Facebook Utilisation to Enhance English Writing Skill

Sabaruddin Sabaruddin

doi:10.5539/elt.v12n8p37

Abstract

This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context. The result of this research is hopefully beneficial to overcome English writing difficulties of secondary high school students in Indonesia. The discussion informs that Facebook utilisation in teaching writing improves learners motivation to write in English, increases grammar mastery of the students, and provides abundant learning materials for the learners to develop their English writing ability. The result of this study will be useful as a reference for English teachers to adjust Facebook use into their teaching practice in order to help students in improving their English writing skill.

Highlights

Having an ability to write in English is essential for students in this globalisation era
This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context
The first reason is that using Facebook in teaching English writing skill can increase the motivation of learners to practice their English writing as Facebook creates learning simplicity and convenience

Summary

Introduction

Having an ability to write in English is essential for students in this globalisation era. Writing is a skill to formulate and organise ideas in the right words to transform and communicate the purpose to the reader by presenting it on a piece of paper (Sumarsih & Sanjaya, 2013). This skill is valuable to be mastered by students because writing facilitates learners to express themselves and explain their thoughts to others (Sharples, 1999). By having the ability to write in English, students can transform messages or ideas to the reader across the globe (Brown, 2007). The challenges of students are due to some factors such as learners’ little interest in English, limited vocabulary and grammar understanding of students, monotonic teaching technique applied by the English educators, and absence of instructional media (Megawati & Anugrahwati, 2012)

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Discussion

Conclusion