INDONESIAN TEACHERS’ PERCEPTION OF USING SOCIAL MEDIA IN TEACHING ENGLISH WRITING

Abstract

The cognitive demands of writing are comparable to those of playing chess, according to a study by Kellog (2008). The phrase "writing instruction" encompasses both the pedagogy of teaching writing and the collaborative writing process between teachers and students in the classroom. Writing is presented as a means of communication in text, with the reader's benefit in mind. Chan stated that the event occurred in 1986. The primary objective of any writing program should be to achieve academic proficiency in language, communication, and cultural domains. Reference: Malyuga, Litvinov, & Panicheva (2016).

 This qualitative study aimed to explore Indonesian teachers’ perceptions of using social media as a tool in teaching English writing. Employing an explanatory sequential design, the research began with a qualitative questionnaire distributed to 30 English teachers from various educational levels, followed by a qualitative interview with one selected participant to further explain the survey results. The questionnaire was adapted and modified from Albiladi (2020), and the interview focused on participants' personal use, classroom practices, and opinions on social media integration. Data were analyzed using descriptive statistics for the questionnaire and thematic analysis for the interview. To ensure trustworthiness, triangulation and member checking were applied.

            The findings reveal that, most teachers are familiar with and generally supportive of using social media in English writing instruction. Teachers acknowledge that platforms like WhatsApp, Instagram, and YouTube enhance engagement, facilitate collaboration, and provide authentic contexts for writing practice. However, concerns include students’ distractions, informal language use, and teachers’ time constraints in preparing materials.