THE CORRELATION BETWEEN SOCIAL MEDIA EXPOSURE TO ENGLISH-LANGUAGE CONTENT AND STUDENTS' WRITTEN ENGLISH PROFICIENCY AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

NURHANIFAH, 126203211060 (2025) THE CORRELATION BETWEEN SOCIAL MEDIA EXPOSURE TO ENGLISH-LANGUAGE CONTENT AND STUDENTS' WRITTEN ENGLISH PROFICIENCY AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Social media can serve as one of the sources of English-language input for students, providing comprehensible input that can help with language development, particularly if they interact with the content meaningfully. While social media is often assumed to support language learning, the effectiveness of such exposure, particularly in developing academic writing skills, remains questionable. This study investigated whether a positive or negative correlation exists between students’ social media exposure to English-language content and their written English proficiency. This research employed a quantitative approach with a correlational design. The study population consisted of fourth-semester students of the English Education Department at UIN Sayyid Ali Rahmatullah Tulungagung, the academic year 2023/2024, who had completed a Content Writing course. A total of 50 students were selected through purposive sampling. Data were collected using two instruments: a questionnaire and a writing test. The questionnaire measured the frequency, duration, and attention of students’ exposure to English-language content on social media. Meanwhile, the writing proficiency data were obtained from students' blog-based assignments in the Content Writing course. These writing tasks were assessed using a scoring rubric adapted from Brown (2004), focusing on five key aspects: content, organization, vocabulary, syntax, and mechanics. The data were analyzed using the Pearson Product-Moment correlation test via SPSS version 25. The findings revealed a significant negative correlation between social media exposure and students’ writing proficiency, with a correlation coefficient of r = –0.443 and a significance value of ρ = 0.001. This indicates that higher exposure to English content on social media is associated with lower writing proficiency levels. The conclusion suggests that passive engagement and the predominance of informal content may limit the benefits of social media exposure for academic writing development. Limitations of the study include the restricted sample size and reliance on self-reported data, suggesting the need for broader, more varied future research.

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