The Unique Process towards Sequential Bilingualism among Fan fiction Readers

Authors

  • Aurellya Rahmada Dewinta Universitas Negeri Surabaya, Indonesia
  • Slamet Setiawan Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.24256/ideas.v9i1.1816

Keywords:

English as a foreign language, fan fiction, identity, sequential bilingualism

Abstract

The purpose of the present study is to discover if fan fiction can help English Language Learners (ELL) to learn English without formal education. This study aimed to ELLs’ background and identity, the process, and determine the language learners' perspectives toward English. This study used a qualitative approach. This study collected the data by conducting an online questionnaire via Google Form, which filled by fan fiction readers from the Tumblr platform. The sample was 20 participants from different countries worldwide with English as their second language (L2). The result of the study was analyzed using three techniques: data condensation, data display, and drawing and verifying conclusions. The finding showed that the ELLs’ age played a significant role in the language learning process. The finding also discovered that fan fiction readers consider English to connect with other people from different countries. Therefore, reading fan fiction can be concluded to be an effective way to learn English.

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Published

2021-06-02

Issue

Vol. 9 No. 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Section

Articles

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