THE USE OF FACEBOOK IN TEACHING AND LEARNING ENGLISH FOR ISLAMIC STUDIES BY EMPLOYING COOPERATIVE INSTRUCTIONAL MODEL

1. THE USE OF FACEBOOK IN TEACHING AND LEARNING
ENGLISH FOR ISLAMIC STUDIES BY EMPLOYING
COOPERATIVE INSTRUCTIONAL MODEL
Dr. Naf’an Tarihoran & Jamridafrizal, M.Hum
UIN SMH BANTEN
International Conference on Language and Teaching Assessment for 21st Century
Syarif Hidayatullah State Islamic University,
Jakarta, Augut 22-23, 2017

3. The 21st century requires teachers:
> to create learning environments social and
pedagogical but also physical or virtual or a
combination that engage with the experiences
that the environment affords this new
generation of students in authentic experiences
that promote the increasing of knowledge and
skills and a better understanding of the world
around them.

4. Why Facebook
???

5. Fact!
Facebook adds 500,000 new users every day,
that's 6 new profiles every second!
https://www.1and1.com/digitalguide/online-marketing/social-media/the-most-important-social-media-platforms/

6. https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/

7. fdfd
https://www.dreamgrow.com/top-15-most-popular-social-networking-sites/

8. Theoretical Background
Cooperative Insructional
21st Century Characteristics
Facebook as Tool of INSTRUCTIONAL MODEL

9. Cooperative Instruction
#1 off 2
The term cooperative instruction is
utilized in this text to indicate students
working collaboratively in groups of
two or more to accomplish an
instructional goal.

10. Cooperative Instruction
#2 off 2
• The Cooperative instructional models can be quite
effective in promoting learning and academic achievement.
• On average, students of all ability levels show higher
academic achievement, with minority-group students and
students at risk for academic failure especially benefiting.
• Cooperative instructional activities can have other desirable
outcomes as well, such as increased self-efficacy for
academic success and more productive relationships with
classmates
(Ormrod, Jeanne Ellis. Human learning. Upper Saddle River, NJ: Merrill, 2016.p.334)

11. 21st Century Characteristics
1 off 2
1. Today’s students are constantly “plugged in,”
spending every spare moment tapping away
on their smartphones, compulsively gaming,
or posting updates and photos to social
media.
2. Perhaps they seem to be permanently
connected because, for growing numbers of
adolescents, on-screen activities occupy far
more time than face-to-face interactions.

12. 21st Century Characteristics
2 off 2
3. Recent screen-time statistics for today’s students
are staggering. In fact, children aged eight to
eighteen spend an estimated seven hours per day,
on average, glaring into screens (American
Academy of Pediatrics).
4. Teenagers compose an average of 3,417 text
messages per month (Bindley, 2011). And, the
bedrooms of an estimated 97% of adolescents
contain at least one electronic device (Aspen
Education Group, 2011)

13. Research
???

14. Setting
 Islamic Education Departement, UIN
Banten
 The third Semester
 20 Students
 Using Virtual Ethnography

15. Virtual Ethnography: A (Very) brief History
 Virtual ethongraphy is a qualitative research
methodology that adapts principles of traditional
ethnographic research to study cultural
manifestations of online groups.
 Virtual ethnography as a methodology was first
proposed by Christine Hine in 2000 as a method of
studying online communities and cultures. It “takes
the notion of a field site as a localised space and
moves it into the virtual world of physically
distributed actions” (Taurah, 2006).

16. Why VE ?
 The premise of virtual ethnography is to analyse
and better understand the social underpinnings of
an online community.
 By immersing oneself in that community, the
ethnographer is given a unique opportunity to
examine the boundaries between the virtual and the
real, between the online and the offline world, and
to experience online interactions on their own
terms.

17. The Results
Group
activities as a
good way of
Learning
Assessment
and
Feedback
Motivation
and affect
Variation in
types of
learning

18. The Results 1 off 2
 Motivation and affect: Facebook and the student-
centered approach enhance the learner’s
motivation for learning by encouraging students
to get involved in interesting, creative activities, by
encouraging them to express themselves, by the
chances that students have to assert that which
makes them unique, their personality and
individuality

19. The Result #2 off 2
 Variation in types of learning and, therefore, a constant high level
of interest in activities: students are thus encouraged to create their
own learning style, they learn from others and ‘teach’ others on a
daily basis. It may be done at all times and in all places
 Group activities as a good way of learning in which collaboration
and cooperation among the members of the group play relevant
parts.
 Assessment and Feedback: Facebook provides an ideal environment
for peer assessment and feedback, and even for self-assessment if
we think of the fact that a student may see the comments of his
classmates to a certain topic, a thing that was impossible in the
case of traditional, individual tests

20. Conclusion
 Facebook as tool to of cooperative instructional
model is considered as student-centered strategies
may be regarded as promoting all the following
aspects: The learner’s active participation and
involvement in the process of learning.

21. 9/20/2017 Nafan 21
Thanks
Nafant[at]yahoo.com