Facebook Group in Writing Activities: Students’ Voices
DOI:
https://doi.org/10.30631/ijer.v8i3.304Keywords:
Students perceptions, Facebook group, Writing activitiesAbstract
This study was aimed to find out students’ perceptions on the use of Facebook group in writing activities. The design of this study was a qualitative research with a case study. This study was conducted at one of senior high schools in Palembang, with two eleventh-grade students of natural science class and two students of social science class by using maximum variation sampling technique. In collecting data, one-on-one interview with open-ended questions through phone was used in this study. The data were analyzed by using thematic analysis in the form of codes and themes. The findings of the study demonstrated that students perceived the use of Facebook in writing activities brought both benefits and drawbacks. The benefits were (1) Facebook group assisted the students in the process of writing in terms of planning, drafting, and final version, (2) Facebook group facilitated the students to practice the component of writing in terms of organization, content, spelling, vocabulary, and grammar, (3) Facebook group encouraged students’ participation, (4) Facebook group boosted students’ motivation and confidence to write, and (5) Facebook group was easy to access because of steady internet connection. Nevertheless, the drawbacks of the Facebook group in writing activities as perceived by the students covered (1) Facebook group did not promote the editing process of writing, (2) Facebook group did not assist the students in using capitalization and punctuation, (3) the students got distracted by other features of Facebook, and (4) the students received slow feedbacks for their writing from the teacher and classmates.
Abstract
This study was aimed to find out students’ perceptions on the use of Facebook group in writing activities. The design of this study was a qualitative research with a case study. This study was conducted at one of senior high schools in Palembang, with two eleventh-grade students of natural science class and two students of social science class by using maximum variation sampling technique. In collecting data, one-on-one interview with open-ended questions through phone was used in this study. The data were analyzed by using thematic analysis in the form of codes and themes. The findings of the study demonstrated that students perceived the use of Facebook in writing activities brought both benefits and drawbacks. The benefits were (1) Facebook group assisted the students in the process of writing in terms of planning, drafting, and final version, (2) Facebook group facilitated the students to practice the component of writing in terms of organization, content, spelling, vocabulary, and grammar, (3) Facebook group encouraged students’ participation, (4) Facebook group boosted students’ motivation and confidence to write, and (5) Facebook group was easy to access because of steady internet connection. Nevertheless, the drawbacks of the Facebook group in writing activities as perceived by the students covered (1) Facebook group did not promote the editing process of writing, (2) Facebook group did not assist the students in using capitalization and punctuation, (3) the students got distracted by other features of Facebook, and (4) the students received slow feedbacks for their writing from the teacher and classmates.
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References
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Al-Hammody, A. (2014). When Facebook group makes a difference: Facebook for language learning. ELT World online, 6(1), 1-20. https://cpb-us-w2.wpmucdn.com/blog.nus.edu.org.sg/dist/7/112/files/2014/04/when-a-Facebook-group-Makes-a-Difference_editforpdf-15u9x88.pdf.
Alotumi, M. (2015). Facebook interaction (FBI) and essay writing pre-task: Yemeni EFL students' perceptions, attitudes, and challenges. SSRN Electronic Journal, 1(1), 125-133. https://www.researchgate.net/publication/322958790.
Amirza, M. (2019). Teaching recount text to senior high school students via FB group: what's on their mind?. English Education Journal (EEJ), 10(3), 213-226. http://jurnal.unsyiah.ac.id/EEJ/article/view/11949/10787.
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Fu, J. S. (2019). ICT in Education: A critical literature review and its implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112-125. https://files.eric.ed.gov/fulltext/EJ1182651.pdf.
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Habib, H. (2017). Role of ICT in higher education. International Journal of Creative Research Thoughts, 5(4), 2810-2813. https://www.researchgate.net/publication/334465947.
Hafid, E. (2017). Using Facebook group discussion to improve writing ability of the fourth semester students at English education study program of UIN Alauddin Makassar. Journal of English Teaching and Learning, 1(1), 1-18. https://studylib.net/doc/7063511.
Hamidah, F. N., & Yanuarmawan, D. (2017). Using Facebook group in teaching writing of English for accounting classes. International Conference on English Language Teaching (ICONELT), 302-307. https://doi.org/10.2991/iconelt-17.2018.62.
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Jacob, H. L., Zingraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Highey, J. B. (1981). Testing ESL composition profile: A practical approach. Newburry House.
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Kabilan, M. K., & Zahar, T. Z. M. E. (2016).Enhnacing students' vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics. 5(2), 217-230. https://www.researchgate.net/publication/292386774.
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Klimova, B. F. (2013). The importance of writing. Indian Journal of Research, 2(1), 9-11. https://www.researchgate.net/publication/274925223.
Majid, A. H., Stapa, S. H., & Keong, Y. C. (2012). Blended scaffolding strategies through Facebook to aid learning and improving the writing process and writing performance. IOSR Journal of Humanities and Social Science, 1(4), 36-40. https:www.researchgate.net/publication/269751297.
Mukhtar, S. Z. (2019). Using social media in the English teaching and learning process. Journal of English Language Teaching, 1(1). 1-13. https://www.researchgate.net/publication/333806949.
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Sabaruddin. (2019). Facebook utilisation to enhance English writing skill. English Language Teaching, 12(8), 37-43. https://eric.ed.gov/fulltext/EJ1222302.pdf.
Shih, R. (2013). Effect of using Facebook to assist English for business communication course instruction. The Turkish Online Journal of Education Technology, 12(1), 52-59. https://www.researchgate.net/publication/285569024.
Sholah, H. M. (2016). Facebook group on teaching and improving writing: students' perspectives. Jurnal Al-Hikmah, 4(2), 36-46. http://jurnal.staiba.ac.id/index.php/Al-Hikmah/article/view/15.
Shukor, S. S. (2015). ESL students' perceptions on the use of Facebook as a collaborative writing tool in improving writing performance. The Asian Journal of English Language & Pedagogy, 3(1), 205-227. https://www.researchgate.net/publication/304024124.
Suwartono, T. (2021). FbG as an around the clock support for an essay writing course amidst the pandemic. Journal of English Education, Literature, and Culture, 6(2), 238-255.http://jurnal.unissula.ac.id/index.php/edulite/article/view/15136.
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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://www.researchgate.net/publication/311974147.
Al-Adl, A. E. (2017). Students' perception of using Facebook as a tool for practicing report writing skills and feedback. Educational Sciences Journal, 25(4), 1-17. http://search.shamaa.org/jes 2017-v25-n4-p1_001-016_eng.pdf.
Al-Haj, I. A. M. (2015). The effectiveness of using Facebook on developing paragraph writing skills among Al-Aqsa university English majors. Al-Azhar University - Gaza Thesis. http://www.alazhar.edu.ps/library/aatachedFile.asp?id_no=0048603.
Al-Hammody, A. (2014). When Facebook group makes a difference: Facebook for language learning. ELT World online, 6(1), 1-20. https://cpb-us-w2.wpmucdn.com/blog.nus.edu.org.sg/dist/7/112/files/2014/04/when-a-Facebook-group-Makes-a-Difference_editforpdf-15u9x88.pdf.
Alotumi, M. (2015). Facebook interaction (FBI) and essay writing pre-task: Yemeni EFL students' perceptions, attitudes, and challenges. SSRN Electronic Journal, 1(1), 125-133. https://www.researchgate.net/publication/322958790.
Amirza, M. (2019). Teaching recount text to senior high school students via FB group: what's on their mind?. English Education Journal (EEJ), 10(3), 213-226. http://jurnal.unsyiah.ac.id/EEJ/article/view/11949/10787.
Andini, M. (2019). The contribution of Facebook group in writing activity. Journal of ELT Research, 14(1), 44-51. https:///journal.uhamka.ac.id/index.php/jer/article/view/3020.
Annamalai, N. (2016). Exploring the writing approaches in the Facebook environment. Teaching English with Technology, 16(1), 71-87. https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.deslight
Ariani, S., & Tawali. (2021). Problems of online learning during COVID-19 pandemic in speaking for professional context class. Journal of English LanguageTeaching (Jo-ELT), 8(1), 32-37. https://e-journal.undikma.ac.id/index.php/joelt/article/download/3783/2643.
Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A.-R. H. (2014). Utilizing Facebook groups in teaching writing: Jordanian EFL students' perceptions and attitudes. International Journal of English Linguistics, 4(5), 27-34. https://www.researchgate.net/publication/280952324.
Creswell, J. W. (2012). Educational research planning, conducting and evaluating quantitave and qualitative research. Pearson Education.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology, 49(1), 5-22. https://journals.sagepub.com/doi/full/10.117/0047239520934018.
Faryadi, Q. (2017). Effectiveness of Facebook in English language learning: A case study. Open Access Library Journal, 4(1), 1-11. https://doi.org/10.4236/oalib.1104017.
Fithriani, R., Dewi, U., Daulay, S. H., & Salmiah, M. (2019). Using Facebook group in EFL writing class: Its effectiveness from students' perspective. The Second Annual International Conference on Language and Literature. 634-645. https:www.researchgate.net/publication/334846741.
Fonseca, K., & Peralta, F. (2019). Google Classroom: An effective virtual platform to teach writing in an EFL composition course. International Journal of English Language Teaching, 6(1), 27-35. https://www.sciedupress.com/journal/index.
Friatin, L. Y. (2018). Students' perception on teaching writing through Facebook group in EFL class. Vision: Journal for Language and Foreign Language Learning, 7(1), 56-66. http://www.researchgate.net/publication/327753355.
Fu, J. S. (2019). ICT in Education: A critical literature review and its implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112-125. https://files.eric.ed.gov/fulltext/EJ1182651.pdf.
Ghaith, G. (2002, February 11). Writing. https://nabas.tripod.com/ghaith-writing.html.
Ghavifekr, S., Kunjappan, P., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with ICT tools: Issues and challanges from teachers' perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57. https://eric.ed.gov/?id=EJ1096028.
Habib, H. (2017). Role of ICT in higher education. International Journal of Creative Research Thoughts, 5(4), 2810-2813. https://www.researchgate.net/publication/334465947.
Hafid, E. (2017). Using Facebook group discussion to improve writing ability of the fourth semester students at English education study program of UIN Alauddin Makassar. Journal of English Teaching and Learning, 1(1), 1-18. https://studylib.net/doc/7063511.
Hamidah, F. N., & Yanuarmawan, D. (2017). Using Facebook group in teaching writing of English for accounting classes. International Conference on English Language Teaching (ICONELT), 302-307. https://doi.org/10.2991/iconelt-17.2018.62.
Hanna. (2013). Consumer perception and consumer behaviour: An applied approach. Kendal Hunt Publishing.
Harmer, J. (2004). How to teach writing. Pearson Education.
Hastomo, T. (2016). The effectiveness of Edmodo to teach writing viewed from students' motivation. Prosiding Iccttie FKIP UNS, 1(1), 580-585. https://media.neliti.com/media/publications/171783.
Hyland, K. (2004). Genre and second language writing. The University of Michigan Press.
Jacob, H. L., Zingraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Highey, J. B. (1981). Testing ESL composition profile: A practical approach. Newburry House.
Jamal, M. K. (2019). A study of students' perception on the use of Facebook group in improving writing. Journal of Teaching of English, 4(1) 16-24. http://ojs.uho.ac.id/index.php/JTE/article/download/13899/9694.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education?. Internet and Higher Education, 13(4), 179-187. https://pinarmanici.files.wordpress.com/2011/04/Facebook1.pdf.
Kabilan, M. K., & Zahar, T. Z. M. E. (2016).Enhnacing students' vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics. 5(2), 217-230. https://www.researchgate.net/publication/292386774.
Kamnoetsin, T. (2014). Social media use: A critical analysis of Facebook's impact on collegiate EFL students' English writing in Thailand. Seton Hall University Dissertations and Thesis (ETDs). https://scholarship.shu.edu/cgi/viewcontent.cgi?article=3075&context=dissertations.
Klimova, B. F. (2013). The importance of writing. Indian Journal of Research, 2(1), 9-11. https://www.researchgate.net/publication/274925223.
Majid, A. H., Stapa, S. H., & Keong, Y. C. (2012). Blended scaffolding strategies through Facebook to aid learning and improving the writing process and writing performance. IOSR Journal of Humanities and Social Science, 1(4), 36-40. https:www.researchgate.net/publication/269751297.
Mukhtar, S. Z. (2019). Using social media in the English teaching and learning process. Journal of English Language Teaching, 1(1). 1-13. https://www.researchgate.net/publication/333806949.
Mukhlif, M. M., & Challob, A. I. (2021). Enhancing vocabulary knowledge among secondary school EFL students by using Facebook, Turkish Online Journal of Distance Education (TOJDE), 22(3), 293-309. DOI:10.17718/tojde.961852.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Nunan, D. (2003). Practical English language teaching. MC Graw Hill.
Palmer, C., & Bolderson, A. (2006). A brief introduction to qualitative research. The Canadian Journal of Medical Radiation Technology, 37(1), 16-19. https://www.researchgate.net/publication/237892956.
Ping, N. A., & Maniam, M. (2015). The effectiveness of Facebook group on writing perfomance: A study in Matriculation college. International Journal of Evaluation and Research in Education (IJERE), 4(1), 30-37. https://www.researchgate.net/publication/324232125.
Prasobdee, S. (2021). Peer feedback Facebook approaches on English writing skills of grade 7 students, Samutprakarn. The New English teacher, 15(1), 36-44. http://www.assumptionjournal.au.edu/index.php/newEnglishTeacher/artcile/view/4672/2948.
Qiong, O. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18-28. https://www.cscanada.net/index.php.
Rodliyah, R. S. (2016). Using Facebook closed group to improve EFL students' writing. TEFLIN Journal, 27(1), 82-100. https://www.researchgate.net/publication/299459210.
Rae, J. (2020, September 16). The importance of writing skills: Why it matters to the student. https://easyreadernews.com/the-importance-of-writing-skills-why-it-matters-to-the-the-student.
Ramadhani, P. (2018). Using Facebook comments in teaching writing skill. Proceedings of the ICECRS, 1(3), 253-264. https://researchgate.net/publication/326509567.
Rao, P. S. (2019). Effective teaching of writing skills to the English language learners. International Journal of English Language Literature and Translation studies, 6(4), 196-205. https://www.researchgate.net/publication/338501725.
Rao, V. S. P., & Narayana, P. S. (1998). Organisation theory and behaviour. Konark Publishing Company.
Reid, S. (2002). The integration of information and communication technology into classroom teaching. The Alberta Journal of Educational Research, 48(1), 30-46. https://www.researchgate.net/publication/234727309.
Richards, J. C., & Renandya, W. A. (2002). Methodolgy in language teaching. Cambridge University Press.
Roberts, W. G. (2009). Facebook interactions and writing skills of Spanish language students. Spanish Publications. https://digitalcommons.morris.umn.edu/cgi/viewcontent.cgi?article=1000&context=spanfacpubs.
Sabaruddin. (2019). Facebook utilisation to enhance English writing skill. English Language Teaching, 12(8), 37-43. https://eric.ed.gov/fulltext/EJ1222302.pdf.
Shih, R. (2013). Effect of using Facebook to assist English for business communication course instruction. The Turkish Online Journal of Education Technology, 12(1), 52-59. https://www.researchgate.net/publication/285569024.
Sholah, H. M. (2016). Facebook group on teaching and improving writing: students' perspectives. Jurnal Al-Hikmah, 4(2), 36-46. http://jurnal.staiba.ac.id/index.php/Al-Hikmah/article/view/15.
Shukor, S. S. (2015). ESL students' perceptions on the use of Facebook as a collaborative writing tool in improving writing performance. The Asian Journal of English Language & Pedagogy, 3(1), 205-227. https://www.researchgate.net/publication/304024124.
Suwartono, T. (2021). FbG as an around the clock support for an essay writing course amidst the pandemic. Journal of English Education, Literature, and Culture, 6(2), 238-255.http://jurnal.unissula.ac.id/index.php/edulite/article/view/15136.
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2024-02-13
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