-table values, where t-tables
are searched based on the value of df (degrees of freedom or degrees of
freedom) and significance value (α).
The df value is 19. The writer
uses this value as a basic reference in calculating the t-table value in the
statistical t-table distribution. Then, find the t-table value of 2.093. Thus,
because the t-value is 9.133>2.093 then the selection of the basic for
making the above decisions can be rejected that H0 is rejected and H1 is
accepted. As a result it can be said that there is a difference in mean scores
between the pre-test and post-test learning outcomes. Implying that Facebook is
beneficial in students' descriptive writing at SMK Bina Insan Tangerang.
Table 5
Normality Test
|
One-Sample
Kolmogorov-Smirnov Test |
||
|
|
Unstandardized Residual |
|
|
N |
20 |
|
|
Normal Parametersa,b |
Mean |
.0000000 |
|
Std. Deviation |
7.35900407 |
|
|
Most Extreme Differences |
Absolute |
.076 |
|
Positive |
.069 |
|
|
Negative |
-.076 |
|
|
Test Statistic |
.076 |
|
|
Asymp. Sig. (2-tailed) |
.200c,d |
|
|
a. Test distribution is Normal. |
||
|
b. Calculated from data. |
||
|
c. Lilliefors Significance
Correction. |
||
|
d. This is a lower bound of the
true significance. |
||
���������� The significance of the data in the
Kolmogorov-Smirnov table was 200, as seen in the table above. It means that the
data is normally distributed, because the significance value is higher than α
= 0.05.
Table
6
The
T-Test and T-Table of Students� Improvement
|
Variable |
T-Test Value |
T-Table Value |
|
Writing |
9.133 |
2.093 |
Table 6 revealed that the
t-test value was higher than the t-test-table value (9.133>2.093). It suggests
that there was an improvement in the usage of Facebook to improve students'
descriptive writing skills in the tenth grade of SMK Bina Insan Tangerang
2021/2022. Based on the explication above, it is possible to deduce that H0 was
rejected, H1 was accepted. To put in another way, the use of Facebook� is effective in students� descriptive writing
of SMK Bina Insan Tangerang.
�� According to the findings of the study, students who are
taught� through Facebook may achieve
higher results in learning to write descriptive text. It is determined by the
score of 20 students on the pre-test and post-test. The writer found that
before receiving the treatment, the majority of students (55%) were in fair
classification. Meanwhile, three students got�
(15%) in poor classification, and six students occupy good
classification (30%). In addition there was no students got either very good or
very poor category. The pre-test findings show that their vocabulary knowledge
is limited, their choice of words and phrases is inappropriate, mechanical
errors are common in student writing. Mechanical issues with capitalization,
punctuation, and spelling, as well as students having difficulty using
acceptable grammatical structures. However, after receiving treatment through
Facebook, nearly all students are in the good classification or have good
writing skills. Furthermore, there is a 0% percentage that receives fair, poor,
and very poor classifications. As a result, the research's findings indicate
that using Facebook in writing descriptive text�
is effective for SMK Bina Insan Tangerang class X. The use of Facebook
increases student enthusiasm and interest in the writing process. The students
were not afraid to express themselves. Because the usage of picture on Facebook
can help students develop their imaginations and push them to write descriptive
text, because their friends, and teacher can see their postings in the Facebook
comments column.
�� As a consequence of this research, it was discovered that
utilizing Facebook might improve students' writing, particularly descriptive
texts that concentrated on five components of writing: content, language use,
structure, vocabulary, and mechanics. Facebook is a simple way in teaching and
learning process. They only need to touch their Smartphone to receive their
work. Facebook is also a wonderful method for presenting student work while
discussing it. As a result, utilizing Facebook to learn English can make it
more productive and efficient in terms of time and effort. Social media works effectively
for increasing their attention, focus, and writing proficiency. They are more
engaged in the teaching and learning process and remain attentive in class.
They also have more opportunities to hone their social media skills. The test
results improved significantly. Finally, using Facebook can considerably boost
students' writing skills. Moreover, the findings revealed that the mean score
in the pre-test was 70.45 and increased to 86.35 following treatments,
indicating that the post-test score was higher than the pre-test score.
Furthermore, the students� pre-test and post-test scores improved by 22.57
percent. Another conclusion of this research was that the t-test was greater
than the t-table (9.133>2.093). Based on the preceding discussion, it is possible
to deduce that H0 was rejected, H1 was accepted otherwise. In other words,
Facebook usage is helpful in students' descriptive writing at the tenth grade
level in the academic year 2021/2022. According to the research, using Facebook
to increase students' descriptive text writing skills had a substantial impact
on the teaching and learning process. The use of Facebook as a media is
extremely suited as a learning tool for English teachers, as it provides
variety in implementation material to alleviate students' boredom in learning
to write, such as writing descriptive text, narrative text, so on.
�Conclusion
����������� The
conclusion of the study is built up based on the findings analysis of the data
presented in the previous chapter. It is possible to infer that the use of
Facebook in students' descriptive writing is successful. This is evidenced by
the students� mean score improvement from pre-test to post-test. The students
mean score of� pre-test is 70.45, which
is classed as fair classification, however the post-test score is greater than
pre-test score as 86.35 which is as good classification. Furthermore, data
analysis shows that the t-test value is greater than the t-table value
(9.133>2.093). This indicates that there is a substantial difference. As a
result, H0� is rejected and� H1 is accepted. In other words, Facebook is
effective in students� descriptive writing.
Agili, E., & Prabhashini
C., B. (2021). A Study on Classroom Discourse in Enhancing �����to
Develop Writing Skill. Arab World English Journal (AWEJ). 12 (3). 459. Google Scholar
Algomaizy, H. A., &
Sharadgah, T. A. (2020). Social Networking Sites as an Educational Tool: The
Facebook Group Feature as an Alternative to Learning Management Systems in
Teaching and Learning. International Journal of Educational Sciences. 3 (4) 60-67. Google Scholar
Amie, J. (2015). The Impact
of Social Media on Society. Pop Culture Intersection. 3-4. Google Scholar
Billy, Y. L., & Luke, J.
Y. (2016). Enhancing College Students' Descriptive Writings through Facebook
Indirect Corrective Feedback.� (1). 346. Google Scholar
Cano, E. V., & Arc�n, P.
D. (2021). Facebook or LMS in Distance Education? Why �University Students Prefer to Interact in
Facebook Groups. International Review of
Research in Open and Distance Learning. 2 (3). 132. Google Scholar
Collins, A. A., Ciullo, S.,
Graham, S., Sigafoos, L. L., Guerra, S., David, M., & Judd, L. strategy
development study. Reading and Writing, 34 (7). 1624. Google Scholar
Dahnianti, A. (2018). Using
The Students� Visit To Increase Their Ability in Writing Descriptive Text. Google Scholar
Davidovitch, N., &
Belichenko, M. (2018). Facebook Tool and Digital Learning Achievements in
Higher Education. Journal of Education and e-Learning Research. 5 (1). 10-13. Google Scholar
Garon, J. (2022). Legal
Implications of a Ubiquitous Metaverse and a Web3 Future. Available at SSRN
4002551. Google Scholar
Gay, L.R, Mills, G.E., &
Airasian, P. W. (2012). Educational Research: Competencies For Analysis And
Application. Tenth Edition. Upper Saddle River, New York: Pearson Merril
Prentice Hall. Google Scholar
Jamoom, O. A. (2021). EFL
Students� Needs for Improving Their Writing Skills. Sch Int J Linguist
Lit. 4 (4). 106. Google Scholar
Joan, D. R. (2020).
Influence of Social Media in the Progress of Learning. Journal on School
Educational Technology. 16 (2). 1. Google Scholar
Jude, O. S. (2016). Social
Media In Nigeria: A Vice Or Virtue. International Journal Of Research In Arts
And Social Sciences. 1 (1). 19-20. Google Scholar
Khan, I. U., Ayaz, M., &
Faheem, M. (2016). The Role of Social Media in Development of English.
International Journal of Academic Research in Business and Social Sciences. 16 (11). 591. Google Scholar
Kocdar, S., Karadeniz, A.,
& Goksel, N. (2018). Using Facebook for Leveraging Sense of Community in
Self-Paced Open and Distance Learning Courses. International Journal of
Emerging Technologies in Learning (iJET). 13
(05). 102. Google Scholar
Koc, D. K., & Ko�, S. E.
(2016). Students� perceptions of blog use in an undergraduate linguistics
course. Journal of Language and Linguistic Studies. 12 (1). 9-19. Google Scholar
Oshima & Hogue, 2007. �Universidad T�cnica de Ambato-Facultad de
Ciencias Humanas y de la Educaci�n-Carrera de Pedagog�a de los Idiomas
Nacionales y Extranjeros). 16-18. Google Scholar
Person, K., Treeklangdorn,
K., Sukwises, A., Insamien, N., & Yordchim, S. (2020). The Use of Facebook
to Support Student Engagement: A Case of Thai Studies
Course. 1 (11). 16-17. Google Scholar
Rahardja, U., Handayani, I.,
Lutfiani, N., & Oganda, F. P. (2020). An Interactive Content Media on
Information System iLearning+. IJCCS (Indonesian Journal of Computing and
Cybernetics Systems). 14 (1).
57-68. Google Scholar
Raxmatullayevna, F. K. (2021).
Empowering Language Skills through Modern Methods. Middle European
Scientific Bulletin. 18. �255. Google Scholar �
����������
Sakkir,�� G.,��
&�� Dollah,�� S.��
(2019).�� Measuring
Students�writing� Skills� Using�
Facebook Group Application In Efl Context. International Journal Of� Humanities�
And Innovation (Ijhi),2(3), 69. Google Scholar
Sayed, A. M., & Kallam,
M. A. (2021). Teaching and learning process to enhance teaching effectiveness:
literature review. International Journal of Humanities and Innovation (IJHI),
4(1), 1. Google Scholar
Thao, P. T. K. (2021,
March). Vietnamese Undergraduates� Attitudes Towards the Use of �������� Facebook for English Language Teaching
and Learning. In 17th International Conference of the Asia Association of
Computer-Assisted Language Learning (AsiaCALL 2021). 533. 185. Atlantis Press. Google Scholar
Ubaedillah, U., Pratiwi, D.
I., Huda, S. T., & Kurniawan, D. A. (2021). An Exploratory Study of English
Teachers: The Use of Social Media for Teaching English on Distance
Learning. IJELTAL (Indonesian Journal of English Language Teaching and
Applied Linguistics), 5 (2), 364. Google Scholar
|
Memei Meilani, Mutiarani (2022) |
|
First publication right: |
|
This article is licensed under: |