Risnawati, 0203517078 (2022) THE IMPACT OF PEDAGOGICAL TWITTER ON THE WRITING SKILLS IMPROVEMENT OF ENGLISH LANGUAGE EDUCATION STUDENTS AT UNIVERSITAS PENDIDIKAN MUHAMMADIYAH SORONG A Case Study of the First Semester in the English Language Education in the Academic Year 2020/2021. Masters thesis, UNNES.

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Abstract

Twitter is a popular social network and micro-blogging service. It has a function as social media, but it can also be a tool in learning activities. In this study, Twitter integrates into writing classrooms that utilize as a learning tool. This study aims to analyze the impact of pedagogical Twitter on writing skills for university students. This study focuses on six research problems that consist of (1) to explain the impact of pedagogical Twitter on the learning content of writing text; (2) to evaluate the impact of Twitter as a pedagogical tool in the organization of writing text; (3) to analyze the impact of pedagogical Twitter in the use of grammar structure in students' writing activities; (4) to analyze the impact of Twitter on the use of vocabulary in students' writing activities; (5) to explain the impact of Twitter as the pedagogical tool in the mechanism of students writing text; (6) to analyze the impact of Twitter in the learning of writing skills for university students. This study employs a descriptive qualitative approach. The subject of this study is the students of the English Language Education Study Program in the academic year 2020/2021 of UNIMUDA Sorong. The sampling technique of this study uses purposive sampling. This study uses students' writing tests, tweets, and interviews to collect data. For validating the data, this study uses methodological and investigator triangulation. The instrument of this study validates two expert judgments. This study aims to analyze the impact of Twitter on students' writing skills; students writing text and students' tweets will be data sources in this study. The findings of this study reveal that the post-test analysis results of the impact of using Twitter on the content, organization, grammar structures, and vocabulary categories are in a good variety. Then, the outcome of students' mechanisms in writing is an excellent category. The last is interview analysis, which shows that the use of Twitter has a positive impact in increasing students writing skills. The data concluded that Twitter as a pedagogical tool in learning activities increases students' writing skills. So, it is clear that Twitter is one of the mobile learning tools in helping students improve their writing ability. So the lecturer has a better method to apply Twitter in the writing classroom activities.

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