SOCIAL MEDIA AS STRATEGY TO IMPROVE STUDENTS’ PARTICIPATION AND MOTIVATION IN ENGLISH SUBJECT
Abstrak
The objective of this study is to test the learning model of blended learning by using social media as the learning tool to improve students’ participation and motivation in English subject. The study helps to solve problem of learning time restrictiveness by wielding students’ familiarity with internet technology used outside the classroom.The study implemented quasi-experiment to collect the data by using test and questionnaire. The respondents were students Elementary School Teacher Study Program of University of PGRI Yogyakarta. There were 70 students who were divided into two classes. A class was conducted as control group, while the other one was the experimental group. In the control group, English subject was taught by implementing conventional class model. The students in the experimental group were taught by blended learning which were the combination of classical and online models through social media. Social media used in this study were ones which supported learning process as sharing audio, video, as well as other online media. The writer chose Facebook as the media learning because all respondents used such kind of social media.
The integration of social media as the effort to improve students’ participation and motivation remain successful. The general discussion is on the implementation of e-learning platform in learning process. According to survey, students were interested more in using social media compared with e-learning platform. The result of the study proved that English learning process by using blended learning method with social media helped students’ participation and motivation. The posttest result of the experiment class was better than the control class.
##plugins.generic.usageStats.downloads##
Referensi
Ata, R. (2016). An Exploration of Higher Education Teaching in Second Life in the Context of Blended Learning, The Turkish Online Journal of Educational Technology, vol.15, no.3, pp. 9-26,
Banyen, W., Viriyavejakul, C., & Ratanaolarn, T. (2013). A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students, I-Jet 02/02 48–55.
Bersin, Josh. (2004) The Blended learning Book: Best Practices, Proven Methodologies, and Lessons Learned. San Francisco: Pfeiffer
Dziuban, J. L. Hartman, and P. D. Moskal (2004), “Blended learning”, EDUCAUSE Center for Applied Research, Research Bulletin, vol. 2004, no. 7, 2004.
E. Chew, D. Turner and N. Jones, (2010). In Love and War: Blended Learning Theories for Computer Scientist and Educationalists,” In F.L. Wang, J. Fong and R. Kwan, eds. Handbook of Study on Hybrid Learning Models: Advanced Tools, Technologies, and Applications. Hershey, PA: Information Science Reference, 2010.
Faizi, R., Afia, A. El, & Chiheb, R. (2014a). Social Media : An Optimal Virtual Environment for Learning Foreign Languages, 64–67.
Faizi, R., Afia, A. El, & Chiheb, R. (2014b). Social Media : An Optimal Virtual Environment for Learning Foreign Languages, 9(5), 64–66. https://doi.org/http://dx.doi.org/10.3991/ijet.v9i5.3911
Hakala, I., & Myllymäki, M. (2011). A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes. International Journal of Emerging Technologies in Learning (iJET), 6(S2), 42–49. https://doi.org/10.3991/ijet.v6iS2.1658
Keller, J. M. (1987). Development and Use of the ARCS Model of Motivational Design,” Journal of Instructional Development, vol.10, no. 3, pp. 2-10.
Lankshear, C., &Knobel, M. (2006). New Literacies: Everyday Practices and Classroom Learning (2nd ed.). Berkshire: Open University Press.
Lin, H. T., & Yuan, S. M. (2006).Taking blog as a platform of learning reflective journal. ICWL, 2006, 38–47.
McLoughlin, C., & Lee, M. J. W. (2010). Personalized and self-regulated learning in the Web era: International exemplars of innovative pedagogy using social software. Australaswn Joumal of Educational Technology, 26(1), 28-43.
Merchant, G. (2005). Digikids: Cool dudes and new writing. E-learning and Digital Media, 2(1), 50-60. Retrieved from http://www.wwwords.co.uk/elea/
Obiedat, R., Eddeen, L. N., Harfoushi, O., Koury, A., & Alassaf, N. (2014). Effect of Blended-Learning on Academic Achievement of Students in the University of Jordan, 9(2), 37–44.
Ranganathan, S., S. Negash and M.V. Wilcox, (2007) Hybrid Learning: Balancing Face-to-Face and Online Class Sessions, Proceedings of the Tenth Annual Conference of the. Southern Association for Information Systems Jacksonvill, Florida,
Tapsis, N., &Tsolakidis, K. (2014). Educational communication in virtual worlds and Videoconference.International Journal of Emerging Technologies in Learning, 9(9), 64–69. https://doi.org/10.3991/ijet.v9i9.4190
Thorne, Kaye. (2003) Blended Learning: How to integrate online & traditional learning. London: Kagan Page Limited.
Wyk, M. M. Van. (2014). Blogs as an E Learning Strategy in Supporting Economics Education Students during Teaching Practice. J Communication, 5(2), 135–143.
Vygotsky, L. S. (1978) Mind in Society. Cambridge, MA: Harvard University Press
Zarella, D. (2010). The Social Media Marketing Book. Jakarta: PT Serambi Ilmu Semesta:Jakarta
Once an article was published in the journal, the author(s) are:
granted to the journal right licensed under Creative Commons License Attribution that allows others to share the work with an acknowledgement of the work's authorship.
permitted to publish their work online in third parties as it can lead wider dissemination of the work.
continue to be the copyright owner and allow the journal to publish the article with the CC BY-NC-SA 4.0 license
receiving a DOI (Digital Object Identifier) of the work.
