Analysis Of English Use on Social Media in Generation Z Students Study on Students of Vocational High School (Rural Area)
DOI:
https://doi.org/10.24256/ideas.v14i1.11409Keywords:
Generation Z, social media, English learning, Informal Digital Learning of English (IDLE), rural areaAbstract
Generation Z is a digital native generation that has grown up along with the development of information and communication technology, especially social media, which has significant implications for the shift in the English learning paradigm from formal to informal. This study aims to examine the pattern of the use of social media as an alternative learning space for Generation Z students in rural areas. Despite the growing body of research on social media-assisted language learning, most studies have focused on urban students or university contexts, leaving limited evidence from rural vocational schools where access to authentic English-speaking environments remains restricted. Therefore, students of Vocational High School were selected because they represent Generation Z learners in rural areas who rely heavily on digital platforms to access English-language input. This study uses a quantitative descriptive approach with a cross-sectional survey design to map the perception, intensity of use, and form of student involvement in English learning activities mediated by social media algorithms. Algorithm-mediated learning refers to language exposure that occurs through personalized content recommendations generated by social media algorithms such as TikTok's For You Page (FYP) and Instagram Reels. Data were collected from 22 students through a closed-ended questionnaire based on the Likert scale and observation of digital activities. The findings revealed high levels of exposure to English-language content (M = 4.36; 87.2%) and strong interest in learning English through social media (M = 4.57; 91.4%).The results show that social media is used as a means of self-taught learning and project-based learning mediated by algorithms such as platforms such as TikTok and Instagram.
References
Arifin, Z., & Suryani, N. (2020). The use of social media in learning. Journal of Education, 21(2), 134–145.
Alghamdi, A. A. (2023). The impact of social media on EFL learners' motivation and engagement: A systematic review. Journal of Language and Linguistic Studies, 19(1), 112–125.
Azzahra, R. N., Nurhayati, L., & Purnawan, A. (2025). Exploring EFL learners' experiences in self-directed learning through social media application. IDEAS: Journal on Language Teaching and Learning, Linguistics and Literature, 13(2), 6485–6507. https://doi.org/10.24256/ideas.v13i2.8414
Bani, M., & Masruddin, M. (2021). Development of Android-based harmonic oscillation pocket book for senior high school students. JOTSE: Journal of Technology and Science Education, 11(1), 93-103.
Bond, M., et al. (2022). Digital transformation in education: A systematic review of global trends and implications. Journal of Educational Technology, 15(2), 45–62.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230.Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Routledge.
Furwana, D., Muin, F. R., Zainuddin, A. A., & Mulyani, A. G. (2024). Unlocking the Potential: Exploring the Impact of Online Assessment in English Language Teaching. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 653-662.
Gleason, B., & von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), 200–212. https://www.jstor.org/stable/10.2307/26273880
Ilmita, A. N., Setyaningsih, E., & Putra, K. A. (2025). Indonesian EFL learners' English language learning and use in social media: A case study. Journal of Educational Sciences, 9(2), 758–781. https://doi.org/10.31258/jes.9.2.p.758-781
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Kukulska-Hulme, A. (2012). Mobile-assisted language learning. In The Encyclopedia of Applied Linguistics. Wiley-Blackwell.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Kukulska-Hulme, A. (2012). Mobile-assisted language learning. The Encyclopedia of Applied Linguistics.
Lutfiana, L., & Permatasari, E. K. (2025). Digital English: An investigation of Gen Z's online language practices through social media and their implications for English language education. Journal of Education and Learning
Lee, J. S. (2022). Informal digital learning of English: Bakhtinian perspectives on language, literacy, and identity. Routledge.
Liu, H., & Shirley, X. (2022). Foreign language anxiety in the digital age: A study of social media interaction. Modern Language Journal, 44(3), 210–225.
Murni, D. (2022). The use of social media in English learning at SMKN 3 Tanjungpinang. Journal of Maritime Empowerment, 4(2), 48–54. https://ojs.umrah.ac.id/index.php/jme
Nugroho, A., & Atmojo, A. E. P. (2021). Digital learning and EFL students' engagement. Journal of English Education, 6(1), 12–22.
Putri, N. E., & Amri, Z. (2019). Students' perception toward the use of social media in learning English. Journal of English Language Teaching, 8(3), 1–10.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Putri, G. A. M. D., Dewi, N. K. N., & Permata, M. G. (2022). The use of information technology in online English learning among Generation Z in the Society 5.0 era. Proceedings of the National Webinar of the Student Scientific Week (PILAR), 1–10.
Putri, N. E., & Amri, Z. (2019). Students' perception toward the use of social media in learning English. Journal of English Language Teaching, 8(3), 1–10.
Rahmawati, D., Fitriani, S. S., & Sari, I. (2022). Project-based learning in EFL classroom. Journal of English Education, 11(1), 45–56.
Safitri, M., Yuliyani, A., Hamid, F., & Suriaman, A. (2022). The use of social media for learning English: Students' perspective. Indonesian EFL Journal, 8(2), 269–276. https://doi.org/10.25134/ieflj.v8i2.6477
Sari, M., & Wahyudin, A. (2021). Project-based learning assisted by digital media. Journal of Educational Technology, 23(2), 98–109.
Susanti, A., & Asyhar, R. (2020). Social media as a medium for learning English. Journal of Language Education, 9(2), 120–131.
Tapscott, D. (2009). Grown up digital. McGraw-Hill.Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.Warschauer, M. (2004). Technological change and the future of CALL. Lawrence Erlbaum.
Tarigan, F. N., Hasibuan, S. A., & Nasution, A. F. (2022). Social Media Assisted Language Learning (SMALL) for reading classroom: EFL learners' perception. Lexeme: Journal of Linguistics and Applied Linguistics, 4(2), 151–162.
Wilson, A., Novita, D., & Wulandari, S. (2025). Social media in learning English vocabulary: Perspectives of non-language students. SAP Educational Articles, 10(1), 87–96.
Zheng, Y., & Yu, S. (2022). Student engagement with social media in language learning: A systematic review. Computer Assisted Language Learning, 35(5-6), 1–28.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Aldin Ramdani, Lutfiana, Novala Arum Salsabillah, Estiningtyas Sholikhah
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)
