The Role Of Social Media On Students’ English Vocabulary Achievement

Abstract

The purpose of this study is to explain the extent of the role of social media on students' English vocabulary mastery and also to describe the role of social media on students' vocabulary acquisition related to their respective use of social media. It uses the case study method. The data needed for this study were collected from student observations and questionnaires. Data were collected from direct observation and analyzed using descriptive qualitative methods to find out how to explain social media activity to students. By using this method, researchers can find out the average activeness of students on the most frequently used social media. This observation was also carried out to find out between social media activity and student vocabulary achievement. Meanwhile, the data collected from the questionnaire results were then analyzed using the descriptive data method and the classification method of social media activity from Nuraini (2011). This method was used to describe students based on their social media activity.Therefore, the results of this study indicate that there is student activity and vocabulary achievement so that social media plays an important role in achieving student vocabulary. However, some of the students have differences with different levels of social media activity. Most of the students with higher social media activity were able to achieve better vocabulary than those with lower social media activity, although there were some students with lower social media activity who could achieve better scores than those who were very active. . These conditions indicate that social media has a role in students' vocabulary mastery. As a researcher, I suggest that teachers and students try to use social media as a medium for language learning.

Does social media impact the development of general English vocabulary? perceptions of Egyptian university students

“…The learners' limitations of social media involve privacy violation, exposure to harmful content, low-level of security, cyberbullying, distraction and excessive comfort whereas the learning limitations include questioning the effect of a learning pedagogy, time consumption, lack of training and guidance and finally reliability of information. These findings confirm those of previous studies such as Khan, Ayaz and Faheem (2016), Mamudi and Alamry (2022), Ichara Sinta (2022) and Hanan, Yuliani and Suadiyatno (2023).…”

“…Mamudi and Alamry (2022) investigated learners' perception with regard to using Instagram in learning English vocabulary. Hanan (2023) investigated the role of social media in improving students' vocabulary achievement. Pham, Van Nguyen and Cao (2023) investigated the use of social media in learning English language vocabulary for Vietnamese university students.…”

Social media for improving the students’ vocabulary mastery in ESP Maritime English

“…Those tests revealed that the social media had a significant impact in enhancing the vocabulary of the students who learned English language. This result similar with the research conducted by Hanan et al (2023) which reported that social media was crucial to learning English because it gave students who were learning the language the chance to get better at writing, reading, and other skills as well as to expand their vocabulary by reading new texts and phrases since this was the crucial media as a communication tools in the new globalization period.…”