EFL STUDENTS’ PERCEPTIONS OF SOCIAL MEDIA USE IN LEARNING

AT ENGLISH EDUCATION DEPARTMENT FACULTY

OF EDUCATION AND TEACHERS TRAINING
UNIVERSITAS LANCANG KUNING

A THESIS

BY

A Z W A R
NIM : 1688203086

ADVISOR

Approved to be Examined in Proposal Seminar

April 6, 2020

Dr. Marwa, M.A

ENGLISH EDUCATION DEPARTMENT

FACULTRY OF EDUCATION AND TEACHERS TRAINING
UNIVERSITAS LANCANG KUNING
2020
 ABSTRACT

AZWAR, 2020 : The EFL Students’ Perceptions of Social Media Use in

Learning at English Education Department of Faculty of
Teacher Training and Education of Universitas Lancang
Kuning

The purpose of the study is to investigate the research to The EFL Students’
Perceptions of Social Media Use in Learning at English Education Department of
Faculty of Teachers’ Training and Education of Universitas Lancang Kuning.
This study was a survey research carried out in April until May 2020 in English
Department, FKIP Universitas Lancang Kuning. This research involved 45 out of
178 students as the samples. The 45 students were selected by using random
sampling technique from second, fourth, and sixth semester in English Education
Department Faculty of Education and Teachers Training Universitas Lancang
Kuning. The questionnaire was used as the main instrument to collect the data.
The data analyzed descriptively in term of sum of score, mean and standard
deviation which interpreted descriptively.

The research findings show that the EFL students’ perception of social media use
in terms of “teaching and learning benefit” was in “high” level with mean 4.05.
The second place of the students’ perception of social media use was “Ease of
Use” in “Moderate” level indicated by mean 3.85. The students’ perception of
social media use in terms of “Barriers” (M=3.67). “Academic Reason” (M=3.66),
“E-learning Perception” (M=3.52), “Social Influence” (M=2.58), “Convenience”
(M=3.36), and “Networking” (M=3.33) were in the “Moderate” level

Keywords: Perception, EFL students, Social Media

i
 ABSTRAK

SUCI, 2020 : Persepsi Mahasiswa EFL terhadap Penggunaan Media Sosial

dalam Belajar di Program Studi Pendidikan Bahasa Inggris
di Fakultas Keguruan dan Ilmu Pendidikan Universitas
Lancang Kuning.

Tujuan penelitian ini adalah untuk menginvestiasi persepsi Murid dalam

menggunakan product digital dalam belajar Bahasa Inggris di SMAN 3
Pekanbaru. Studi ini adalah penelitian survei yang dilaksanakan pada bulan Maret
hingga Aril 2021 di kelas 11 SMAN 3 Pekanbaru. Penelitian kualitatif deskriptif
ini melibatkan 98 murid sebagai sampel. 98 mahasiwa ini dipilih dengan
menggunakan teknik random sampling dari murid kelas 11 SMAN 3 Pekanbaru.
Kuesioner digunakan sebagai instrumen utama untuk mengumpulkan data. Data
dianalisis secara deskriptif dalam hal jumlah skor, rata-rata dan standar deviasi
kemudian ditafsirkan secara deskriptif. Penemuan di riset menunjukan bahwa
persepsi Mahasiswa EFL pada penggunaan media dalam hal “Teaching and
Learning Benefit” berada pada level “Tinggi” dengan mean 4.05. Dan, level
kedua dari persepsi Mahasasiwa EFL pada penggunaan Media Sosial berada pada
level “Sedang” dengan Mean 3.85. Persepsi Mahasiswa EFL pada penggunaan
Media sosial di “Barriers” (3.67), “Academic Reason” (M=3.66), “ e-learning
Perception” (M=3.52), “Social Influence ”(M=2.58), “Convenience” (M=3.36),
dan “Social Networking” (M=3.33, berada pada “Level Sedang”

Kata kunci: Persepsi, Student EFL, Media Social

LEMBAR PENGESAHAN

ii
Judul : The EFL Students’ Perceptions of Social Media Use in
Learning at English Education Department of Faculty of
Teacher Training and Education of Universitas Lancang
Kuning
Nama : AZWAR
NIM : 1688203086
Program Studi : Pendidikan Bahasa Inggris

Disetujui

Pembimbing

Dr. Marwa, MA
NIDN: 1025038301

Diketahui

Dekan, Ketua Program Studi

Bahasa Inggris,

Dr. Herlinawati, M.Ed Herdi, S.Pd., M.Pd

NIDN: 1017037901 NIDN: 1018058102

EXAMINERS’ APPROVAL

iii
A thesis entitled:

The EFL Students’ Perceptions of Social Media Use in Learning at English

Education Department of Faculty of Teacher Training and Education of
Universitas Lancang Kuning

Has been examined on ….

Approved by,

Advisor : Dr. Marwa, MA. ( )

Examiner 1 : Syaifullah, S. Pd. I., M. Pd. ( )

Examiner 2 : Destina Kasriyati S.Pd., M.Pd. ( )

PERNYATAAN KEASLIAN TULISAN

iv
 Dengan ini saya menyatakan bahwa:
a. Karya tulis ini, dengan judul: The EFL Students’ Perceptions of Social
Media Use in Learning at English Education Department of Faculty of
Teacher Training and Education of Universitas Lancang Kuning
b. adalah asli karya saya sendiri dan belum pernah diajukan untuk
mendapatkan gelar Sarjana Pendidikan (S.Pd) di Program Studi
Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
Universitas Lancang Kuning.
c. Karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis
atau dipublikasikan oleh orang lain kecuali dikutip secara tertulis dengan
jelas sesuai dengan aturan pengutipan dan dicantumkan sebagai referensi
pada halaman daftar pustaka.

Demikianlah pernyataan ini saya buat, apabila ditemukan penyimpangan dan

ketidakbenaran dari pernyataan ini, saya bersedia menerima sanksi akademik
berupa pencabutan gelar yang telah saya peroleh, serta sanksi lainnya sesuai
dengan norma dan ketentuan hukum yang berlaku.

Pekanbaru,
Saya yang menyatakan,

AZWAR
NIM: 1688203086

ACKNOWLEDGEMENT

v
 First of all, I would like to say thanks to Allah SWT that has given health
and chance during my study. So, I can complete this thesis intended to fulfill one
of the last requirement for the award of Bachelor Degree (S.Pd) at English
Education Department, Faculty of Education and Teachers Training of Universitas
Lancang Kuning, Pekanbaru. Riau.
This thesis is arranged for giving information about a research entitled
“The EFL Students’ Perceptions of Social Media Use in Learning at English
Education Department of Faculty of Teacher Training and Education of
Universitas Lancang Kuning”
” I realize that I cannot complete this thesis without helps from others, many
people are helping, supporting from beginning until the end of the research. I am
as the researcher want to give my sincerest gratitude and appreciation to the
following:
1. My really humble Advisor, Dr. Marwah, M.A for the time, great ideas,
guidance, advices, critics, encouragement, and suggestion to complete this
thesis. Thank you very much for your kindness.
2. Herdi, M.Pd. As the head of English Education Department, Faculty of
Education and Teachers Training of Universitas Lancang Kuning, who has
guided the research to do this research.
3. Dr. Herlinawati, M.Ed. as a dean of Faculty of Education and Teachers
Training of Universitas Lancang Kuning.
4. Dr. Junaidi, M.Hum. as the rector of Universitas Lancang Kuning and all
of the staffs
5. All the lecturers of English Education Department, Faculty of Education
and Teachers Training of Universitas Lancang Kuning
6. My beloved parents, who always spread love to me, pray, support and
advance, I really want to say thankful and always support me.
7. All of my lovely friends from class C’2016, my research participants,
Skripsweet members that I cannot mention one by one, I really appreciate
the sweetest word that comes from you all. May Allah keep you all safe.

vi
 Finally, I realized that this thesis has come constraints. Therefore, I will
kindly deserve all the comments, critics, and suggestions. Hopefully this thesis
will be useful for the readers and future researchers.

Pekanbaru,
Saya yang menyatakan,

AZWAR
NIM: 1688203086

TABLE OF CONTENTS

ABSTRACT..................................................................................................... i
ABSTRAK....................................................................................................... ii
LEMBAR PENGESAHAN............................................................................ ii
EXAMINER’S APROVAL............................................................................ iv

vii
PERNYATAAN KEASLIAN TULISAN...................................................... v
ACKNOWLEDGEMENT............................................................................. vi
TABLE OF CONTENTS............................................................................... vi
LIST OF TABLES.......................................................................................... vii
LIST OF FIGURES........................................................................................ ix
LIST OF APPENDICES................................................................................ x

CHAPTER I INTRODUCTION
A. Background of the Research........................................................................ 1
B. Identification of the Research...................................................................... 5
C. Limitation of the Problem............................................................................ 5
D. Formulation of the Research........................................................................ 5
E. Purpose of the Research .............................................................................. 5
F. of the Research............................................................................................ 6
G. Definition of the Key Terms........................................................................ 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Review of Related Theories......................................................................... 8
a. Social Media............................................................................................ 8
b. Affecting Factors of Social Media in Learning....................................... 9
B. Review of Related Findings......................................................................... 10
C. Conceptual Framework................................................................................ 11

CHAPTER III METHOD OF THE RESEARCH

A. Type of the Research.................................................................................... 13
B. Setting of the Research................................................................................ 13
C. Population and Sample................................................................................. 13
D. Instrument of the Research.......................................................................... 14
E. The Technique of Data Collection.............................................................. 16
F. The Technique of Data Analysis ................................................................ 17

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Findings ....................................................................................................... 19
B. Discussion.................................................................................................... 32
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion................................................................................................... 36
B. Suggestion.................................................................................................... 37

REFERENCES.................................................................................................... 20

LIST OF TABLES

Tabel III.1 Students Population of the Research........................................... 14

Tabel III.2 The Blueprint of the Questionnaire............................................. 15
Tabel III.3 Score of the Students Choice on Questionnaire.......................... 17
Tabel III.4 The Range of Likert Scale........................................................... 19

viii
 LIST OF FIGURES

Figure 1 Conceptual Framework.................................................................... 11

Figure 2 Descriptive Statistics ....................................................................... 17

ix
 LIST OF APPENDICES

Appendix 1: Questionnaire for the Students....................................................23

x
xi
 CHAPTER I

A. Background of the Research

The use of technology in learning process has become the main concern for
all educational components and it happens because the arrival of advanced and
complex communication and information technologies has changed the skills
needed of students in the 21st century (Dede, 2009, Jimoyiannis, 2010). It forces
the teacher to do more than just talking and giving a sample in the class. Talking
in a class where a teacher explains about a topic just not as simple as it is.
Sometimes it needs a wide explanation with a huge example. It happens because
of new form of things or new form of events which are needed to be explained to
a wide explanation.
Communication today not only can be done face to face at the same place
and the same room but because of the technology today, it enables students and
teachers to communicate from far places by using internet and other sophisticated
media to run the internet program. The students can send the message, picture,
audio and video even they can speak directly by seeing their faces through the
internet. It is as the supporting tool to help teachers and students to enhance the
way of their teaching and learning activities. According to Meenakshi (2013), the
goals of technology in education are to improve technological literacy among
students, to enhance the learning quality, and to promote problem-solving
activities.
Internet facilitates some tools to communicate such as Facebook (Facebook
Messenger), Instagram, WhatsApp, Thumblr, Iine, Twitter, Google+, Linkedin,
-e-learning, Blog, YouTube, etc. These internet tools content are commutation
facilities. Commonly these tools are called social media tools. Where, Sinclaire
and Vogus (2011, 294) cite O’Reilly’s (2005) in Paquette, H. (2013) claims
“Social media as a marketing tool: a literature review. definition: social media is a
broad term that describes software tools that create user generated content that can
be shared.” In this social media tools the students use them to communicate. In
addition, because of the ease of this communication, the students around the world

1
use this media to support their education. For example, the teacher can use
YouTube as the Teaching and Learning Media that the students present theirs
tasks by uploading them in YouTube or they can upload the tasks in Facebook.
According to Mullen (2008) YouTube, founded in 2005, is a video-sharing which
is considered to be a relatively new phenomenon, and teachers together with
researchers have started to pay close attention to its possibilities within the
educational setting.
Sometimes a part of the learning information is missing when the teaching
and learning process run. It happens because a few students are out of the class
when the teacher is teaching. A few students sometime need to go out because of
some emergency activities. In addition, they need a communication to get back
the information. In this case, the social media gives a help to them to do this. They
can contact their friends by involving themselves to the social media. In social
media such Facebook, WhatsApp, YouTube, Email, Instagram, Tumblr, e-
Learning, Blog so the students can send and type their ideas. Urista, Dong, &
Day (2009), in Mao (2014) states that ssocial media tools create a platform for the
improvement of the educational process. To enrich the learning and teaching
process with text, videos, and audio materials, the social media tools are useful;
also it supports learning process of students and supports teachers in addition to
the evaluation process
The teacher can communicate to explain more about the topic in the class by
involving himself to the technology such as social media that is specifically made
in their own group or group of students in social media. The teacher can send
some pictures or samples in order to assure the students to understand the lesson
better. It attracts the students to ask deeper about a topic. In addition, it is also as
a bait to invite other students to join this communication. This form of
communication can be said as long distance of learning. Moore, Dickson-Deane,
& Galyen (2011) stated that It often describes the effort of providing
access to learning for those who are geographically distant

2
 Moreover, the distribution of the lessons/material can be done by
internet by using a smart phone. Today, mobile phones and the social
network applications have become popular to everybody since they are
very handy; with a mobile phone in hand everyone can solve many issues
and keep individuals connected to society, especially college students
(Chatterjee, 2014; & Jesse, 2015). Sometimes, there are some papers that
must be copied and distributed to all students. The lecturer or the student
just take the photo of the papers then distribute them to social media. Just
click, send them by using social media and the papers have been at the
students’ smart phone.
Commonly, in a class, some students do not activate themselves to discuss a
topic. Their behaviors are caused by there is a feeling shame to speak when some
eyes stare at them. It needs a kind of room in order to make them confortable to
speak. Social Media attracts them to socialize themselves to be more active
because some students feel the distance place in communication make them brave
to speak. Ma & Wei (2016) assert that distance learning is not the only
opportunity for some groups of students. In cases when the student is not
comfortable with group lessons, online learning contributes to greater interest in
learning and to better performance
Communication in the social media gives a chance to students to
interchange information. A person can ask the information to a person out of their
own group tasks particularly about the tasks those they must do. In the group of
social media commonly a question will function as bait and it is as the invitations
to people to give their answers. Since the information or a topic has been raised,
some students will share their opinion about the topic. For example, the students
ask about their members of the group or the topic that owned by every group.
Even, they will discuss the source of the task reference.
Social media functions as the bridge of communication between teachers
and students. Students can communicate to a teacher deals with every activity to
the lesson or tasks they must do. The teacher can give an instruction of the task by

3
using a social media. In addition the teacher can warn the students about the time
that the students must send the task.
Moreover, Devi (2019) states that the teachers can communicate instantly
and directly to the students and compare notes on education techniques,
curriculum and teaching methodology and so on. Teachers, professors and
academics routinely use blogs to write about the world of education and invite
comments from all over the world.
In addition, Tandale & Raman (2016) assert that social network has
empowered the virtual learning and they suggest that the next study must be
researched in order it gives benefits to the teaching and learning process. But, in
his research they found that Students should develop the cognitive and intuitive
ability to analyze how much time they spent with social media. It is up to the
students to decide what really matters in their life and how much of this virtual
life translates to real life.
Also, Zakaria, Suliman (2019) claim that apart from social uses and
interaction, social media could be enhanced as a form of integrating teaching into
learning and engaging younger age group. However, they found that other
implications may include online threats, lack of accessibility and other factors.
El-Badawy, Hashem (2015) argue that social media does not impact school
students academic performance in any way because although they spend hours on
social media, they still manage to find time to study, and achieve good grades.
The nature of social media can be as a useful servant but also a dangerous
master” Despite the benefits, students can harness from social media networks
such as sharing of information, building relationship, partaking in group
discussions from near and far among others, there is to some extent addiction and
distraction of attention caused by the use of social media which could have serious
consequences on the academic life of students Bernard, Dzandza (2018).
Based on the aformentioned gap that social netwok has empowered the
virtual leaning and it needs to be extensively developed and investigated;
therefore, the researcher intends to investigate the EFL Students’ perception of
social media use in their learning. The proposal of this research is entitled to

4
“EFL Students’ Perceptions of Social Media Use in Learning at English
Education Department, Faculty of Education and Teachers Training Universitas
Lancang Kuning.

B. Identification of the Problem

Since social network has empowered the virtual learning and they suggest
that the next study must be researched in order it gives benefit to the teaching and
learning process Tandale & Raman (2016). To fill that idea the researcher intends
to continue to study to identify the students’ perception relates to the social media
use in order to enhance students learning acivities.

C. Limitation of the Research

This research is limited on EFL students’ perceptions of social media use in
learning. There will be some aspects that relate to the students’ perception of
social media use covering Convenience, Social Influence, Academic reasons, Ease
of use, Social networking, Barriers, e-Learning perception in learning. This
research will be conducted at English Education Department of Faculty of
Teachers Training and Education of Universitas Lancang Kuning

D. Formulation of the Research

The formulation of the research can be formulated
1. What is the EFL students’ perceptions of social media use in learning at
English Education Department of Faculty of Teachers Training and
Education of Universitas Lancang Kuning?

E. Purpose of the Research

The purpose of the research are
1. To find out what is the EFL Students’ perceptions of social media use in
learning at English Education Department of Faculty of Teacher Training
and Education of Universitas Lancang Kuning

5
F. Significant of the Research
The researcher brings some significancece of the research:
a. Theoretical Contirbutions
The research result will be contributed theoretically that a good perception
of social media use leads to a good usage of Social Media in learning
English. Therefore, it helps the EFL Students in learning at English
Education Department of Faculty of Teachers Training and Education of
Universitas Lancang Kuning

b. Practical Contributions
a) The result of this research could encourage EFL students to deal with
the social media use to their education in learning English.
b) As a reference to other researchers who intend to study more
intensively about EFL students’ perception use of social media.

G. Definition of Key Terms

In order to avoid misinterpretation and misunderstanding to this research so
the definition of the terms are described as follow:
a. Perception
Ulfa, P. R. (2018) stated that Perception is constructed as a result of
individual observation towards certain things or events occur around them
which will produce certain observation towards certain things or events
occur around them which will produce certain perception
b. Social Media
Murray and Waller (2007; p. 56) stated that social networking
websites as “virtual communities for people who are interested in a
particular subject or just to hang-out together”

6
c. EFL
Iwai (2011) in Peng (2019) states that EFL refers to those who learn
English in non-English speaking countries (for example, Japanese people
who learn English in their country are EFL learners).

7
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Review of Related Theories

a. Social Media
Murray and Waller (2007; p. 56) stated that social networking websites as
“virtual communities for people interested in a particular subject or just to hang-
out together”. Social media is a place of virtual place where the area at network
site gives service as social media. Social media need media to do communication
such as smart phone, personal computer, laptop etc. By using the media the
students do the communication in social media. In this social media they converse
about some ideas such comment, bully, supporting idea, suggestion, etc. The
purposes in involving themselves to this social media are various. It depends on
their needs or their destination to use the social media. Every person of social
media users has a specific purpose. Some persons utilize this social media to sell
their products, some of them use the social media to fulfill the need of their
education, some of them use social media just to share their idea and some of
them just using a place to hang out. Following the trend of education today, the
use social media is addressed to the field of learning and teaching process so that
the students use this social media to communication deals with the teaching and
learning.
Most students in the universities or higher education involve themselves to a
virtual community or a social media. (Aydin, 2012; Karvounidis, Chimos,
Bersimis, & Douligeris, 2014; Mbatha, 2014; Roblyer, McDaniel, Webb, Herman,
& Witty, 2010; Rogers-Estable, 2014). Students in a campus today use many
kinds of social media such as Facebook, WhatsApp, Instagram, Tumblr etc.
Commonly, today the students use social media is a must. It is as the media to
know the changing schedule of activities in a class or out of the class, discuss
about a project or a task, do a research or distribute some research question, pay
the school fee, and choose the subjects for every semester.

8
 Social media gives a chance to every person to brave or involve himself to
be a talkative person in form of informal situation. (Vitak, Wohn, Lampe, Wash,
and Alison, 2011). In social media a student who has less braveness to speak
because of some eyes stare at him when he speaks in the classroom will have an
ease feeling when he communicates in social media. He can type some comments
in Facebook or WhatsApp about a topic or just giving an idea about a topic.

b. Affecting Factors of Social Media in Learning

Balakrishan, Teoh, Pourshafie, and Liew (2017) claimed that the research
(affecting factors of Social Media in Learning) was designed around the push, pull
and mooring (PPM) model and instruments. The researchers developed PPM
model and insruments based on factors identified in the literature. In general, the
instruments were based on the following factors: ease of use, academic reasons,
social networking, e-learning perception, barriers, convenience, and social
influence. In order to assess the impact of these factors, the experts also designed
a factor called teaching and learning benefit.
The factors that affect social media in learning are explained as
follow:
1. Convenience
Perceived ease of availability of social media for learning
2. Social Influence
The degree of social influence to use social media in learning
3. Academic Reasons
The degree to which the respondent perceives social media as an
academic tool for learning
4. Ease of Use
Perceived degree of effortlessness in the use of the social media for
learning
5. Social Networking
The degree to which the users use social media to keep in touch with
his/her social group

9
 6. Barriers
Limitation and obstacles in using social media for learning
7. E-learning Perception
Students’ perception about current e-Learning platform
8. Teaching and Learning Benefit
Perceived academic benefits from using social media in higher
education

B. Review of Related Findings

Aydin (2012) conducted the research entitled “Facebook as a learning
environment for language teaching and learning”. He found that Facebook brings
a sense of community belonging, build bonds between classmates, as well as
provide a supportive structure for both students and instructors that fosters better
interaction and enhances motivation
Ball, Irwin & Desbrow, 2012 on their research entitled “Students’
perceptions of using Facebook as an interactive learning resource at university” in
Australia, found that a vast majority of students were found to have an active
Facebook account, with a significant percentage (81.9%) having engaged with a
coursework Facebook page at some stage in the semester.
Özçakir, Fatih & Özçakir (2015) in their article entitled “The Use of
Social Media In Education: A Review Of Recent Research” found that nowadays,
social media is very widely used by the younger generation. In recent years, some
researchers had worked on the impact of social media on education and e-learning
have been one of the concerned social media that have been researched by a lot of
studies such as doing survey, collecting data in quantitative and qualitative in
addition Facebook is the famous social media
Devi, Gouthami, and Lakshmi (2019). entitled “Role of Social Media in
Teaching–Learning Process”  found that the impact of social media is radically
changing the way education has been traditionally delivered the evidence is
growing that the use of SNSs in education can be useful in blended learning. The
teachers can communicate instantly and directly with the students and compare

10
 notes on education techniques, curriculum and teaching methodology and so on.
Teachers, professors and academics routinely used blogs to write about the world
of education and invite comments from all over the world
Madhusudan, Tandale, and Raghu Raman. (2016) studied “Social media in
teaching and learning” and found that an overwhelming majority report that they
believe that video, podcast, and wikis are valuable tools for teaching, and a
majority report that social media sites can be valuable tools for collaborative
learning
In the conclusion that if the social media is used by the students as
the media to facilitate them to advance the richness of learning process it
will make the process of learning easier. As a matter of fact the results of
research has identified that how important the social media to support
education today so the results of research suggest that the students use
social media to support their learning process.

C. Conceptual Framework
Based on the aforementioned theories, the researcher arranges the
conceptual framework of this study as follows :

Perception of Social Media Use in

Learning

Convenience Social Academic Ease of Social Barriers E-learning Teaching

Influence Reason Use Networking Perception and
Learning
Benefit

Figure 1. Conceptual Framework

The figure 1 shows that the EFL students in using the social media have
some indicator/aspects of their own perception. The perception is affected by
some factors (adapted from PPM model and instrument by Balakrishan, Teoh,
Pourshafie, Liew (2017). The affecting factors are categorized into (1)

11
Convenience, (2) Social Influence, (3) Academic reasons, (4) Ease of use, (5)
Social networking, (6) Barriers, (7) e-Learning perception, and (8) Teaching and
learning benefit. So, the researcher will investigate the factors that affect the EFL
students’ perception in using Social Media in learning

12
 CHAPTER III
RESEARCH METHODOLOGY

A. Type of the Research

The researcher conducted a quantitative research. Creswell (2014) states that
quantitative research is approach for testing objective theories by examining
relationship among the variables. The variables were presented to instruments
then the data was analyzed to the statistical procedure.
Cresswell (2014) states that the quantitative research is used when the
researcher wants to conduct a survey study. A survey research consists of a
numeric or a quantitative description of trends, attitudes, or opinion of a
population by studying a sample of that population. It is categorized as a cross
sectional study uses questionnaires for data collection with the intent of
generalizing for a sample to a population.

B. Setting of the Research

The research was conducted from March until May in 2020 at English
Education Department of Faculty of Teachers Training and Education Universitas
Lancang Kuning Riau. The location of Campus is on the street of Yos Sudarso
KM,8 of Rumbai Pesisir, Pekanbaru in Riau Province.

C. Population of the Sample

The students of 2020/2021 Academic Year at English Education
Department of Faculty of Teacher Training and Education of Universitas Lancang
Kuning were involved in this research. Some students from semester 2, 4, and 6
were as the sample of this research. It can be seen in the table below:

13
 Table III.1
Students Population of the Research

Semester Classroom of each semester Total Sample

A B C
(25%)
II 22 23 12 57 14
IV 28 29 13 70 18
VI 20 21 10 51 13
Total 178 45

In addition, to take the sample, the researcher used random sampling

technique. (Creswell, 2014). Cresswell (2014) states that random sample means
that each individual in the population of this research has possibility of being
selected as sample (a systematic or profanities sample). In addition, Arikunto
(2010) states that if the population is more than 100 persons, the sample can be
taken between 10%-15% or 20%-25%. But if the population is less than 100, all
of them can be the sample of the research.
From the table.1 it can be seen that students are more than 100 persons.
Dealing with the theories those are stated by experts that above 100 persons, the
researcher took 25% of population of the students. So, there are about 47 students
involved as the sample in this study.

D. Instrument of the Research

The researcher uses an instrument to collect the data from the respondents.
In this research, the researcher used a questionnaire that is adopted from
Balakrishan, Teoh, Pourshafie, Liew (2017). The statements of the questionnaire
are pertaining to the students’ perceptions of the social media use in learning
grounded from affective factors and its elements. Table 2 below shows the blue
print of questionnaire.

Table III.2
The Blueprint of the Questionnaire

14
Number Factors Questions
of
questions
1 Convenience I do not know that I am able to use social media to
enhance my academic learning process.
Communication on social media platforms is much faster.
YouTube simplifies sharing of video/audio files online.
Social sites are good medium for students and academics
to connect and communicate.
2 Social Influence Friends and family influence the way I use social media in
learning.
My academics influence the way I use social media in
learning.
Friends taught me how to access learning materials
through social media sites.
My academics taught me how to access learning materials
through social media sites.
3 Academic reason Groups and page participation in Facebook make access
to learning materials easier.
Academics in my university/college use social media to
enhance teaching methods.
Intellectuals attract my attention in social media.
4 Ease of Use Communication in social media platforms is much easier
I am attracted to the variety of communication features
available on social media (e.g. able to upload materials,
posts, send messages etc.).
I would prefer to use social media compared to other
modes (emails, phone calls) as a communication medium
with peers and/or academics as it is simple and easy to
use.
5 Social I use social media to make new friends.
Networking
I use social media to meet people of the same field of
study.
6 Barriers I am conservative as such I do not like socializing on
internet.
I enjoy working alone, social sites distract my attention.
I am concerned about privacy issues on social media.
I’ve joined social sites in the past but I had to quit because
it was time consuming and involved more time
management.
Lack of motivation from colleagues discouraged me from
joining social media sites.
I do not know that I am able to use social media to
enhance my academic learning process.
7 e-Learning I am satisfied with the current e-learning platform
Perception provided by my university/college.
The current e-learning platform allows me to

15
 communicate with my peers and/or academics.
My peers and/or academics are easily available for
academic assistance via the e-learning platform.
The current e-learning platform enhances my style of
academic teaching.
I am able to use the e-learning platform to fulfill all my
learning/teaching needs.
8 Teaching and I am benefitting a lot (academically) through social media
Learning Benefit usage.
I would like academics to join social media sites to assist
students.
I believe social media can be used to improve the
interaction among peers and between students and
academics.
I believe social media can be used to improve
collaboration among peers, students and academics.

There are eight factors on the table. Every category is made to some
statements deals with related factors. The statements are as the measurement to
know the factors those are somehow agreed up to disagreed by the students’
perception in using the Social Media in their learning.

E. The Technique of Data Collection.

To get the data, the researcher distributed the questionnaire at Google Form
with the link https://forms.gle/YfDyW8ywgRjnWEad6 (see the Appendix 1). The
purpose of the research was to measure the students’ perception on Social Media
use in learning. There were 31 statements in the questionnaire. The statements
consist of Academic Reason, Barriers, Convenience, e-Learning Perception, Ease
of Use, Social Influence, Social Networking, Teaching and Learning Benefit.
The Likert scale was used by the researcher to get the data consisting of
“Strongly Agree”, “Agree”, “Neutral”, “Disagree”, and “Strongly Disagree”.

Table III.3
Score of the Students Choice on Questionnaire

16
 Answers Scores
Strongly agree 5
Agree 4
Neutral 3
Disagree 2
Strongly disagree 1

F. The Technique of Data Analysis

To analyze the taken data, a software was used namely SPSS. In order to get
the result of score of the students, a descriptive statistics was used to compute the
numerical data. The chart of descriptive statistics analysis is shown below:

Descriptive Statistic

Central Tendency Variability

Mean Standard Deviation

Mode Range
Median

Figure 2. Descriptive Statistics (Cresswell, 2012)

The Measures of Central Tendency is the center of one complete

summarizing number that is reflected from all data. It reflects as the center of
many distributions from a given data set. To be able to analyze the data set in
some distribution, some steps must be carried out. The common pattern of steps
those the researcher used to analyze the data set is by using Mean, Median, and
Mode. It is the most informative description of the characteristics of some
population (Sharma, 2019). They are described as a) Mean is described as the
variables’ value/the total number of value, b) Median is described as the middle
value, and c) Mode is described commonly as the occurring value.

17
 Measures of diversion or variation contains information about the spread
or range of values described for a variable. The usage of it is to analyze the spread
out the distribution that is set for data set. It can be said that the measures of
central tendency are able to give the average of a given data set but it does not
have the ability to describe how the distribution of data set is done. The step
pattern of measures of dispersion are a) Range is defined as the difference
between smallest and the largest value of the complete data set; b) Standard
Deviation is described as measure of average distance between each quality and
mean which is how the set of data spreads out from the mean. A high standard
deviation commonly means that the data points are being spread at wider range of
values. In addition, low standard deviation always means the data points are close
to the mean.
After Descriptive Statistics was used, the data must be categorized into
Katz and Kahn range Likert Scale (1978) as described below.

Table III.4
The Range of Likert Scale

No Range Category
1 1.00-2.49 Low
2 2.50-3.99 Moderate
3 4.00-5.49 High

(Adapted from Kata and Khan, 1978)

To know EFL students’ perceptions of social media use in learning, the

researcher uses the range level such as “Low, Moderate, and High.

CHAPTER IV
FINDING AND DISCUSSION

A. Findings

18
 The data analysis namely finding and discussion was presented by the
researcher in this chapter. In addition, the researcher also answers the
research question: 1) What is the EFL Students’ perceptions of social media
use in learning at English Education Department of Faculty of Teachers
Training and Education of Universitas Lancang Kuning, Therefore by the
taken data of research questionnaire the result of the research will be
answered.
a. The EFL Students’ Perceptions of Social Media Use in Learning at
English Education Department of Faculty of Teachers Training and
Education of Universitas Lancang Kuning.
a) EFL students’ perception of social media use in term of
“convenience”.
The factor of “convenience” consists of 4 questions from 31 questions
those were as asked to the respondents. To sum up the perception of
respondents. it can be seen on summary of the table bellow:

Table IV.5
EFL Students’ perceptions of social media use in learning in term of
“Convenience”
Number
of Statements N M SD
Questions
I do not know that I am able to use social
3.53 0,842
media to enhance my academic
learning process.
4 Communication on social media platforms is 3.96 0,903
45
much faster.
YouTube simplifies sharing of video/audio 3.82 0,806
files online.
Social sites are good medium for students and 2.16 0,903
academics to connect and communicate.

Table IV.5 shows the students’ perception of social media use in

term of “Convenience” . There are 3 statements in top position and 1
statement in low position. The statements in top position are “I do not
know that I am able to use social media to enhance my academic learning
process” (M=3.53). Then, “Communication on social media platforms is
much faster” (M=3.96). And, “YouTube simplifies sharing of video/audio

19
 files online” (=3.82). Meanwhile, the statement in low position is “Social
sites are good medium for students and academics to connect and
communicate”(M=2.16).
To analyze the data, to get the scores of descriptive statistics SPSS
Version 24 is used by the researcher. The scores can been seen as follow:

Sum 151.50
Mode 3.50
Median 3.50
Grand Mean 3.36
Variance .218
Std. Deviation .466

Based on the information of data result of the descriptive statistic

above, in general, EFL students’ perception of social media use in
learning at English Department of Universitas Lancang Kuning in term of
“Convenience” is categorized into Moderate level. In addition, the table
shows that the total score in term of “convenience” is 151.50, mode of
students score is 3.50, median of the students’ score is 3.50, Variance of
the students’ score is 218, and standard deviation is .466. The score of
standard deviation means that all of the answers from the respondents is
same or homogenous. In addition, for average of the students’ score is
3.37. It means that students’ perception of social media use in term of
“Convenience” is categorized into Moderate. So that, it can be
concluded that most of students had answered all of the items in the range
of Moderate.

b) EFL Students’ perceptions of social media use in learning in term of

“Social Influence”
The table of IV.6 shows that there are 4 items those were asked to the
students. To sum up the students’ perception of respondents, it can be seen on
summary the tabulation below:

20
 Table IV.6
EFL Students’ perceptions of social media use in learning in term of
“Social Influence”
Number
of Statements N M SD
Questions
Friends and family influence the way I use 2.62 0.886
social media in learning.
My academics influence the way I use 2.60 0.939
social media in learning.
4 Friends taught me how to access learning 45 2.87 0.894
materials through social media sites.
My academics taught me how to access 2.27 0.963
learning materials through social media
sites.
The table IV.6 indicates the students’ perception of media use in term of
“Social influence”. 3 statements are in the top position and 1 statement is in low
position. 3 statements in top position are “Friends and family influence the way I
use social media in learning” (M=2.62), Then, “My academics influence the way I
use social media in learning” (M=2.60). And the last one is “Friends taught me
how to access learning materials through social media sites” (M2.87). The low
position statement is “My academics taught me how to access learning materials
through social media sites” (M=2.27).
To analyze the data of descriptive score the researcher uses SPSS
V.25

Sum 116.50
Mode 2.00
Median 2.50
Mean 2.58
Variance .523
Std. Deviation .723
Based on the data source of descriptive statistics above it can be seen in
general that the EFL students’ perception of social media use in learning at
English Department of Universitas Lancang Kuning of Riau in term of “Social
Influence” is categorized into Moderate Level. In addition, total score in term
of Social Influence is 116.50, mode of the students’ score is 2.00, median of the

21
students’ score is 2.50, varian of the students’ score is 0.523 and for the standard
deviation is 0.723. The score of standard deviation indicates that all of the
acquired data is distributed normaly and homogeneous. In addition, for the
average of the students’ score is 2.59. It means that the students’ perception in
term of “Social Influence” is categorized into Moderate.

c) EFL Students’ perceptions of social media use in learning in term of

“Academic Reason”.
In this factor, there are 3 items those were asked in the questionnaire. The
items of “Academic Reason” asked the students’ perception of media use in
learning. To sum up the perception of social media use in learning, it can be seen
in the summary of tabulation as follow:

Table IV.7
EFL Students’ perceptions of social media use in learning in term of
“Academic Reason”
Number
of Statements N M SD
Questions
Groups and page participation in
Facebook make access to learning 2.62 1.134
materials easier.
3 Academics in my university/college use
45 4.07 0.889
social media to enhance teaching methods.
Intellectuals attract my attention in social
4.31 0.633
media.

Table IV.7 shows the data that portrays the students’ perception of social
media use in learning. 2 statements are in the top position and 1 is in the low
position. 2 top statements are “Academics in my university/college use social
media to enhance teaching methods”(M=4.07) and, “Intellectuals attract my
attention in social media”(M=4.31). The statement in low position is “Groups
and page participation in Facebook make access to learning materials
easier”(M=2.62)

22
 The researcher used SPSS V.25 to analyze the data to get the scores of
descriptive statistics. The scores are shown as follows.

Sum 165.00
Mode 4.00
Median 3.66
Mean 3.66
Variance .232
Std. Deviation .482

Based on the data source of description statistics above it can be seen in

general that the EFL students’ perception of social media use at English
Department of Universitas Lancang Kuning of Riau in term of “Academic
Reason” is categorized into Moderate Level. In addition, total score in term of
Social Influence is 165.00, mode of the students’ score is 4.00, median of the
students’ score is 3.66, and for the standard deviation is .482. The score of
standard deviation indicates that all of acquired data is distributed normally and
homogenours. In addition, average of students’s score is 3.67, It means that
students’ preference in terms of academic reason of using social media in learning
is categorized into Moderat level.

d) EFL Students’ perceptions of social media use in learning in term of

“Ease of Use”
In this factor, 3 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen in the summary of
tabulation as follow:
Table IV.8
EFL Students’ perceptions of social media use in learning in term of
“Ease of Use”

23
 Number
of Statements N M SD
Questions
Communication in social media platforms
4.16 0.706
is much easier
I am attracted to the variety of
communication features available on
45 4.13 0.625
social media (e.g. able to upload materials,
posts, send messages etc.).
3 I would prefer to use social media
compared to other modes (emails, phone
calls) as a communication medium with 3.29 0.869
peers and/or academics as it is simple and
easy to use.

Table IV.8 displays the result of the data that indicates the EFL students’
perception of media use in learning. There are 2 statements in the top position
and 1 statement in low position. The 2 top position of statements are
“Communication in social media platforms is much easier” (M=4.16) and “I am
attracted to the variety of communication features available on social media (e.g.
able to upload materials, posts, send messages etc.) (M=4.13). The statement in
the second position is “I would prefer to use social media compared to other
modes (emails, phone calls) as a communication medium with peers and/or
academics as it is simple and easy to use” (M=3.29)

Sum 173.67
Mode 4.00
Median 4.00
Mean 3.85
Variance .194
Std. Deviation .440

Based on the information of the data result of descriptive statistics above.

In general, the EFL students’ perception of social media use in learning at English
Department of Universitas Lancang Kuning of Riau in term of “Ease of Use” is
categorized into Moderate level. In addition, the total students’ score in term of

24
Ease of Use is 173.67, Mode of the student’s score is 2.00, Median of students’
score is 4.00, Variance of students’ score is .194, and standard deviation is
0.441. The score of standard deviation indicates that all of acquired data is
distributed normally and homogenous. It means that students’ preference in terms
of ease of use of using social media in learning is categorized into Moderate
level.

e) EFL Students’ perceptions of social media use in learning in term of

“Social Networking”
In this factor, 2 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:
Table IV.9
EFL Students’ perceptions of social media use in learning in term of
“Social Networking”
Number
of Statements N M SD
Questions
I use social media to make new friends.
3.29 0.869
2 45
I use social media to meet people of the
3.38 1.029
same field of study.

Table IV.9 portrays the result of the data that indicate the EFL students’
perception of media use in learning. The 2 statements are in the same range of
2.50-3.99 in the moderate category. The first statement “I use social media to
make new friends”( M=3.29). and, the second statements “I use social media to
meet people of the same field of study” (M=3.38). The researcher have used SPSS
V.25 to analyze the data to get scores of descriptive statistics

Sum 150.00
Mode 4.00
Grand Mean 3.33
Median 3.50
Variance .773
Std. Deviation .879

25
 Based on the information of the data result of descriptive statistics above.
In general, the EFL students’ perception of social media use in learning at English
Department of Universitas Lancang Kuning of Riau in terms of “Social
Networking” is categorized into Moderate level. The total students’ score in
term of Social Networking is 150.00, Mode of the students’ score is 4.00,
Median of students’ score is 3.50, Variance of students’ score is .773. and, for
the standard deviation score is .879. The score of standard deviation indicates that
all of acquired data is distributed normally and homogenous. It means that EFL
students’ perception of social media use in learning option is categorized
Moderate.

f) EFL Students’ perceptions of social media use in learning in term of

“Barriers”
In this factor, 6 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:

Table IV.10
EFL Students’ perceptions of social media use in learning in term of
“Barriers”
Number
of Statements N M SD
Questions
I am conservative as such I do not like
3.36 0.908
socializing on internet.
I enjoy working alone, social sites distract
3.49 0. 895
my attention.
6 I am concerned about privacy issues on
45 3.96 0. 745
social media.
I’ve joined social sites in the past but I had
to quit because it was time consuming and 3.89 0. 745
involved more time management.
Lack of motivation from colleagues
discouraged me from joining social media 3.82 0. 834
sites.

26
 I do not know that I am able to use social
media to enhance my academic learning 3.56 0. 967
process.

Table IV.10 portrays, the result of the data analysis that indicate the EFL
students’ perception of media use in learning. It shows that the all statements are
in the same range of 2.50-3.99 in the category of moderate. They are “I am
conservative as such I do not like socializing on internet”(M=3.36), “I enjoy
working alone, social sites distract my attention” (M=3.49), “I am concerned
about privacy issues on social media.”(M=3.96), “I’ve joined social sites in the
past but I had to quit because it was time consuming and involved more time
management.” (M=3.89), “Lack of motivation from colleagues discouraged me
from joining social media sites”(M= 3.82), And, “I do not know that I am able to
use social media to enhance my academic learning process”(3.56)
The researcher have used SPSS V.25 to analyze the data to get scores of
descriptive statistics

Sum 165.50
Mode 4.00
Median 3.83
Mean 3.67
Variance .365
Std. Deviation .604

Based on the information of the data result of descriptive statistics above.

In general, the EFL students’ perception of social media use in learning at English
Department of Universitas Lancang Kuning of Riau in term of Barriers” is
categorized into Moderate level. The total students’ score in term of “Barriers”
is 165.50, Mode of the students’ score is 4.00, Median of students’ score is 3.83,
Variance of students’ score is .365. and, for the standard deviation score is .604.
In addition, for average students’ score is 3.32. The score of standard deviation
indicates that all of acquired data is distributed normally and homogenous. In

27
addition, average of students’ score is 3.83, it means that students’ preference in
terms of “Barriers” of using social media in learning is categorized into Moderate
level.
g) EFL Students’ perceptions of social media use in learning in term of
“e-Learning Perception”
In this factor, 5 items were asked to the respondents by the
researcher. To sum up the perception of respondents, it can be seen In the
summary of tabulation as follow:

Table IV11
EFL Students’ perceptions of social media use in learning in term of
“e-Learning Perception”

Number
of Factors Statements N M SD
Questions
I am satisfied with the current e-
learning platform provided by my 3.76 0.830
university/college.
The current e-learning platform
allows me to communicate with my 3.49 0.944
peers and/or academics.
5 e-Learning My peers and/or academics are
Perception easily available for academic
45 3.87 0.694
assistance via the e-learning
platform.
The current e-learning platform
enhances my style of academic 3.98 0.988
teaching.
I am able to use the e-learning
platform to fulfill all my 2.53 1.079
learning/teaching needs.

28
 Table IV.11 portrays, the result of the data that indicate the EFL students’
perception of media use in learning. It shows that all 5 statements are in the
range of 2.50-3.99 in the category of “Moderate”. They are “I am satisfied with
the current e-learning platform provided by my university/college”(M=3.76),
“The current e-learning platform allows me to communicate with my peers and/or
academics”(M=3.49), “The current e-learning platform enhances my style of
academic teaching”(M=3.87), “The current e-learning platform enhances my
style of academic teaching”(M=3.98). and, “I am able to use the e-learning
platform to fulfill all my learning/teaching needs” (M=2.53)
The researcher have used SPSS V.25 to analyze the data to get scores of
descriptive statistics

Sum 158.60
Mode 3.60
Grand Mean 3.52
Median 3.60
Variance .331
Std. Deviation .575

Based on the information of the data result of descriptive statistics

above. In general, the EFL students’ perception of social media use in
learning at English Department of Universitas Lancang Kuning of Riau in
term of e-learning Perception” is categorized into Moderate level.
Moreover, the table provides that the total of students’ score in terms of e-
learning perceptions of using social media in learning is 158.60, mode of
students’ score is 3.60, median of students’ score is 3.60, variance of
students’ score is 0.331, and standard deviation is 0.575. The score of
standard deviation indicates that all of acquired data is distributed
normally and homogenous. In addition, average of students’ score is 3.52,

29
 in means that students’ preference in terms of e-learning perceptions of
using social media in learning is categorized into Moderate level.

h) EFL Students’ perceptions of social media use in learning in term of

“Teaching and Learning Benefit”
In this factor, 4 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:

Table IV.12
EFL Students’ perceptions of social media use in learning in term of
“Teaching and Learning Benefit”

Number
of Statements N M SD
Questions
I am benefitting a lot (academically)
3.96 0.638
through social media usage.
I would like academics to join social
3.96 0.767
media sites to assist students.
4 I believe social media can be used to
improve the interaction among peers and 45 4.13 0.694
between students and academics.
I believe social media can be used to
improve collaboration among peers, 4.16 0.796
students and academics.

Table IV.12 portrays, the result of the data analysis that indicates
the EFL students’ perception of media use in learning. It shows that 2
statements are in range 2.50-3.99 and 2 other statements are in range

30
 4.00-5.49. The statements in range 2.50-3.99 are “I am benefitting a lot
(academically) through social media usage” (M=3.96), and “I would like
academics to join social media sites to assist students” (M=96). In
addition, the statements in range 4.00-5.49 are “I believe social media can
be used to improve the interaction among peers and between students and
academics”(M=4.13) and “I believe social media can be used to improve
collaboration among peers, students and academics”(M=4.16)
The researcher have used SPSS V.25 to analyze the data to get scores of
descriptive statistics

Sum 182.25
Mode 4.00
Grand Mean 4.05
Median 4.00
Variance .354
Std. Deviation .594
Based on the information of the data result of descriptive statistics
above. In general, the EFL students’ perception of social media use in
learning at English Department of Universitas Lancang Kuning of Riau in
term of “Teaching and Learning Benefit” is categorized into High level.
In addition, the total students’ score in term of Teaching and Learning
Benefit is 182.25, mode of the students’ score is 4.00, Median of
students’ score is 4.00, Variance of students’ score is .354. and, for the
standard deviation score is .594. The score of standard deviation indicates
that all of acquired data is distributed normally and homogenous. In
addition, average of students’ score is 4.00, it means that students’
preference in terms of teaching learning benefits of using social media in
learning is categorized into High level.

B. DISCUSSION
In this discussion the purpose of the research is to find out the answer about
How is the EFL students’ perception of media use in learning at English

31
Department of Faculty of Education and Teacher Training of Universitas Lancang
Kuning. Based on the data analysis above there are some information we get in
terms of Convenience, Social Influence, Academic reasons, Ease of use, Social
Networking, Barriers, e-Learning perception, and Teaching and Learning Benefit.
So, from the indicators those are analyzed above, the researcher concludes that
EFL students’ perception of media use of learning at English Department of
Universitas Lancang Kuning were in High Level and Moderate level.
In highest factor of students’ perception of social media use was in
“Teaching and Learning Benefit”. The reason the students use the social media in
campus because it deals with the position of the students as the students who
need the social media as media to do the communication and to support the
activities in teaching and learning process. The students get benefit academically
to support their education by getting information about their academic activities
such homework class schedule, discussion about their assignments to the
lecturers, submitting their assignment to the lecturers, and other tasks those are
related to the campus administration.
In addition, social media makes the students are able to share information
such video, and data (information) in internet via social media. So the finding of
this study is in line with previous research finding of Madhusudan, Tandale, and
Raman. (2016) entitled “Social media in teaching and learning” that an
overwhelming majority report that they believe video, podcast, and wikis are
valuable tools for teaching, and a majority report that social media sites can be
valuable tools for collaborative learning.
In the factor of students’ perception of Social Media use in terms of
“ease of use” leads to the familiarity platform of social media gives the
students some easy choices to upload, download as the choice to the
students to use the social media. Send and receive email in Gmail, upload
or download videos in YouTube, send and receive photos, data by using
WhatsApps is the easy media that can be used by the students today. So
that it is as the reason the students use the social media. This idea is
related to the finding to Tucker, and Courts (2010) entitled “Utilizing the

32
 Internet to Facilitate Classroom learning ”they found that the internet can
be used as a transferring mechanism to deliver multimedia rich content
from the facilitator to the learner is one method of designing a dynamic
classroom experience
In terms of “Barrier Factor” in using Social Media, the students realize
even though social media needs much money to buy the smart phone but they
think it is worthy to the benefit. They must use their time to understand and learn
how to use the smartphone. It means that they do not want to be the foolish
students in technology. Bernard, Dzandza (2018) in their study entitled “Effect
of social media on academic performance of students in Ghanaian Universities: A
case study of University of Ghana, Legon” recommend the university to do the
seminar in order to enrich the students’ abilities to use the social media.
With regard to “Academic Factor” in using Social Media in learning even
though not all the lecturers and people who work at the university can use
maximally social media to communicate to the students such as online teaching,
and communication but step by step the lecturers and the officers have activated
themselves to communicate to the students. It makes the students choose this
factor to use the social media in learning at the Universitas Lancang Kuning.
In addition, The factors those affect the students to use the social media are
related to e-learning, social influence, and convenience and social networking. E-
learning such as the blended learning is one of the social media used in the
campus is found in this study. This finding can be discussed to what Devi,
Gouthami, and Lakshmi (2019) studied that the impact of social media is
radically changing the way education has been traditionally delivered. The
evidence is growing that the use of SNSs in education can be useful in blended
learning. In addtion, Özçakir, Fatih, & Özçakir. In their study entitled “The Use
of Social Media In Education: A Review of Recent Research” in their research
they found that social media nowadays is used by the younger generation. Some
other researchers have investigated/explored the impact use of social media on
education. Especially on e-learning and distance education in the university

33
 Social influence factor is as one of the factor that makes the students use the
social media also dominated the students’ learning. The students’ main purpose is
to use the social media to support their academic activities not using the social
as the place to socialize themselves without some educational purpose so that this
factor is not as the main factor to the students to use social media in learning.
Then, social networking as the lowest factor that affect the students’ perception to
use the social media because the main factor the students activate themselves to
use social media in learning just to focus to support their academics not as the
place to make new friends. This study is line to the previous research finding of
Balakrishnan, Teoh, Pourshafie, & Liew, (2017) entitiled “Social media and their
use in learning: A comparative analysis between Australia and Malaysia from the
learners’ perspectives” They found that the main purpose the students use social
media was to involve themselves to support their education or academic.
In overall, it can be concluded that the students use the social media
is in High Level and Moderate level. He factor of “Teaching and
Learning ” is main factor why the students use the social media. It
happens perhaps the main purpose of the students is to support their
education. They can communicate to their classmates and lecturers. They
can download and upload the data deals with their tasks. They can get the
changing of schedule even though they are at home. Then, other factors
those are effect the students use the social media are “Ease of Use”,
“Barriers”, “Academic Reason”, “Social Influence”, “Convenience”, and
“Social Networking”

34
 CHAPTER V
CONLUSION AND SUGGESTION

A. Conclusion
Based on the findings in this study concludes that the students’
good perception of the social media lead to the inclination of the social
media use in learning. In chapter 4. The level of the students’ perception
in using the social media in learning are categorized into High Level and
Moderate Level. In high level it can be seen at the indicator in terms of
“teaching and learning benefit”. It indicates the students realize the
important use of social media. The main purpose they use social media is
to support their education in the university. In Moderate Level, the
students’ perception of social media use are in terms of “Ease of Use”
(M=3.85), “Barriers” (M=3.67), “Academic Reason” (M=3.66), “e-

35
 learning” (M=3.52), ”Social Influence” (M=2.58), “Convenience”
(M=3.36), and “Social Networking” (M=3.33). In terms of “Ease of Use”
(M=3.85) as the factor makes the students use the social media because
the social media provides a familiar platform such as WhatsApps,
YouTube, Email, Thumblr, Instagram. WhatApps those are enable them
to communicate easier from remote area, easy to use to send their tasks
such email, picture, video. The factor in terms of “Barriers” (M=3.67)
shows the students do not want to put themselves in the conservative
position. “Academic Reason and Barriers” as the factors that make the
students use the social media that the lecturers and the students can do
teaching and learning activities online. In Social Networking factor, the
students use the Social Media just not only socializing but also their main
purpose is to deal with their academics. Social influence and convenience
as the factors that also affect the students to use social media. then, e-
learning factor needs the good bandwidth and the server that always on or
available to be accessed by the students and the teachers in order the
process of teaching and learning can run well. But nowadays the fast
internet as the problem because internet in university is always no run
well.
.
B. Suggestion
There must be trainings for the students and teachers to use social media,
provide the fast wifi and best social media platform at English Department of
Faculty of Education of Teacher Training of Universitas Lancang Kuning in
order the students and the lecturers can apply the use of social media in learning.
In the university must be there the fast internet and the server of e-learning in
order the students and the teacher can do online teaching and learning process. In
order the campus has the fast internet and servers, there must be an attention by
the government to provide the fast internet and smart server to the university and
the people who master technology of internet of the server to fix or repair the
problem when the server are not running on the track. So that, when the problem

36
happens the lecturers and the students can report the problem by using the report
platform to the technician in order the problem can be fixed as soon as possible in
order the process of online teaching and learning can run well. Moreover the
finding of this research can be as the reference to other researchers who want to
study more intensively about the social media use. To sum up, the researcher
suggests to all readers or other researchers to do next research in order the data
can be useful for a better life.

37
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2
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3
 APPENDICES

Appendix 1 (The Questionnaire)

Online Questionnaire of Social Media Use

The purpose of the Online questionnaire survey is to know EFL Students’

Perceptions of Social Media Use in Learning at English Education Department,
Faculty of Education and Teachers Training Universitas Lancang Kuning.

Instruction :
- Please write your personal data before completing the questionnaire
- There are 31 statements deal with academic reason, Barriers,
Convenience, e-Learning Perception, Ease of Use, Social Influence,
Social Networking, Teaching and Learning Benefit

*wajid diisi

Name =……………………………………

Nim =……………………………………

Semester =………………[……………………

1. Groups and page participation in Facebook make access to learning materials

easier
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
2. Academics in my university/college use social media to enhance teaching
methods.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
3. Intellectuals attract my attention in social media.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree

4
4. I am conservative as such I do not like socializing on internet.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
5. I enjoy working alone, social sites distract my attention

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
6. I am concerned about privacy issues on social media.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
7. I’ve joined social sites in the past but I had to quit because it was time
consuming and involved more time management.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
8. Lack of motivation from colleagues discouraged me from joining social
media sites.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
9. I do not know that I am able to use social media to enhance my academic
learning process.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

5
10. Communication on social media platforms is much faster
Strongly agree
Agree
Neutral
Disagree
Strongly disagree

11. When searching for a specific video/audio clip, YouTube always suggests
similar related video/audio clips
Strongly agree
Agree
Neutral
Disagree
Strongly disagree

12. YouTube simplifies sharing of video/audio files online

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

13. Social sites are good medium for students and academics to connect and
communicate
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
14. I am satisfied with the current e-learning platform provided by my
university/college
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
15. The current e-learning platform allows me to communicate with my peers
and/or academics

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

6
16. My peers and/or academics are easily available for academic assistance via
the e-learning platform.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
17. The current e-learning platform enhances my style of academic teaching
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
18. I am able to use the e-learning platform to fulfill all my learning/teaching
needs.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
19. Communication in social media platforms is much easier

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
20. I am attracted to the variety of communication features available on social
media (e.g. able to upload)
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
21. I would prefer to use social media compared to other modes (emails, phone
calls) as a communication medium with peers and/or academics as it is simple
and easy to use.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

7
22. Friends and family influence the way I use social media in learning.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree

23. My academics influence the way I use social media in learning

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

24. Friends taught me how to access learning materials through social media
sites.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

25. My academics taught me how to access learning materials through social

media sites

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
26. I use social media to make new friends.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
27. I use social media to meet people of the same field of study.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

8
28. I am benefitting a lot (academically) through social media usage.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
29. I would like academics to join social media sites to assist students

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
30. I believe social media can be used to improve the interaction among peers and
between students and academics.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree
31. I believe social media can be used to improve collaboration among peers,
students and academics.

Strongly agree
Agree
Neutral
Disagree
Strongly disagree

9
Appendix 2 (Screenshots of Chat While the Researcher Took the Data)

10
11
12
 Appendix 3 (EFL Students’ perception of social media in learning)

EFL students’ perception of social media use in learning

`I t e m s
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
S1 1 3 1 5 3 5 4 5 5 1 1 1 1 5 5 5 5 1 1 1 1 1 1 1 2 1 5 1 1 1 1
S2 2 1 3 5 2 4 2 3 2 2 2 2 3 3 3 2 3 3 2 1 2 3 3 3 2 2 3 2 1 1 2
S3 2 2 3 4 4 4 3 3 2 2 1 1 2 2 2 3 3 2 2 3 1 2 3 4 4 4 4 3 4 3 2
S4 3 3 2 3 2 3 3 3 2 2 2 3 2 3 3 2 3 3 2 3 3 2 2 2 2 3 3 2 2 2 2
S5 3 2 2 4 4 4 4 4 4 2 1 2 2 2 2 2 3 3 2 1 4 2 3 2 2 2 4 2 2 2 1
S6 2 1 1 5 4 4 4 4 4 1 1 1 2 2 2 2 2 3 2 2 2 2 2 2 2 1 3 2 2 2 2
S7 1 2 2 4 4 4 4 4 4 2 2 2 2 3 3 2 3 2 2 2 2 2 2 2 2 2 3 2 2 2 2
S8 3 3 2 4 3 3 3 4 4 2 2 3 2 3 3 3 3 4 3 2 2 3 2 4 2 2 3 2 2 2 2
S9 2 1 2 4 4 3 3 4 4 1 2 2 2 3 3 2 2 2 1 2 2 2 2 2 2 1 4 2 2 1 1
S10 3 3 2 5 4 3 3 5 5 3 1 2 2 4 4 4 4 4 3 3 3 3 3 4 4 1 5 3 1 1 1
S11 2 2 3 4 3 4 3 4 4 2 1 1 3 2 2 2 3 3 2 3 3 3 4 2 2 2 4 2 1 1 1
S12 4 5 2 5 3 3 2 5 3 4 1 2 1 3 3 4 4 5 4 2 4 5 3 1 2 1 5 2 1 4 5
S13 3 2 2 3 4 4 3 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 4 2 2 2 2
S14 2 1 2 4 3 1 2 1 2 1 2 1 1 2 2 1 3 3 1 1 1 1 1 1 1 1 1 2 1 1 1
S15 2 2 3 2 2 4 2 3 2 1 2 3 1 2 2 4 2 2 2 2 2 4 2 4 2 2 2 3 3 2 1
S16 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 2
S17 2 2 2 4 5 4 4 4 2 2 1 1 1 3 3 3 3 3 1 2 1 2 2 2 1 1 4 1 1 1 1
S18 2 2 1 4 4 4 2 4 2 2 2 1 2 2 2 1 2 2 2 2 2 1 2 2 2 2 2 2 2 2 2
S19 2 1 2 2 2 2 2 2 3 3 2 2 2 2 2 2 2 2 2 2 1 2 2 2 1 2 2 2 2 2 2
S20 3 1 3 4 3 2 3 5 5 1 1 3 1 3 3 1 1 2 1 1 1 1 1 3 1 1 3 1 1 1 1
S21 2 1 1 5 3 3 5 4 4 1 1 2 1 2 2 2 1 2 2 2 2 3 2 3 2 1 4 2 2 2 1
S22 2 2 2 3 4 5 5 5 5 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 5 2 2 2 2
S23 3 2 2 4 4 4 3 4 2 2 2 2 2 2 2 2 2 3 3 3 4 3 3 3 3 2 4 2 2 2 2
S24 4 2 1 5 4 3 3 3 4 1 3 2 2 2 2 3 3 2 2 2 2 2 2 3 3 2 4 2 2 2 2
S25 2 1 3 4 4 4 3 4 3 3 2 1 1 3 3 3 2 2 3 2 3 3 2 2 2 1 4 2 3 2 2
S26 3 2 3 4 4 3 3 3 3 2 1 3 2 3 3 3 3 2 2 2 3 3 4 2 2 1 4 2 2 2 2
S27 2 1 2 3 2 3 2 4 1 1 1 1 1 2 2 3 2 2 1 1 2 1 1 1 1 1 3 1 1 1 1
S28 2 1 3 4 4 3 4 4 4 3 2 2 2 3 3 4 2 2 2 2 2 3 2 3 2 3 4 2 2 2 2
S29 3 2 3 4 4 4 4 4 4 5 2 2 3 3 2 3 3 3 3 2 2 3 3 2 2 3 3 2 3 2 3
S30 2 1 1 4 5 5 4 5 5 1 2 2 1 3 3 3 2 2 1 1 2 1 1 2 2 1 4 1 2 1 1
S31 3 1 3 5 4 3 3 5 5 1 1 1 1 2 2 1 2 2 1 2 1 3 1 3 3 3 4 2 3 2 2
S32 4 2 1 4 4 4 4 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
S33 1 3 1 5 3 5 4 5 5 1 1 1 1 5 5 5 5 1 1 1 1 1 1 1 2 1 5 1 1 1 1
S34 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
S35 2 2 2 4 4 3 3 3 4 1 1 2 2 3 3 3 3 3 2 2 3 3 3 3 2 1 2 2 2 1 1
S36 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
S37 5 2 2 4 4 4 4 4 5 1 1 1 2 5 5 5 5 5 4 4 2 5 1 5 1 4 1 2 2 2 2
S38 2 2 3 3 1 3 3 2 3 2 1 2 2 3 3 2 3 4 2 3 1 2 2 3 2 3 5 3 3 3 3
S39 4 4 4 2 3 1 1 4 4 2 2 1 2 4 4 4 3 3 2 4 3 2 3 4 3 5 5 3 2 2 2
S40 2 2 2 5 4 4 2 4 3 2 1 1 2 2 2 2 2 1 2 2 2 3 2 2 2 2 4 2 2 2 2
S41 2 2 2 4 3 3 3 4 3 2 2 3 2 2 3 2 2 2 2 2 2 3 3 2 2 2 3 2 3 1 2
S42 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
S43 2 2 1 4 4 3 4 3 4 1 3 2 2 2 2 2 2 2 2 2 3 2 2 3 2 2 4 2 2 2 1
S44 3 4 4 4 4 4 4 4 4 2 2 2 3 4 4 3 3 3 2 3 2 4 3 4 3 4 4 4 4 3 3
S45 2 2 2 4 3 4 4 5 4 2 2 2 2 2 2 2 2 2 2 2 3 3 4 2 3 2 4 1 2 2 2
N 111 92 98 173 152 153 141 168 152 87 76 83 84 122 122 118 119 113 92 95 98 110 101 113 96 91 156 92 92 84 83
Mean 2.47 2.04 2.18 3.84 3.38 3.40 3.13 3.73 3.38 1.93 1.69 1.84 1.87 2.71 2.71 2.62 2.64 2.51 2.04 2.11 2.18 2.44 2.24 2.51 2.13 2.02 3.47 2.04 2.04 1.87 1.84
SD .842 .903 .806 .903 .886 .939 .894 .963 1.134 .889 .633 .706 .625 .869 .869 1.029 .908 .895 .737 .745 .842 .903 .806 .903 .886 .939 .894 .963 1.134 .889 .633

EFL Students Perception of Social Media in Learning

13
Number of Items Strongly Agree Neutral disagree Strongly Sum of M SD
Questions agree Disagree Scores
4
4
3
3
2
6
5
4

Appendix 4 (EFL Students’ perception of social media in learning in term

of Convenience)

14
 Table IV.5
EFL Students’ perceptions of social media use in learning in term of
“Convenience”
Number
of Statements N M SD
Questions
I do not know that I am able to use social media
3.53 0,842
to enhance my academic
learning process.
4 Communication on social media platforms is 3.96 0,903
45
much faster.
YouTube simplifies sharing of video/audio files 3.82 0,806
online.
Social sites are good medium for students and 2.16 0,903
academics to connect and communicate.

i) EFL Students’ perceptions of social media use in learning in term of

“Social Influence”
The table of IV.6 shows that there are 4 items those were asked to the
students. To sum up the students’ perception of respondents, it can be seen on
summary the tabulation bellow:
Table IV.6
EFL Students’ perceptions of social media use in learning in term of
“Social Influence”

Number
of Statements N M SD
Questions
Friends and family influence the way I use 2.62 0.886
social media in learning.
My academics influence the way I use 2.60 0.939
social media in learning.
4 Friends taught me how to access learning 45 2.87 0.894
materials through social media sites.
My academics taught me how to access 2.27 0.963
learning materials through social media
sites.
Table IV.7

15
 EFL Students’ perceptions of social media use in learning in term of
“Academic Reason”

Number
of Statements N M SD
Questions
Groups and page participation in
Facebook make access to learning 2.62 1.134
materials easier.
3 Academics in my university/college use 45
4.07 0.889
social media to enhance teaching methods.
Intellectuals attract my attention in social
4.31 0.633
media.

j) EFL Students’ perceptions of social media use in learning in term of

“Ease of Use”
In this factor, 3 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:
Table IV.8
EFL Students’ perceptions of social media use in learning in term of
“Ease of Use”

Number
of Statements N M SD
Questions
Communication in social media platforms
4.16 0.706
is much easier
I am attracted to the variety of
communication features available on
45 4.13 0.625
social media (e.g. able to upload materials,
posts, send messages etc.).
3 I would prefer to use social media
compared to other modes (emails, phone
calls) as a communication medium with 3.29 0.869
peers and/or academics as it is simple and
easy to use.

16
 k) EFL Students’ perceptions of social media use in learning in term of
“Social Networking”
In this factor, 2 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:
Table IV.9
EFL Students’ perceptions of social media use in learning in term of
“Social Networking”
Number
of Statements N M SD
Questions
I use social media to make new friends. 45 3.29 0.869
2 I use social media to meet people of the
3.38 1.029
same field of study.

l) EFL Students’ perceptions of social media use in learning in term of

“Barriers”
In this factor, 6 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:
Table IV.10
EFL Students’ perceptions of social media use in learning in term of
“Barriers”
Number
of Statements N M SD
Questions
I am conservative as such I do not like
3.36 0.908
socializing on internet.
I enjoy working alone, social sites distract my 0.
3.49
attention. 895
6 I am concerned about privacy issues on social 0.
45 3.96
media. 745
I’ve joined social sites in the past but I had to
0.
quit because it was time consuming and 3.89
745
involved more time management.
Lack of motivation from colleagues discouraged 0.
3.82
me from joining social media sites. 834
I do not know that I am able to use social media
2.44 0.96
to enhance my academic learning process.

17
 m) EFL Students’ perceptions of social media use in learning in term of
“e-Learning Perception”
In this factor, 5 items were asked to the respondents by the
researcher. To sum up the perception of respondents, it can be seen on
the summary of tabulation as follow:

Table IV11
EFL Students’ perceptions of social media use in learning in term of
“e-Learning Perception”

Number
of Factors Statements N M SD
Questions
I am satisfied with the current e-
learning platform provided by my 3.76 0.830
university/college.
The current e-learning platform
allows me to communicate with my 3.49 0.944
peers and/or academics.
5 e-Learning My peers and/or academics are 45
Perception easily available for academic
3.87 0.694
assistance via the e-learning
platform.
The current e-learning platform
enhances my style of academic 3.98 0.988
teaching.
I am able to use the e-learning
platform to fulfill all my 2.53 1.079
learning/teaching needs.

n) EFL Students’ perceptions of social media use in learning in term of

“Teaching and Learning Benefit”
In this factor, 4 items were asked to the respondents by the researcher. To
sum up the perception of respondents, it can be seen on the summary of
tabulation as follow:

18
 Table IV.12
EFL Students’ perceptions of social media use in learning in term of
“Teaching and Learning Benefit”

Number
of Statements N M SD
Questions
I am benefitting a lot (academically)
3.96 0.638
through social media usage.
I would like academics to join social
3.96 0.767
media sites to assist students.
4 I believe social media can be used to
improve the interaction among peers and 45 4.13 0.694
between students and academics.
I believe social media can be used to
improve collaboration among peers, 4.16 0.796
students and academics.

19