Using FB to Investigae Teachers’ Strategies in Teaching English: A Case of Simeulue Alumni

Rahmat Junaidi


This study is conducted to explore students’ perception and their suggestions on teachers’ teaching strategies in teaching English. In so doing, a qualitative research design was employed and 19 Students were purposively selected. Those respondents are current university students who are studying at various universities in Banda Aceh. To gather the respondents’ perspective, Facebook (FB) group chat was used as a  means  to  describe  their  past  experiences  in  learning  English.  Their gathered responses have been processed in accordance with thematic analysis procedures. The findings of this study revealed that Senior High School teachers in Simeulue have used particular strategies in teaching English. It was indicated that using textbook, engaging in sentence formula and word memorization, doing sentence translation, repeating words after teacher, reading aloud, and working the task in pairs and groups  are  among  the  most  commonly  utilized  strategies  as  perceived  by  the respondents. In response to teachers’ teaching strategies, the majority respondents recommended a new model in their teachers’ teaching strategies; which are a shift to communicative  teaching  strategy  incorporating  media  and  ICTs  based  language teaching. Hence, it is recommended that the senior high school teachers pinpoint the use of integrated teaching technique employing technology in their school.


students’ perception; teachers’ strategies; English Teaching; FB

Full Text:



Amjah, Y. (2013). A study of teachers’ strategies to develop students’ interest toward learning English as a second Language. Procedia: Behavioral Sciences, 134, 188-192.

Bada, E., & Okan, Z. (2000). Students’ language learning preferences. TESL-EJ, 4(3), 1-15.

Baldauf, J., & Richard, B. (2005). Introduction-language planning: Where have we been? Where might we be going?. RBLA, 12(2), 233-248.

Bani-Hani, N., Al-Sobh, M., & Abu-Melhim, H. (2014). Utilizing groups in teaching writing: Jordanian EFL Students’ perception and attitudes. International Journal of English Linguistics, 4(5), 27-34.

Bartlett-Bragg, A. (2006). Reflections on pedagogy: Understanding the adult learners’ experience of Weblogs, conference proceedings BlogTalk, October, Vienna. Accessed from Bragg.pdf.

Beattie, M. (1995). New prospects for teacher education: Narrative ways of knowing teaching and teacher learning. Educational Research, 37(1), 53-70.

Berg, L, B. (2001). Qualitative research method for social sciences. Boston: Pearson Education Company.

Bradford, A. (2007). Motivational orientation in under-researched FLL contexts: Findings from Indonesia. RELC, 38, 302-322.

Braun, V., & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77–101.

Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99, 166–170.

Callahan, J. F., Clark, L. H., & Kellough, R.D. (2002). Teaching in the middle and secondary Schools (7th Ed). Upper Saddle River, NJ: Merill Prentice Hall.

Campbell, R. J., Kyriakides, L., Muijsc, R, D., & Robinsona, W. (2004). Effective teaching and values: Some implications for research and teacher appraisal. Oxford Review of Education, 30(4), 451 – 465.

Cohen, L., Manion, L., & Morrison, K. (2007). Research method in education. New York: Routledge.

Crookes, G., & Schmidt, R. W. (1991) Motivation: Reopening the research agenda. Journal in Language Learning, 41, 469–512.

Field, J. (1998). Skills and Strategies: Toward a new methodology for listening. ELT Journal, 52, 110-118.

Fosch, C. M. (2017). The role of both teachers and students within a communicative language approach. (Thesis, Universitat De Vic, Barcelona) Accessed from at http://repositori.uvic.c at/bitstream/handle/10854/5118/trealu_a2017_castella_m%C3%B2nica_role_teachers.pdf?sequence=1&isAllow ed=y.

Gattegno, C. (1972). Teaching foreign languages in schools: The silent way. New York: Educational Solutions, Inc.

Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. Reflections on English Language Teaching, 8(2), 131-139.

Gumport, P. J., & Chun, M. (1999). Technology and higher education: Opportunities and challenges for the new era. In P. G.

Albacth, R. O. Berdahl, & P. J. Gumport (Eds.), American higher education in twenty-first century: Social, political and economic challenges (pp. 370-395). Baltimore: John Hopkins University.

Gunarwan, A. (1998). Bahasa asing sebagai kendala bahasa Indonesia [Foreign languages as an obstacle to the development of Indonesian]. Paper presented at Indonesian Language Congress, VII, 1998. Jakarta.

Hiew, W. (2012). English language teaching and learning issues in Malaysia: Learners’ perceptions via Facebook dialogue journal. Journal of Arts, Science, & Commerce, 3(1), 29-37.

Hyland, F. (2000). Teacher management of writing workshops: Two case studies. Canadian Modern Language Review, 57(2), 272-294.

Irwin, C., Ball, L., & Desbrow, B. (2012). Students’ perception of using Facebook as an interactive learning resources at university. Australasian Journal of Educational Technology, 28(7), 1221-1232.

Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. ELT Journal, 9(2), 130-150.

Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative and mixed approaches. London: Sage Publications, Inc.

Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning in institution of higher education?. Internet and Higher Education, 13(4), 179-187.

Kamnoetsin, T. (2014). Social media use: A critical analysis of Facebook’s impact on collegiate EFL students’ English writing in Thailand. (Doctoral Dissertation, Seton Hall University, New Jersey). Accessed from › ETDS › DISSERTATIONS › 2059.

Kasper, L. F., & Petrello. B. A. (1998). Responding to ESL student writing: The value of a Nonjudgmental approach. Community Review, 1(6), 1-18.

Kirkpatrick, A. (2007). Teaching English across cultures: What do English language teachers need to know to know how to teach English. EA Journal, 23(2), 20-36.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd Ed.). Oxford: Oxford University Press.

Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Sosial Humaniora, 12, 9-20.

Lee, H., Choi, D., & Hong, K. (2002). Swunung yenge lisuning 1780 (SAT English Listening 1780). Moonjin Media: Seoul.

Mappiase, S. S., & Johari, A. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. English Language Teaching,7(10), 113-122.

Memari, M. (2013). How appropriates communicative language teaching (CLT) context (an Iranian Case Study). Journal of Life Science and Biomedicine, 3(6), 432-438.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. New York: Sage Publications.

Ministry of Education and Culture Affairs. (2013). Basic Frame of Curriculum Competency. Retrieved December 12th, 2014 from

Mohammadi-Ibrahim, A. (2012). A critical review of its process and evaluation. Paper presented at WEI International European Academic Conference. Available at

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

Omar, H., Embi, M. A., & Yunus, M. M. (2012). ESL learners’ interaction in an online discussion via Facebook. Asian Social Science, 8(11), 67-74.

Ommagio, A. C. (1986). Teaching language in context. Boston: Heile & Heile Publisher.

Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.

Padmadewi, N. N. (1998). Students’ anxiety in speaking class and ways of minimizing it. Journal Ilmu Pendidikan, 5, 60-67.

Palinscar, S. A., & Brown, L. A. (1984). Reciprocal teaching of comprehension- fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.

Pang, S, E., Muaka, A., Bernhardt, B, E., & Kamil, L, M. (2003). Teaching Reading. E-Book Available at

Pressley, M., Graham, M., & Harris, K. (2006). The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of Educational Psychology, 19(1), 1-19.

Promnitz-Hayashi, L. (2011). A learning success story using Facebook. Studies in Self-Access Learning Journal, 2(4), 309-316.

Richards, C. J., & Rogers, T. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Richards, C. J., & Rogers, T. (2001). Approaches and methods in language teaching (2nd Ed.). New York: Cambridge University Press.

Richards, C. J. (2006). Communicative language teaching today. New York: Cambridge University Press.

Robson, M. (2013). Foreword to the English effect: What it’s worth to the UK and why it matters to the world. Manchester: The British Council. Available at

Sallaja, G., & Kumar, J. (2015). The best method to teach English language. ELK Asia Pacific Journals-Special Issues, 1-6.

Shih, R. C. (2011). Can Web technology assists college students in learning English writing?: Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.

Solcova, P. (2011). Teaching speaking skills. (Thesis, Masaryk University, Brno, Ceko). Accessed from

Stake, R. E. (2000). Case studies. In Norman K. Denzin & Yvonna

S. Lincoln (Eds.), Handbook of qualitative research (pp.435-453). London: Sage Publication Inc.

Subramanian, T. B. (1985). Teaching of English made easy. Madras: Macmillan India Limited.

Tamura, T. E. (2006). Concepts of the methodology of teaching English. The Economic Journal of Takasaki City University of Economics, 48(3), 169-188.

Thornbury, S. (2005). How to teach speaking. London: Pearson.

Thompson, S., Greer, J., & Greer, B. (2004). Highly qualified for successful teaching: Characteristics every teacher should possess. Essays in Education, 10(2), 57.

Tutyandari, C. (2005). Breaking the silent of the students in an English language class. Paper presented at the 53rd TEFLIN International Conference in Yokyakarta, Indonesia.

Vandoorn, G., & Eklund, A. A. (2013). Face to Facebook: Social media and the learning and teaching potential of symmetrical, synchronous communication. Journal of University Teaching & Learning Practice, 10(1), 1-14.

Watts-Taffe, S., & Truscott, D. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), 258-264.

Wood, E. (2006). The ethical challenges of field research in conflict zones. Qualitative Sociology, 29, 373–86.

Wu, P., & Hsu, L. H. (2011). EFL learning on social networking site?: An action research on Facebook. Paper Presented at Teaching & Learning with Vision Conference. Queensland, Australia, November 2011. Retrieved February 3, 2016, from

Yu, L. T. (2014). A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher. Jaltcalljournal, 2(3), 189-202.

Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perception. International Journal of Education and Information Technology, 6(1), 87-96.

Yuwono, G. (2005). English language teaching in decentralised Indonesia: Voices from the less privileged schools. Paper presented at the AARE 2005 International Education Research Conference. Retrieved December 29th, 2016 from


  • There are currently no refbacks.

E-ISSN: 2085-3750 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.