THE USE OF FACEBOOK GROUP IN SPEAKING FOR ACADEMIC PURPOSES COURSE.
i
THE USE OF FACEBOOK GROUP
IN SPEAKING FOR ACADEMIC PURPOSES COURSE
A Paper
Submitted in Partial Fulfillment of Sarjana Pendidikan Degree
HENDRA NURPERDANA (0802670)
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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The Use of Facebook Group
in Speaking for Academic Purposes Course
Oleh Hendra Nurperdana
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Hendra Nurperdana 2014 Universitas Pendidikan Indonesia
April 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Page of Approval
The Use of Facebook Group in Speaking for Academic Purposes Course
A Research Paper
By
Hendra Nurperdana 0802670
Approved by:
First Supervisor Second Supervisor
Ika Lestari Damayanti, S.Pd., M.A. Iyen Nurlaelawati, S.Pd., M.Pd.
197709192001122001 197709062009122002
The Head of English Education Department
Prof. Dr. H. Didi Suherdi, M.Ed. 196211011987121001
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ABSTRACT
The research entitled “The Use of Facebook Group in Speaking for Academic Purpose Course” attempted to investigate the students’ perception toward the use of Facebook group in Speaking for Academic Purpose course and the perceived advantages and disadvantages from the use of Facebook group in Speaking for Academic Purpose course. The research was conducted in one of state universities in Bandung, West Java. The research employed a case study in which the data were gained by giving questionnaire to the students, interview with the students and lecturer and document analysis from Facebook group. The data later were analysed using the theories from Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012). From the findings, the research found that students’ perception toward the use of Facebook group was mostly positive. The advantages are the students stated that they were able to prepare speech, to learn new vocabulary, to get feedback from lecturer and peers, to get encouragements, and to have a less threatening ambiance in using language for expressing ideas. The disadvantages are the students claimed that they were distracted to play rather than to study in Facebook, they need advance guidance from lecturer and the rare availability of internet connection.
Keywords: facebook group, speaking for academic purpose course (SAP course) ABSTRAK
Penelitian berjudul “Penggunaan Grup Facebook dalam Mata Kuliah Speaking for Academic Purposes” menginvestigasi pendapat mahasiswa terhadap penggunaan grup Facebook dalam
mata kuliah Speaking for Academic Purposes dan keuntungan serta kerugian dari penggunaan grup Facebook tersebut. Penelitian ini dilakukan di salah satu universitas negeri di Bandung, Jawa Barat. Penelitian ini menggunakan studi kasus yang didalamnya data diambil dengan teknik penyebaran angket, wawancara dan analisis dokumen dari grup Facebook. Data kemudian dianalisis menggunakan teori dari Jordan (2009), Thornbury (2009), Zahidi, dkk. (2011) dan Yunus & Salehi (2012). Dari hasil penelitian, dapat disimpulkan bahwa pendapat mahasiswa terhadap penggunaan grup Facebook sebagian besar adalah positif. Keuntungan nya adalah mahasiswa menyebutkan bahwa mereka mampu mempersiapkan pidato, mampu mempelajari kosakata baru, mampu mendapat masukan dari dosen dan teman-teman mahasiswa, mampu mendapat dukungan, dan mampu mendapatkan suasana yang nyaman dalam menggunakan bahasa. Kerugiannya adalah mahasiswa menyatakan bahwa mereka merasa teralihkan untuk bermain di Facebook daripada belajar, merasa masih membutuhkan bimbingan yang lebih, dan merasa kesulitan dalam mencari koneksi internet.
Kata kunci: grup facebook, mata kuliah Speaking for Academic Purposes
Supervisor : Ika Lestari Damayanti, S.Pd., M.A. Co-Supervisor : Iyen Nurlaelawati, S.Pd., M.Pd.
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TABLE OF CONTENT
Page of Approval... iii
Abstract ... iv
Table of Content ... v
List of Tables ... vii
List of Figures ... viii
Chapter 1 – Background of the Research ... 1
1.1. Background of the Research ... 1
1.2. Research Questions ... 3
1.3. Purpose of the Research ... 3
1.4. Significance of the Research ... 3
1.5. Clarification of Key Terms ... 3
1.6. Organisation of the Paper ... 4
Chapter 2 – Theoretical Background ... 5
2.1 Speaking for Academic Purposes ... 5
2.2. Teaching Speaking ... 7
2.3. Facebook as SNS ... 8
2.4.Teaching Speaking for Academic Purposes Using Facebook ... 9
2.5.The Advantages and Disadvantages of Using Facebook in Teaching Language Skills ... 13
Chapter 3 Research Methodology ... 15
3.1. Research Design ... 15
3.2. Research Site and Participants ... 16
3.3. Research Procedure ... 16
3.4. Data Collection ... 17
3.5. Data Analysis ... 19
3.6. Concluding Remark ... 20
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4.1. Students’ Perception toward the Use of Facebook Group in SAP course 21
4.2. The Advantages and Disadvantages of Using Facebook Group in SAP course ... 28
4.2.1. The Advantages of Using Facebook Group in SAP Course ... 30
4.2.2. The Disadvantages of Using Facebook Group in SAP Course ... 40
4.3. Concluding Remark ... 42
Chapter 5 Conclusion ... 43
5.1. Conclusion ... 43
5.2. Recommendation ... 45
Bibliography ... 46
Appendices ... 49
Appendix A Topic covered in interview’s queries ... 49
Appendix B Interview queries ... 50
Appendix C Codes ... 51
Appendix D Questionnaire ... 52
Appendix E Result of questionnaire ... 54
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LIST OF TABLES
Table 4.1. Result from questionnaire part I ... 22
Table 4.2. Result from questionnaire part II ... 26
Table 4.3. Advantages and disadvantages perceived by the students ... 29
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LIST OF FIGURES
Figure 3.1. Speaking for academic purposes facebook group ... 19
Figure 4.1. Example of students give comments to a posting ... 25
Figure 4.2. Example of student’s post of speaking draft ... 32
Figure 4.3. Example of student gives comment on a posting ... 34
Figure 4.4. Example of lecturer gives comment or feedback ... 35
Figure 4.5. Example of student gives information ... 36
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CHAPTER I
BACKGROUND OF THE RESEARCH
1.1. Background of the Research
The growth of technology has given the impact toward the teaching and learning practice. Social networking site, as the production of technology, has given the impact to the practice, including teaching and learning English. Yunus & Salehi (2012) has conducted research about the use of Facebook, one of social networking sites, in teaching writing skill and revealed promising result. Facebook has a feature namely Facebook group which enables its users to establish private room to chat and share ideas (Dudeney, 2007). In the group, the timeline of posted comments is easily traced and could be read at ease.
Addison & Peters (2007) cited in Zahidi, Sin & Jamal (2011) suggest Facebook usage in language teaching. They believe that Facebook brings the sense of community among students, which will lead to efficient learning environment. Selwyn (2007) cited in Zahidi et al. (2011) reinforces the notion by stating that Facebook reflects a good model of learning by its’ collaborative and active participatory roles which occurs without the conscious effort.
Some research had already conducted to view the use of Facebook group in teaching and learning process. For instance, Yunus & Salehi (2012) had conducted the research about the effectiveness of using Facebook group in improving the students’ writing skill. Yunus & Salehi (2012) took 43 students completing bachelor degree as their respondents. The findings of their research reveal that Facebook is able to improve the students’ writing skill, more specifically in brainstorming ideas before their actual writing.
As many studies (e.g., Yunus & Salehi, 2012; Suthiwarnarueput & Wasanasomsithi, 2012; Budiardi & Anggraini, 2013) have focused more on the use of
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Facebook group for students’ written skill, this research attempts to fill a gap where spoken skill has not been widely researched. Similar as practicing writing skill, practicing speaking skill also requires brainstorming process, especially in speaking for academic purposes (Jordan, 2009). Since the activity of speaking for academic purposes requires more complex speaking skill, making draft before joining the activity is highly suggested (Thornbury, 2009).
In Department of English Language Education in one of Bandung state universities, Speaking for Academic Purposes course is the final course of speaking skills. It is given to students who have accomplished Speaking for General Communication and Speaking in Professional Context courses. A lecturer of one class established a designed Facebook group to support the study of Speaking for Academic Purposes course. This research views the use of Facebook group as the media to assist the process of learning outside the classroom in the class, with presumption that the Facebook group was used by the students to brainstorm idea before joining speaking activity.
This research aims to describe students’ perception toward the use of Facebook group in Speaking for Academic Purposes course since the phenomenon of using Facebook in speaking course is relatively new. Facebook, as the production of technology, does not have inherent pedagogical values. To elicit whether or not Facebook has the pedagogical values, the research uses theory proposed by Davis (1989) as cited in Lui et al. (2006) which name is Technology Acceptance Model. According to the model, perceived usefulness and perceived ease-of-use determines the acceptance of a technology. Thus, the research is intended to investigate students’ perception and the advantages and disadvantages of using Facebook in Speaking for Academic Purposes course as perceived by them.
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1.2. Research Question
There are two research questions in the research:
a. What are the students’ perceptions toward the use of Facebook group in Speaking for Academic Purposes Course?
b. What are the advantages and disadvantages of the use of Facebook group in Speaking for Academic Purposes Course as perceived by the students?
1.3. Purpose of the Research
The aim of the research is to find out the students’ perceptions toward the use of Facebook group in supporting Speaking for Academic Purposes course. The research is also intended to investigate the advantages and disadvantages of the use of Facebook group in Speaking for Academic Purposes course as perceived by the students.
1.4. Significance of the Research
The findings of the research are expected to give theoretical and practical contributions. In term of theory, the research is able to enrich the literature on the use of Facebook as the media in teaching speaking for academic purposes. In addition, this research is expected to be one of references for other researchers to conduct further research in the same field. For practical benefit, the results of the research are expected to be the reference of the use of social networking site, especially Facebook, in speaking for academic purposes course.
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1.5. Clarification of Key Terms
SNS
SNS refers to Social Networking Site, an application which gives virtual group interactions and shared spaces for social connection, collaboration and possibly making of information exchanges in web based environment (Boyd & Ellison, 2007).
Facebook Group
Facebook group is a feature in social networking site made by Mark Zuckerberg, which enables the user to post writing materials and comments. The site is available at www.facebook.com.
SAP Course
The use of term SAP Course refers to specifically speaking for academic purposes course, which is the main theme of the research.
1.6. Organisation of the Paper
There will be five chapters on the research. Chapter I will provide the reason of conducting the research and some presumptions which lead to the research. The next chapter focuses on theoretical views on teaching speaking. Chapter III presents the design of research and data analysis. Chapter IV will be the findings of the research and the last chapter serves as conclusion.
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CHAPTER III
RESEARCH METHODOLOGY
The method used to answer two questions in this research will be described in this chapter. The research procedure to answer what are students’ perceptions of the use of Facebook group in SAP course, and what are the disadvantages and the disadvantages of it, including the use of certain method, site participants, data collection and analysis will be elaborated in this chapter.
3.1 Reseach Design
Qualitative approach was employed to answer research questions in this research. The approach was best chosen since its function is to investigate situations and to view the situation from the perspective of those involved (Gillham, 2000). This notion is supported by Creswell (2003) who states that the understanding of research situation is possible to be gained as long as researchers observe the process which is being investigated.
The research used case study as research design in relation to qualitative approach. According to Yin (2003), case study is applicable to be used as a research strategy if the characteristic of research situation was free from control and happened in a natural way. This research suits to the characteristic of case study, which there is no control in gaining the perspective of the students toward the process of using Facebook in teaching SAP course. Case study is an empirical inquiry that tries to elaborate a real-context phenomenon and generate understanding of its own context (Nunan, 1992; Yin, 2003). Cohen et al. (2007) states that case study gives a unique example of real people in real situations. In relation to this research, case study aims to describe students’ perceptions toward the use Facebook group in SAP course.
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3.2 Research Site and Participants
A class taking English for Academic Purposes course in one of state universites in Bandung was the place where the research was conducted. Twenty seven sophomores and one lecturer made up the class. The decision of this class was based on the lecturer’s agreement to participate in the research to use Facebook in teaching.
The selection on the site and participants was due to the fact that one of the lecturers in the university used Facebook group as one of the media in teaching SAP course. Based on the discussion with the lecturer, the aim of using Facebook group was to establish a space for students to prepare their speech by brainstorming and having pre-discussion. The lecturer expected that the Facebook familiarity with Facebook would make them able to use language in a less threatening ambiance.
3.3 Research Procedure
The research began with the discussion with the lecturer who used Facebook in teaching SAP class about how Facebook group was implemented. The initial discussion also requested research permit to gain data by employing questionnaire and interview to the students. In an attempt to seek the convergence of answering research questions, other data were collected (Creswell, 2003). The other data were gained by document analysis. The documents were collected from Facebook group. The posts, comments, and everything which are related to the use of Facebook group by the students were analyzed when the data collection was complete.
When the data were all collected, the next phase of the research was labelling them. The purpose of this process is to ease the interpretation of the vast amount of information (Algozzine & Hancock, 2006). Algozzine & Hancock (2006) suggest
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categorizing and interpreting the data when the process of coding had already been done.
In analyzing the data, the framework had been made to be a guideline to answer the research questions. The framework was developed from Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012) which involved process, advantages and disadvantages of using Facebook in teaching Speaking for Academic Purposes, and also the aspect of Speaking for Academic Purposes in the ongoing process.
3.4 Data Collection
The research administered three kinds of data collection methods in accordance with triangulation approach proposed by Gillham (2000). The approach suggests the use of multiple data methods of data collection in validating raw data. Thus, the methods in the approach which the research follows were questionnaire, interview and document analysis.
In this research, questionnaire was administered for collecting survey information (Cohen et al., 2007) of the students regarding to the first research question which deals with the perception of the use of Facebook group in SAP course. As the aim of the questionnaire was to collect survey information and it was given to all students of the class, closed and structured questionnaire type is administered (Cohen et al., 2007) as its nature is able to generate frequencies of response. The research used Likert Scale in response to the type of questionnaires since the data were described in the form of simple quantitative description. The scale in the questionnaire consists of 20 items regarding the perception toward the use of Facebook group in SAP course. The questionnaire, which was distributed to 27 students who made up the class, provides responses to a given statement (see Appendix D for details).
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Interview was conducted with the participants of the research to answer the second research question. The lecturer and 7 students are made up the participants who were being interviewed. The decision of 7 students based on random sampling as suggested by Creswell (2003) who stated that randomization of sample from a population represents a generalization of the population. The students, who were chosen to be the respondents, were labelled as Respondent of numbers (1 to 7).
Thirteen questions were given to the lecturer and students. The questions which were designed from Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012) try to elaborate research theme. There are three topics which covered the elaboration of research questions i.e. how Facebook group was used in SAP course, what were the advantages and disadvantages of using Facebook group in SAP course (see Appendix A for details).
To complete triangulation approach, document analysis was employed in order to be used as textual evidence from the process of using Facebook. The forms of document in the research are:
1) Posting: there are three types of posting namely text, document, and picture.
2) Comment: comment is the text which provided below a posting to indicate that the text function is to comment the post.
3) Like: like is the function in Facebook group to show that the users of the group agree or in favour of the posting.
To gasp the meaning of the document in relation to both research questions, the document will be classified in order to ease the process of interpreting the data (Algozzine & Hancock, 2006). To see a clear depiction of the document, the example of Facebook Group is shown below:
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The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Figure 3.1. Speaking for academic purposes facebook group
3.5 Data Analysis
Students’ perceptions toward the use of Facebook group in supporting the study of Speaking for Academic Purposes were recorded and processed in data analysis, in which the process of categorization is implemented. There were three kinds of data gathered in this research and they were treated differently. Data from questionnaire were interpreted according to the type of the questionnaire used. In this research, Likert Scale was used as the rating scale question. It is treated as ordinal data. This research acquires modal scores from the data in order to analyse it (Cohen et al., 2007).
Interview was used as the main source to find out the answer of second research question. The aim of conducting interview was to find out deeper information about what are the advantages and disadvantages of using Facebook in SAP course as perceived by the students. The data from interview were coded using codes developed by Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012) (see Appendix C).
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The last, data from document analysis were treated by showing them to confirm the result from questionnaire and interview. In the end of the day, the data
were able to confirm research’s general theme, and Chapter IV was responsible to
discuss the result of document analysis.
3.6 Concluding Remark
The methodological way of conducting the research had been presented in this chapter, including the description of research site and research participants. As the research aims to find out students’ perception toward the use of Facebook Group in Speaking for Academic Purposes course and the advantages and disadvantages of it, the related literatures were used as a framework to elaborate those things. The framework was developed from Jordan (2009), Thornbury (2009), Zahidi et al. (2011) and Yunus & Salehi (2012). It covers the notion of how Facebook Group is used in SAP course and what speaking for academics characteristics which are learnt through the Facebook group. The discussion of the findings will be elaborated in the next chapter.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter serves as the conclusion of the research and gives recommendation for educator who deals with the use of Facebook group in studying English, especially speaking for academic purposes.
5.1 Conclusion
The theme of the research is the use of one of Facebook features in SAP course. Facebook group is the main focus in this research. The research views how this Facebook feature was used in supporting the study of SAP course. The research
aims at investigating students’ perceptions toward the use of Facebook group and finding out the advantages and disadvantages of the use of Facebook group as perceived by the students.
Research related to the use of Facebook in English speaking course is limited, but the research in general and in other English skills teaching has been done by previous researchers. Addison & Peters (2007) cited in Zahidi et al. (2011) believe that students feel the sense of engagement and community by learning through Facebook. The study which focuses on the use of Facebook in teaching writing (Yunus & Salehi, 2012) revealed that, since using Facebook is not done in face-to-face situation, Facebook has boosting their confidence and made them more daring to use the language. And the study focusing on affective point of view of Facebook
usage in language education reveals that students’ motivation, confident, and attitudes
toward learning English are significantly improved (Kabilan et al. in Yunus, M. & Salehi, H., 2012).
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Based on the previous study as mentioned above, this research proves that the practice of the use of Facebook group for speaking course existed. In SAP course, Facebook group was used as the supplement, not replaceable with classroom activity. The lecturer designed Facebook group for students to practice what they had learned outside classroom. The lecturer expected that the students were able to prepare the material in Facebook group before they join various speaking activities in the classroom. In Facebook, they are able to brainstorm ideas and make a draft of their speeches. The practice is also suggested by Harmer (2007) and Thornbury (2009).
The research confirms that the lecturer’s expectation from Facebook usage has been achieved. It was proven by the advantages of the use of Facebook group which had been confirmed by the students. The research found that most of the students gave positive attitude toward the use of Facebook group in SAP course. Moreover, the research found that there are five advantages as perceived by the students namely they were able to prepare their speeches, they were able to learn new vocabulary, they got feedback from both their peers and lecturer, they felt encouraged to study SAP, and finally they were comfortable and feel daring to practice their speech in Facebook group. All of the advantages are in favour with the study of SAP course. In addition, the research also found that Facebook group was not only used for studying SAP course, but also used for exchanging information related to classroom activity. This fact reinforces the notion that Facebook gives advantages to students in giving them a space to share information and study collaboratively.
Although there were advantages confirmed, the research also found three disadvantages from the use of Facebook in SAP course. The first is that the students claimed that they felt distracted to use Facebook for playing rather than to study SAP. The second disadvantage is that they felt the guidance from the lecturer in advance is still needed, although the practice of use of Facebook is as supporting activity. They claimed that they need to meet the lecturer in person to get more adequate feedback.
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The last disadvantage comes from external factor. It is the availability of internet connection which is rare to be found by some students.
5.2 Recommendations
Recommendations are drawn as the result of the research has been found. According to the research, using Facebook group for supporting the study of SAP course has given the advantages in term of giving the students space to practice and to make them feel daring to brainstorm ideas before join various speaking activity.
The research suggests English teachers to use technology in their teaching process in order to integrate technology, which is inevitably and rapidly growing, to the students. English teachers are able to promote the growth of technology which is usually used in daily live to be used in educational settings, but several things should be considered before using technology in teaching process. Firstly, teacher should know how far the students are familiar with the technology. Second, make sure the technology has the feature which can be used for the process of teaching and achieving the goal of a course. The last, the technology should be easy to be used by both the teacher and students.
For other researchers, they are able to do a research regarding to the use of Facebook in supporting other English language skills course and see how it affects to the students. Conducting research about the use of other Facebook feature in English teaching is also highly suggested. The last recommendation to future researchers is that to conduct a research with similar theme but using other methods in order to pursue more objectivity.
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California: Sage Publications, Inc.
Yunus, M. & Salehi, H. (2012). The effectiveness of facebook groups on teaching
and improving writing: students’ perceptions. International Journal of Education and Information Technologies, 6 (1), page 87-96. [Online].
Available: http://www.naun.org/multimedia/NAUN/educationinformation/17-538.pdf. [Retreived January 5, 2013].
Zahidi, Z., Sin, M. N, & Jamal, I. J. (2011). Facebook features: enhancing student engagement in self-regulated learning. Proceedings of Global Learn Asia Pacific 2011, page 268-277. [Online]. Available: http://editlib.org/p/37184. [Retrieved January 17, 2013].
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Hendra Nurperdana, 2014
The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter serves as the conclusion of the research and gives recommendation for educator who deals with the use of Facebook group in studying English, especially speaking for academic purposes.
5.1 Conclusion
The theme of the research is the use of one of Facebook features in SAP course. Facebook group is the main focus in this research. The research views how this Facebook feature was used in supporting the study of SAP course. The research aims at investigating students’ perceptions toward the use of Facebook group and finding out the advantages and disadvantages of the use of Facebook group as perceived by the students.
Research related to the use of Facebook in English speaking course is limited, but the research in general and in other English skills teaching has been done by previous researchers. Addison & Peters (2007) cited in Zahidi et al. (2011) believe that students feel the sense of engagement and community by learning through Facebook. The study which focuses on the use of Facebook in teaching writing (Yunus & Salehi, 2012) revealed that, since using Facebook is not done in face-to-face situation, Facebook has boosting their confidence and made them more daring to use the language. And the study focusing on affective point of view of Facebook usage in language education reveals that students’ motivation, confident, and attitudes toward learning English are significantly improved (Kabilan et al. in Yunus, M. & Salehi, H., 2012).
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Hendra Nurperdana, 2014
The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Based on the previous study as mentioned above, this research proves that the practice of the use of Facebook group for speaking course existed. In SAP course, Facebook group was used as the supplement, not replaceable with classroom activity. The lecturer designed Facebook group for students to practice what they had learned outside classroom. The lecturer expected that the students were able to prepare the material in Facebook group before they join various speaking activities in the classroom. In Facebook, they are able to brainstorm ideas and make a draft of their speeches. The practice is also suggested by Harmer (2007) and Thornbury (2009).
The research confirms that the lecturer’s expectation from Facebook usage
has been achieved. It was proven by the advantages of the use of Facebook group which had been confirmed by the students. The research found that most of the students gave positive attitude toward the use of Facebook group in SAP course. Moreover, the research found that there are five advantages as perceived by the students namely they were able to prepare their speeches, they were able to learn new vocabulary, they got feedback from both their peers and lecturer, they felt encouraged to study SAP, and finally they were comfortable and feel daring to practice their speech in Facebook group. All of the advantages are in favour with the study of SAP course. In addition, the research also found that Facebook group was not only used for studying SAP course, but also used for exchanging information related to classroom activity. This fact reinforces the notion that Facebook gives advantages to students in giving them a space to share information and study collaboratively.
Although there were advantages confirmed, the research also found three disadvantages from the use of Facebook in SAP course. The first is that the students claimed that they felt distracted to use Facebook for playing rather than to study SAP. The second disadvantage is that they felt the guidance from the lecturer in advance is still needed, although the practice of use of Facebook is as supporting activity. They claimed that they need to meet the lecturer in person to get more adequate feedback.
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Hendra Nurperdana, 2014
The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The last disadvantage comes from external factor. It is the availability of internet connection which is rare to be found by some students.
5.2 Recommendations
Recommendations are drawn as the result of the research has been found. According to the research, using Facebook group for supporting the study of SAP course has given the advantages in term of giving the students space to practice and to make them feel daring to brainstorm ideas before join various speaking activity.
The research suggests English teachers to use technology in their teaching process in order to integrate technology, which is inevitably and rapidly growing, to the students. English teachers are able to promote the growth of technology which is usually used in daily live to be used in educational settings, but several things should be considered before using technology in teaching process. Firstly, teacher should know how far the students are familiar with the technology. Second, make sure the technology has the feature which can be used for the process of teaching and achieving the goal of a course. The last, the technology should be easy to be used by both the teacher and students.
For other researchers, they are able to do a research regarding to the use of Facebook in supporting other English language skills course and see how it affects to the students. Conducting research about the use of other Facebook feature in English teaching is also highly suggested. The last recommendation to future researchers is that to conduct a research with similar theme but using other methods in order to pursue more objectivity.
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Hendra Nurperdana, 2014
The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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The use of facebook group in speaking for academic purposes course Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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