Yuslita Syafia, 2201408072 (2012) Microblogging for Language Learning: The Use of Twitter for Enhancing Student’s Ability in Using Simple Past Tense (A Descriptive Study of the Eleventh Grade Students of SMA N 1 Demak in the Academic Year 2011/2012). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project attempts to describe language learning through microblogging. The objectives of the study are to identify the students’ dominant simple past errors in writing a recount text; and to investigate the possibilities of providing grammatical feedback delivered via Twitter to enhance the students’ ability in using the simple past tense effectively in writing a recount text. In achieving the objectives, this study applied the descriptive qualitative design. The research is mainly concerned to an exploration and analysis of students’ grammatical errors in using simple past in writing recount texts delivered via Twitter as a medium of communication. The results of data analysis of the research revealed that students’ dominant errors can be classified respectively into four: (1) the error of overuse; (2) errors of form; (3) the error of omission; and (4) errors of clarity. The results of data analysis also indicates that providing feedback delivered via Twitter did not yield promising results. This implies that not all types of grammatical errors can be resolved by providing treatment or feedback delivered indirectly e.g. via Twitter. This is due to the fact that the different linguistic elements between the target language (FL - English) and students’ language either mother tongue (L1) or second language (L2) potentially lead to learning difficulties for the students. Some suggestions are recommended from this study. First, a careful preparation and considerations need to be taken into account. The selection of the focus to be resolved; characteristics of the students; availability of supporting devices; students’ readiness and commitment, and the likes need to be seriously well–prepared. Second, the direct grammatical instruction, may need to be provided particularly when the grammatical features being learned are not easy due to different linguistic elements between the target language and students’ language. Third, providing initial orientation dealing with technical aspect and the objectives to encourage students to take part in the activity actively prior to implementing the treatment via Twitter and other social network media is necessary. The last, it is important for other researchers to conduct other research dealing with the use of microblogging as the implementation in language learning.

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