ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2018

  

EFL TEACHERS’ ATTITUDE ON THE USE OF

  

INTERNET (SOCIAL MEDIA) IN LANGUAGE

LEARNING

GRADUATING PAPER

  

Submitted to the Board of Examiners as a Partial Fullfillment of the

Requirement for the Degree of Sarjana Pendidikan (S.Pd)in English

Education Department of Teacher Training and Education Faculty

  By: AHMAD FARIQ ALKHUZAENI

  11311059

  

ENGLISH EDUCATION DEPARTMENT OF

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  

2018

  

DECLARATION

BISMILLAHIRROHMANIRROHIM

  In the name of Allah, Hereby, the writer declares that this graduating paper is written by the writer himself. This paper does not contain any materials which have been published by other people, and it does not cite any other people‟ ideas except the information from the references.The writer is capable of accounting his graduating paper if in the future it can be proved of containing others‟ idea or in fact, the writer imitates the others‟ graduating paper.

  This graduating paperis permitted to be published in e-respository IAIN Salatiga. Likewise, this declaration is written by the writer to be understood.

  th

  Salatiga, May 5 2018 The writer

  Ahmad Fariq Alkhuzaeni NIM. 11311059 th

  Salatiga, May 11 2018 Norwanto, M.Hum, Ph.D.

  The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR‟S NOTE

  Case: Ahmad Fariq Alkhuzaeni‟ graduating paper

  Dear, Dean of Teacher Training and

  Education Faculty Assalamu‟alaikum Wr. Wb.

  After reading and correcting A hmad Fariq Alkhuzaeni‟graduating paper entitled

  

“EFL TEACHERS’ ATTITUDE ON THE USE OF INTERNET (SOCIAL

MEDIA) IN LANGUAGE LEARNING ”, I have decided and would like to

  propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope thispaper will be examined as soon as possible. Wassalamu‟alaikum Wr. Wb.

  Counselor, Norwanto, M.Hum, Ph.D.

  NIP. 19751015 200203 1006

KEMENTERIAN AGAMA REPUBLIK INDONESIA

INSTITUT AGAMA ISLAM NEGERI (IAIN) SALATIGA

  JalanLingkar Salatiga KM.2 Telepon(0298) 6031364KodePos 50716Salatiga

Website-mail:

tarbiyah@iainsalatiga.ac.id

  A GRADUATING PAPER EFL TEACHERS’ ATTITUDE ON THE USE OF INTERNET (SOCIAL MEDIA) IN LANGUAGE LEARNING WRITTEN BY: AHMAD FARIQ ALKHUZAENI NIM. 11311059

  Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  st

  (IAIN) Salatiga on Thursday , May 31 2018 and hereby considered to complete the requirements for the degree of Sarjana Pendidikan(S.Pd) in English Education Department.

  Board of Examiners Head : Noor Malihah, S.Pd, M.Hum, Ph.D.

  ………………….. Secretary : Norwanto, M.Hum, Ph.D.

  …………………..

  st 1 Examiner : Faisal Risdianto, S.S, M.Hum.

  …………………..

  nd 2 Examiner : Dr. Setia Rini, M.Pd.

  …………………..

  th

  Salatiga,June 4 2018 Dean of Teacher Training and

  Education Faculty Suwardi, M.Pd.

  NIP. 19670121 199903 1 002

  

MOTTO

“if you believe, you can achieve”

  

Shopie turner

  

DEDICATION

  This graduating paper is heartedly dedicated for: 1. Allah Almighty and Prophet Muhammad SAW (peace be upon Him).

  2. My parents (Abdul Wahib and SitiMuzaroah) who have been supporting me.

  May God take care of you as you both took care of me since I was child.

  3. My big family who supported for my education and thisgraduating paper.

  4. My counselor, Norwanto ,M.Hum , Ph.D .for giving me lots of suggestions and motivations.

  5. My beloved relative

  6. My big family

  7. Absolutely great for having you in my life

  8. ACKNOWLEDGMENT In the name of Allah, the most gracious and merciful, the Lord of universe.Because of Him, the writer could finish this graduating paper as one of the requirement forSarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga 2018.

  Secondly, peace andsalutation always be given to our Prophet Muhammad SAW who has guided usfrom the darkness into the lightness.However, this success would not be achievedwithout those supports, guidance, advice, help, and encouragement fromindividual and institution, and I somehow realize that an appropriate moment forme to deepest gratitude for:

  1. Dr. RahmatHariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, S.Pd.,M.Hum.,Ph.D. as the Head of English Education Department and also as a counselor who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this graduating paper from beginning until the end.

  4. My counselor, Norwanto ,M.Hum , Ph.D . for giving me lots of suggestions and motivations

  5. All of the lecturers in English Education Department.

  6. All of the staffs who have helped the writer in processing the graduating paper administration.

  7. My beloved mom Siti Muzaroah and my father Abdul Wahib thanks for your praying, guidance, love and kindness. You are the best parents. You are my everything.

  8. My gandfather, grandmother, uncle, aunty, and neighbor. Thanks for your kindness and support..

  9. All of my beloved friends in campus, thanks for your friendship, kindness, kidding and support.

  10. My friends in TBI ‟ 11, a thousand of thanks who have given me sweet moments

  11. My best friends (Herman Zuhdi, Darussalam, Misbah Nur Rohman, Mohamad Hasan, Dwi Hantoro, Said Nidhom, Rahmad Azari, Dzulfikar, Wahyu Ardi, Mohamad Najib, Fahrur, Zulkha, Syukron Mawahib and Muhamad Mahmud Asari). Thanks for your smile, laugh, care, motivation, suggestion, support and attention.

  12. All of my friends in MAPALA MITAPASA whose names cannot be mentioned one by one, thank you for your supports and motivations.

  13. All of my friends in English Educat ion Department ‟11 class A until E especially in B class whose names cannot be mentioned one by one, thank you for being my friends in happiness and sadness.

  Eventually, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The researcher is pleased to accept more suggestion and contribution for the improvement of this graduating paper

  th

  Salatiga, May 5 2018 The writer

  Ahmad Fariq Alkhuzaeni NIM. 11311059

  

ABSTRACT

Alkhuzaeni, Ahmad Fariq. 2018.

  “EFL teachers‟ attitude on the use of internet (social media) in language learning A Graduating ”. Paper.EnglishEducationDepartment.Teacher Training and Education Faculty.StateInstitute for Islamic Studies (IAIN) Salatiga.Counselor: Norwanto ,M.Hum , Ph.D .

  Keywords: language learning,internet (social media), EFL teacher, and attitude.

  The research is about the EFL teacher ‟s attitude on the use of internet

  (social media) in language learning. The objectives of this research are (1) To find out the EFL teachers ‟ attitudes towardslanguage learning throughsocial media.

  (2)To find out gender affect EFL teachers‟ attitudestowardslanguagelearningthrough internet (social media).The writer collected the data from questioner.The sample of this research was the researcher select 20 fresh graduated english learning teacher from IAIN Salatiga. This research is conducted in several schools located in Salatiga and its surroundings, such as SMA Muhammadiyah Salatiga, SMP Al Islam Suruh, and other school.The results of the research can be summed up in two topics: the attitudes of EFL teachers towards language learning through social media, and the relationships between attitudes and gender. EFL teachers have positive attitudes towards the use of social media in language learning. They believe that social media can help them to develop their vocabulary knowledge. They also believe that social media creates a more relaxed and stress-free language learning environment and gives language learners access to more authentic language use.

  According to the questionnaire, a language learner is more self-directed and flexible while using social media. They also agree that social media can make language learning more accessible. Furthermore, they believe that social media helps them to improve their studies and enables them to become more confident in using language. They agree that social media can motivate them more to learn a language.

  

TABLE OF CONTENTS

  TITLE ...................................................................................................................... i DECLARATION ................................................................................................... ii ATTENTIVE COUNSELOR

  ‟ NOTES .................................................................iii STATEMENT OF CERTIFICATION

  ……………………………………..…….iv MOTTO ...................................................................................................................v DEDICATION .......................................................................................................vi ACKNOWLEDGMENT .......................................................................................vii ABSTRACT ...........................................................................................................ix TABLE OF CONTENT .........................................................................................xi LIST OF TABLES ..............................................................................................xiiii

  CHAPTER I : INTRODUCTION A. Background of the research

  …………………………………….. 1

  B. Research problem ……. ……………………………………….....6

  C. Purpose of the Research …………………………………….......6 D. Benefits of the Research ……………………….....….................6 E. Definition key terms.................

  …………………….……….......7

  F. Research methodology …………….……………………….... ...11 G.

  Graduating Paper Outline …………………………………...… 13

  CHAPTER II : THEORITICAL REVIEW A. EFLteacher

  ………………………………………………...…..14

  1. The Definition of EFL teacher ……………………..…...….14

  2. The theory of language learning.........................................28

  1. Research Finding …………………..………..……............41

  ………………………….........….41

  CHAPTER IV : RESEARCH FINDINGS AND DATA ANALYSIS A. The Result of the Research

  E. Technic analizing data..............................................................39

  D. Technic collected data..............................................................39

  C. Research object …………………......................................…..38

  B. Research methodology …………………………………..........33

  ……………………...……………...…..........33

  CHAPTER III : RESEARCH METHODOLOGY A. Research setting

  1. Definition of language learning..........................................27

  2. The characteristic of EFL Teacher …………................……15

  D. Language learning ………………………………..........…...…27

  3. The impact of social media ……………………….....…....25

  2. The evolution of social media ……………………….........24

  1. The Definition of social media …………….......…….........23

  C. Social Media ……………………………………...........…...…23

  2. The function of attitude ……………………......……....….18

  1. The Definition of Attitude ……..………...….........….......17

  B. Attitude ……………………………………………….….....…17

  3. The development of a profesional EFL teacher …….............16

  2. Result and Discussion …………………………..........…..41

  CHAPTER V : CLOSURE A. Conclus

  ions …………………………………………........…..55 B.

  Suggestion s …………………………...……..…………….....56

  REFERENCES APPENDICES

  

LIST OF TABLES

Table 3.1 :List of Respondents

  ……….…...........................................................38

  Table 4.1:Anxiety

  …………………………………………………...............…..44

  

Table 4.2:Goal Orientation and Motivation ………..........................……...……..45

Table 4.3:Self Efficacy

  …………………….................................................……49

  Table 4. 4: EFL Teachers’ Answer………………….....................................…52 Table 4.5: Summary of EFL Teachers’ Answer for the Questionnaire…..….53

CHAPTER I INTRODUCTION A. Background Of The Research Today,

  “social media is a major part of our lives and a very large amount of people are spending many hours‟ on Facebook, Twitter, and YouTube world wide The use of social media began to be used in all of life,

  ”(Eren,2012).

  including education. Basically social media is the latest development of the new internet technologies based web development, which makes it easy for everyone to can communicate, participate, share and form a group network online, so that they can spread their own content.Social networking media is a site where people communicate with their friends, whom they know in the real worldand cyberspace. The characteristics of social media are the messages delivered not only for one person, but also for many people, for example messages via SMS or internet, the message delivered is free, without having to through a Gatekeeper, the message delivered tends to be faste rcompared to other media, as well as recipients of messages that determine interaction time.

  English is an important media for developing knowledge in education. In Indonesian education, English is the first foreign language taught in schools from elementary school to university. Therefore, learning English must be improved in quality by using instructional media that can facilitate teachers to deliver lesson material such as social media use. The use of social media is an innovation in the learning process of studying schools, so that teachers are required to be able to use

  

social media as a mediaof learning English in schools. Teaching strategies are

important things that should be considered by teachers in delivering learning

material. So far, teachers as an active role in transferring knowledge to students.

The teacher is the most important factor in the process of ease of learning.

Because the teacher is a facilitator in the learning process that requires ways or

methods in learning. So, good teachers, generally always try to use effective

teaching methods, and use the best media tools in implementing language

learning. The most effective method search is still done from time to time. Today,

  “millions of people are using social networking sites and online learning has arisen as one the most important and fastest moving trends in edu cation”Palmer and Bray(

  2001).Especially in recent years, “social networking sites have become conspicuous genres, having hundreds millions of users worldwide” (Selwyn, 2009).

  The use of Social Media for teaching and learning has been connected to several popular theories in education. (Selwyn,2011) proposed “theory of connectivism as the basis of its implementation, suggesting that the ability to access information when needed has become the main feature of learning in this information era”. He further explains that the emphasis of learning has shifted from the accumulation of knowledge to the capacity to know more through an individual‟s connection to a particular source of knowledge. In addition, (Shih, 2011) pinpoints that

  “the theory of constructivism could also serve as the basis for social media use in education, as its application allows pedagogy designs with meaningful social interaction and community sharing”. In ELT contexts, sociocultural theory has also been related to the use of social media in the instruction process, for example by (Hsu, 2013). In his explanation, Hsu maintains that “this theory prescribes learners to be well exposed to the speakers of English and their community of practice, and that meaningful interaction with them is an esse ntial factor in language learning”. With regard to this theory, Hsu believes that “social media could provide such exposure and facilitate the intended interaction in the classroom”. Various forms of popular social media have been integrated into ELT, for example, blogs, wikis, Facebook and Skype. These are employed in various ELT contexts such as teaching courses in English skills and English content. An example of the study was reported by (Hung, 2011) who studied the use of blogs for teaching English for Specifics Purposes (ESP) in a Taiwanese university. In this study, the students in a Business Oral Communication course were required to practice their professional speaking skills in English by video recording themselves and posting the video in the designated blogs for other students to view and offer constructive criticism. By using surveys, interviews and content analysis, the study found that students were generally in favor of using blogs because in addition to its archival feature, blogs enabled them to reflect on their weaknesses in speaking and helped to improve these weaknesses. In addition, Sun and Chang (

  2012) conducted a “study on blog employment to improve the writing skills of English as a foreign language (EFL) students in which they conclude generally positive findings

  ”. Using a qualitative approach inquiry design, their study shows that blogs could be employed naturally and independently by advanced-level students to improve their academic English writing skills.

  This study focuses on teach ers‟ attitudes as several theories have shown the manner in which attitude is closely related to practice, in this case, the practice of English Language Teaching (ELT). Despite originating from the discipline of psychology, the following theories have been employed by many researchers to explain teachers‟ use of the social media First,” the Theory of Planned Behavior stipulates that an individual‟s behavior is determined by an intention which, in turn, is influenced by three governingaspects: attitude, subjective norm and perceived behavioral control” (Ajzen ,1991).

  When this theory is applied to teachers‟ use of social media, “the attitude aspect may include how teachers view the value of the technology, and the manner in which it affects their role in the classroom, students‟ learning and motivation, teachers‟ influence in the school, and other teachers” (Cox ,2003).

  The present study focuses on teachers, whose influence over student learning is evident. Teachers are active, thinking decision makers who play a critical role in shaping classroom events. As such, “an understanding of their mental state is of central importance to gain insight into the nature of their instructional practices and professional development, as well as to assist policy makers to be more sensitive to the key roles that teachers play in educational innovation” (Borg ,2006).

  The present study focuses on teachers‟ attitudes to perceived usefulness of social media,and discusses different aspects of using social communication technologies in the process of language teaching and learning. In addition, the correlations between the attitude towards social media and some demographic details of the respondentssuch as gender, attitude were also probed in order to observe the potential relationships As social media has come to represent a significant place in there almof foreign language teaching ,it is assumed that the attitudes of EFL teachers towards sociall media may provide valuable information about the strengths and weaknesses of it and guide teachers in teaching activities and researchers in further research on the issue. Thus,the present study aimed to investigate EFL teachers‟ attitudes towards language learning through social media. Thes study also sought to determine such as gender, grade and frequency of social media use affect EFL teachers‟ attitudes towards the use of social media in language learning.

  From the explanation above, the researcher wants to know about EFL teachers‟ attitudes towards language learning through social media. What areE FL teachers‟ attitudes towards language learning through social media? What is the role of social media in EFL teachers‟ language learning experiences? Does gender affect EFL teachers‟ attitudes towards language learning through social media?

  Finally, the researcher decided to conduct a research entitled

  EFL TEACHERS’

ATTITUDE ON THE USE OF INTERNET (SOCIAL MEDIA) IN

LANGUAGE LEARNING.

  B. Research problems

  Based on the above consideration, there are some problems investigated by the researcher, they are:

  1. What are EFL teachers‟ attitudes towards language learning through internet

  (social media)?

  2. Does gender affect EFL teachers‟ attitudes towards language learning through internet (social media)?

  C. Purposes of the research

  Purposes of the study are: 1. To find out EFL teachers‟ attitudes towards language learning through internet (social media).

  2. T o f i n d o u t w h e t h e r t h e gender affect EFL teachers‟ attitudes towards language learning through internet (social media).

  D. Benefits of the study

  Through this research, the writer hopes that it can give advantages for

  1. The pre EFL teachers The use of social media will a.

  I mprove the teacher‟s motivation to teach the student with a better strategy.

  b.

  Increase the teacher‟s professionalism in conducting learning process.

  2. The students a. Motivate the students in order to actively involve in learning process.

  b. Interest student to read English text.

  c.

  Develop students‟ reading comprehension d.

  Interest students‟ participation and the individual responsibility.

  e.

  Train students‟ confidence

  3. The school

  a. The result of this research can create the innovation for the university to develop the teaching learning process with interesting and appropriate learning strategy in order to improve students‟ language skill.

  b. The application of this strategy can create good quality for students output.

E. Definition of key terms

  There are several key terms dealing with this study that the writer should define as the following.

  1. EFL teacher According to Brosh (1996),

  “effective EFL teachers are those who focus on comprehension, are in command of the language, prepare interesting lessons, help students to be independent, and deal with students fairly ”.

  2. Attitude (Allport, 1935) defined

  “an attitude as a mental or neural state of readiness, organized through experience, exerting a directive or dynamic influence on the individual‟s response to all objects and situations to which it is related”. A simpler definition of attitude is a mind-set or a tendency to act in a particular way due to both an individual‟s experience and temperament. Typically, when we refer to a person‟s attitudes, we are trying to ex-plain his or her behavior.

  3. Social media Social media is the tool that can allow individuals to participate in, comment on, and share various media such as texts, images and video and audio recordings as means of communicating with other users online. “When applied to language learning, a wide range of social media, including blogs (e.g. WordPress), social networking sites (e.g. Facebook), Microblogs (e.g. Twitter), Wikis (e.g. Wikipedia), Video Podcasts, RSS Feeds, virtual worlds (e.g. online games), and Photo sharing (e.g. Instagram), means that ample opportunities to improve language learning will be provided to language learners” (Blattner & Fiori, 2009; Brick, 2011; Forlano, 2009; Lamy & Zourou, 2013; Lomika & Lord, 2009; Meskill & Quah, 2012; Mills, 2011; Stevenson & Liu, 2010).

  4. Language learning “Besides the intellectual perspective, the nature of language learning has psychological and social aspects and depends pr imarily on the learners‟ motivation and attitude to learn the target language” (Padwick, 2010). Gardner and Lambert (1972) have concluded that “the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also on the students‟ attitudes and perceptions towards the target language”. They also advocated that attitude concept could enhance the process of language learning, influencing the nature of student‟s behaviors and beliefs towards the other language, its culture and community, and this will identify their tendency to acquire that language.

  F. Limitation of the study

  In order that to avoid misunderstanding in this research. The researcher gives the definition of the terms. They include EFL teacher, Attitude, Language leaning, internet (Social Media).

  G. Review of previous research

  In this paper the writer takes review of related literature from the previous study of teachers‟ attitude on the use of social media in language learnning. The researcher takes review from other research that related with this research as principle or comparative of the case in this research.

  The first from Klimanova & Dembovskaya(2013) provided an analysis of comparable social media communities, i.e., Kontakte, in the context of Russian classrooms. Online activities, phenomenological debates and discussions with native- speaking students focused on identity construction by means of the interactions. This study showed that even at its beginning stages, research on social media indicated a beneficial impact of using such media on the second language learning practices. The following section examines the most practical issues which are related to developing and incorporating social media based tasks and activities in relation to second language learning. (Gonzalez, 2012) being among the recent studies proposed that the digital generation of students learn inversely in comparison with their predecessors, and they are reliant on the online sources for accessing information and interacting with the others. Social media applications are helpful in educational settings, and more studies are required to be carried out to assess if language learning practices on social media result in improvement which are desirable for “pedagogy 2.0”. (Gonzalez, 2012)said that the social media technology as web-based and mobile applications allow people and establishments to create, engage, and share ideas or existing content in the form of communications in digital surroundings. Moreover (Cecilia, 2012) claim that social media are the online societies in which individuals act together and with each other. Social media users can establish a profile for themselves, edit and comment on each other‟s posts and share information with others within the community. The difference between social media and social networking sites lies in the scope of these terms. In this regard, social media is a broader term, whereas social networking sites are just one specific sub-category of social media. Social networking sites are applications that allow operators to link by making private information profiles, communicating classmates, and conveyance e-mails and instant messages among themselves.Benson & Avery (2009) stated that Social networks include Perfspot, Facebook, Bebo, MySpace, Orkut, Hi5, Google+, and Tagged . They are unique web-based services that may allow people to construct a public or semi-public profile within bounded systems and articulate a roster of other operators with whom they share links.

  Another similar research was done in Balkesir University, Necatibey Education Faculty, Balkesir 10100, Turkey , within titled PRE-service teachers attitude towards language learning through social media. The present study aimed to explore pre-service EFL teacher s‟ attitudes towards language learning through social media. Additionally, the study attempted to explore the role of social media in their language learning experiences. The study was conducted with 120 pre- service EFL teachers. The data were gathered through a questionnaire. The findings indicated that pre-service EFL teachers regard social media as a regular component of their foreign language learning experiences. In the light of the results, it is recommended that teacher training programs involve some components concerning how to employ social media as a means of fostering interaction and communication among learner.

H. Research Methodology

1.Type of research

  According to Yoseph (1979) in Sukardi (2005) “research is art and science to look for the answer from a problem”. In this research, it will be investigated about EFL teachers attitude on the use of social media in lnguage learning.

  In analyzing the data, the researcher uses qualitative research. “Qualitative research relies primarily on the collection of qualitative data. While Aliaga and Gunderson” (2002).

a. Population

  Sugiyono (2010:117) defines that “population is the generalization areas that consist of an object or subject that has quality and certain characteristics that carried out by researcher to learn and to draw the conclusions”. The population of this research about 200 teachers arround Salatiga and Semarang was the fresh graduated English learning teacher from IAIN Salatiga.

  According to Jack & Norman (1994: 105) “defined that population is all the members of a particular group”.

b. Sample

  Sample is a part of the population from which the writer takes the research data. According to Sugiyono (2010: 118), “sample is a part of the total and the characteristic which is has by the population”.

  Based on that statement, this sample is called total population sampling. According to Laerd (2012), “that total population sampling is a type of purposive technique where you choose to examine the entire population (i.e. the total population) that have a pa rticular set of characteristics”.

  The sample of this research was the researcher select 20 fresh graduated english learning teacher from IAIN Salatiga .

  “Sample is any part of population of individuals on whom information is obtain ed” (Jack & Norman, 1994: 105).

  2.Method of Data Collection

  Data collection method was about how the writer collects the data. In this study, the method of data collection is through giving questionnaire.

  1. Technique of Data Analysis

  The writer uses of questionnaire in data collection offers several advantages. According to Seliger and Shohamy (1990), these include:

a) They are self-administered and can be given to a large group of

  subjects at the same time. They are therefore less expensive to administer than other procedures, such as interviews.

  b) When anonymity is assured, subjects tend to share information of a sensitive nature more easily. c) Since the same questionnaire is given to all subjects, the data are more uniform and standard.

  d) Since they are usually given to all subjects of the research at exactly the same time, the data are more accurate.

  Observing these benefits, the questionnaire was used in the collection of data. The statements were designed to elicit participants‟ agreement or disagreement.

  Participants responded according to a 5 point Liker scale ranging from 1 to 5 (1 = I strongly disagree; 2 = I disagree; 3 = I have no idea; 4 = I agree; 5 = I strongly agree). Participants were instructed to circle the response that best corresponded to their level of agreement per each statements.

I. Graduating Paper Outline

  The researcher arranges this research paper in the following order. The cover of the paper contains the title page and the body consists of chapter I is introduction which contains background of the study, problem of the study, purpose of the study, limitation of the problem, significance of the study, definition of the key terms, review of the previous researches, method of the study and graduating paper outline. Chapter II is Theoretical Framework. This chapter reviews the separate theory of EFL teacher,attitude, social media, and language learning. Chapter III is research method, which describes research design, subject of study, instrument for collecting data and method of analyzing data. Chapter IV is result and discussions. Chapter V is closure containing conclusion and suggestion. The last part is reference and appendix.

CHAPTER II REVIEW OF RELATED LITERATURE The researcher will explain the definition of each terms based on the

  review of related literature in this chapter. To clarify the references needed, the researcher discusses the general concept of EFL teacher, Attitude, Language leaning, Social Media and the correlation of them.

A. General Concept of EFL teacher.

  This section will discuss about the definition of EFL Teacher, the characteristic of EFL teacher and the development of professional EFL teacher.

  1. Definition of EFL Teacher According to Brosh (1996), “effective EFL teachers are those who focus on comprehension, are in command of the language, prepare interesting lessons, help students to be independent, and deal with students fairly”.

  Sotto (2011) adds that “good teachers are those who support learners to be “more confident and thoughtful”. Although it is not easy task to promote these characteristics among learners, the author contends that training learners to be more confident and thoughtful can be achieved through engaging in frequent experiences that encourage these to develop. Bell (2005) states that “effective EFL teachers normally use communicative approaches, arrange small groups for discussion, and adopt effective strategies in their teaching”.

  Although Al- Maqtri and Thabet (2013) maintain that “effective teachers share a number of similar qualities irrespective of their subject matter, they nonetheless state that there are several vital differences in those characteristics between effective EFL teachers and other teachers”. The characteristics that Al Matqtri and Thabet offer as being more important among EFL teachers include having a good mastery of English, including sound pronunciation, and more actively involving students in classroom activities.

  2. Characteristic of EFL Teacher Witcher (2003) divided these “characteristics into three main categories: instructional competence, personality, and teacher

• –student relationship”. According to the author, Instructional competence, including the teacher‟s ability to create student-centered classrooms, provide sufficient con-tent knowledge, and maintain a professional demeanor, is the most highly valued of the three categories by learners. The teacher‟s personality, on the other hand, relates to the individual traits that the instructor brings to the classroom, and can be conceived of as including their levels of patience and understanding, the warmth they display, their willingness to get to know their learners, and so on. It is personality that is often offered as an important determinant of the teacher student relationship the third category here and may be especially important in those societies where interpersonal relationships in the classroom are considered more important than the nature of instruction itself. Davis (2001) contends that “this relationship can directly contribute to students‟ learning and achievement outcomes”.

  Borg (2 006) builds on “these categories of teacher characteristics by asserting that most of the characterizations of a good teacher tend to contain notions related to the areas of “knowledge, skills and attitudes towards learners”. Within these areas, the author offers a number of prevalent characteristics of EFL teachers, such as creating interesting classes, good pronunciation, offering clear explanations, and speaking good English. In addition, Borg also states that “these characteristics can be complemented by practices such as being friendly, giving excellent notes, conducting games, using humor, and not pushing students who are falling behind the rest of the class”.

  3. Development of a professional EFL Teacher It is argued that CPD is a consistent cycle of teacher learning beginning with initial training and lasting for as long as a teacher remains in the profession.

  “Teaching as a public profession encourages teachers and increases their societal expectations to find ways to improve students‟ achievement” (Mushayikwa&Lubben, 2009).

  To be effective, teachers need a combination of professional knowledge and specialized skills as well as their own personal qualities and experiences.

  Moreover, “acquiring new skills and adding to their knowledge are among the major reasons teachers endeavor to attend activities designed for professional development” (Bailey et al., 2001).

  The instruments used to trigger teachers‟ development also depend on their objectives and needs as well as those of their students. Therefore, “formal structures including courses and workshops might serve some purposes, and involvement in producing curricula and discussing assessment data might serve other purposes” (Avalos, 2011). It is also believed that “not every form of professional development, even that with positive impact, is of itself relevant to all teachers” (Craig, 2003).

B. General Concept of Attitude

  This concept will discuss definition of Attitude, the characteristic of Attitude and Function of the Attitude.

  1. Definition of Attitude (Allport,