Year 2020, Volume 8, Issue 3, 1163 - 1172, 15.09.2020

Syafrizal SYAFRİZAL Siti HARDİANTİ Nurhaeda GAİLEA

https://doi.org/10.17478/jegys.658401

Abstract

Enhancing EFL students’ writing skills on English through Facebook and classroom collaborative activities

Abstract

The aim of research was to find out the use of Facebook and classroom collaborative activities on students’ writing skill of Indonesian Senior High School Students. The researchers used quantitative method by applying quasi-experimental design. The study consisted of 40 students as respondents that were divided into control and experimental group. This is to see which group is effective to be used in helping the students’ writing ability. The first group was taught by using Facebook and the second group was given treatment by classroom collaborative activities. Both Facebook and collaborative activities help the students to have better writing performance. To collect data, the researchers manipulated English Writing Test (EWST), interview form, and observation check list. The data were analyzed through SPSS 18.0. The researchers found that the use of Facebook and classroom collaborative activities were significantly enhancing the EFL students’ writing skill. There were some responses on the students’ collective perception on classroom collaborative learning showing their interests to the use of classroom collaborative activities. The interaction occurred in Facebook among the EFL learners indicate that the media is effective to students’ writing skills on English language. This study also recommends teachers in order to motivate EFL learners to learn foreign languages so that they can start writing not from complicated matters but rather on students’ participation in sharing knowledge, developing peer networks in combining between theoretical knowledge and practice.

Keywords

Collaborative Learning, EFL students, Facebook, Writing skills

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