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CRITICAL READING RESPONSE Using Facebook in EFL Writing Class: Its Effectiveness from Students' Perspective

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CRITICAL READING RESPONSE Using Facebook in EFL Writing Class: Its Effectiveness from Students' Perspective
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  CRITICAL READING RESPONSE ”Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective”  Jati Saruris Sihombing sihombingjati98@gmail.com INTRODUCTION Critical reading response is a very important thing for students, because students are not only required to understand and criticize the reading content of a discourse, but students are also required to provide a response from the results of existing research. An important step in the critical reading response is introducing an introduction, presenting a summary of the selected article, expressing criticism in which in this criticism there is also a response and evaluation of the selected article. In this critical reading response that I compiled, I chose an article titled Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective by Rahmah Fithriani, Utami Dewi, Sholihatul Hamidah Daulay, Maryati Salmiah, and Widia Fransiska. In this article, it explains about one of the social media used as a forum for learning English, namely in the EFL writing class. Not only that, this article also disscuss how students’ perspectives on one of the social media is Facebook, which is used as a forum for EFL writing classes. It is hoped that the benefits of making this critical reading response not only in fulfilling scientific writing tasks, but can be useful for anyone who reads this paper.  SUMMARY 1.   Introduction Industry 4.0 which gave rise to various emphasis on the use of digital technology which is increasingly unavoidable by humans today even in some teaching and learning processes for example such as Language Teaching and Learning (LTL). Which (MALL) is an approach to the level of language learning by utilizing mobile devices. Miangah and Nezarat (2019: 309) explained that MALL also functions as a learning process to be personalized, spontaneous, informal and anywhere. Then, this MALL itself can be the optimal solution where the learning process can be done anywhere. Facebook, YouTube, WhatsApp, Instagram and Twitter applications are applications that are very often used in the practice of LTL and EFL teaching and learning. This study aims to investigate whether Facebook will be an effective learning tool for EFL students who are in the writing class. The author hopes that this research will not only contribute to helping place the focuss of EFL teaching in Indonesia in improving language skills, but also students’ assumptions and experiences during the learning process. 2.   Literature Review a.   Technology Integration in Language Learning Technology integration in language learning is the use technology where this technology where this technology can support the language learning process itself. TILL has a positive impact on the LTL process, one example of the positive impact is that teachers will find it easier to from a community, where there are many platforms that can be used for this community such as Facebook, WhatsApp and so on. While students will find it easier to experience learning about language, be it reading, writing and so on. b.   MALL and Facebook Use in Indonesian EFL Context MALL or Mobile-Assisted Language Learning is a useful mobile device to supports the language learning process that makes learning fun and interesting.  Facebook is an application that is often used by Indonesians in communicating and making friends. Even facebook can be used in EFL, students will easily get friends from abroad, here students can interact with people who have different language, and from here students who use this application without realizing they have already practiced their English. 3.   Research Method The method used in this research is a qualitative case study approach. The number of participants in this study was 53, of which 40 were female students and 13 male students were studying at state university in Medan. Data collection techniques used in this study were questionnaires, semi structured interviews with no end and observation. Then the data collected was analyzed using the frequency calculation method for quantitative data, namely student involvement on facebook and thematic content analysis for qualitative data about students’ perceptions of its effectiveness.  4.   Result and Discussion This study aims to find out how students’ perceptions are related to the effectiveness of facebook as a tool as a place for learning in EFL writing classes. Based on data collected then analyzed, showing that all students are active users of social media including facebook. This research shows that facebook is quite effective as a learning tool that can be seen from several themes. The first theme is showing that facebook users in the EFL writing class can help students increase confidence in using English as a means of communication. The second theme is to encourage students feel that their fluency in writing is increasing when they take a writing class perfected by facebook itself. 5.   Conclusion This research shows that social media applications have great potential in learning EFL language. Facebook is affective in improving students EFL learning processes, especially in students’ writing skills which include three aspects namely confidence in English, encouraging students to be active in class activities and helping students in writing English. Based on research conducted by social media, especially facebook  can be used and integrated in EFL classes in Indonesia without being separated from supervision and guidance from the teacher. CRITIQUE After reading and understanding the article entitled Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective, I found a number of negative points that encouraged me to criticize these points. I would also include other findings as a comparison, here are the criticisms as well as the response. In the key word section the author does not include the word “LTL” , which LTL is word that adequately present the topic discussed in this article. As explained by Astiani (2008) that keywords are words that contain the main concepts discussed in the article and the best keywords that can represent the topics discussed. Facebook’s popularity worldwide could also be considered as its potential to be integrated in EFL teaching and learning as it provides its users with opportunity to interact with people of different mother tongues and countries of srcin. Thus, in this situation facebook users could practice their English as the world’s most widely spoken language used (Fithriani, 2018b). While Enterprise (2010:79-96) side impact from the presence facebook is teen prostitution starts from facebook, this prostitution business in managed by pimp who uses a facebook account for promote young girls. CONCLUSION Critical reading response in an activity that aims to read and express opinions and criticisms then followed by opinions of experts to strengthen the reasons. From the article entitled Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective shows that facebook is   effective in improving students’ EFL learning processes, especially in students’ writing skills which include three aspects namely confidence in English, encouraging students to be active in class activities and helping students in writing English. Even though, facebook also has a negative impact as said by Enterprise.  REFERENCES Enterprise, Jubilee. (2010). Facebook Goes to School. Jakarta: PT. Elex Media Komputindo Fithriani, R., Utami, D., Solihatul, H.D., Maryati, S., & Widia, F. (2019). Using Fceboo k in EFL Writing Class: Its Effectiveness from Students’ Perspective.   2, 634-645. Doi 10.18502/kss.v3i19.4892.
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