GENERATION Z ENGLISH MAJOR PROGRAM STUDENTS’

OPINION TOWARD SOCIAL MEDIA IN EFL LEARNING

The thesis is submitted in partial fulfillment of

the requirements for the degree of

Sarjana Pendidikan.

Kevin Ino Yudhakusuma

112016013

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2020
GENERATION Z ENGLISH MAJOR PROGRAM STUDENTS’
OPINION TOWARD SOCIAL MEDIA IN EFL LEARNING
The thesis is submitted in partial fulfillment of

the requirements for the degree of

Sarjana Pendidikan.

Kevin Ino Yudhakusuma

112016013

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2020

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iii
 COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To best of my knowledge and belief, this contains no material
previously published or written by any other person except where due reference is
made in text.

Copyright@2020. Kevin Ino Yudhakusuma and Anita Kurniawati Hadiyanto,

S.Pd., M.Hum.

All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
Satya Wacana, Salatiga.

Kevin Ino Yudhakusuma

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 TABLE OF CONTENT
COPYRIGHT STATEMENT .......................................................................... iv
PUBLICATION AGREEMENT DECLARATIONError! Bookmark not
defined.
TABLE OF CONTENT .................................................................................... vi
LIST OF TABLE ............................................................................................. vii
ABSTRACT ....................................................................................................... 1
INTRODUCTION ............................................................................................. 1
LITERATURE REVIEW .................................................................................. 3
THE STUDY ...................................................................................................... 8
Context of the Study ....................................................................................... 8
Participants..................................................................................................... 9
Instruments ................................................................................................... 10
Data Collecting Procedures .......................................................................... 10
Analyzing Data Procedures .......................................................................... 11
FINDING AND DISCUSSION ........................................................................ 12
Students’ Use of Social Media ...................................................................... 12
Social Media in Classroom ........................................................................... 19
Social Media in EFL Learning ..................................................................... 24
Social Media in Future EFL Learning ........................................................ 29
CONCLUSION ................................................................................................ 35
REFERENCES ................................................................................................ 38
ACKNOWLEDGEMENT ............................................................................... 41
APPENDIX ...................................................................................................... 42

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 LIST OF TABLE
Table 1. Participants’ Data ................................... Error! Bookmark not defined.
Table 2. Social Media Definition .......................... Error! Bookmark not defined.
Table 3. Varieties of Social Media ........................ Error! Bookmark not defined.
Table 4. Time Consumed While Using Social Media for Learning and Non-
Learning Purposes .................................. Error! Bookmark not defined.
Table 5. Participants’ Who Use Social Media for Learning Purposes .......Error!
Bookmark not defined.
Table 6. Preference for Collecting Material.......... Error! Bookmark not defined.
Table 7. Response toward Classes That Applies Social MediaError! Bookmark
not defined.
Table 8. Participants’ Expectation .................................................................. 23
Table 9. EFL Learners’ On Using Social Media for language Learning ..Error!
Bookmark not defined.
Table 10. EFL Learners’ Explanation on the Way Social Media Improving
Proficiency .............................................. Error! Bookmark not defined.
Table 11. Skill That Can Be Acquired By Using Social Media as Language
Learning.................................................. Error! Bookmark not defined.
Table 12. Preference When Using Social Media for EFL Learning ............Error!
Bookmark not defined.
Table 13. Choosing Between Attending EFL Class, or Learning through Social
Media ...................................................... Error! Bookmark not defined.
Table 14. Benefit of Social Media for EFL Learning Classroom ................Error!
Bookmark not defined.
Table 15. Participants’ Reason for Agree/Disagree with the Benefits .............. 30
Table 16. Participants’ Potential Social Media ....... Error! Bookmark not defined.
Table 17. Gen Z on Suggestion for People to learn EFL Using Social Media
................................................................ Error! Bookmark not defined.

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GENERATION Z ENGLISH MAJOR PROGRAM STUDENTS’

OPINION TOWARD SOCIAL MEDIA IN EFL LEARNING

Kevin Ino Yudhakusuma

ABSTRACT

This quantitative research investigates Generation Z English majors‟

learners' opinions toward the use of social media in EFL learning to find potential
benefits or drawbacks from social media. This research begins with the definition
of social media from various perspectives, getting to know generation Zs‟
background, and early studies related to varieties of social media from experts.
This qualitative study was applied using a Questionnaire instrument with a
combination of open and close-ended questions to 90 English Major Students. The
first main results showed that Gen Zs are able to define social media, evidently
being an avid user for they have high time use of social media and have more than
one social media. Secondly, they are accepting the existence of social media in the
classroom as language learning tools. The third result evidently shows Gen Z‟s
preference to stay attending regular EFL learning rather than using Social media
as their main language learning option. In the final focus result, however, Gen Z
stated YouTube as the most prominent social media for learning option and gives
Social Media the opportunity to become an EFL learning option. These results
indicates that Gen Z perceive social media as a learning tool and assistance
instead of a learning option for now, but they are not against the possibility of
Social Media becoming a learning option for EFL study in the future.
Keyword: Social Media, EFL Learning, Generation Z Language Learners.

INTRODUCTION

Social media is a computer-based technology that facilitates sharing ideas,

thoughts, and information through the building of virtual networks and

communities. Decades after social media was created, its form and type have

developed into more than just an online communication tool. The utilities of

Social media are getting varied, and so does the user‟s social media discovery

range of age. Particularly in Indonesia, Social media is also commonly used from

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an early stage until elders. Furthermore, the majority of Indonesian are among the

most avid Social Media users in the world. The highest rate belongs to the age of

a group of 18-24 years old at 43 % (Djenar 2014, p.166). Djenar (2014) data

proved that this group had the highest exposure and usability rate of social media.

Nowadays, this group of ages has its terminology known as Generation Z (Gen

Z).

Indonesia Gen Zs are proficient users of Social media; in fact, they already

put social media as their basic needs. Their reliance on these online

communication tools is stronger enough to be applied in every aspect of their life.

These so-called “digital natives” create the existence of the online community,

where the English language in real-life contexts will be applicable (Sockett and

Toffoli, 2012, p.213). Since social media is a part of the internet, English

eventually becomes the universal language of it. Moreover, knowing that Gen Z

had their reliance on social media, their English learning needs to be explored

further.

The existence of social media can be in any aspect of education, even in

English as a Foreign Language (EFL) studies. Unlike the regular classroom of

EFL studies, learning through social media is relatively new in language learning.

Surprisingly, there are teachers, especially those who focus on EFL, who see

Social media as learning opportunities and tools. As defined by Baſöz (2016),

“even though social media is not directly intended for educational purposes, it has

drawn attention from EFL teachers since it serves as an educational tool within the

framework of foreign language learning” (p.431). But Baſöz (2016) statement

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cannot impose an idea that teachers agree to apply social media in their EFL

teaching.

This research intends to investigate how Social media is being used as

language learning by Gen Z learners‟ taking English major in college. The writer

collects opinions that give possible potentials and drawbacks of using social

media in the EFL learning context as an option on language learning for the

English Language Education (ELE) and English Language Literature (ELL)

program study. Finally, the writer down to the research question: What are ELE

and ELL program students‟ opinions for using social media as a language-learning

option?

LITERATURE REVIEW

Definition of social media

Social media is a part of the internet that facilitates users to let them share

their ideas, thoughts, and resourceful information with each other in an instant.

Seaman and Tinti-Kane (2013) defined it as “a community of people sharing

common interests, experiences, ideas, and feelings over the Internet or other

online collaborative networks, virtual communities take on different forms and

may leverage social media, forums, and blogs” (p16). It includes a meaning that

social media can be defined as a communication device, media to create content,

and sharing place for such information and ideas (Boyd and Ellison, 2007, p.211).

Social media is distinguished by its means of use. As explained by Kaplan

and Haenlein (2010) that social media have a spectrum that differs them into five

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categories: Social Media Platforms, Blogs and Microblogs, Collaborative

Projects, Content Communities, and Virtual Social World (Kaplan and Haenlein,

2010, p61-62). Each spectrum has its features that make Facebook, Twitter,

YouTube, WhatsApp, and Instagram, not put under the same umbrella. Further

research by Baſöz (2016) shows positive attitudes on social media being an

acceptable option for assisting EFL learning. It appears that the majority still

cannot see social media as their learning option or recognize learning EFL

through social media (Baſöz, 2016, p436).

From student perspectives, they are starting to expect the teacher to apply

social technologies to align with social practices (Kessler, 2018, p206). Knowing

how high demanding the learner generation is on the use of social media in the

classroom shows that social media influence is so vast, it also reaches language

learning territory and cannot be avoided (Li, 2017, p.148). Li‟s (2017) idea carries

on the Gen Z expectation to let social media be applied in the classroom.

Regardless, social media remains in the gray area since there are so many aspects

to be covered before being acknowledged on EFL grounds.

Gen Z as language learners

At the beginning of the new decades of 2020, there is less to none

Generation Y or famously named “Millennials” who underwent their Bachelor's

degree. The current college students are mainly born in 1995 at the least, which is

those who exist in the starting era of Gen Z. Gen Z, born after 1995, who is still to

come into the workforce. Still, they tend to be digital natives, quick decision-

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makers, and highly connected (Cilliers, 2017, p190). They are born in a globally

connected world and potentially more advance technology than Millennials.

As learners, Gen Zs are on high notes of technology reliance. They rely on

the internet for finding an answer instead of asking the teacher or prefer to ask

their peers and teachers indirectly through an online message such as WhatsApp.

Gen Z's traits as learners tend to be more flexible, less time-consuming time to

finish their tasks. Shatto and Erwin (2016) views on Gen Z student:

More than any of the current generations, Generation Z students learn by observation and
practice, not by reading and listening to PowerPoint presentations. Their affinity to
Google information is remarkable; however, their ability to critique the validity of this
information may be lacking. (p.253)
Shatto and Erwin‟s (2016) perspective represents how Gen Z cannot withstand a

monotonous teacher-centered classroom and prefer to dig the information by

themselves with only instruction from the teacher.

As good as it looks Gen Z is also facing the backlash of their capability.

The reliance on technology, in general, disrupts their attention and decreases their

focus on the main picture (Duse and Duse, 2016, p.6). Thus, it will be the biggest

issue for the teacher to face Gen Z in the classroom. Gen Z will fill the classroom

sooner or later, and their demand to put their natural virtual environment to the

classes will be inevitable (Cilliers, 2017, p.195). Cilliers' (2017) statement is an

early reminder for teachers that the learning environment has changed, and

teachers need to adapt.

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Social media in EFL learning

As stated by Baſöz (2016), there are disputes between acceptable or not

acceptable social media applied in language learning. Some scholars were trying

to find credibility in the use of social media in EFL learning. Blattner and Fiori

(2009) are conducting the possibilities that Facebook has in the Language

classroom. At the beginning of their study, they see Facebook as a high-tech e-

learning tool that is resourceful and gives learning opportunities to be

implemented pedagogically (Blattner and Fiori, 2009, p.18). Their conclusion

after conducting the research is astounded towards how strong Facebook

popularity can make it get a positive response from students just by being

implemented in the classroom. Blattner and Fiori (2009) agree that “Facebook has

authentic language interaction and socio-pragmatic awareness which is an aspect

of language acquisition that is often omitted in the textbook” (p.25).

As an almost similar platform in the manner of use and their availability of

possible learning tools, Twitter included as potential social media in language

learning. Harmandaoglu‟s (2012) research, in the beginning, trying to convey that

Twitter has relevance, is quick to use learning tools, having a distinct style and

conversational in which a supportive point to learn a language. Harmandaoglu's

(2012) concluding statement was, “Twitter is able to emphasize that using Twitter

in foreign language learning can be very innovative and effective as long as its use

by the teachers and students both for educational and personal aim appropriately”

(p.4).

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 The first two social media that have been stated earlier are what came from

a group of blogs/microblogs type of social media. The next researcher will mainly

focus on social media that makes a virtual social world, such as WhatsApp. A

researcher from Malaysia, Binti Mistar, and Embi (2016) is researching students'

opinions towards the use of WhatsApp in language learning classrooms. After

conducting the research and practice, their findings were that students showed

high-level attitudes to learning when WhatsApp was implemented in the class,

increasing their interest in participating in the learning session. It also boosts

students' confidence in using language and expresses themselves using English

and helps them improve it (Binti Mistar and Embi, 2016, p.102). Binti Mistar and

Embi (2016) conclude their research with encouragement for the future teacher to

use WhatsApp in the classroom of language learning.

Liliia and Gulnara (2016) from Kazan Federal University, Russia, are

researching the use of Instagram in the EFL classroom. Briefly, Instagram shares

a similar trait with YouTube as content communities‟ kind of social media with

more social functions like a direct message and more inclusive narrowed circles

systems. Liliia and Gulnara (2016) mentioned that:

Students make up the bulk of social networks, which means that they familiarize
themselves with the settings and various special functions. We consider that young
people using mobile applications for educational purposes feel comfortable in a virtual
environment. All his attention is focused on the content, rather than on technical issues.
Therefore, the popularity of the application might encourage university students to learn
EFL. (p.6156)
They also have numerous reasons to see Instagram as favorable social media as

EFL learning tools like the popularity, the short videos, and the absence of a pause

option to let the flow of communication be authentic. As their conclusion shows a

remarkably good result, the result shows that Instagram is beneficial for EFL

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learners to improve their listening comprehension skills, and students mentioned

the possibility to learn the English language with Instagram anytime and anyplace

(Liliia and Gulnara, 2016, p.6160). These researchers who prove social media can

and possibly implemented are experts that see the social media is plausible to

apply as a source of EFL learning context providers instead of teacher

replacement where their cooperation works as source and filters (Sockett and

Toffoli 2013, p.15)

THE STUDY

This qualitative study of social media in EFL learning aimed to find the

targeted focus group‟s opinion towards the use of Social Media in language

learning. Various experts' studies towards the use of social media in EFL learning

have been lamented as the framework of this research. Thus, the social media used

for this research are Facebook, Twitter, YouTube, WhatsApp, and Instagram.

Context of the Study

The research was conducted in the Faculty of Language and Art, English

Language Education (ELE), and English Language Literature (ELL) Program,

UKSW Salatiga. The purpose of choosing the English Language major program in

UKSW was that their students fulfilled the requirement for being Gen Z active

English Learners, and using social media, which were resourceful as a target of

the research study.

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Participants

The participants of this study were 90 college students of Generation Z

who were at the time the research conducted, taking the ELE and English

Literature program in UKSW. The Participants‟ demographic information is as the

following:

Table 1. Participants’ Data

Batches
Major Gender Age
2017 2018 2019
>21 2 - -
21 17 1 1
20 4 9 -
Female
19 - 2 9
18 - - 3
English Language Education
17 - - 1
Program
>21 - 3 -
(ELEP)
21 3 1 -
20 3 1 -
Male
19 - - 4
18 - - 1
17 - - -
>21 1 - -
21 - - -
20 - 8 -
Female
19 - 1 6
18 - - 1
English Language Literature
17 - - -
Program
>21 1 1 -
(ELLP)
21 - 1 -
20 - 2 1
Male
19 - - 1
18 - - 1
17 - - -
Total 31 30 29
90 Participants

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 From each batch 2019, 2018, and 2017, the questionnaire was broadcasted

and shared through a personal and online group chat. The participants also

required having and being able to operate social media, suggested having at least

2 out of 5 targeted social media which are Facebook, Twitter, YouTube,

WhatsApp, and Instagram.

Instruments

The instrument used to answer the research question was a questionnaire

consisting of Open and Close-Ended questions. It is separated into four parts with

a total of 26 questionnaire items. The first focus was Students‟ use of social media

that aimed Gen Z learners‟ proficiency in using social media. Then, the second

focused on social media in the classroom to find the benefits/drawbacks of social

media used in the classes. The next focus was social media in EFL learning to

collect evidence and opinion on how social media could apply in EFL learning.

The last one was the Social media future in EFL learning to collect Gen Z

learners‟ voices and ideas for social media in future EFL learning.

Data Collecting Procedures

The writer collected data for the research by creating a set of questions for

the questionnaire. Before starting the data collecting, the writer conducted a

piloting session to check the validity of the questionnaire items. The writer began

the piloting session on June 29th, 2020, and finished on July 2nd, 2020. The

participants of the piloting session were 47 college students of the 2016 batch.

The piloting questionnaire was shared using the Google form link sent through

personal and group WhatsApp of the 2016 batch.

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 The result of the piloting session was satisfying and proved the

questionnaire item validity to proceed toward data collecting. Regardless, there

were several things from the piloting session that needed to be mentioned. First, it

appeared that YouTube was more appealing than LINE. Thus, social media that

was chosen by the writer was changed. Furthermore, there was minor focus

confusion between the writer targeted social media and social media, specifically

for learning purposes. Therefore, an additional explanation regarding the matter

was placed in every section of the questionnaire.

After knowing the result of the piloting session was sufficient, an

adjustment and revision finished. The collecting data session was begun on July

10th, 2020, and completed on July 15th, 2020. Participants' data for this research

were available in Table 1 On page 9. Based on the collected data, 100% of

participants that worked on the questionnaire had at least one Social Media. They

also were able to follow the writer instruction and filled in the required

questionnaire item.

Analyzing Data Procedures

Each questionnaire item in the questionnaire was analyzed individually

and put into the respective category, namely „focus‟. Participants‟ answers for

each questionnaire item were available in the shape of the data result of Table;

some of the participants' responses were also displayed for evidence. Regardless,

all respondents' data are classified.

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 FINDING AND DISCUSSION

Students’ Use of Social Media

The first focus of the questionnaire is mainly based on Boyd and Ellison

(2007) along with Seaman and Tinti-Kane (2013) definition of social media in the

framework. The first questionnaire item no. 6, “In your own understanding, what

is social media?” response occurrences are displayed along with the experts‟

definitions in Table 2.

Table 2. Social Media Definition

Definition Occurrences Percentage

A communication device for 49%

62
virtual communities

Source of information and 26%

32
knowledge

Facility for sharing ideas and 25%

31
common interest

Total Occurrences 125 100%

Table 2. show 62 occurrences out of 90 (49%) mostly perceived social

media as “communication Devices for Virtual Communities”, while “Source of

Information and Knowledge”, within 32 out of 90 (26%) occurrences, and the rest

31 out of 90 responses (25%) defined social media as a “Facility to Sharing Ideas

and Common Interest''. Supporting evidence came from representative

participants' answers displayed below.

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 Participant 45:
” social media is a tool to help me understand everything around with interaction to gain
knowledge.”

Participant 64:
“Social media is a technology that shares information, ideas, career interests, and other
forms of expression through communities and virtual networks.”

These participants‟ statements defined social media mostly as communication

devices just like the way it was supposed to be, but their digital natives influence

also makes them precieve social media as their sourc of information and

knowledge, and their facilities to share their ideas. Following Boyd and Ellison‟s

(2007) statement, Gen Z learners define social media mostly as communication

devices. It is mainly caused by how social media was first introduced in society,

and this has been the most common understanding, not only for Gen Z but people

in general. Though the “source of information and knowledge” definition really

draws out Gen Z characteristics explained by Shatto and Erwin (2016) where they

prefer to dig the information for themselves as they are seeking flexibility. The

other Gen Z characteristics also indicated in the “facilities to sharing ideas and

common interest” definition where Chilliers (2017) mentioned that Gen Zs are

highly connected individuals.

Questionnaire item no. 7 asked what social media participants owned. Based on

Blattner and Fiori (2009), Harmandaoglu (2012), Binti Mistar and Embi (2016),

and Liliia and Gulnara (2016) research; Facebook, Twitter, WhatsApp, Instagram,

and Youtube, are the commonly used social media by Generation Z that also

frequently applied in a classroom.

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Table 3. Varieties of Social Media

Social Media Varieties Participants Who Use Social Media

WhatsApp 87
Instagram 85
Youtube 82
Twitter 63
Facebook 62
LINE 8
Tiktok 4
Telegram 2
Various 1
Questionnaire item no. 7 “What social media from the list below do you

use?” table 3 shows, participants‟ have at least 4 out of 5 social media that have

been served in the item option by the writer. WhatsApp occurred in 87 out of 90

participants‟ answers, served as the most commonly chosen social media.

Facebook is social media available in the item option to be unlikely to have lesser

favor by only 62 out of 90 participants chose it. The writer also prepared an

additional choice to see whether other social media in favor and turn out 8

participants mentioned LINE as social media that is also frequently used.

“Various” (Tumblr, Discord, Pinterest, Twitch, Minds, KakaoTalk, Ask.FM,

Blog, Snapchat, Reddit) is a compilation of social media that only appears once in

additional options.

As seen by the result, the Kaplan and Haenlein (2010) Spectrum of social

media, “Virtual Social World” social media, such as WhatsApp, has the biggest

favor in participants‟ interests; it supports evidence for why definition in

questionnaire item no.6, Communication Device for Virtual Communities had the

most occurrences. The other relating evidence between questionnaire item no. 7

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and no.6 is shown on participants‟ second-highest favor social media appears to

be “Content Communities” type of social media like Instagram with its explore

features and YouTube with the recommendation video that help them as Source of

their Knowledge and Information just like the second definition stated in

questionnaire item no.6. Twitter with its Thread and Facebook Status Update Post

commonly used by the user to voice their opinion and find people with similar

interest is commonly known as “Blogs and Microblogs” type social media. It is

not a stretch to say that the Facility to Sharing Ideas and Common Interest

definition in item no. 6 could fitly describe the last two social media.

The writer separated participants‟ time of using social media for learning

purposes and non-learning purposes into questionnaire item no.8 “How long do

you use social media in a day?” and no. 11 “How long do you use social media for

studying in a day?” The questions intended to see how Gen Z learners as “digital

natives” utilize Social Media.

Table 4. Time Consumed While Using Social Media for Learning and Non-
Learning Purposes

Social media use in a day

Time consumed Non-learning Learning
Percentage Percentage
purposes purposes
Under 1 hour - 0% 17 19%
1-5 hours 26 29% 58 64%
6-10 hours 32 36% 11 13%
11-15 hours 22 24% 2 2%
16-20 hours 8 9% - 0%
Over 20 hours 2 2% - 0%
Never use social media - 0% 2 2%
Total 90 100% 90 100%

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 As shown in Table 4, the most common time used for non-learning

purposes is 6 to 10 hours chosen by 32 (36%) participants. The result was

supported by Shatto and Erwin (2016) when they said, “Generation Z students

spend an average 9 hours per day on their cell phones” (p.253). While for learning

purposes, the frequent time of choice is 1 to 5 hours, favored by 58 (64%)

participants. The findings, regardless of the number of participants‟ show that Gen

Z learners spend more time on social media for entertainment, and only a small

amount of time was spent on learning purposes. The findings are in line with

Shatto and Erwin's (2016) statement that “Gen Z individuals only have 8-second

attention span down from 12 seconds for Millenials” (p.253) where they cannot

focus paying attention to a monotonous activity like learning. Questionnaire item

no. 9 “Do you use social media for learning purposes?” and no. 10 “What is your

reason(s) for answer number 9 question?”, were made to see if the data from

Table 4 can get further explanation.

Table 5. Participants’ Who Use Social Media for Learning Purposes

Participants‟ on using of social media for Participants‟ in

Percentage
learning purposes favors

Yes 82 91%

No 8 9%

Total 90 100%

From Table 5, the writer found that 82 participants‟ (91%) are used social

media for learning purposes. The writer found three variations from item no. 10

for those who are using Social media for learning. 42 out of 82 participants (44%)

mentioned in their responses that being an “Information Provider” is the reason

16
why they use social media for learning. Along with the earlier statement, “Study

Assistance” is a common reason that occurred in 32 out of 82 participants‟ (34%)

answers. “Self-Improvement” is the third reason mentioned by 21 out of 82

participants‟ (22%) in their responses. The writer picked three answers from

participants that support the findings.

Information Provider

Participant 18:
“Because most of the assignments are distributed via WA. I sometimes learn new
vocabulary from twitter or instagram since I follow some accounts who use english or
share about english learning”

Study Assistance

Participant 33:
“I use social media for learning purposes to communicate/ask with friends or lecturers
when find difficulties in learning, do task in group with friends via WA, share writing for
the media assignments in IG.”

Self-improvement

Participant 55:
Karena untuk meningkatkan skil listening dan speaking saya, saya menggunakan youtube
untuk meningkatkan skil tersebut.

In order to enhance my listening and speaking skill, I use YouTube to improve those
skills I mentioned earlier.

According to the statements above shows that, students still see social

media as unofficial tools for learning assistance like using WhatsApp as place to

distributing material, or their share their assignments‟ and discussion online . Gen

Z social media of choice and the higher frequencies of use might reflect their

preferences of using it as a tool to learn English (Li, 2017, p151). The

participants‟ responses supported by Li (2017), mostly still perceived Social

17
Media as their assistance, practice, and informational tool instead of as their

alternative learning option. This may be the reason why 1-5 hours response in

questionnaire no. 11 mostly favored since they only apply Social Media when

they need.

For 8 (9%) participants‟ who choose not to use social media for learning

purposes, item no. 10 shows their reason is Personal Preferences and Necessity.

The most self-explanatory response came from:

Participant 68:
“Well, it is 50:50 sometimes I use social media for just relaxing and see something funny,
and see some other writing in English but sometimes when I open them I fine something
new and I learn about that, and now I often use social media to look for some references
for my work”

Participants' reason indicates that even if they are not interested in learning using

social media, there are circumstances and unavoidable situations where they have

to, whether participants like it or not, learn using social media. The findings are

what Rieder (2003) stated as incidental learning, defined as the process of picking

up language unconsciously when exposed to it (Rieder, 2003, p.26). Those who

are not using Social Media for learning purposes are experiencing incidental

learning since they will get exposed to English when using Social Media.

The first focus findings are as defined by Cilliers' (2017), where Gen Z

cannot separate themselves from technologies because they are born to be “digital

natives” and had high frequencies of applying it in daily activities. Their traits for

being flexible and highly connected also made them define social media just like

Experts perceive. Furthermore, in this focus, the writer saw that Gen Z still spend

18
roughly 3 hours of their time in social media for learning because they have not

seen social media as a learning option. Instead, their perspectives on social media

were mere tools for assisting and improving their EFL studies (Baſöz, 2016,

p.436).

Social Media in Classroom

The second focus intends to see Gen Z participants‟ interest in the existing

social media in the classroom. The first questionnaire item for this focus, no. 12

“if you asked to collect material for your study, from the option below which

would be your choice(s)?” was made to see if participants‟ still prefer the

orthodox way of gathering information or using alternative such social media.

Table 6. Preference for Collecting Material

Preference for collecting material Occurrences Percentage

Browsing the internet 89 41%

Ask friend through social media 72 34%

Ask lecturer 38 18%

Go to library 15 7%

Total Occurrences 214 100%

The result for participants' preferences to collect their material, in Table 6,

“Browsing the Internet'' still becomes the most chosen option when it came to

looked for the material that occurs 89 out of 90 participants (41%) (Everyone) was

using it when it came to collected learning material. “Ask Friends using social

media '' was dominated 72 out of 90 times in participants‟ response (34%) than

“Ask Lecturer” and “Go to Library''. Both the classic customs were only favored

19
by 38 (18%) and 15 (7%) out of 90 participants‟ responses. It Indicates

Generation Z learners‟ reliance on technologies is high, just like Duse and Duse

(2016) have been stated in their research.

Questionnaire item no. 13 “Have you ever been in a class that applied

social media in their course as part of learning?” and item no. 14 “Based on your

answer for number 13, are you interested in having social media applied in your

classroom?” results are available in Table 7.

Table 7. Response toward Classes That Applies Social Media

Ever been attend Interested in

classroom that having class that
applies social media Percentage applied social Percentage
as part of learning media
(item no. 13) (item no.14)

Yes 87 98% 77 86%

No 3 2% 13 14%

Total 90 100% 90 100%

From the displayed Table 7, the writer found 3 participants that have not

been experiencing a class that applies social media as part of learning and 13

participants (14%) who are uninterested in having a course that uses social media.

Even if it is only a small number, it still gave some effect on Cilliers' (2017)

statement in the framework where the virtual environment in the learning situation

that is demanded by Gen Z does not entirely represent them in reality.

Questionnaire item no. 15 asked about participants‟ reasons for their item

no. 14 answers. Therefore, the 77 responses that are interested in having courses

20
that use social media will be divided into three different reasons. The first

common reason given by participants is “Provides Easy Access” with 41 out of 77

(44%) occurrences appearing in participants‟ answers.

Participant 17:
” Well, applying social media in our classroom is a good choice. It will be easier for the
student to get a soft copy ppt from the lecturer that have been sent in social media group,
the lecturer also will be easier to inform the student if they have to cancelled the class or
share another information, instead of message the student one by one, it will be saving
time”

The participants‟ representative answer indicated that the majority who was

interested in having a class that applied social media caused by their experience

and felt like they were given easy access and helped them in their learning

situation.

Another common reason that appears in participants‟ answers is to

“Enhance the Learning Process”, which occurred in 30 out of 77 (33%) responses.

It leverages the standard of learning in the classroom to be more flexible and

approachable. It is supported by:

Participant 25:
“karena banyak siswa/mahasiswa sudah jarang tertarik dengan buku atau printed material.
fokus mendengarkan atau berkomunikasi dengan guru sulit untuk dilakukan. maka dari
itu, dengan adanya sosial media dalam pembelajaran di kelas, mungkin dapat
meningkatkan "students' interest" karena selain mereka untuk hiburan di tengah-tengah
kebosanan mereka, juga sebagai media untuk belajar. fun learning.”

“Because there are lesser college students who are taking interest in books and handouts.
Thus, it would make it difficult to listen and communicate with the lecturer. For that
reason, the existence of social media in the classroom might increase students‟ interest.
Other than being able to become pastime entertainment, it also becomes media for fun
learning.”

21
 The last reasons for interested participants are “Change of Pace or

Learning Situation” appeared 21 out 77 (23%) times in participants' answers. This

support for the existence of social media in the classroom will give a better

situation for both students and the lecturer.

Participant 79:
“When we using social media during class, I think it will make student feel excited and
not bored when they are studying. Social media really helpful for those who need when
they think they need more explanation about something that they don‟t understand.”

Both the second and third reason that occurs in item no. 15 indicates that social

media in a classroom offers something new, something exciting and given a

relaxed atmosphere to learn (Baſöz, 2016, p.436).

The 13 participants that were uninterested in the classroom that applies

social media had their reason for either being too complicated or unsuitable for

learning purposes. The evidence from participants‟ answers explained what they

meant.

Participant 14:
“In my opinions it's not appropriate, social media is the platform that people's is freely
express their self with the consideration of law in their country, and platforms to submit a
study is exist, there are many study platforms that looks like social media actually, so why
using social media like Instagram, Twitter, YouTube, ect, When you have that kinds of
platform.”

The last item is no. 16, is asking for participants' expectations on what-if

situation, where social media applied in the classroom in the future.

22
Table 8. Participants’ Expectation

Participants‟ in Percentage
Participants‟ Expectation
Favour

Better learning situation 47 44%

Increase students‟ activeness and creativities 34 31%

Fully utilize technologies 27 25%

Total Favours 108 100%

Based on Table 8, the expectations grouped into three different reasons.

The first one is a Better learning situation, which occurred 47 (44%) times from

84 participants‟ responses that have high hopes in social media to leverage the

condition of the current learning situation. While the second common expectation

is to Increase student activeness or creativity with 34 out of 84 (31%) occurrences,

it indicated participants expecting the role of social media in the classroom is to

engage students more in learning. And the third expectation is fully utilized

technologies that appeared in 27 out of 84 (25%) participants' answers. The last

expectation here voiced Gen Z‟s wish for social media features actually being

applied in the classroom and to support the learning situation in the classroom.

This participant answer will represent all three expectations in Table 8.

Participant 63:
“It is my expectations if social media is applied in the classroom, it will be easier for
students to get information, understand the material presented by lecturers, and interact
with friends outside of campus.”

For this focus conclusion, participants‟ shows high reliance on social

media also in order to progress in a course. Other than that, they already

experience applied social media in a classroom, which majority of them

23
expressing desires for it being widely implemented, just like what Kessler (2018)

mentioned in the frameworks. Regardless, there is Gen Z who preferred not to put

Social Media in the regular classroom because it will just distract them.

Social Media in EFL Learning

In this part of the focus, the writer attempts to retrieve the opinion from

Gen Z participants regarding the use of social media in EFL learning, who is

eventually this Gen Zs are taking English Major in college. The third focus aimed

to see the relevancy of Social Media in EFL learning when this research was in

progress.

Table 9. EFL Learners’ On Using Social Media for language Learning

Possibility of using social media for Participants‟

Percentage
EFL learning responses

Possible 87 98%

Impossible 3 2%

Total 90 100%

Table 9 displayed data from questionnaire item no. 17, “As an English

Language majors student, do you think it is possible to do EFL learning from

social media?” show that almost all participants (98%) said that social media for

EFL learning is possible. Participants‟ responses explanation for item no. 17 was

covered in questionnaire item no. 18.

24
Table 10. EFL Learners’ Explanation on the Way Social Media Improving
Proficiency

Participants‟ Explanation Occurrences Percentage

Provides material 48 47%

Provides assignment and learning

AGREE 36 35%
style

Optimize learning time 18 18%

Total Occurrences 102 100%

Tools do not affect proficiency 100%

DISAGREE 4
improvement

From Table 10, the participants‟ answers focused on their explanation of

how social media could improve learners‟ proficiency. The majority of those who

agree, which is 48 out of 77 (47%) participants, indicates that social media

provide material of any kind. It believes that it gives almost every possible

material the same as regular EFL class like the representative of the first

participant explanation in the answer.

Participant 1:

“Yes, it is possible. When using social media, I can find something new for me. Then I
can improve my English proficiency through my curiosity in the particular part.”

The second common explanation is social media gives more assignment

and learning style variation, which occurred in 36 out of 77 (35%) agree‟ answer.

That indicates social media capable of providing a wide variety of tasks and

learning styles nearly the same as a regular classroom. For that reason, this

participant‟s answer strongly supports the third group of explanations.

25
 Participant 68:
“Yes, it is possible. Well, until now I learn English from posts in the social media, like
writing, poem, or even meme. I learn new things from it. And I follow various accounts
that uses English on their post. So, sometimes I learn English from their typed language.
Yes, it is possible for me to improve my English Language”

The explanation that occurs is 18 out of 77 (18%) answers were social

media optimizes learning time. The result shows that participants agree on social

media in EFL learning could be saving time and increasing efficiency. The

participant who highlighted this explanation is:

Participant 76:

“Because it's easier now to learn social media, and it can be learned at any time or any
place, indefinitely”

The only disagreement explanation is tools do not affect proficiency

improvement that stated by 4 participants. This explanation points out that social

media can only improve the English language if the individual can apply it. the

participants' answer that represent those who are disagree is:

Participant 64:
“Not really, because sometimes some student is lazy and open the other things on their
phone.”

The result from the earlier item had 77 participants agree and able to

explain their reason that social media could improve proficiency. Thus, the

questionnaire items no. 19 “Which skill do you think you will get by using social

media for language learning?” results displayed what the skills that could be

improved by using social media in Table 11.

26
Table 11. Skill That Can Be Acquired By Using Social Media as Language
Learning

Skills Participants‟ Response

Vocabulary 82

Listening 69

Writing 62

Reading 61

Grammar 53

Speaking 53

Skills preserved in Table 11 show Vocabulary as the highest skills that

occur within 82 out of 90 participants‟ are in favor, which might be related to the

highest common reason from questionnaire item no. 18 where Gen Z EFL learners

believe that social media could improve proficiency through providing material.

Within this opportunity to gain more material, it let learners expose themselves to

more vocabulary. The second highest favor is listening, with 69 out of 90

occurrences might have done because the majority of social media served the

material in audiovisual. Thus, it makes participants more profound in their

listening skills. Writing and reading occurred 62 and 61 out of 90 times in

participants' answers. Shatto and Erwin (2016) mentions that that the prosperity of

technology makes readings less favorable (Shatto and Erwin, 2016, p.254), which

is probably the reason why reading skills do not appear in most participants'

answers. With the tie as the lowest score, grammar and speaking skills were the

least favorable choice only at 35 out of 90 occurrences.

27
 Two questionnaire items will become a closure for the third focus; these

items collect Gen Z learners' preferences when using social media in EFL

learning. Table 12 displays the questionnaire item no. 20 “Would you prefer using

social media for EFL learning in a classroom or individually?”

Table 12. Preference When Using Social Media for EFL Learning

Participants‟ Preference when using social Participants

Percentage
media for EFL learning Responses

Individually 48 53%

In Classroom 42 47%

Total 90 100%

And table no 13 will display questionnaire item no. 21, “Would you prefer having

an EFL learning class, or learning through social media?”

Table 13. Choosing Between Attending EFL Classes or Learning through

Social Media

Choices Participants in Favor Percentage

Classroom 66 74%

Individually 24 26%

Total 90 100%

Table 12 gives the result that the questionnaire item no. 20 responses

showed that more than half of the participants (53%) preferred to use Social media

for learning individually. This result was the complete opposite of what Kessler

(2018) stated that Gen Zs expect social media to be applied in the classroom

(Kessler, 2018, p.2). Moreover, as shown by Table 13, 66 out of 90 (74%)

28
participants‟ still preferred attending EFL classes rather than doing self-study

when it comes to language learning.

For the third focus conclusion, the majority of participants are still

enjoying having regular classes instead of the virtual ones. Regardless of how

much benefit explained by experts in the literature review, how EFL learners have

a conception towards social media could give language learning opportunities

when using it accordingly (Trinder, 2017, p.410). Apparently, most Gen Z have

not taken an interest in Social Media as a learning option, they still prefer to put it

and EFL learning separately.

Social Media in Future EFL Learning

The last focus, Social Media in the Future EFL Learning, sees Gen Z

English majors‟ learner opinion and suggestions for social media future in EFL

learning. The first questionnaire for this section is Item no. 22 “Do you think

social media in the English language learning classroom are beneficial for

learning?” and displayed in table 14.

Table 14. Benefit of Social Media for EFL Learning Classroom

Does social media in the English language Participants

Percentage
learning classroom are beneficial for learning Responses

YES 79 88%

NO 11 12%

Total 90 100%

Table 14 shows (88%) of participants who see social media are beneficial for the

EFL learning classroom. Regardless, the (12%) rest cannot agree to say that social

29
media is up for the EFL learning classroom. The next questionnaire item no. 23,

“If you answer yes in the earlier question, explain the benefits. if you answer no,

why?” is a follow-up questionnaire from item no. 22 to let participants‟ explain

from their perspective about social media benefits and drawbacks for EFL

learning classrooms.

Table 15. Participants’ Reason for Agree/Disagree with the Benefits

Participants Reason Occurrences Percentage

Agree Classroom Tool Assistance 39 45%

Better Learning Option 30 34%

Classroom Substitute 18 21%

Total Occurrences 87 100%

Disagree Too Complex to adapt with new

7
learning style

Participants‟ first reason for social media is beneficial for the EFL learning

classroom is as Classroom Tool assistance that occurred 39 out of 86 (45%) times.

The result indicates that Gen Zs perceive social media as EFL learning assistance

tools. Yet, the second group saw social media in EFL learning as a better option

than attending regular EFL classrooms by 30 out of 86 (34%) occurrences, which

means they prefer to learn EFL through social media than letting social media

collaborate with the regular class. The last benefit stated by 18 out of 86 (21%)

appeared in participants‟ was a Classroom substitute, just like what Shatto and

Erwin (2016) stated as “self-directed learners”. However, 7 participants that

disagree had their reason for using social media for EFL learning is too

complicated and will take time to adapt. They are the Gen Zs‟ who are not

30
expecting a change in the learning environment dissolved with a virtual world,

unlike what Cilliers (2017) stated in her research where Gen Z will start to expect

that their classroom environment will become similar with the virtual world

(Chilliers, 2017, p.195).

The writer tried to see which of the five social media mentioned in the

frameworks by experts, which are the most potential ones to be the Gen Z EFL

learning option.

Table 16. Participants’ Potential Social Media

Social Media that have potential to become EFL learning option

YouTube 76

WhatsApp 35

Instagram 31

Twitter 16

Facebook 15

Table 16 data shows the most to the least preferred social media. Thus,

questionnaire item no. 25 was made to see the reason why YouTube was the most

popular choice by 76 out of 90 respondents, and Facebook was the least favorable

only mentioned 15 out of 90 responses.

YouTube

Participant 79:

“I think all social media can help us in learning English, it depends on the person
which social media that they like. But I think the most potential social media Is
YouTube because we can directly learn about listening, pronunciation, vocabulary
etc.”

31
As said by Shatto and Erwin (2017), “there are a myriad of videos available-some

more appropriate than others” (p.26) that makes YouTube as a source of material

for EFL learning. No wonder all previous questionnaire items participants keep

having the source of material in their reasoning. These results answer why, in

Table 11, speaking, and grammar skills have the lowest favor since YouTube is a

social media in the Content Communities spectrum, as explained by Kaplan and

Haenlein (2010). Participant 79 stated YouTube could be used to enhance

speaking skills such as pronunciation, still this participant‟s answer cannot

represent Gen Z in general since there are participants who said they disagree in

table 10 earlier stated Tools do not affect proficiency improvement. This one-way

interaction kind of social media only enhances participants' listening and

vocabulary skills, but there is the chance of writing skills if the reply system

includes.

The questionnaire item no. 26 was the last questionnaire item in the fourth

focus. The item asked Gen Z about them being “agents of change” for EFL

learning by recommending and/or suggesting others use social media to learn

English.

32
Table 17. Gen Z on Suggestion for People to learn EFL Using Social Media

I suggest/ not suggest people to use social media for learning

Occurrences
because…

Saves time and Resources 23

They already accustomed 21

Agree Help EFL learners to be confident 19

Able to become assistance or substitute for regular

9
classroom

Social media never meant to be learning option 5

Disagree
Does not provides as much as regular classroom 4

Participants‟ responses in item no. 26 that are available in Table 17, are divided

into agree and disagree, and further grouped based on their reason. Participants

that suggest using social media as a language learning option will be grouped into

four different reasons. The Majority of Gen Zs‟ of 23 out of 78 agreed answers

suggest people use social media for learning because it saves time and resources.

This reasonable statement might be caused by how fast the digital age was; they

need to learn efficiently (Shatto and Erwin, 2017, p27), and social media can be

seen as able to serve the fast-paced learning need of these Gen Z participants.

Shatto and Erwin (2017) also already stated that “Gen Zs‟ are engaged with

sophisticated technology and more accustomed to use it” (p. 27) makes “being

already accustomed to social media” become the second commonly stated reason

by 21 out of 78 participants. There is this reason given by 19 out of 78

participants that said social media could boost EFL learners‟ confidence in

advancing their skills. This might imply the 53 occurrences that favor speaking

and 62 for writing in Table 11, whereas the output skill can be obtained from

33
using social media as a learning option. 9 out of 78 occurrences stated that it is

possible to become assistance or substitute for the EFL classroom, giving them an

image of true digital natives relying on their virtual environment. All

recommendations mentioned earlier were stated in one participant's answer

representative.

Participants 12:

Jika mereka mau belajar inggris dengan mandiri kurasa menggunakan social media
adalah langkah awal yg baik karena cukup efektif, banyak yg sudah terbiasa
menggunakan sosmed dan mereka pasti sudah enjoy dengan kebiasaan tersebut juga. Jika
menggunakannya untuk platform belajar dalam kelas, jika komunikasi bisa berjalan
dengan baik, menggunakan sosmed juga membuat pembelajaran menjadi efektif.

If someone intended to start learning English independently, I guess using social media is
a good start. Other than that, they should be already accustomed and enjoy the process of
using it. If they intended to use social media in a course, as long as there is good
communication and understanding, it will make the lesson effectively improved.

Gen Z, who disagree, believes that social media is not for learning and did

not provide as much as EFL classroom. For them, there is no chance for social

media to recommend it as an option for learning, especially those who are easily

distracted like Gen Z learners (Duse and Duse, 2016, p.7). This was stated by 2

participants in their response towards questionnaire item no. 26.

Participant 16:

Yes, if you are not an "easy distracted" person because social media app could be
distracting for some students

Participant 89:
Sepertinya sampai saat ini tidak , karna masih dibilang memiliki sistem yang belum
memadahi dan mencukupi .

I think it is now for now, because social media have not had sufficient features to do so.

34
 As the final focus, where the writer seeks the future of social media in EFL

learning, the findings hint at a chance. The Majority of the Gen Zs' believe that

YouTube has the most potential EFL learning option as it was a content

community type of social media that provided unlimited material. A lot of

research still puts social media as a tool that can be operated in the class instead of

acknowledging the possibility of learning through social media itself (Sockett and

Toffoli, 2012, p.215). But in this research, the majority of Gen Zs‟ are suggesting

the use of social media in EFL learning with a convincing reason that indicates

they are open and supporting the shift of social media from EFL learning tool to

learning option.

CONCLUSION

The writer conducted this research to see Generation Z EFL learners‟

opinions for using social media as a language learning option. The writer was

trying to find any possible potential and drawbacks from using it in the language

learning field. The reason for choosing Generation Z as participants in this

research is that they are proficient users of social media well-known as “digital

natives”. Furthermore, the majority of Gen Z is currently undergoing their study

year, and that will provide more insights on the current and even future directions

of social media and L2 learning. However, in actuality, social media is often

overlooked in language teaching (Kessler, 2018, p.2). Therefore, the voice of Gen

Zs‟ will become a consideration of how much they favor social media as a

learning option in the EFL learning context.

35
 Four focuses were made on the findings to help the writer answer the

research question. The first focus on Gen Zs' use of social media clearly shows

their understanding regarding the concept of social media able to describe.

Participants from this research apparently perceive social media as facilitation and

tool assistance. They only use social media in a classroom solely as facilitators

(Best, Manktelow, and Taylor, 2014, p.34). The next focus of social media in the

classes showed Gen Z's high reliance on social media in their studies. In line with

Cilliers (2017) research, they expect their demands to be fulfilled in the learning

environment to notice the presence of the virtual world where they belong. The

third focus that centered on social media in EFL learning shows Gen Zs‟ disregard

for the option to apply social media as a language learning option. They enjoyed

regular classes more than what Shatto and Erwin (2016) said to be “self-taught

learners” who are craving for modernity regardless of several benefits mentioned

by experts in the frameworks. The last focus aims to find the social media future

in EFL learning. Even though Gen Z are currently comfortable having regular

classes, they actually do not mind letting social media be part of EFL learning.

With the advancement and variety of social media, they are openly admitting the

possibility for social media, especially YouTube, to become an EFL learning

option. The majority of Gen Zs‟ is ready to be the agent of change for EFL studies

and willing to promote social media to become a language learning option. In

conclusion, Gen Z is a digital native that can fully operate social media to help

them in EFL learning as assistance. Yet they cannot perceive social media as their

EFL learning option. Regardless, they still give opportunities for Social Media in

36
the future to become an EFL learning option and mostly believe that social media

is a good alternative for learning a language.

Gen Z EFL learners are a transitional generation from a classroom to

virtual learning with which they are more familiar in terms of applying it. There

are two suggestions from the writer for consideration to help the current teachers

and Gen Z English majors‟ learners regarding Social Media in EFL learning. For

the current EFL teachers facing Gen Zs‟ learners, this is the opportunity to be

creative and encourage them to accept social media in the learning. These learners

are digital natives that are proficient in this field, going through their study with

social media as their helping tools, and yet to explore the possibility of it being a

language learning option. For future teachers, it is suggested that you need to

explore other social media benefits that have not been discovered and observe

more variety of social media outside than 5 social media mentioned in this

research. Because teaching using social media has been supported by many

experts and mostly proven to be effective. Furthermore, the next generation will

be more proficient in using social media, which means that a handful of

knowledge about social media will be necessary for future teachers.

There are several limitations to this research. First, this research is only

conducted in one city in Indonesia. Then, there is only one university and one

faculty chosen by the writer. The third limitation was the total of participants was

limited to 90 participants. Lastly, the instrument the writer uses is only a

Questionnaire with a combination type of question item. Further research will

37
need to expand the range of social media varieties, with more participants in

various backgrounds and more research evidence for its frameworks.

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ACKNOWLEDGEMENT

I thank myself to Father in Heaven, His Son, and the Holy Spirit for the

thorough protection Thy gave me when I was working on this research. Also big

thanks for my Thesis Supervisor, Bu Anita Kurniawati Hadiyanto, S.Pd., M.Hum.,

and my second reader Bu Yustina Priska Kisnanto, S.Pd., M.Hum., for their time

and knowledge as excellent lecturers in FBS UKSW to guide and help me

finished this research and made a satisfying result. Big love to my number one

supports, my parents and brother, who are always with me going through

everything in my life. Big love for My Girlfriend Jessica; and someone special,

Marlen, for helping me going through my hardship in my studies. Lastly, special

thanks to Arrian, Elisha, Hendrikus, Patrick, Rivaldo, Satria, and Verren for

giving me the courage to finish my research and study.

41
 APPENDIX

Questionnaire Items

I. Participant Identity

1. Please write down your name.

Answer: _________________

2. Please write down your student number in a complete form. (e.g.

11/39201xxx)

Answer: ___________

3. I am…

A. Male

B. Female

4. How old are you?

A. <17

B. 17

C. 18

D. 19

E. 20

F. 21

G. >21

5. Do you have a social media account?

A. Yes

B. No

42
II. Students‟ use of social media

6. In your own understanding, what is social media?

Answer:

____________________________________________________________

7. What Social media from the list below do you use?

o Facebook

o Twitter

o WhatsApp

o YouTube

o Instagram

o Other: __________

8. How long do you use social media in a day?

A. <1 hour

B. 1-5 hours

C. 6-10 hours

D. 11-15 hours

E. 16-20 hours

F. >20 hours

9. Do you use social media for learning purposes?

A. Yes

B. No

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 10. What is your reason(s) for answer number 9 questions?

Answer:
____________________________________________________________

11. How long do you use social media for studying in a day?

A. <1 hour

B. 1-5 hours

C. 6-10 hours

D. 11-15 hours

E. 16-20 hours

F. >20 hours

G. I never use social media for studying

III. Social media in your classroom

12. If you are asked to collect material for your study, from the option below,

which would be your choice(s)?

o Ask Lecturer

o Go to Library

o Browsing in the internet

o Ask friend through social media

o Other: ___________

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 13. Have you ever been in a class that applied social media in their course as

part of learning? (E.g. having class group chat, making a Facebook group,

using Instagram for assessment, etc.)

A. Yes

B. No

14. Based on your answer for number 13, are you interested in having social

media applied in your classroom?

A. Yes

B. No

15. Please mention your reason(s) for your number 14 answer.

Answer:

____________________________________________________________

16. What is your expectation(s) if social media applied in the classroom?

Answer:

____________________________________________________________

IV. Social media in EFL learning

17. As an English Language major student, do you think it is possible to do

learning from social media?

A. Yes

B. No

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18. Do you think it is possible to improve your English language proficiency

by using social media? Explain.

Answer:

____________________________________________________________

19. Which skill do you think you will get by using social media for language

learning?

o Speaking

o Writing

o Grammar

o Reading

o Listening

o Vocabulary

20. Would you prefer using social media for EFL learning in a classroom or

individually?

A. In Classroom

B. Individually

21. Would you prefer having an EFL learning class, or learning through social

media?

A. Classroom

B. Social media

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V. Social media future in EFL learning

22. Do you think social media in the EFL learning classroom are beneficial?

A. Yes

B. No

23. If you answer yes in the earlier question, explain the benefit(s), if you

answer no, why?

Answer:
____________________________________________________________
24. Between Facebook, Twitter, YouTube, WhatsApp, and Instagram, which

do you think have the most potential to be used as an EFL learning

option(s)?

o Facebook

o Twitter

o WhatsApp

o YouTube

o Instagram

o Other: __________

25. From your answer above, would you mind to explain your reason(s)?

Answer:

____________________________________________________________

26. Would you recommend or suggest people to use social media for learning

English? And what is your reason(s)?

Answer:

____________________________________________________________

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