T1 112011039 Full text

STUDENTS’ MOTIVATION TOWARDS FACEBOOK USE AS A
MEDIUM FOR CLASS DISCUSSION

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Richard Ferry Nugraha
112011039

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015

STUDENTS’ MOTIVATION TOWARDS FACEBOOK USE AS A
MEDIUM FOR CLASS DISCUSSION

THESIS

Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Richard Ferry Nugraha
112011039

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015

i

ii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any

course or accepted for the fulfillment of any degree or diploma in any university. To
the best my knowledge and my belief, this contains no material previously published
or written by any other person expect where due references is made in the text.

Copyright@2015. Richard Ferry Nugraha and Dian Toar Y.G Sumakul

All right reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Department, Faculty
of Language and Literature, Satya Wacana Christian University, Salatiga.

Richard Ferry Nugraha

iii

PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name

: Richard Ferry Nugraha

Student ID Number

: 112011039

Study Program

: English Language Education

Faculty

: Language and Literature

Kind of Work

: Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
Students’ Motivation towards Facebook Use as a Medium for Class

Discussion
with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval
system or database, transmit, broadcast, barter, or sell my intellectual property, in
whole or in part without my express written permission, as long as my name is still
included as the writer.
This declaration is made according to the best of my knowledge.
Made in: Salatiga
Date: ______________
Verified by signee,

Richard Ferry Nugraha

Approved By:

Dian Toar Y. G. Sumakul, M.A.
Supervisor

Yustinus Calvin G. Mali, M. Hum.

Examiner
iv

TABLE OF CONTENTS
COVER PAGE .............................................................................................................. i
APPROVAL LETTER .................................................. Error! Bookmark not defined.
COPYRIGHT STATEMENT ................................................................................... iii
PUBLICATION AGREEMENT DECLARATION ................................................ iv
TABLE OF CONTENTS ............................................................................................ v
LIST OF FIGURES ...................................................................................................vii
LIST OF TABLES ................................................................................................... viii
ABSTRACT .................................................................................................................. 1
INTRODUCTION........................................................................................................ 1
Motivation in Language Learning .......................................................................... 3
Facebook for Academic Purpose ............................................................................ 5
Previous Studies on Facebook and Motivation ..................................................... 6
METHODOLOGY ...................................................................................................... 8
Context of the Study................................................................................................. 8
Participant of the Study ........................................................................................... 8
Instrumentation ........................................................................................................ 9

Procedure of Data Collection .................................................................................. 9
Data Analysis .......................................................................................................... 10
FINDINGS AND DISCUSSION ............................................................................... 10
Intrinsic Motivation ............................................................................................... 12
Interest in using Facebook .................................................................................. 12
Interest in the topic discussed.............................................................................. 13
Confidence discussing through Facebook.......................................................... 14
Interest in new experience of discussion through Facebook ............................. 16

Extrinsic Motivation .............................................................................................. 17
Demanded to be active in the discussion ............................................................ 17
Self-worth and other students’ participation ...................................................... 18

Pedagogical Implication ......................................................................................... 19
Intrinsic vs. Extrinsic Motivation........................................................................ 19
Amotivation .......................................................................................................... 20

CONCLUSION .......................................................................................................... 21
v

ACKNOWLEDGEMENT ......................................................................................... 23
REFERENCES ........................................................................................................... 24
APPENDIX ................................................................................................................. 27

vi

LIST OF FIGURES
FIGURE 1. Taxonomy of human motivation………………………………………5

vii

LIST OF TABLES
TABLE 1. Checklist of factors affecting the students’ motivation………………11

viii

STUDENTS’ MOTIVATION TOWARDS FACEBOOK USE AS A MEDIUM
FOR CLASS DISCUSSION
Richard Ferry Nugraha
Satya Wacana Christian University, Salatiga

Abstract
Motivation plays an important role in learning especially English
language learning. This study examined how the field of ComputerMediated Communication (CMC) on the use of Social Networking
Sites (SNSs) like Facebook can influence the learners’ motivation. The
aim of the study is to identify and classify what motivations did exist
and factors influenced it. This study was conducted in a Public
Speaking course in Faculty of Language and Literature of Satya
Wacana Christian University which used Facebook as a medium for
class discussion. The instrument of data collection was in-depth
interview by adapting questions from Attitude/Motivation Test Battery
(Gardner, 1985). The interview was done with 9 students of the course.
Since it is a qualitative study, the results of the interview were analyzed
by referring to Self-Determination Theory (Ryan & Deci, 1985) which
addresses the characteristics of intrinsic and extrinsic motivations. This
study reveals that intrinsic and extrinsic motivations took parts in
influencing the students’ motivation to be active in the class discussion.
For intrinsic motivation, interest gave significant influences to the
students’ motivation followed by anxiety which affect their confidence.
Along with it, extrinsic motivation was influenced by the demand of the

teacher for the students to be active and the students’ self-worth feeling.
Keywords: Intrinsic and extrinsic motivations, integrative and
instrumental motivation, orientation, interest, confidence, demand, selfworth

INTRODUCTION
The development of technology has brought a new evolutionary step in the
way of communication in this digital era. It is called Computer Mediated
Communication (CMC). Furthermore, it is supported by a worldwide internet
1

connection. Hence, people can easily access Social Networking Sites (SNSs) such as
Facebook and other social media. SNS itself is a platform where people can share
information through internet connection. Over the past one decade from its release
date, Facebook has become very common to be used by people all around the world,
especially Indonesia. Facebook, which was launched in 2004 by Mark Elliot
Zuckerberg and his colleges, is one of SNSs that provides interactional features for
the users. However, with some features such as status posting, chat, and group that
Facebook provides, there is still a doubt of its benefit as communication tool in for
educational uses, especially for language course. Because of its viral impact through
internet which makes many people register to be the users, Facebook shows an

attraction for researchers to examine its usage for academic purposes.
Nevertheless, many studies have been conducted in area of Facebook in
classroom showed that there are benefits which can be gained with the use of it.
Beckenham (2008)

argues that SNSs are no longer defined as simply a

communicational tool that ‘allows one to make new friends, renew or maintain old
acquaintances and establish romantic relationships’ but it can be applied as a media or
tool in class, especially in a language classroom, to support teaching-learning process.
It is because “SNSs create new opportunity for self-directed learning and support all
levels of cognitive abilities, peer-based learning and the development of new media
literacy” (Callaghan & Bower 2012, p. 2). Using Facebook for educational purpose
could engage the teacher’s and students’ motivation which caused by experiencing a
more active and creative teaching and learning process.
In this study, the writer was interested to find out what motivations that exist
among the Indonesian English as Foreign Language (EFL) students in Faculty of
2

Language Literature of Satya Wacana Christian University when they experienced

using Facebook as an e-learning tool in Public Speaking class discussion. The
research question was: “What are the students’ motivations towards the use of
Facebook as a medium for class discussion in a Public Speaking course of Faculty of
Language and Literature of Satya Wacana Christian University?” The finding of this
study hopefully provides evidences of students’ motivation towards the use of
Facebook as one of effective e-learning tools in language learning process. The result
of this study will be useful either for the teacher or students in considering the use of
SNSs such as Facebook in classroom discussion. This repurpose may give benefits
such as becoming an innovative learning technique for English teachers and an
effective and efficient way to conduct a class discussion. In addition, the discussion
would be more interesting and engaging for students who are orally passive with the
use of Facebook.
Motivation in Language Learning
Motivation has an essential role behind most human’s actions. Motivation is
important for learning process because it generates organisms, controls actions, and
sets goals which are useful for an individual (Chairunnisa, 2010). Therefore, many
studies have been conducted to investigate the relationship between motivation and
language learning, especially English language both as second and foreign language.
Vandergrift (2005) states that motivation plays a key role in the rate and success of
second (L2) or foreign language learning, particularly classroom language learning. In
line with him, the writer also thinks that the level of motivation tends to have direct
proportional to the success level of the student. It means the higher motivation the
students have; the more successful learning process they will achieve.
3

One of the most well-known theories about motivation is the two distinctions
of motivation namely integrative motivation and instrumental motivation by Gardner
and Lambert (1972). According to them, integrative motivation is a motivation which
emerges from the learner himself or herself that might be caused by interest. On the
other hand, instrumental motivation is a motivation in which an individual learns
because of particular reasons such as requirement, obligation, getting achievement,
and others.
In the theory of language learning, Dörnyei (2005) also presents an empirical
based construct and using the term ‘integrative motivation’. According to him, this
construct in language learning consists of three constituents. The first one is
integrativeness, which subsumes integrative orientation, interest in foreign languages,
and attitudes toward the L2 community, reflecting the “individual’s willingness and
interest in social interaction with members of other groups” (Gardner & MacIntyre,
1993a). The second one is attitudes toward the learning situation, which comprises
attitudes toward the language teacher and the L2 course. Then, the last one is
motivation, that is, effort, desire, and attitude toward learning. In a broad term, an
integrative motivational orientation concerns a positive interpersonal/ affective
dispositional towards the L2 group and the desire to interact with or even become
similar to valued members of that community (Dörnyei, 2003).
Similarly, another concept of the theory of motivation is two kinds of
motivation; intrinsic and extrinsic which were presented by Ryan and Deci (2000):
“Intrinsic motivation is defined as the doing of an activity for its inherent
satisfactions rather than for some separable consequence. When
intrinsically motivated a person is moved to act for the fun or challenge
entailed rather than because of external prods, pressures, or rewards. On
the other hand, extrinsic motivation is a construct that pertains whenever
4

an activity is done in order to attain some separable outcome (pp. 5660).”
FIGURE 1
Taxonomy of human motivation.

Integrative
Motivation/
Intrinsic
Motivation
Interest
Satisfaction
Pleasure

Instrumental
Motivation/
Extrinsic
Motivation

Amotivation

Requirement
Obligation
Getting Achievement
Reward and Punishment
Self and Other Approval

The above figure is a simplification of Ryan and Deci’s (2000) taxonomy of
human motivation. They label this concept as Self-Determination Theory (SDT). SDT
theory itself has two subcategories to differentiate characteristics of the two types of
human motivation. They are Cognitive Evaluation Theory (CET) and Organismic
Integration Theory (OIT). CET is a sub theory that explains how intrinsic motivation
is regulated. It addresses how variables such as interest, interpersonal controls, and
feeling influence an individual in performing an action. On the other hand, OIT deals
with extrinsic motivation. It focuses on how instrumentality factors such as demand or
reward, self-worth orientation, and achievement affects an individual motivation.
Facebook for Academic Purpose
Developed along with the Web 2.0 technology which has interactional
features, Facebook is one of popular free social websites where people can register

5

themselves in accounts and socialize with other people. Like what Gross and Acquisti
(2005) said, Facebook generally has the same basic function with the SNSs which
offer communication features such as profile and post sharing, maintaining
relationships, making friends, and so forth.
As a universal phenomenon, many researchers tried to examine whether
Facebook has relation with educational objective if it is used in the classroom as a
teaching aid. Based on the purpose of applying SNSs, especially Facebook, in
classroom, Ito Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, & Robinson
(2008), McLoughlin (2008) and Junco (2011) reveal that there is a significant effect
on how Facebook is related to the students’ academic performances and engagements.
For academic purpose, SNSs such as Facebook have no longer viewed as traditional
course management systems. Nevertheless, it is believed as a more interactive tool
which includes student’s response systems and classroom backchannels, providing
additional opportunities to support the learning process, and learning experts are
examining the potential of new media tools to transform educational practices
(Greenhow and Robelia 2009a). This is in line with what Sumakul (2012) stated,
Facebook can be a virtual classroom for the teacher and students. Moreover, with
Facebook’s group feature which is designed to support discussion on defined topic, it
can support the language learning in which interaction and debate can be promoted
through the forum (de Villiers, 2010). Up to this, Facebook can be perceived as a
useful media to promote learning process.
Previous Studies on Facebook and Motivation
Equal to its popularity, there is still a debate on how Facebook can enhance
people’s motivation in academic purpose especially language learning. In order to see
6

how Facebook can affect the students’ motivation in language learning, there are
some studies that had been conducted before. Chairunnisa (2010) found that there was
a significant negative relation between the intensity of accessing Facebook with
Indonesian students’ learning motivation. Facebook is described as an addictive site
which makes students spend most of their time to access it. She believes that
Facebook which takes most students’ time to access distracts their learning
motivation. It is reasonable since the Indonesian students access Facebook for casual
communication such as chatting, posting statuses, messaging, and commenting others’
posting. Though, the question is what if the students allocate their time to access
Facebook for academic purpose. It can become a media where the students even the
teacher can discuss about certain subject of learning. The answer for the case is
probably different.
For educational context, Facebook have positive influences for the students’
motivation. According to Ellison (2008), SNSs, such as Facebook, are the most
popular form of communication among teenagers. Therefore, there is an opportunity
to transfer motivation and associated information and communication literacies into
an educational context. With the use of Facebook, it would be easier to build teacherstudent relationship; social networks allow students to glimpse instructor profiles
containing personal information, interests, background, and “friends,” which can
enhance student motivation, affective learning, and classroom climate (Mazer, 2007).
In their research, Mazer and his colleagues also revealed the more personalized the
SNS presence the greater the motivation of students to participate and learn course
material.

7

METHODOLOGY
Context of the Study
The study of students’ motivation toward the use of Facebook in class
discussion was conducted in the Faculty of Language and Literature of Satya Wacana
Christian University in Salatiga, Central Java, Indonesia. The study was done in the
second and the third semester of the academic session 2014-2015. Qualitative
approach was used in order to identify the classification of the students’ motivations.
Qualitative study itself is a research that has naturalistic, emergent, field-base method
in which human as the primary instrument of data collection is emphasized (Ary &
Sorensen, 2010). Thus, qualitative study has tentative and temporary characteristic
(Sugiyono, 2013). It means that the result of the same study may differ according to
the context and circumstance where it is conducted.
In this study, the data were collected through deep interviews with the
participants. Afterward, the data were interpreted in categorical content or thematic
analysis (Guest, 2012).
Participant of the Study
Applied purposive samplings, the participants of this study were students of
Faculty of Language and Literature of Satya Wacana Christian University who
experienced using Facebook in their Public Speaking class. Because some of them
were not available to be contacted, the total of the participants were only 9 persons. It
was about a half of them who were 16 persons of total population who joined Public
Speaking Class that used Facebook. The participants were consisted of 4 males and 5
females. Later, all of them were interviewed according to the aim of the study.

8

Instrumentation
The only instrument to collect the data for this study was interview. The
interview questions were adapted from Gardner’s Attitude/Motivation Test Battery
(AMTB) (1985). Since the aim of this study was only to explore and explain what
motivations the students had during their experience using Facebook as a medium of
class discussion, the original form of the instrument which was designed to collect
quantitative data and degree of agreement needed to be modified. Hence, the
statements in the instrument were transformed into interview questions. These
questions were classified under certain field such as attitude, interest, anxiety,
intrinsic and extrinsic motivation. The interview question consisted of 12 questions
with 4 open-ended questions and 9 close-ended questions with follow-up question
about reasoning and clarification. Afterward, the interview process with the
participant was done through Facebook chatting. The reason is that this interview
technique does not give time limit for both interviewer and interviewees to do the
interview. Moreover, the interviewees could have more time to think about the answer
for each question. Therefore, the risk for invalid data caused by random and
inconsistent answers could be reduced.
Procedure of Data Collection
The interview which used in this study was semi-structured. This kind of
interview means that there were advanced specified order of the questions that are
asked to the participants in the same order but it also allows for individual diversity
and flexibility (Zacharias, 2013). With this allowance, it would be easier to elicit more
detailed and richer data which are about the students’ motivation towards the use of
Facebook in Public Speaking class.
9

The interview questions were piloted to one of the participants to see whether
the adaptation of the instrument of data collection could elicit the data appropriately.
After the revision step, the data collection process was done by interviewing the
participants via online chat. The participants were asked to tell their experience when
they were having discussion in the Public Speaking Class. Afterward, the data were
classified according to the theory used.
Data Analysis
The data analysis process analyzed the result of the instruments of data
collection which was a semi-structured interview adapted from Gardner’s Attitude
Motivation Test Battery (1985). Along with that, to understand the finding which is in
qualitative form, Self-Determination Theory (SDT; Deci & Ryan, 1985) was used.
This theory presents a distinction between intrinsic and extrinsic motivation. The
analysis referred to its two sub-theories; Cognitive Evaluation Theory (CET) and
Organismic Integration Theory (OIT). After the interview results were transcribed,
the data were classified according to these two theories by looking to the
characteristic of each motivation occurred. The theories were referred in order to see
whether those two kinds of motivation, intrinsic and extrinsic, played role among the
students of a Public Speaking Course of Faculty of Language and Literature of Satya
Wacana Christian University towards the use of Facebook as a medium of class
discussion. The data were analyzed by focusing on the theme, students’ motivation,
which is assigned to the participant. This process of data analysis referred to
“categorical content” (Lieblich, 1998) or “thematic analysis” (Riessman, 2008) in
which the interview transcripts are extracted, classified, and gathered. Then, the data
were put into a table according to the themes found.
10

FINDINGS AND DISCUSSION
From the interview, when asked about the participants’ motivation in using
Facebook for class discussion, the responses can be categorized into integrative and
instrumental motivation. The findings confirmed that intrinsic and extrinsic
motivations played role among the students. Along with that, amotivation also
occurred. The summary is presented in Table 1 below.
TABLE 1
Checklist of factors affecting the students’ motivation.

Participant

Intrinsic Motivation
Interest
Interest
in the
in the
Facebook topic
discussed

1

✓

2

✓

3

✓

4

✓

Confidence
discussing
through
Facebook

Amotivation
Technology
used

✓
✓

✓

✓
✓

✓

5

✓

✓
✓

6

✓

✓

✓

7

✓

✓

✓

8

✓

9

Extrinsic
Motivation
Interest in Demanded Selfnew
to be
worth
experience active in
of
discussion
discussion
through
Facebook

✓
✓

✓

✓
✓

✓

✓

11

Intrinsic Motivation
Intrinsic motivation is one of orientations that play an important role in human
actions. White (1959) found the first phenomenon of intrinsic motivation in his
experimental study on animals’ behaviors. He believes that many organisms which
include humans are driven by exploratory, playful, and curious behaviors in
performing actions. The orientation of intrinsic motivation also was found in this
study in which the EFL students of Faculty of Language and Literature of Satya
Wacana Christian University used Facebook as a medium for class discussion. It is
seen how Facebook as one of popular social media can affect the students’ motivation
especially intrinsic motivation in doing class discussion. Some factors were found.
Apparently, interests in certain variables become the most dominant factors that
affected their motivation to be active in discussion.
Interest in using Facebook

Since most of people are familiar with Facebook, it can be assumed that most
of the students are familiar with it and able to use it. Likewise, the students like using
Facebook in their daily communication both for ordinary socializing and educational
if certain course use it. It is showed from the daily frequency of the students checking
their Facebook account which range from 2-10 times per day. When it came to a
question whether they like using Facebook and why they like it, there were some
reasons that influence their interest. Below are some reasons why the students like
using Facebook:
Participant 4 : Buat ngecek pengumuman-pengumuman kuliah, ngecek
kegiatan, berhubungan dengan teman, update status, dan share
funny pictures.

12

(For staying updated with campus news and activities,
communicating with friends, updating status, and sharing funny
pictures.)
Participant 3 : Senang kok, banyak featurenya.
(I like it because it has many features.)

From these examples, it can be seen why the students are interested in using
Facebook in their daily communication. Here, one of intrinsic motivations contributed
in their orientation. For participant 4, satisfaction played role. It is because he would
feel satisfied if he was being updated with information about campus without any
demand for him to be updated. Moreover, he enjoyed expressing himself through
Facebook by posting statuses or funny pictures. For participant 3, she enjoyed using
Facebook because of its features. Facebook has chat and message feature where the
user can attach file such as assignment just like email. Not only that, Facebook has
picture and video posting so that the users would not be bored with only word-form
posts. The most important is group feature where a forum like class discussion can be
established. These features may be the reason why participant 3 takes pleasure in
using Facebook.
Interest in the topic discussed

As the interest becomes the key in the factor of intrinsic motivation among the
students, interesting discussion topic could be a trigger to draw out their motivation.
During their experience using Facebook in Public Speaking Course, the students were
assigned to respond to certain motion of discussion. Of course, participation of the
students would be graded by the teacher and inputted into participation point. Looking
at the course record, all of the students were participate actively. It was showed from
the record that all students gave their response for every motion of discussion such as
13

same sex marriage, abortion, and Facebook use for class discussion which were
posted by the teacher. These are the finding from some participants:
Participant 7

: …kalau ada topik yang aku suka atau ngerti pasti aku komen
bukan karena nilainnya doing.
(…if there is a topic that I like and understand, I definitely will
comment not for the grade.)

Participant 9

: Kalau debatnya memicu hasrat untuk memberi 'rebuttal' ya
kenapa enggak.
(If the debate triggers my desire to give rebuttal, why not?)

From these two samples, it can be seen that both participants were still
intrinsically motivated to be active in class discussion besides extrinsic motivation
might exist in most of the students. Although if their participation was not graded,
they would participate actively in the discussion as long as they have interest or desire
towards the motion given by the teacher.
Confidence discussing through Facebook

In performing certain actions, an individual needs self-assurance which
influences him or her motivation. If someone does not have confidence, most likely,
he or she will not perform any actions and stay motivated. This confidence factor also
can be found in this study in which some of the students were active in discussing
through Facebook. In this case, there were some students who confessed that they
were passive during face-to-face discussion in classroom. Consequently, it is
interesting to find which one is comfortable for them between discussing face-to-face
in classroom and through Facebook which is in written form. These some samples
show the students preference towards the question:
Participant 2 : Mungkin lebih enak tulisan soalnya kan aku orangnya kalau
ngomong langsung itu agak susah, jadi bisa lebih berpendapat
di tulisan. Terus lebih bisa punya waktu berpikir apa yang mau
ditulis. Soalnya itu kan diskusi dalam Bahasa Inggris juga.

14

(I prefer in written form because I am not orally talkative so
that I can active more in written form. Moreover, I have more
time for thinking about what should I wrote because the
discussion was in English.)
Participant 5 : Tulisan. Soalnya kalau lisan kadang aku suka takut
grammarnya salah. Terus kalo tulisan kan bisa mikir dulu mau
ngomong apa.
(I am active more on written form. It is because when orally
speaking, I often worried about my grammar. Moreover, in
written form, I can think first about what I should talk.)

From these two samples, it can be seen that both of the participants liked to
use Facebook for discussion. The main reason that can be identified is that they were
orally passive. There was comfort feeling when they were discussing through
Facebook in written form. When concerning about idea of confidence, it may be
related to anxiety. For participant 2, she preferred discussing through Facebook to
face-to-face. It is because she worried about her proficiency in English. She felt that
her speaking skill was still under average compared to the other students. The same
case with participant 5, she worried about her grammar when she spoke. Hence,
anxiety feeling affected ones confidence level which later, influence an individual’s
motivation. Like in this case, some of the students were more motivated to discuss
through Facebook than face-to-face discussion because of their anxiety feeling. This
factor made them to choose Facebook as a medium for discussion because they who
had low English speaking proficiency would have more time to think about what they
should say. Therefore, using Facebook could help students who were orally passive to
be active in class discussion.

15

Interest in new experience of discussion through Facebook

There is still an increasing trend of teachers who use social media especially
Facebook for their courses. The common use of Facebook is for class management
such as posting announcements and assignment submissions. However, it is quite rare
to find a course which uses Facebook as a medium of discussion. This study found
that most of the students’ attitude towards the use of Facebook is positive. With the
positive attitude towards it, the use of Facebook was expected to be able to enhance
the students’ motivation to be active in class discussion. These below are some
samples from the students interviewed:
Participant 4 : Pakai social media untuk alat pembelajaran sangat menarik.
Sangat membantu dan juga menyenangkan. Sebuah metode
belajar baru. Kedepannya, aku mau punya kelas seperti ini
lagi.
(It is interesting to have social media as learning tools. It helps
students a lot and it’s fun. It is a new learning method. In the
future, I want to have kind of that class again.)
Participant 6 : Excited. Karena selain diskusi bisa dilakukan dari kamar kos
dan kapan aja, karena dengan adanya diskusi Facebook juga
mahasiswa gak perlu sibuk-sibuk kumpul di kampus buat bahas
bahan presentasi, semuanya bisa online.
(I was excited because besides the discussion can be done in
my room and anytime, Facebook also allows the students not to
be troublesome to go to campus just to discuss about
assignment. All of them can be done online.)

The samples above show that the students have positive attitude towards
Facebook for class discussion. It helped the student in doing assignment especially in
which discussion is needed. It also can be a more interactive media where the students
enjoy the learning and a new technique for the teacher in teaching English. This factor
may influence the students’ motivation toward discussion via Facebook because it is
enjoyable and can be done anywhere and anytime.

16

Extrinsic Motivation
The second human orientation that takes part in determining an individual in
performing actions is extrinsic motivation. This orientation is discussed under a
subtheory called Organismic Integration Theory (OIT). This theory was introduced by
Ryan and Deci (1985) “to detail the different forms of extrinsic motivation and the
contextual factors that either promote or hinder internalization and integration of the
regulation for these behaviors.” Besides intrinsic motivations that caused by the
factors, this study also found some other factors that cause extrinsic motivation to
exist among the students.
Demanded to be active in the discussion

As the teacher asks the student to be active by grading the students’
performance to be inputted in participation point, it is most likely predictable that
students being active during the discussion just because of the demand. With the
question “Will the students be active if their participations are not graded?” this study
found that there were some students who were active because the teacher’s demand.
Here are the samples taken from the interview with the participant:
Participant 3 : Sepertinya enggak. Soalnya dulu memang karena disuruh Pak
Toar buat aktif. Kalau gak wajib kayaknya bakal sepi.
(It would probably not because Mr. Toar demanded us to be
active. If not, the discussion would not happen.)
Participant 9 : Dulu dikasih batas minimal sih harus komentar berapa kali.
Dulu 5 kali. Aku ya cuma komentar 5 kali.
(There were minimum limit for us to comment. It was 5 times.
So, I just commented for 5 times.)
From the sample above, it is apparently both of the participants were

influenced by extrinsic orientation to be active in the discussion. For participant 3, she
said that she would be active in the discussion because the teacher demanded the

17

students by grading their participation. There was possibility if the participation was
not graded, she would not be active in the discussion. The motivation of participant 9
to be active in the discussion was also triggered by the minimum limit of
participation. In participating actively, demand of achieving good grade also can be
one variable in influencing the students’ motivation. Grade is one of the essential
factors that influence most learners’ motivation. Grade is often associated with the
goals and indicators in successful learning. The reason why achieving good grade can
be identified as extrinsic motivation is because there may other output in doing the
action. Hence, demand of the teacher can affect the students’ motivation to participate
in class discussion.
Self-worth and other students’ participation

In extrinsic motivation, there is a sort of motivation called introjected
regulation. According to Nicholls (1984), self-esteem and the feeling of worth
influence a person’s motivation in performing actions. This kind of factor also can be
found in this study in which the student became active in class discussion because of
self-worth. This factor emerged in the answer for question “What are things that made
you interested in the discussion?” Below is the sample of a student’s feeling when
discussing through Facebook.
Participant 3 : Ya karena berasa profesional gitu sih, keren aja pakai social
media …. dulu lumayan semangat soalnya teman sekelas juga
pada aktif, ya walau pun karena memang wajib.
(I felt like a professional. It is cool to use social media. ….I was
quite enthusiastic because my classmates were active too,
although it is obligatory.)
Participant 4 : Karena keaktifan mahasiswa lain...
Because of other students’ participation …

18

Looking at the samples from participant 3 and participant 4 above, there is a
similarity between them that they were interested to be active in the class discussion
because of other students’ participation. The factor that may cause this orientation is
the student’s feeling towards him or herself and the other students. One will likely
feel embarrassed if he or she is unable to be active in the discussion while the others
are very active discussing in the Facebook group. The other factor that influences the
students’ self-worth is the students’ feeling towards the course which used Facebook
itself. For participant 4, she felt that it was like a professional to use Facebook for
class discussion. She might felt that she has more self-esteem by having discussion
through Facebook than the other students in different classes. It may be a factor that
made her stay motivated in the discussion.
Pedagogical Implication
There are 2 things that can be learned from the result of this study. Both of
which could bring positive implication to pedagogical practices. They are the
interplaying of both intrinsic and extrinsic factors and the issue with amotivation.
Intrinsic vs. Extrinsic Motivation

From the findings of this study, both intrinsic and extrinsic played role in
influencing the students’ motivation through discussion via Facebook. Although all of
the participants were intrinsically motivated, it cannot be assumed that intrinsic
motivation is better than extrinsic motivation. Looking at the data, there were five
students who were extrinsically motivated. Extrinsic motivation also has benefit for
learning process. The teacher should also consider some factors that can stimulate
extrinsic motivation. It is better for a student to have both kinds of motivation because

19

they complete each other. For example, a student finishes a task from the teacher
because he or she is interested is rewarded with grade. From the interview result, this
case was shown in participant 3’s experience.
Participant 3

: Senang kok… (karena kreatif, inovatif, fleksibel)… Tapi
karena diwajibkan duluan oleh dosennya makanya kita aktif.
(I like it… [because it is creative, innovative, flexible]…
However because the teacher demanded from the first place,
we were active.)

She participated in the discussion via Facebook actively because she was
interested in the class that used Facebook, but she also did it because it was
compulsory. It shows that extrinsic motivation which is triggered by a goal to achieve
grade works together with intrinsic motivation to maintain a student’s motivation.
Amotivation

Moreover, this study also found some students who felt that Facebook was
less motivating to be a medium of discussion due to technological issues. These cases
can be reference for the teacher in using SNSs like Facebook in order to support
language learning process. Since accessing Facebook needs technological supports
such as platform used (computer and gadgets) and internet connection, it is essential
to have those elements. Nevertheless, there was one participant who had problem
accessing the Facebook during the course in a semester.
Participant 1

: Well dulu saya belum punya koneksi internet yang memadai,
jadi saya harus pergi ke kampus untuk buka Facebook atau
cari Wi-Fi gratis. Jadi tidak terlalu sering ngepost saya.
(Well, I did not have a good internet connection, so I had to go
to campus in order to access Facebook or somewhere I can get
free Wi-Fi. Thus, I did not post often.

Looking at the case of Participant 1, he was lack of internet connection which
is one of the essential elements to access SNSs such as Facebook. This could be a
20

factor that can affect the students’ motivation. Although the student is intrinsically or
extrinsically motivated, this external factor may hinder motivation which can lead to
amotivation case. Therefore, the teachers should consider the availability of
technology required before applying Facebook as a medium for class discussion.

CONCLUSION
This study explored motivations towards the use of Facebook as a medium in
class discussion among Public Speaking course students in Faculty of Language and
Literature of Satya Wacana Christian University. Referring to the aim of the research,
the study found that two types of motivation by Ryan and Deci (1985) did exist
among the students’ performance in class discussion. For the intrinsic motivation,
interest played dominant role in influencing the students’ motivation. The interests
were interest in Facebook use itself, interest in the topic or motion of discussion given
by the teacher, and interest in the new experience of using Facebook for educational
purpose. On the other hand, extrinsic motivation characteristic was showed from the
factors; the teacher’s demand and self-worth of the students. The demand of the
teacher might be the most dominant factor which affected the students’ motivation. It
is because the participation was graded so the students had to be active in the
discussion. Self-worth was found in some the students’ orientation that they were
active because of other students’ participation. Moreover, it was found that intrinsic
and extrinsic motivation could interplay in stimulating the students’ activeness in
discussion through Facebook.

21

However, it was also found that amotivation also occurred among the
participants. External factor of lacking in technology or internet was the main factor.
It is because using Facebook for class discussion requires technological supports.
Nevertheless, since this study only qualitatively identified what the students’
motivations are, it cannot be generalized that Facebook is the most motivating social
media that can enhance the student’s motivation in class discussion. Thus, further
research can focus on statistical aspects such as how many students are motivated and
amotivated or how the students can be motivated.

22

ACKNOWLEDGEMENT
I praise Lord God Jesus Christ for His grace for me so that I can finally
accomplish my thesis writing as one of requirements for finishing a bachelor
degree in Faculty of Language and Literature of Satya Wacana Christian
University. I also give my thanks to:
1) My parents; Lukius Bahan and Timeatie Djangkan and my brother;
2) Andre Giovano Erlangga and Haryani Wineyni Prabowo who
always supported me with motivation;
3) My supervisor, Dian Toar Y.G Sumakul, M.A. and my second reader
and examiner, Yustinus Calvin G. Mali, M. Hum. who guided me in
writing my thesis;

4) All of the lecturers and friends of Faculty of Language and
Literature of Satya Wacana Christian University.

23

REFERENCES
Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to Research in Education.
Belmont: Wadsworth, Cengage Learning.
Beckenham, A. (2008). ‘Face off online: Pedagogy and engagement in social network
sites.’ Canberra: University of Canberra.
Callaghan, N., & Bower, M. (2012). Learning through Social Networking Sites - The
critical role of the teacher.Educational Media International, 49 (1), 1-17.
Chairunnisa. (2010). Hubungan Intensitas Mengakses Facebook Dengan Motivasi
Belajar Siswa Man 13 Jakarta. Universitas Islam Negeri Syarif Hidayatullah:
Jakarta.
de Villier, R. 2010. Academic Use of a Group on Facebook: Initial Findings and
Perceptions. Proceedings of Informing Science & IT Education Conference
(InSITE) 2010.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior . New York: Plenum.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning:
Advances in theory, research and applications, in Z. Dörnyei (ed.): Attitudes,
orientations, and motivations in language learning . Oxford: Blackwell, pp. 332.
Dörnyei, Z. (2005). The Psychology of The Language Learner:Individual Differences
in Second Language (pp. 68-69). New Jersey, London: Mahwah.
Ellison, N. (2008). Social networking sites. Students and Information Technology,
Study, 8, 81–98.
Gardner, R. C. 1985. The Attitude Motivation Test Battery: Tehcnical Report
1.University of Western Ontario: London.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second
language learning. Rowley, MA: Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1993a). On the measurement of affective
variables in second language learning. Language Learning, 43, 157–194.
Greenhow, C., & Robelia, B. (2009b). Old communication, new literacies: Social
network sites as social learning resources. Journal of Computer-Mediated
Communication, 14, 1130–1161.
Gross, R., Acquisti, A., & Heinz, H. (2005). Information Revelation and Privacy in
Online Social Networks (The Facebook Case). Proceedings of the ACM

24

Workshop on Privacy in the Electronic Society 7 November 2005 (pp. 71-80).
Alexandria, VA, USA: AC

Guest, Greg. (2012). Applied thematic analysis. Thousand Oaks, California: Sage.
p. 11.
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P., Pascoe,
C.J., & Robinson, L. (2008). Living and learning with new media: Summary
of findings from the digital youth project. Building The Field of Digital Media
and
Learning,
2–4.
Retrieved
from
http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouthWhitePaper.pdf
Junco, R. (2011). The relationship between frequency of Facebook use, participation
in Facebook activities, and student engagement. Lock Haven: Elsevier.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading,
analysis and interpretation. Thousand Oaks, CA: Sage Publications, Inc.
Mazer, J. P., Murphy, R.E., & Simonds, C.J. (2007). ‘I’ll see you on “Facebook”: The
Effects of Computer-Mediated Teacher Self-Disclosure on Student
Motivation, Affective Learning, and Classroom Climate’. Communication
Education, 56:1, 1-17.
McLoughlin, C., & Lee, M.J.W. (2008). Mapping the digital terrain: New media and
social software as catalysts for pedagogical change. Paper presented at the
Proceedings Ascilite Conference, Singapore. pp. 664-675. Retrieved
December
23,
2014,
from:
http://www.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.pdf
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective
experience, task choice, and performance. Psychological Review, 91, 328–346.
Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks,
CA: Sage Publications, Inc.
Ryan. R. M., & Deci. E. L. (2000). Intrinsic and Extrinsic Motivations: Classic
Definitions and New Directions. Contemporary Educational Psychology 25.
New York: University of Rochester, pp. 54 – 67. Retreived from:
http://www.idealibrary.com
Sugiyono. (2013). Metode Penelitian Pendidikan: Pendekatan Kuantitatf, Kualitatif,
dan R & D. Bandung: Alfabeta.
Sumakul, D. T. Y. G, (2012). CMC in ELT: Research in Teacher Education. What,
How, and Why? Salatiga: Satya Wacana Christian University, pp. 492-507.

25

Vandergrift, L. (2005). Relationships among Motivation Orientations, Metacognitive
Awareness and Proficiency in L2 Listening (pp. 70-89). New York: Oxford
University Press.
White, R. W. (1959). Motivation reconsidered. Psychological Review, 66, 297–333.
Zacharias. N. T. (2013). Research Made Simple: A Course Book for Beginning
Researchers in Second Language Education. Salatiga: Widya Sari Press.

26

APPENDIX
Attitude towards Facebook Use in Class Discussion
1. Do you like Facebook? Why?
2. What do you think of using Facebook for class discussion?
3. Do you think classes that use Facebook as e-learning tool are exciting? Why?
4. Do you think having class discussion through Facebook is effective and
efficient? Why?
5. What do you like or dislike from the use of Facebook for class discussion?
Interest in using Facebook in Class Discussion
1. Do you like a class which uses Facebo