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A STUDY ON STUDENTS’ PERCEPTION OF SOCIAL MEDIA

TO LEARN ENGLISH AS A FOREIGN LANGUAGE

A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the

Bachelor Degree in the English Linguistics Study Program

By:

Kenny Irene Elisabeth Sely

15.J1.0039

ENGLISH DEPARTMENT

SOEGIJAPRANATA CATHOLIC UNIVERSITY

SEMARANG

2018

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LAMPIRAN KEPUTUSAN REKTOR UNIVERSITAS KATOLIK

SOEGIJAPRANATA

Nomor : 0047/SK.Rek/X/2013

Tanggal : 7 Oktober 2013

Tentang : PERNYATAAN KEASLIAN SKRIPSI/TUGAS AKHIR DAN THESIS

..............................................................................................................................................

PERNYATAAN KEASLIAN SKRIPSI/TUGAS AKHIR DAN THESIS

Dengan ini saya menyatakan bahwa dalam skripsi yang berjudul “A STUDY ON

STUDENTS’ PERCEPTION OF SOCIAL MEDIA TO LEARN ENGLISH AS A

FOREIGN LANGUAGE” ini tidak terdapat karya yang pernah diajukan untuk

memperoleh gelar kesarjanaan di Perguruan Tinggi, dan sepanjang pengetahuan saya juga

tidak terdapat karya atau pendapat yang pernah ditulis atau diterbitkan oleh orang

lain, kecuali yang secara tertulis diacu dalam naskah ini dan disebutkan dalam daftar

pustaka.

Apabila di kemudian hari ternyata terbukti bahwa skripsi ini sebagian atau seluruhnya

merupakan hasil plagiasi, maka saya rela untuk dibatalkan, dengan segala akibat

hukumnya sesuai peraturan yang berlaku pada Universitas Katolik Soegijapranata

dan/atau peraturan perundang-undangan yang berlaku.

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A THESIS APPROVAL

A STUDY ON STUDENTS’ PERCEPTION OF SOCIAL MEDIA TO LEARN

ENGLISH AS A FOREIGN LANGUAGE

By

Kenny Irene Elisabeth Sely

15. J1. 0039

Approved by,

Dra. Cecilia Titiek Murniati, M.A., Ph.D. October 15th, 2018

Major Sponsor

Dr. Heny Hartono, S.S., M.Pd. October 15th, 2018

Co-Sponsor

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1 Thessalonians 5: 16 – 18

Rejoice always

Pray without ceasing

In everything, give thanks

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ACKNOWLEDGEMENTS

The Lord is my shepherd, I lack nothing. So here I am, stand and lack nothing.

My best and first gratitude is addressed to Lord Jesus, my Father Almighty. He is the

one who provides me everything. He is my reason why I am always grateful no matter

the situation is. Nobody has ever helped me and taken the biggest part to finish my

thesis but Him. I feel blessed to have Him in my life.

Second, I would like to thank Papa, Mama, and Benny, thank you for always be

my home. Papa Rudy Yushar Sely, you are the best man that I have ever had in my life.

I had seen your struggle and sacrifice to let me finish my education since I was in

school. I really thank you for your unstoppable supports that you have given for these

20 years; money, advice, energy, and prayer. It is more than enough for me. Mama

Tammi Sely, you are the greatest and the most beautiful woman I have ever seen. I

cannot imagine my life will be without you. Thank you for your time, motivation, and

prayer. Thank you for waking me up every morning when I had morning classes so I

would not be late attending my classes. My little brother, Benyamin Peter Wibowo

Sely, you are precious to me. Thank you for never leaving me and always being my

place to share my stories. I hope that my graduation can be your motivation to reach

your dreams in the future.

I also would like to send my gratitude to my dearest uncle and aunt, Om Roby

Eduard Sely and Tante Monica Rondang Tobing who always pray and support me right

from the beginning. Thank you for always being there and never getting tired of giving

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anything that I need. Now, I already finish my thesis and am ready to start new days

after I get my bachelor degree. I will always pray for you and your family, so that God

always bless you all the time. I love you so much.

Then, I would like to present my gratitude to Mrs. Cecilia T. Murniati, Ph.D as

my major sponsor and Dr. Heny Hartono, S.S., M.Pd as my co-sponsor, thank you in

advance. I know that you are busy with your classes, conferences, and meetings.

However, I am beyond grateful for your willingness to read, revise, read, revise, read,

and revise my thesis over and over again. It took much time to finish everything but

you always guided me with your suggestions, patience, and best advice. I owe you

some sleep.

I also thank my honorable lecturers at the Faculty of Language and Arts

Soegijapranata Catholic University Semarang; Madam, Mr. Anton, Mr. Budiyana, Mr.

Retang, Mrs. Wuryani, Mrs. Emilia Ninik, Mrs. Linggayani, and Mrs. Ekawati for your

patience and kindness to teach me valuable lessons which are really useful for my

future. I also thank Pak Agus, Bu Retno, Pak Udik, and Kak Michael who always

sincerely helped me complete all administration files as long as I studied in Faculty of

Language and Arts.

Next, I would like to thank my FLAmilia (Gabriella Handoko, Landra Kristina

Sinurat, Eling Kustriwardani, Jessica Enki van Thiel, Frances Tamara, and Imanuel

Robert). You are my family which I have found in FLA. The ones who always make

my life more colorful. You have sincerely supported me during my ups and downs and

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been my partners to hunt some food during our break-time. Especially Eling, I am

grateful for God has created you so I would not be alone in finishing my thesis. You

are the one who reminds me that our Lord is bigger than our problem formulation.

Therefore, I fear nothing.

My sincere gratitude is also addressed to all Faculty of Language and Arts

students especially Faculty of Language and Arts Student Senate 2017/2018 members

(Imanuel Robert, Gabriella Handoko, Landra Kristina Sinurat, Devina Eka Putri,

Jasmine Yachya, Ariefta N. S, and Yelina Ivone), Faculty of Language and Arts

Student Executive Board 2017/2018 members especially Winne Purnama Sanjaya who

always stays up late and talks about Shawn Mendes. I also thank Faculty of Language

and Arts Student Executive Board 2015/2016 members who had taught me how to be

an active student especially Kak Ryo Sandega and Kak Andreas Damian. Kak Ryo

Sandega was also my brainstorming partner in finishing our thesis and I really thanked

him for that.

I also feel grateful to have Opa, Oma, my beautiful Tante Ester Rosalina Sely,

Om Andre Hermawan, Tante Yuni Khoo, and my fellow Student of the Year 2017 who

always support me all the time. I thank my very best friend Kharisma Ardea Pramesti

for her kindness since we have met in senior high school. I also thank Levi Leondy

Wael, the one whom I always hanged out with in our freshmen year and we are still

best friends until now.

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The last but not least, I thank people who cannot be mentioned one by one; who

have prayed, encouraged, participated, and contributed in my thesis.

Thank you so much. I could not ask for more.

Lord Jesus be with you always.

Warm Regards,

Irene Sely

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TABLE OF CONTENTS

PAGE OF TITLE

COVER PAGE ............................................................................................................... i

THESIS APPROVAL .................................................................................................... iii

BOARD OF EXAMINERS ........................................................................................... iv

MOTTO ...................................................................................................................... v

ACKNOWLEDGEMENT ......................................................................................... vi

TABLE OF CONTENTS ........................................................................................... x

LIST OF FIGURES ........................................................................................................ xii

LIST OF TABLE ............................................................................................................ xiii

ABSTRACT ............................................................................................................... xiv

ABSTRAK ................................................................................................................. xv

CHAPTER I INTRODUCTION .................................................................................... 1

1.1. Background of the Study ........................................................................ 1

1.2. Field of the Study ....................................................................................... 5

1.3. Scope of the Study .................................................................................. 5

1.4. Problem Formulation .............................................................................. 5

1.5. Objectives of the Study ........................................................................... 5

1.6. Significance of the Study ........................................................................ 6

1.7. Definition of Terms .................................................................................... 6

CHAPTER II REVIEW OF LITERATURE .................................................................8

2.1. Perception............................................... ................................................. 8

2.2. Social Media.............................................................................................10

2.3. Advantages and Disadvantages.................................................................11

2.4. Social Media and English as a Foreign Language....................................16

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CHAPTER III RESEARCH METHODOLOGY ...................................................... 19

3.1. Method of Data Collection ..................................................................... 19

3.1.1. Participants .................................................................................. 20

3.1.2. Instruments .................................................................................. 20

3.2. Research Procedures ............................................................................... 22

3.3. Method of Data Analysis ........................................................................ 29

CHAPTER IV FINDINGS AND DISCUSSION ...................................................... 31

4.1. Findings ................................................................................................... 31

4.2. Students’ Perception........................................ ........................................ 37

4.3. Interviews ................................................................................................ 50

CHAPTER V CONCLUSION AND SUGGESTION ............................................... 70

5.1. Conclusion .............................................................................................. 70

5.2. Suggestion ............................................................................................... 74

BIBLIOGRAPHY ...................................................................................................... 76

APPENDICES

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LIST OF FIGURES

Figure 1. Formula for Data Validity ......................................................................... 23

Figure 2. Cronbach’s Alpha Level ............................................................................ 23

Figure 3. The Percentage of Participants ................................................................... 32

Figure 4. The Participants’ Level of Comfort ............................................................ 32

Figure 5. The Use of YouTube ................................................................................... 33

Figure 6. The Use of Instagram ................................................................................... 34

Figure 7. The Use of WhatsApp ................................................................................... 35

Figure 8. The Use of LINE ........................................................................................ 35

Figure 9. The Use of Pinterest ...................................................................................... 36

Figure 10. The Use of Facebook ................................................................................... 37

Figure 11. General Opinion about Social Media .......................................................... 38

Figure 12. Social Media and English Skills .................................................................. 38

Figure 13. The Highest Mean Scores of Questionnaire Part 1...................................... 39

Figure 14. Responses for Statement 5 ........................................................................... 40



Figure 17. The Highest Mean Scores of Questionnaire Part 2 ..................................... 42

Figure 18. Responses for Statement 16 ......................................................................... 43



Figure 21. The Lowest Mean Scores of Questionnaire Part 1 ..................................... 45

Figure 22. Responses for Statement 9 .......................................................................... 46

Figure 23. Responses for Statement 7 …....................................................................... 46

Figure 24. Responses for Statement 8 .......................................................................... 47

Figure 25. The Lowest Mean Scores of Questionnaire Part 2 .................................... 48

Figure 26. Responses for Statement 12 ....................................................................... 48

Figure 27. Responses for Statement 22 ........................................................................ 49

Figure 28. Responses for Statement 18 ....................................................................... 50

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LIST OF TABLE

Table 3.2.1. Questionnaire Part One Validity Result ........................................ 24

Table 3.2.2. Questionnaire Part One Reliability Result. ..................................... 25

Table 3.2.3. Questionnaire Part Two Validity Result ........................................ 26

Table 3.2.4. Questionnaire Part Two Reliability Result .................................... 27

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ABSTRACT

This study focuses on the use of social media for learning English as a foreign language.

The purpose of this study is to find out students’ perception of social media which are

used to learn English, what type of social media which students mostly use to learn

English, and how students use social media to learn English. To address the research

questions, this study used mixed method approach. To obtain the quantitative data, the

writer distributed 130 online questionnaires to students in Faculty of Language and

Arts Soegijapranata Catholic University Semarang. The quantitative data were used to

collect students’ perception. In supporting the quantitative data, the writer interviewed

two sophomores, two juniors, and a senior. The qualitative data were aimed at getting

in-depth information about how students used social media to learn English and what

type of social media which they used mostly to learn English. The result of the study

showed that students had positive perception on the use of social media to learn

language skills. They reported that they mostly used Instagram and YouTube to learn

English as their foreign language. The findings of this study also suggested that

lecturers had an important part in their learning process even though they already

learned a lot of lessons from social media.

Keywords: social media, Instagram, YouTube, language learning

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ABSTRAK

Penelitian ini membahas tentang kegunaan media sosial untuk belajar bahasa Inggris

sebagai bahasa asing. Tujuan dari penelitian ini adalah untuk menganalisa persepsi

mahasiswa tentang media sosial yang berguna untuk belajar bahasa Inggris, media

sosial apa yang sering digunakan mahasiswa untuk belajar bahasa Inggris, dan

bagaimana cara mereka belajar berbahasa Inggris menggunakan media sosial. Untuk

menjawab rumusan masalah dalam penelitian ini, peneliti menggunkan metode

campuran. Untuk mendapatkan data kuantitatif, peneliti menyebarkan 130 kuesioner

online kepada mahasiswa aktif Fakultas Bahasa dan Seni Universitas Katolik

Soegijapranata Semarang. Data kuantitatif dikumpulkan dengn tujuan untuk

mengetahui persepsi mahasiswa terhadap media sosial yang digunakan untuk belajar

bahasa Inggris sebagai bahasa asing. Untuk mendukung kuantitatif data, peneliti

memilih lima orang mahasiswa untuk di wawancarai. Kualitatif data dimaksutkan

untuk memberikan informasi yang mendalam tentang bagaimana cara mahasiswa

belajar berbahasa Inggris menggunakan media sosial dan sosial media apa yang paling

sering mereka gunakan untuk belajar berbahasa Inggris. Hasil penelitian ini

menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap penggunaan social

media untuk belajar berbahasa Inggris. Mereka juga menyatakan bahwa mereka sering

menggunakan Instagram dan YouTube untuk belajar berbahasa Inggris sebagai bahasa

asing mereka. Di akhir pembahasan, mereka berpendapat bahwa dosen juga memiliki

peran penting didalam proses belajar walaupun mereka sudah mendapatkan banyak

pelajaran dari media sosial.

Kata kunci: media sosial, Instagram, YouTube, pembelajaran bahasa

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