Assessing native speaker modeling on social media: Effects on student speaking proficiency
DOI:
https://doi.org/10.24256/ideas.v12i2.5182Abstract
EFL students in Indonesia still discovered some problems in speaking, such as limited time in classroom practice, lack of confidence, and need for innovative learning media. Addressing this problem, this study investigated whether implementing native speakers’ modeling on social media as learning media affects students’ speaking skills. As we live in the existence of digital lives, social media has become one of the popular digital platforms; therefore, we can advance social media to assist students and teachers in classroom teaching and learning. Furthermore, social media nowadays are viral and used mainly by students, so it would not be complicated to integrate social media into a classroom activity. This study employed a quantitative method using a quasi-experimental research design that involved 58 tenth-grade students of one senior high school selected toward a purposive sampling allocated into experimental and control classes. The oral test of describing people served as a pre-test and a post-test. The t-test was employed to analyze the data. The result showed a higher score improvement in students’ speaking in the experimental class. In addition, the students were enthusiastic when the treatment was conducted. This finding means English native speakers' modeling on social media potentially affected students' speaking skills in describing people.
References
Agustin, R. W., & Ayu, M. (2021). The impact of using Instagram for increasing vocabulary and listening skill. Journal of English Language Teaching and Learning (JELTL), 2(1), 1–7.
Ahmed, B. E. S. (2020). Social media in teaching of languages. International Journal of Emerging Technologies in Learning (IJET), 15(12), 72–80. https://doi.org/10.3991/ijet.v15i12.12645
Al-Garawi, A. Y. A. (2019). Investigating the use of Instagram as a MALL tool: The case of Al-Imam University EFL students [Al-Imam Muhammad Ibn Saud Islamic University]. https://doi.org/10.24093/awej/th.233
Alfatihah, A., Ismayanti, D., Syam, A. T., & Santaria, R. (2022). Teaching Speaking Skills through Project-Based Learning for the Eighth Graders of Junior High School. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 152-165.
Alqahtani, M. (2019). The effect of native English-speaking teachers on the language acquisition of EFL learners. International Journal of Innovation and Research in Educational Sciences, 6(5), 613–621.
Anwas, E. O. M., Sugiarti, Y., Permatasari, A. D., Warsihna, J., Anas, Z., Alhapip, L., Siswanto, H. W., & Rivalina, R. (2020). Social Media usage for enhancing English language skill. International Journal of Interactive Mobile Technologies, 14(7), 41–57. https://doi.org/10.3991/IJIM.V14I07.11552
Awaliyah, T. (2020). The effectiveness of Instagram vlog in teaching speaking at the tenth grade of SMAN 1 Jenangan Ponorogo in academic year 2019/2020. IAIN Ponorogo.
Azlan, N. A. B., Zakaria, S. B., & Yunus, M. M. (2019). Integrative task-based learning: Developing speaking skill and increase motivation via Instagram. International Journal of Academic Research in Business and Social Sciences, 9(1), 620–636. https://doi.org/10.6007/IJARBSS/v9-i1/5463
Barman, K. C. (2020). The role of social media on education and society: A brief analysis. GORTERIA Journal, 33(12), 179–190.
Brown, H. D. (2004). Language assessment principles and classroom practices. Pearson Education.
Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149
Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English-medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Data Reportal. (2022). Digital 2022: Indonesia. In Data Reportal.
Davies, A. (2004). The native speaker in applied linguistics. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 431–450). John Wiley & Sons, Inc. https://doi.org/https://doi.org/10.1002/9780470757000.ch17
Devana, T., & Afifah, N. (2020). Enhancing students’ speaking skill and motivation through Instagram vlog. 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020), 358–363. https://doi.org/10.2991/assehr.k.201230.131
Devi, P., Virgiana, B., & Auli, M. (2020). Instagram: How do students view on it in speaking classroom. Journal BASIS, 7(2), 351–362. https://doi.org/10.33884/basisupb.v7i2.2435
Dhiwangkara, B., Arcana, I. N., & Ayuningtyas, A. D. (2020). Developing learning-based Instagram media on derivative. Indonesian Journal of Mathematics Education, 3(2), 59–64. https://doi.org/10.31002/ijome.v3i2.3425
Education First. (2021). Indeks Kecakapan Bahasa Inggris.
Erarslan, A. (2019). Instagram as an education platform for EFL learners. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 54–69.
Evafaliyanti, & Usmawita. (2019). The effectiveness of Mr Dhanis’s video on Instagram toward students’ vocabulary mastery. Intensive Journal, 2(2), 57–61.
Gibreel, M. O. M. (2018). The impacts of employing native speakers for teaching English as a second language. Refereed Quarterly Scientific Journal, 24, 1–18.
Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The impact of using YouTubes and audio tracks imitation YATI on improving speaking skills of EFL learners. English Language Teaching, 12(6), 191–198. https://doi.org/10.5539/elt.v12n6p191
Hidayah, A. F. N. (2021). The correlation of watching Mr. Dennis Youtube channel toward autonomous vocabulary learning. IAIN Salatiga.
Huang, Y.-T., & Su, S.-F. (2018). Motives for Instagram use and topics of interest among young adults. Future Internet, 10(8), 77. https://doi.org/10.3390/fi10080077
Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Translating Newspaper Headlines into English A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131.
Ibrahim, F. A. (2020). The effectiveness of Fishbowl technique on students’ speaking skill in giving opinions and arguments. UIN Syarif Hidayatullah Jakarta.
Imami, E. (2019). The effect of English sentences memorization on students’ speaking of describing things. UIN Syarif Hidayatullah Jakarta.
Kavanagh, B. (2016). Native speakerism and English language education in Japan.
Koşar, G. (2019). Does being taught by native English-speaking teachers promote improvement in speaking skill more? Journal of Language and Linguistic Studies, 15(3), 989–999. https://doi.org/10.17263/jlls.631542
Lauder, A. F. (2020). English in Indonesia. In K. Bolton, W. Botha, & A. Kirkpatrick (Eds.), The Handbook of Asian Englishes (pp. 605–627). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118791882.ch26
Marleni, L., & Asilestari, P. (2018). The effect of using social media : Whatsapp toward the students’ speaking skill. Journal of English Language and Education, 3(2), 1–16.
Medgyes, P. (2001). When the teacher is a non-native speaker. In H. & Heinle (Ed.), Teaching English as a second or foreign language (pp. 429–442).
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill: A survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199–215.
Newton, J. R., & Williams, M. C. (2021). Instagram as a special educator professional development tool: A guide to teachergram. Journal of Special Education Technology, 1–6. https://doi.org/10.1177/01626434211033596
Novianti, A. (2018). Native versus non-native English speaking teachers: An Insight into Indonesian students’ voices. Jurnal Pendidikan Bahasa Dan Sastra, 18(1), 44–57. https://doi.org/10.17509/bs
Ramadoni, Y. (2019). The effect of using Instagram on eleventh grade students’ speaking skill. Retain, 7(1), 123–130.
Resyadi, H. (2020). Teachergrams: A new trend of teaching and learning English. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(1), 154–163. https://doi.org/10.24256/ideas.v8i1.1323
Salehudin, M., Sarimin, D. S., Rondonuwu, R. H. S., Yunus, M., & Safiah, I. (2020). Using Instagram to Support Creative Learning and Project Based Learning. International Journal of Advanced Science and Technology, 29(5), 4866–4876.
Saniei, A. (2011). Who is an ideal native speaker?! International Proceedings of Economics Development and Research, 26, 74–78.
Sasikala, M., Rajam, J. A., & Prema, J. M. (2021). Effectiveness of social media in education. Turkish Journal of Computer and Mathematics Education, 12(10), 6430–6432.
Schenck, A. (2020). Examining the influence of native and non-native English-speaking teachers on Korean EFL writing. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1–17. https://doi.org/10.1186/s40862-020-00081-3
Statista. (2022). Distribution of Instagram users worldwide as of April 2022.
Sufyan, A., Hakim, L., Jatmiko, M. A., & Ustufiarrizqi, U. (2024). Beyond fallacies: Strengths and qualifications for English teaching profession in Indonesia. English Review: Journal of English Education, 12(2), 547–558.
Sun, Z., Lin, C. H., You, J., Shen, H. jiao, Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3–4), 1–21. https://doi.org/10.1080/09588221.2017.1308384
Wahyuni, N., & Afrianti, I. (2021). The contribution of speaking practice with the native speaker to student’s speaking ability in junior high school. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 2(3), 247–252. https://doi.org/10.54371/ainj.v2i3.88
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/EU-JER.9.3.967
Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers. SAGE Open, 4, 1–9. https://doi.org/10.1177/2158244014534451
Wu, A. M. C. (2021). Native-English-Speaking teachers: Do they bring values to EFL learners? A study on listening proficiency of Taiwanese elementary school students. English Teaching & Learning, 45(1), 89–107. https://doi.org/10.1007/s42321-020-00064-0
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2024 Syifa Fuadatul Kamal, Agus Sufyan, Farida Hamid
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
