Social practice on Facebook: Critical discourse analysis in the process of text production

Abstract

The study aims to identify the ways to produce text production process by Universitas Islam Negeri (UIN, or State Islamic University) students in Padang on Facebook. Documentations, observations, and in depth-interviews were used to collect data. There were 1,214 discourses found on group and personal accounts of 27 informants, and 400 discourses were taken as data of the research. The analysis was conducted by following Fairclough’s Critical Discourse Analysis, (CDA), with the Critical Linguistics approach. The research findings show that the text production process by UIN students on Facebook were done in three ways, namely producing their own text, spreading other people’s texts that are shared from the site, and producing text as a result of consumption of other texts. Producing text itself is a way of producing text by creating its own status as a form of expression of thoughts, feelings, and experiences, without referring to other texts or texts that have been published on other walls. The form of production by spreading text from other website is the most common form of text production. Production status is a form of the author’s reaction to the text he or she understood.

Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia

“…Some other specific studies have addressed various integration of technology in EFL instruction (Chen et al, 2019;Hsieh et al, 2017;Triana et al, 2020). Triana et al (2020) informed the use of social media among students in higher education on Facebook conducted in three ways: creating their own text, informing other people's texts shared from the site, and producing text adapted from other texts.…”

“…Some other specific studies have addressed various integration of technology in EFL instruction (Chen et al, 2019;Hsieh et al, 2017;Triana et al, 2020). Triana et al (2020) informed the use of social media among students in higher education on Facebook conducted in three ways: creating their own text, informing other people's texts shared from the site, and producing text adapted from other texts. Meanwhile, Hsieh et al (2017) reported the positive effects of the mobile-based flipped approach over the conventional lecture-based and the role of attitude on the LINE use in learners' subsequent behavioral intention regarding technology integration in language learning.…”

Deconstructing the linguistic features of hybrid text-based online social network communication among Algerian Facebook users: A case study

“…More importantly, Facebook functions as a melting-pot for its users to spread their ideas, share news, and meet people with diverse sociocultural backgrounds and geographical locations. In short, Facebook has developed as an innovative means of communication through which individuals can actualize their desires to connect and share information using the different tools and features offered by Facebook (Triana, et al, 2020).…”

Critical Discourse Analysis of Language on Facebook used in Birthday Wishes by Generation Z

“…(2016) stated that language is the main aspect of culture on one side, and on the other side, the norms and values cannot be separated from language. In this context, the language used in birthday wishes by generation Z is the manifestation of socio-cultural practices (Triana, et. al., 2020).…”