2 | Part I Social Media for Learning

A QUALITATIVE STUDY OF SOCIAL MEDIA

FOR ENGLISH LEARNING

Kenny Irene E. Sely, Cecilia Titiek Murniati, and Heny Hartono

Introduction

Literature on the interplay between social media and language

learning indicates that social media help society learn English. Social media
are defined as the internet based applications which are also known as Web
2.0 (Kaplan & Haenlein, 2010). Social media have developed greatly since
the expansion and the evolution of technology. Social media bring people
together, facilitate collaboration, and make communication easier.
Currently, social media are used as a platform to create and publish content
continuously from one user to another (Obar & Wildman, 2015).

Through the rise of Web 2.0, social media greatly improve society
because people can now gain advantages which they cannot get before its
existence. Users are able to use social media to act and react to what is
happening around them; for instance, giving responses to the tragedy
around them without depending on third persons for media access
(Dijkmans, Kerkhof, & Beukeboom, 2014). Social media users take
advantage by using their smartphone and get the information based on the
news spreads world-wide (Best & Maier, 2007). By using social media,
teenagers and college students are able to entertain themselves as they have
Twitter, Facebook, Instagram, Instant Messaging (LINE, WhatsApp,
KakaoTalk, and We Chat). Some studies had proven that social media
provide the advantages and disadvantages. The most common disadvantage
of the use of social media is cyberbullying in teenage life. Cyberbullying is
commonly viewed as a negative effect of social media. It is one of
technology abuse in communication (Roberto, Eden, Savage, Ramos-
Salazar, & Deiss, 2014). The most common type of cyberbullying is
sending the inappropriate message via instant messaging, blog, or Short
Message Service (SMS) to tease or hurt people (Stuck, 2011). Another
disadvantage of social media is the identity theft or identity fraud which is
defined as a crime in which someone or a group takes ones’ identity or
personal data deceptively. This crime is usually used for an economic
benefit or economic gain (Justice, 2017). Since the identity theft is
 A Qualitative Study of Social Media for English Learning

mentioned as a cyber-crime, personal information which is uploaded in

social media becomes less secure and social media become the cause of
users’ hacking of personal information. Another social media disadvantage
is that social media cause unproductivity. People waste time to engage in
online friendship (Alwagait, Shahzad, & Alim, 2014). They spend around
18 hours or even 24 hours online (Sorensen, 2013).

Based on the data regarding the most popular social media used by
the active users, Facebook tops the list. It has more than 6 million active
users per-month. It had 1.94 billion income in March 2017 and 2.01 billion
in June 2017. These days, Facebook reaches 2.3 billion active users as Mark
Zuckerberg announced through his personal account on June 27, 2017. The
second most popular social media is Instagram. It has 1.5 billion users. The
third is YouTube with 800 active users (Kallas, 2018). Kallas (2018) also
mentioned that the users of social media are mostly teenagers.

Even though social media have some disadvantages, social media

can improve and increase students’ academic performance in class
especially in English class (Alwagait, Shahzad, & Alim, 2014). More
teachers are willing to integrate social media in their classroom to teach
English as the foreign language (FL) to improve the students’ skills such as
writing, speaking, and listening. They usually use the available applications
such as Facebook, Path, Twitter, WhatsApp, Line, and BBM (Singhai,
2007).

The teachers and learners who use social media to learn English as
the second or foreign language believe that social media make the lesson
inside and outside the classroom becomes more effective and easier
(Chartrand, 2012). Even though some people find difficulties in learning a
language, using social media to improve ones’ second language is a good
idea (Mubarak, 2016). The students will develop their new grammar,
vocabularies, or even improve their listening and writing skills. They will
read the post-caption and photos on Instagram, the tweets that are posted
on Twitter, the conversation with the native speakers by having chats on
WhatsApp and LINE, or watching the videos delivered in English that are
available on YouTube (Al-rahmi, Othman, & Musa, 2014).

The writer was interested in conducting study related to social media

and learning English as the foreign language among the college students.
She used qualitative methodology and recruited college students as her
participants of the study. The qualitative studies were conducted mostly
from interviews, classroom observations, and long-term studies

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observation (Gikas & Grant, 2013;Hyoungkoo Khang & Ye, 2012; Horne
& Murniati, 2016). The writer selected university students as the
participants of her study because the participants of the previous studies
were mostly from high school and primary school students (Mubarak,
2016). The previous studies claimed that social media were helpful to
improve their English especially in communication and language learning
(Tezci, 2011). Another previous studies on social media for language and
business relation selected businessmen and businesswomen as the
participants to figure out how social media help them in some aspects, such
as; marketing, communication, public relations, advertising, and
broadcasting (Khang, Ki, & Ye, 2012).

Those reasons encouraged the writer to conduct this study in

university environment. Thus, the writer decided to have Faculty of
Language and Arts students as the participants of her studies instead of the
students in school or businessmen and businesswomen. In this study, the
writer would like to find out students’ perception on using social media to
learn English, what type of social media platform that students’ usually
used to learn English, and how students learned English using social media.

Literature Review

Perception
Perception is a psychological aspect which humans usually feel. It
happens when humans responding the phenomena around them. According
to Cohen (1966) in Ekalestari, Azmi, & Puri’s study (2018), perception is
defined as someone’s cognitive primary form and contact towards the
tragedies around them. Perception is also known as conceptual process, a
defect in a sensory, and conceptual process.
According to Underwood & Teresi (2002), perception is related to
the people’s experiences of responding something. They see something
happens around them, process an opinion and being a perceiver. It also takes
part in making a conclusion whether ones like or dislike something.

There are four conditions which people can possibly build a perception:
a. An object that makes people feel or perceive something.
b. A relationship which happens between one and another.
c. An available situation surrounds someone who perceives and feels
something and produces a response.
 A Qualitative Study of Social Media for English Learning

d. A natural progress which happens surrounding someone, such as;

family, feelings, expectations, and some other factors.

Social Media
Social media are tool which help communication easier. Now, the
term of social media changes as Web 2.0 which technically has a different
pattern in the online environment based on O’Reilly (2005). To summarize
all those perceptions and the previous studies, Greenhow (2011) states that
social media are able to be used as the second language learning tool
especially in collaborative learning with other students and the teachers.

As cited from Mubarak (2016), social media refers to the social

software in the form of websites and other online groups such as social
networking and micro-blogging which are created by a sizable group of
users to share conversations, personal messages, ideas, information or to
grow social and professional contacts.

Nowadays, the most popular social media is Instagram. It allows

users to see the world broader than their expectation. It also enhances users
to share their pictures or videos with or witout captions. They usually write
captions and leave comments mostly in English.

According to Nurhantoro & Wulandari (2017), English is the most

general language which is used by the social media users. English is also
used to express their feelings in written language especially to write
comments or captions in social media. Hence, social media obviously show
and provide the users to use English as their foreign language to connect
each other.

Since people are easy to make a new social media account, students
who are interested in learning language using Social media are able to create
their own understanding (Gikas & Grant, 2013). However, as cited in Madni
(2014), Social media provides different impacts for the users. Therefore,
those who learn language from Social media will get different perception
and information.

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Advantages and Disadvantages of Social Media

Social media have proven that they have two sides of varied
domains of practice which are threats and opportunities (Khang, Ki, & Ye,
2012). The rise of social media as the general tool of communication
becomes broader not only in the education area but also in public relations.
Since technology become so expansive today, social media have a lot of
impacts which affect their users whether it is in positive or negative way.

Advantages of Social Media

The social media have come a long way. The technology and web
technologies have made it possible to connect people. In the personal use,
social media provide beneficial impacts for the users. Generally, social
media are place to keep connected one another, communicate, and do
brainstorming to find information.

According to the book Understanding Social Media (Taprial &

Kanwar, 2012), these are four benefits or advantages in using Social media:
1. Personal Use
Ones are able to use social media personally to keep in touch with the
latest technology, knowing the current gossip, news, and things which
keep going around them. social media are also able to replace the old
communication tools which human beings usually have. Nowadays, it is
so hard to find people who are not connected with their email, social
media account, online friends, and teachers in cyber environment.

Similarly, people tend to talk with their surroundings using social media.
Sometimes, they do not need to talk to each other directly face to face,
they just need to get online on Skype to have video or conference calls
with each other. Ones can also be in touch with social media because of
their various hobbies, like music, sports, or cooking. Therefore, social
media also allow the users to upload and download pictures and videos
aimed at showing other users the current activities that happen around
the people.

2. Exploring Users’ Creativity

Social media allow people to show their creativity, for example, people
who love writing, they can show their story in Blogs, those who love
cooking, and they can show their talent by uploading videos on
Instagram. Social media are the best way to explore and express people’s
ability, manners, and opinion. By showing users’ creativity in social
media, there are several social media platforms which allow the users
 A Qualitative Study of Social Media for English Learning

leaving comment and giving appreciation about ones’ creativity.

Moreover social media are also easy to reach. As we can see, social
media are rich media today. Hence, ones are able to find their interest
and hobbies which help them develop their creativity.

3. Social Interaction
As human being, we should socialize with each other. Nowadays, social
media enable people to interact and communicate with those who use
social media. Instead of the mobile phones and websites, Social media
are available every time people need to use them. The various Social
media platform like Facebook, Twitter, Youtube, and Instagram support
people to interact with people surrounding them. A user can add or invite
more friends into their network and share with them by sending
messages.

Users can also meet foreigner on social media with the same interest and
make new friends from all around the world. People can also use this
networking-sites for their daily conversation today. Users believe that by
using social media, communication becomes easy as they freely used and
registered. People can also get feedback easily from other users. They
are also able to see some advice or information regarding some topics
which are updated on social media. Hence, an individual in social media
can be an influencer for other users since people can connect each other
on social media. Social media can also be used as the easiest
communication tools to interact with other.

4. Get Empowered
As mentioned in the previous point, a user can be influencer for other
users. It happens because most people always share their activities, like
holiday, education, and hobbies into social media. If the situation is bad,
the whole network will be influenced by it. Thus, it is very easy to get
affected by other users’ influence in Social media. However, social
media provide the users to be more selective and smart.

Disadvantages of Social Media

Social media also have some disadvantages. Some previous studies

mentioned the same things about type of social media disadvantages. Most
of them are called cyber-crimes. The writer would like to briefly explain
those types of cyber-crimes:

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1. Cyber Bullying
Cyber bullying is defined as bullying using phones, internet, and other
technology tools which happens in the cyber world or digital age (Smith,
2008). Another definition is also stated by Obar & Wilman (2015) that
actually cyberbullying is a direct attack sent to other users by one user.
They who usually do this are students in Senior High or College. It is
carried by the doers which the victim cannot directly defend themselves.
Cyberbullying is also known as an aggressive action and unforgettable
for the victim. It brings more harm than good and affects the mental and
psychological health for those who get bullied (Li, 2005).

2. Identity Fraud
Identity theft which is also known as identity fraud becomes one of the
most famous cybercrimes which happen in the online environment. As
stated by Justice (2017), the viticms of identity fraud are more than the
suspects. Identity fraud is aimed at having ones’ identity such as bank
account, social media personal password, and another account which is
personal. Usually, people do this crime to gain some benefit in economic
field.

By this crime, researchers also concluded that there are many social
networking sites have millions of registered users, for instance, Youtube
and Instagram. On their registered accounts, people usually share their
photographs, videos, and contact with their friends. By that way, identity
fraud happened not only for stealing their account but anything that the
users share. Identitiy fraud happens since the social networking sites
increase higher than the previous years. The more it becomes popular,
the more people get attracted for criminals in the cyber world (Bilge,
Strufe, Balzarotti, & Kirda, 2009).

3. Unproductivity
Social media lead to unproductivity because more than million social
media users tent not do anything while they are getting online. They
become unproductive since they spend their time more than 18 hours
online (O'Keeffe & Clarke, 2011). According to their studies, the users
who called themselves unproductive are usually the teenagers. The users’
parents choose not to warn them doing another activity rather than just
getting online. Hence, social media sometimes leave a bad impression
for the parents whose children cannot be selective and choose the right
time to get online.
 A Qualitative Study of Social Media for English Learning

Social media and English as Foreign Language

Since social media play an important role in academic field, social
media also give positive impacts to the foreign language learners. At first,
as stated by most researchers in Aforo’s study (2014), Facebook was the
most favorable social media which provide the language learners to learn
English as the second and foreign language. Facebook is used as the tool
which is useful to share, post, and download various learning topics which
are able to be discussed in the classrooms. Instead of Facebook, another
researcher informed that Instagram is also able to improve students’ skills
especially in writing and learning skills. The videos which are provided by
Instagram for the users are usually using English. Therefore, students can
directly learn new vocabularies and improve their listening skill (Omar H. ,
2015). However, the students more like to use videos on Youtube to learn
English audiovisually than videos on Instagram because Youtube videos
duration is longer than Instagram videos. Hence, the students prefer to use
Youtube to improve their skill whether it is speaking, listening, or
pronunciation.

Another learning and teaching method in EFL classroom is usually

by having video-post, photos, and sentences which are uploaded on social
media which students are interested in. It is the best way to acquire the
language especially for foreign language learning. According to Swain
(2007), writing and speaking are included in the productive skills which
students show when they learn foreign language. Thus, encouraging
students to speak and experiment with the language is a good way to take
part in learning. However, social media are not the best way to improve
writing and reading skills (Sorensen, 2013). The portion of language which
students are supposed to get should be higher than the words and
vocabularies which are provided in social media.

However, learning English as a foreign language using social media

is a good idea (Watkins & Wilkins, 2011). A web-based learning
environment can promote constructivist learning through usual activities
related to the vast number of information available on the Internet. In this
case, teachers or educators can provide students with access to a substantial
variety of tasks available in a combination of formats, such as text, graphics,
audio, and video through social media. Moreover, these multimedia
resources can contribute to an increase in students’ motivation to learn
English as their foreign language (Woo, Herrington, Reeves, & Agostinho,
2007).

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Methodology
To address research questions which were what social media that
they usually used the most to learn English and how they used their social
media in their learning process, the writer employed qualitative study whose
purpose was to explore and understand the meaning of individual’s thoughts
about human problems (Miller & L., 2000). Therefore, the writer collected
the qualitative data to get in-depth the information about students’ thoughts
about this study.

Faculty of Language and Arts has 260 active students from batch
2014-2017. Using convenient sampling (Cohen, Manion, & Morrison,
2005), the writer recruited 130 from 260 students to participate in this study
with the level of confidence was 90%. The reason why the writer chose
Faculty of Language and Arts students was because the writer had access to
the participant. The writer knew them well and had already established good
rapport with them. Therefore, the writer was able to obtain good data,
especially qualitative data. Qu & Dumay (2011) stated that qualitative
researchers need to build rapport with their participants so that they could
get rich and in-depth the data. Moreover, the students in Faculty of
Language and Arts are social media users and have gadgets. Hence, they
had a lot of experiences in using social media for learning.

a. Instruments
For qualitative data collection, the writer interviewed five selected
students. Two students were in sophomore year, two students were in
junior year, and a student was in senior year. The interviewees were
social media users and students in Faculty of Language and Arts.
Therefore, they learned English as the foreign language. They also got
online when they had spare time since they were interested in social
media. They also had compatible devices to get online.

Short Examples about Simple Coding

The Raw Data The Manual Coding

1 1
Belajar menggunakan social media itu HELPFUL
sangat membantu. 2Tetapi, kita tetap 2
TEACHER
3
membutuhkan guru untuk mengajari kita HELPFUL
materi bahasa Inggris yang belum bisa
didapat dan dijelaskan di social media. 3
Overall, social media dapat digunakan
untuk belajar bahasa Inggris dengan baik.
 A Qualitative Study of Social Media for English Learning

b. Research Procedure
For qualitative analysis, the writer recorded and transcribed
to analyze the data. The questions of the interview were used to
elicit information that students might miss from the survey. The
writer then transcribed and coded the interview. Coding is a process
in which a researcher assigns a code to facilitate qualitative data
analysis. A code is a word or a short phrase that are assigned in data
to capture the most salient information or keyword. Coding helps
researchers find conversation patterns in their transcripts in order to
summarize and categorize each student’s responses Saldana (2009).

Charmaz (2006) also mentioned in her book about simple

coding in qualitative data analysis. She defined that coding was the
process about finding and figuring out what data was about. She
also stated that actually coding was giving understandable labels to
the data collected to categorize and summarize the qualitative
findings. Coding was also used to separate, sort, and select the raw
qualitative data. Below are short examples of coding in qualitative
data.

Findings and Discussion

The writer collected the qualitative data by interviewing the

students. In interpreting the interview results, the writer did not mention the
real name of the respondents. The results of the interview were aimed at
getting in-depth the information about students’ perception of social media
and English as their foreign language. There were five respondents who
were willing to do an interview with the writer. Two of them were in
sophomores, two of them were juniors, and one of them were from senior
year. The writer found out several same responses about their experience
using social media.

The most frequently used social media to learn English as a foreign

language
Based on the second research question mentioned above, the writer
would like to find out what type of social media that the students use the
most to learn English as their foreign language.

Based on the interviews with the students, the writer found that all
of the students mostly chose Instagram and Youtube as platforms to learn

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English because they could find a lot of interesting pictures, sentences, and
videos which were delivered in English. The videos and pictures on
Instagram and Youtube were impressive since the students tended to learn
English audio-visually as stated by Jane, a junior,

Ya paling Youtube. Instagram juga bisa, tapi cuma visual. Kalau

audiovisual tetep mendingan Youtube banget-banget. (Julia Lika,
wawancara, 27 Juli 2018)

(I tend to use Youtube. Instagram is also good for visual learning.

For audiovisual learning, I prefer to Youtube, Julia Lika, interview,
27 July 2018)

Similar statement was also expressed by Julia Lika. She was

interested in using Youtube to learn English since it provided her with
audiovisual materials. Both Youtube but also Instagram were important
tools to learn English. However, Instagram mostly provided the visual
media like pictures and captions rather than audiovisual media like videos
on Youtube.

… Because on Instagram I find a lot of videos that using English.

For example, do you know @gurukuMrDanis? Dia tuh kayak
ngajarin kita bahasa Inggris gitu loh. Tapi bahasa pengantarnya
Bahasa Indonesia. (Kunto, wawancara, 26 Juli 2018)

(... Because on Instagram I find a lot of videos that using English.

For example, do you know @gurukuMrDanis? He teaches us
English but he uses Bahasa Indonesia, Kunto, interview, 26 July
2018)

Kunto expressed his opinion by mentioning one of Instagram users

that taught English, Mr. Danis. He also informed that actually Mr. Danis
delivered his lessons by using Bahasa Indonesia to make learning English
easier. Hence, he preferred using Instagram to learn English.

Another opinion stated by Kunto when the writer was asking about
Youtube. He said he could find a lot of sentence and words which were
written and uploaded in English on Youtube. The writer asked him why he
usually found them on Youtube rather than on Instagram. Then, Kunto was
able to explain the reason.
 A Qualitative Study of Social Media for English Learning

Instagram tuh banyak juga. Tapi Youtube yang paling banyak.

Soalnya mostly kan aku nonton Youtube videos which are delivered
in English. Jadi, aku mendengarkan Youtubers ngomong pakai
bahasa Inggris dan membaca komen-komen fans nya juga pakai
bahasa Inggris. Jadi aku sering banget lah membaca sama
dengerin video pakai bahasa Inggris di Youtube. (Kunto,
wawancara, 26 Juli 2018)

(Instagram has a lot of things to learn but Youtube has the most. It
happens because actually I watch English videos on Youtube.
Therefore, I listened to them (the Youtubers) talking using English
and read the fans’ comments in English. I read the comments and
watch the English videos very often on Youtube, Kunto, interview,
26 July 2018)

Kunto mostly used Youtube since he could find a lot of English

videos on Youtube rather than Instagram. He also stated that the comments
that were written by the Youtubers’ fans were also delivered in English. This
activity pushed Kunto as a student to learn English as his foreign language
more and more. However, another student, Susi Gadis, had different opinion
about this.

Kalau Instagram kan banyak banget akun-akun yang khusus buat

belajar ngga cuman bahasa Inggris. Kita bisa berbicara sama
orang pakai bahasa Inggris di kolom komentar, kita juga bisa
mengekspresikan feeling kita lewat nulis caption atau tweet kita.
Agak mengasah writing skill. (Susi Gadis, wawancara, 26 Juli
2018)

(On Instagram we can find a lot of accounts which provide you not
only to learn English. We can talk to another users using English by
leaving comments. We can also express our feeling by writing
caption or tweets. It can also improve our writing skill, Susi Gadis,
interview, 26 July 2018)

Susi stated that actually on Instagram she could find a lot of

sentences written in English. We did not have to follow or find accounts
which purposely teaching English. By uploading pictures and expressing
our feeling and situation in our captions in English, we learn the English
language.

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 14 | Part I Social Media for Learning

Emm… Instagram bisa (untuk belajar bahasa Inggris). (Maxime

Xavier, wawancara, 27 Juli 2018)

(Hmmm... Instagram works (to learn English), Maxime Xavier,

interview, 27 July 2018)

… Aku dapat vocab baru, aku dapat cara berbahasa yang baru, aku
jadi tahu orang bule itu kalau ngomong gimana. Dari baca status,
caption, atau kata-kata lain. Tapi di sisi lain aku belum dapat
semua nya yang seharusnya aku gunakan untuk sekolah. (Risa
Karen, wawancara, 27 Juli 2018)

(… I learn new vocabularies, I can understand new language, I also

understand how foreigner speak by reading the caption, status, or
another sources. However, I still cannot fulfill what I need to learn
in the college, Risa Karen, interview, 27 July 2018)

Shown by the interview results above, students opted to use

Instagram and Youtube to learn English. They stated that using both of those
platforms really helped them learning English as a foreign language.
Nonetheless, as reported by Risa Karen during the interview, she stated that
actually the materials in the social media did not match the subject materials
in college.

The same findings were also reported by a researcher in University

of Romania. She studied about the impact of social media towards the
improvement of students’ vocabulary in class (Monica, 2014). She reported
that social media provided students various vocabularies to learn English.
Those vocabularies help students improve their writing and reading skill
learning in the classrooms to some extent. However, these vocabularies
often do not match with the required count words for college students to
succeed academic writing.

In conclusion, to elicit the second research question, the writer

concluded that the social media which they used often were Instagram and
Youtube. They believed that actually Youtube and Instagram provided
materials and lessons to learn English even though they were not looking
for specific accounts about teaching English such as @skinnyfabs,
@bbclearningenglish, and @translatepedia. They also claimed that actually
they could get new vocabularies from Instagram and Youtube to help them
develop their Englis skills.
 A Qualitative Study of Social Media for English Learning

On Youtube, they could listen to the various English videos and read
the comments in English. On Instagram, they could read a lot of words and
sentences which were written in English. They also usually expressed their
feeling and current situation using English.

Students’ learning process by using social media

The writer already figured out how actually students use social
media to learn English as their foreign language. She also analyzed the
pattern that basically students stated during the interview. They almost had
the same answer about their process in learning English by using social
media.

… Mulai dari takut salah, terus penasaran, terus akhirnya buka

dictionary dan aku tahu jawaban yang sebenarnya. Misalnya, kata
ini bahasa Inggris nya tuh apa, verb-verb nya tuh apa, atau
adjective nya yang belum pernah aku temui di kelas. Kayak
misalnya “stunning” aku awalnya ngga tahu, malah tahu nya dari
social media. Aku tahu dari Instagram account nya Selena Gomez
pas dia mau konser. Dia “stunning” banget artinya dia “flawless”
banget. Begitu. (Kunto, wawancara, 25 Juli 2018)

(…At first I am afraid of doing mistake, then I am curious about

those words, then finally I looked them up in the dictionary to get
the right answer. I try to find out what those words mean, the verbs,
the adjectives which I have never found before. For instance,
‘stunning,’ I have never understood that word before. I knew that
from social media. I knew that from Selena Gomez’s Instagram
account. She is so stunning. It means she is so flawless, Kunto,
interview, 25 July 2018)

Kunto stated that actually he was curious about some difficult words
updated in social media especially Instagram. That curiosity appeared when
Kunto felt very afraid of making mistakes or errors when he wrote
something in social media. He said that those difficult words which were
found in social media were usually used to express or explain. He also
informed that actually he learned difficult words like verbs or adjectives
which he had never read before. After he got curious about those words, he
decided to find the meaning in the dictionary. The same response was also
stated by Susi Gadis. She reported about the learning process by using social
media.

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Misalnya nih aku mau upload foto di Instagram, nah aku bingung
kan mau nulis caption apa. Lantas aku cari di Google, tetep ngga
tau arti nya kan. Aku lari ke Google Translate. Setelah aku cari tahu
artinya, aku jadi tahu arti sesungguhnya dan aku belajar secara
otomatis. (Susi Gadis, wawancara, 26 Juli 2018)

(For example, I would like to upload my photo on Instagram, I am

confused about the caption. Then I search a quote from Google, I
still do not know what the meaning is. I move to Google Translate.
After I find the meaning, I can easily know the meaning. That is
how I learn English from social media. It feels like I automatically
learn English, Susi Gadis, interview, 26 Juli 2018)

Susi’s statement was similar to Kunto’s in that actually students still

need a dictionary or Google Translate to learn English. They translated
difficult words first before they did the next steps. Another similar response
was expressed by Risa Karen. She told the writer about the same learning
process using social media.

Sering! Banyak banget kata-kata yang buat penasaran di social

media. Pokoknya sering. Kadang aku nih ngga tahu kalimat ini,
maksutnya apasih, kok pengen tahu. Misal contoh simple nya
“pathetic” aku ngga tahu kan kata-kata itu artinya apa. Pernah
baca-baca quotes yang bijak-bijak gitu, aku ngga nangkep.
Biasanya aku langsung cari gitu di Google. Sing literally cari gitu
di Google. Aku sih apa-apa butuh Google. (Risa Karen,
wawancara, 26 Juli 2018)

(Very often! There are so many words which make me curious in

social media. Sometimes I do not know what they mean.
Meanwhile, I really want to know them. A simple example is
“pathetic.” I did not know the meaning because I suddenly found it
when I read a wise quote. I really did not get it. I usually searched
difficult words on Google directly. I always need Google every
time, Risa Karen, interview, 26 July 2018)

Julia Lika also said the same thing about Google. She admitted that
she used to make some mistakes on social media but she always tried to
correct them after she found the right answer on Google.

Iya pernah, pastilah. Orang aku juga kalau salah gitu larinya ke
Google. Langsung tak Google Translate. Kalau aku ngga tahu
 A Qualitative Study of Social Media for English Learning

artinya juga aku langsung ke sana (Google Translate). (Julia Lika,

wawancara, 27 Juli 2018)

(Sure. If I do some mistakes, I will directly translate it using Google

Translate. If I do not know the meaning, I directly go to Google
Translate, Julia Lika, interview, 27 Juli 2018)

Risa and Julia’s statement also showed us that actually students

needed support system to learn English using social media. They needed
online and offline dictionaries. They also needed Google Translate and
Google to help them find difficult meaning and words on social media.
Another support systems that they needed in their learning process were
teachers and friends. The students stated so since they were less-confident
to express and explain something using English in social media. Hence,
before they uploaded or wrote something on social media, they asked for the
correction from their friends.

Iya! Karena aku anak sastra Inggris aku jadi merasa terintimidasi.
Tapi it does not mean kalau aku ngga pernah update atau ngomong
pakai bahasa Inggris di social media ya. Kalau aku update, ya aku
bener-bener mikir gitu. Mesti lama banget mikirnya. Kayak sama si
DC, aku pernah nanya ke dia gara-gara aku pengen update pakai
bahasa Inggris di Instagram tapi aku takut salah. (Risa Karen,
wawancara, 27 Juli 2018)

(Yes! I feel so intimidated because I am English literature student.

But it does not mean that I never write or update using English in
Social media. If I want to update something using English, I will
think about it for several times. I used to ask DC (interviewee’s
friend) about sentence which I really wanted to update on
Instagram but I was afraid of making mistakes, Risa Karen,
interview 27 Juli 2018)

Risa told her story that actually she was afraid of making mistakes
if she wrote or updated her status in English. She even needed her friend to
proofread them before she posted them. In her mind, she thought that she
was an English literature student. Thus, she believed that English
Department students should not do errors while writing or posting sentences
in English.

According to Maxime Xavier, he also reported that he did not want

to use English too much on Social media. When the writer asked him

17
 18 | Part I Social Media for Learning

whether he ever did mistakes on Social media or not, he said that he also
did.

Pernah, Kak. Tapi ngga sering. Sekali atau duakali. Ya benar

karena dibenarkan orang lain itu. Kalau ngga dibenarkan ya tetap
salah. (Maxime Xavier, wawancara, 27 Juli 2018)

(Yes, I did. But it was not that often. Maybe once or twice. It became
right since some people corrected me. If they had not, I would have
made the wrong sentence, Maxime Xavier, interview, 27 Juli 2018).

However, some respondents reported that they were confident

enough to use English to write and post theor words on Social media. They
felt confident because they learned English every day. Their education
background as English department students was also also giving a positive
impact. Since they were majoring in English department, they were not
afraid of making mistake in updating or posting something written in
English to improve their English skills.

Because I have a knowledge. Aku punya pengetahuan

tentang grammar nya, aku punya pengetahuan tentang struktur
kalimat, verb, dan segala macamnya. Jadi aku pede-pede aja.
Setelah itu, Social media hanyalah alat bantu untuk mengasah dan
memperdalamnya lagi. (Kunto, wawancara, 25 Juli 2018)

(Because I have a knowledge. I have knowledge about

grammar, structure, verbs, and everything. It makes me more
confident. After all, Social media are just a tool to get in-depth in it,
Kunto, interview, 25 July 2018)

Susi Gadis was also stated the same thing related to the education
background,

. . . Karena aku anak sastra Inggris! Tapi sebenernya tuh bukan

masalah jurusannya. Orang teknik atau psikologi juga pasti ada
yang bisa berbahasa Inggris. Tapi karena kita anak sastra Inggris,
kan seharus nya memang bisa berbahasa Inggris dan lebih punya
banyak ilmu dan lebih percaya diri untuk memakai bahasa Inggris
tersebut. Begitu. (Susi Gadis, wawancara, 25 Juli 2018)

(. . . It is because I am English literature student! But actually it is

not about the major. Engineering or psychology students are mostly
 A Qualitative Study of Social Media for English Learning

capable of using English. However, it because we are students of

English literature, or knowledge are better than them. We also have
to be more confident using English every time, Susi Gadis,
interview, 25 July 2018).

However, compared with Julia Lika, she was confident in using

English on social media not because she was an English literature student.
She said she was confident if the grammar was not complicated.

Aku PD nya sih karena itu grammar nya ngga ribet. Tapi kalau
banyak banget kaya ada adjective clause, passive, active, semua
nyambung jadi satu, wah itu aku kadang bingung sendiri. (Julia
Lika, wawancara, 27 Juli 2018)

I feel confident because the grammar is not that difficult. However,

if the structure is too much, like I need adjective clause, passive,
active, in my sentence at once, I will be very confused about that,
Julia Lika, interview, 27 July 2018).

In this session, the writer concluded that actually students’ curiosity

led their learning process using social media. However, some of them were
less-confident because they were afraid of making mistakes in using English
to post and express their feeling on social media. Some of them were
confident because they believed in themselves that actually they had English
knowledge better than students in different department such as psychology,
engineering, and architecture. Julia Lika also stated that she would be
confident in writing or posting caption and picture in English on her social
media account if she only used simple sentences.

19
 20 | Part I Social Media for Learning

Various language skills that students can learn from social media
In the interview session, the writer found what types of skill students
believed the most useful for them from the social media. They stated that
actually the social media could possibly improve both their receptive and
productive skills in learning process using social media. They also stated
that people who they followed on their social media account could be
beneficial. They believed that if the people whom they followed using
English for photo captions or comments, they would be able to acquire some
words or expressions.

When asked what types of skills students could improve from their
interaction on social media, students reported that they were able to learn
various English skills. However, what they acquired from the social media
did not always help them master advanced language skills such as academic
writing.

Sebenernya semua itu bisa di asah dengan belajar melalui social

media. Productive skill iya, tapi writing engga. Lebih banyak
improve ke speaking skill karena di Youtube banyak banget orang
ngomong pakai bahasa Inggris. Aku bisa tiru cara orang tersebut
ngomong. Kenapa writing engga? Karena writing yang kita pakai
itu kan lebih ke academic writing bukan kalimat yang biasa-biasa
aja. Kalau buat text ke temen ya oke lah. Tapi kalau buat paper atau
essay ya I think no. Kalau untuk receptive skills, listening itu bisa
banget di improve, karena mau ngga mau kita nonton Youtube ya
ndengerin orang ngomong pakai bahasa Inggris. (Kunto,
wawancara, 25 Juli 2018)

(Actually every skill can be developed by using social media.

Productive skill is mostly for speaking skill. Since on Youtube we
can find a lot of people talking using English, we can imitate what
they say. For writing, I do not think it works since writing that we
use is more like academic writing. It is not about a regular writing.
If it is used to text our friends, it will be fine. However, if it is used
for writing an essay or a paper, I think no. For receptive skills,
listening is totally able to be improved because we will listen to
people who mostly speak using English, Kunto, interview, 25 July
2018)

In another conversation, Kunto also explained that social media did

not improve reading skill either. Reading materials that students in Faculty
 A Qualitative Study of Social Media for English Learning

of Language and Arts need were actually academic reading materials for
TOEFL Test or another English test in advance. It also happened in Aforo’s
study (2014) about The Impact of social media in Academic Reading opined
that actually social media give impact to students’ English skills
improvement. However, in the conclusion, to improve academic reading
skill, social media did not give a positive impact. It happened because he
found that people could possibly write sentences in grammatically wrong on
social media.

Another statement was also delivered by Kunto,

Reading ngga terlalu ngefek. Hal ini disebabkan karena konteks

reading yang aku butuhkan adalah academic reading untuk TOEFL
Test bukan seperti reading-reading yang biasa. Vocab yang aku
perlukan untuk mahasiswa seumuran aku seharusnya juga lebih
high daripada vocab yang biasanya tersebar di Social media.
Kalau cuma reading kayak short story atau novel, okelah. Tapi
kalau buat ujian serius kayak TOEFL gitu, Social media belum bisa
mempengaruhi banyak. (Kunto, wawacara, 25 Juli 2018)

(Reading does not affect too much. This is caused because the
content of the passages that I need is academic reading for TOEFL
Test. Vocabularies which I need are supposed to be higher than the
general vocabularies which I find on Social media. If it is only about
short story or novel, it will be fine. However, for the advance test
like TOEFL, Social media have not affected too much, Kunto,
interview, 25 July 2018)

Nevertheless, another perception was stated by Risa Karen. She

implied that social media were able to improve her reading skill. She also
explained another skill which could be improved using Social media.

Kalau reading, yang dibutuhkan kan seberapa cepat kamu

membaca, seberapa besar kemampuanmu menangkap intinya, nah
latihan aja dari sosmed. Karena kalau sudah sering membaca, pasti
akan cepat terlatih. Kalau sosmed baca 1x bisa, 2x bisa, 3x bisa,
lama-lama bisa melatih reading skill. (Risa Karen, wawancara, 27
Juli 2018)

(For reading, what we need is knowing how fast you read that
passage and how fast you understand the main point. By practicing
using social media, we will get used to it. Once, twice, three times,

21
 22 | Part I Social Media for Learning

you will get used to it to practice your reading skill, Risa Karen,
interview, 27 Juli 2018)

She stated that actually by reading passage on social media, we

would get used to it. She believed that Social media could improve reading
skill by reading the passages which were provided on social media.

Another skill which could be improved were writing and speaking.

They also mentioned that by reading some post or captions on social media,
they could find new vocabularies which they had never found before.
Almost all of the respondents mentioned the same skills which were
probably improved by using Social media.

According to Maxime Xavier, he was able to learn pronunciation

from Youtube, as the interview session, he stated that

Soalnya menurut aku, aku bisa belajar banyak dari orang luar
kayak grammar dan pronunciation. (Maxime Xavier, wawancara,
27 Juli 2016)

(For me, I am able to learn English from foreigner to improve

grammar and pronunciation, Maxime Xavier, interview, 27 July
2018)

However, for Julia Lika, she stated that social media could improve
both listening and speaking. She tend to listen to the live news on Instagram
or Youtube and started to learn by imitating their speaking style. Other than
that, she also said that social media could also improve their writing skill.

Writing sama listening. Ya speaking juga kalau misalnya sarana

nya memadahi kayak telponan sama partner yang cocok. Tapi lebih
ke listening sih soalnya aku orangnya suka talk show gitu. Kalau
writing, aku tahu dari membaca meme, caption, atau berita, terus
aku tulis ulang lagi. (Julia Lika, wawancara, 27 Juli 2018)

(Writing and listening. Speaking is also improved if we could have

conversation with the right partner. But I prefer to the listening skill
because me personally like watching talkshow. For writing, I
improve it from reading meme, caption, or news. Then, after that, I
re-write it, Julia Lika, interview, 27 July 2018)
 A Qualitative Study of Social Media for English Learning

Teachers Roles in Learning Process

Even though students reported that they could improve their skills
in their learning process, they admitted that teachers’ roles were really
important to them. They needed teachers to complete the lessons which they
got on social media and add the lessons which they did not get on Social
media. Since they learned English using Social media not on purpose, they
realized that the materials which they got were not enough.

Ya butuh, mau gimanapun butuh. Kalau cuma bilang good morning

doang atau yang simple gitu ngga usah nanya kan uda tahu sendiri.
Tapi kalau yang sudah susah banget ya mesti nya butuh lah. (Julia
Lika, wawancara, 27 Juli 2018)

(I still need them. No matter what happens, I still need teachers. If

it is just saying something simple like ‘good morning,’ I know.
However, for the difficult ones, I still need my teachers, Julia Lika,
interview, 27 July 2018)

The same statement was also delivered by Susi Gadis, Risa Karen, Kunto,
and Maxime Xavier. Some of them stated that,

Iya dong. Kalau cuma baca caption di social media doang, kita
ngga tau loh dia anak mana, background bahasa Inggris nya baik
atau engga. Even though dia native speakers atau bule, kan belum
tentu dia berbicara atau menulis dengan benar. Sama kayak kita
orang Indonesia, belum tentu kita ngomong bahasa Indonesia
dengan tatanan bahasa yang baik. Kenapa kita butuh dosen?
Karena kita tahu background mereka adalah orang-orang yang
berpengalaman banyak dalam berbahasa Inggris. Mereka juga
memiliki pengalaman untuk membedakan mana yang benar dan
yang salah. Bukan masalah kewarganegaraannya, aku juga sering
tahu kok kalau bule grammar nya banyak salah, malah bagusan
orang Indonesia yang berbicara. Itu sebabnya kita butuh guru atau
dosen untuk mengajari dan memberi kita feedback. (Susi Gadis,
wawancara, 27 Juli 2018)

(Of course, yes. We cannot even know their backgrounds, whether

they are good in English or not. Even though they are native
speakers, it does not guarantee that they are grammatically correct
in reading or speaking. As same as Indonesian, we cannot say if we
are good in Bahasa Indonesia. Why we still need lecturers? It is

23
 24 | Part I Social Media for Learning

because we know their background. They are good in English. They

are well-experienced in teaching English. They also have a lot of
experiences to differentiate which one is right, which one is wring.
It is not about the nationality, I know that even foreigner do
mistakes, even Indonesians are better. Therefore, we still need
lecturer to teach and give us feedback, Susi Gadis, interview, 27 Juli
2018)

Another same response from Risa Karen,

Tetep! Selain sosmed, aku juga selalu nanya orang-orang yang

lebih expert daripada aku. Contohnya, pas itu aku lagi di
ruangannya Bu Anggun, aku ngga tahu kan ini artinya apa, ya aku
langsung nanya. Secara ngga langsung, ya aku masih butuh dosen
dimanapun-kapanpun. (Risa Karen, wawncara, 27 Juli 2018)

(Sure! Excluding social media, I keep on asking to people who are

expert than me. For example, when I was studying in Mrs. Anggun’s
office, I did not get what this sentence meaning was. I directly asked
her. I still need my lecturers everywhere—every time, Risa Karen,
interview, 27 July 2018)

All the participants agreed that teachers played an important role in

their learning process. They also believed that teachers would keep on
giving feedback if they were asking about the materials which they did not
understand clearly. In addition, people on their Social media also affect
them. For those who followed users whose account were mostly using
English, they would get the impact in using English on their social media.

Discussion
According to the overall data, the writer found that social media
were useful for students to learn English. Based on the result of qualitative
data, the students stated that leaning English using Social media was totally
fun. In addition, they also stated that actually Social media were the most
important tools which they needed to use while learning English outside the
classroom. They stated that social media provided captions, pictures, tweets,
video, and short movies to learn English. However, some of the students
admitted during the interview session that they still needed formal classes
to learn English more as their foreign language. This statement was in line
with Mubarak’s findings (2016), in which he found that it was normal if
students like to learn English as their foreign or second language through
 A Qualitative Study of Social Media for English Learning

social media. However, they still needed sessions to learn English in a more
formal manner.

Students also agreed that Social media make them become an

independent learner since Social media were flexible. They were able to use
social media whenever and wherever. Some students reported that they
learned English using social media deliberately. They followed people who
often used English to update tweets, photos, captions, and those words were
automatically read and understood by the students.

Since then, students believed that their learning process in social

media could possibly improve their English skills either receptive or
productive skills. The same view stated by Omar, Embi, & Yunus (2012);
they said that social media now became a significant part of learning
English. It was necessary for students to choose the best social media
platform as their tool to learn English as a foreign language. In this study,
generally, the students mostly chose Instagram and Youtube. They would
also possibly find advance vocabularies and listen to the new difficult words
from some credible accounts such as National Geographic (@natgeo), BBC
News (@bbc), and Billboard (@billboard) if they were willing to follow
those accounts.

Students have ample opportunities to become an independent

learner. However, some of them needed support systems in their learning
process using social media. The first one was Google Translate or Google
as the general search engine. All of the respondents of this study stated that
every time they were confused in defining or translating difficult words
which were found on Social media. They sometimes moved to Google and
opened Google Translate to find the right meanings of those words. Some
studies also found that college students utilized MT or machine translator
for difficult words they came across in Social media because they lack of
vocabularies and make spelling errors (Läubli & Orrego-Carmona, 2017).
The second was online and offline dictionary. Students tend to use online
and offline dictionary after they read and write sentences or words in
English. The third is teachers. According to the students, they still needed
teachers in the classroom to teach them English since they believed that
teachers had excellent education background and they could give comments
or feedback to the students accurately.

25
 26 | Part I Social Media for Learning

Conclusion and Suggestions

Conclusion

The writer concluded that students had positive perception of the

use of social media to learn English. They described social media as fun,
flexible, and helpful platforms to assist them in learning English as a foreign
language.

The findings of this study also show that students get pleasure in
using social media platforms since they know that social media are
beneficial. They will use those platforms in the future. Additionally, the
most important factors like dictionary, Google Translate, teachers, and
friends play a big role in supporting students when they learn English as a
foreign language.

In sum, the writer created the model of the learning process through
social media in Figure down below:

The figure had already answered the research questions about

platforms that students use the most and how students learn English using
social media. It also had explained that to improve their speaking and
writing skill, teachers are the most important. They need feedback,
comments, and face-to-face meeting with the teachers as the experienced
educators. The last support system is their friends. Some students tended to
check their sentences or words before they uploaded or updated them on
their social media account. They would feel confident to share those
sentences or words after their friends gave positive responses as a sign that
their writing was grammatically correct. Furthermore, people whom they
follow on social media also affect them in learning English; for instance, the
 A Qualitative Study of Social Media for English Learning

language that appears in social media timeline, word dictions which they
read in the following’s post, and the videos which they watch on social
media. Even though there were several English skills which are not
improved completely, the students would like to keep on using social media
in academic environments. Therefore, the students have a big opportunity to
become an independent learner using social media. However, to avoid
negative contents which the students should not get in their learning process,
the students as smart users must be selective in using social media as a tool
to learn their foreign language.

Suggestions

Students should maintain their willingness to learn English as their

foreign language not only by using social media but also by using another
platforms which are provided in the cyber world. Those who are not
confident to use English on social media should get encouraged by their
friends, teachers, and parents. However, they should know that not all the
materials and lessons which are written in English are totally correct. Hence,
other references to learn English should be utilized. For English students,
they should have more references to learn English instead of sentences and
words which are found on social media. Consulting teachers, asking a lot of
questions about contents that students do not understand, and having formal
meeting in the classroom are the best ways to improve students’ English
skill. Last, for the future researchers who are interested in working on this
topic, the writer suggests that they can recruit other participants in other
departments. Future researchers can also recruit middle school or high
school students.

27
 28 | Part I Social Media for Learning

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Exploratory Factor Analysis, and Preliminary Construct Validity

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 Part I Social Media for Learning

AN ANALYSIS OF A COLLABORATIVE DIGITAL

STORYTELLING FOR LANGUAGE LEARNING

Cecilia Titiek Murniati