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All Journal Indonesian Journal of Studies on Humanities, Social Sciences and Education Social Sciences and Humanities Reviews
Saputra, Aulia Rachmad Pidie
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Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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THE IMPORTANCE OF ENGLISH WRITING SKILLS IN SOCIAL MEDIA USAGE FOR GENERATION Z AT IAIN KERINCI Suhaimi; Saputra, Aulia Rachmad Pidie
Indonesian Journal of Studies on Humanities, Social Sciences and Education Vol. 2 No. 2 (2025): Indonesian Journal of Studies on Humanities, Social Sciences, and Education (IJ
Publisher : GoAcademica CRP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ve9ajr81

Abstract

In the digital age, social media has become a very important communication platform, especially for Generation Z. This study explores the importance of writing skills in English in the use of social media among IAIN Kerinci students. Using a qualitative phenomenological approach, data was collected through interviews with eight students majoring in English Education. The results showed that students of the English education study program argued that writing skills in English play a significant role in effective communication, self-image building, and career opportunities. Students feel that writing in English enhances their credibility and expands their professional network. However, there are various challenges that hinder the development of their writing skills, such as fear of grammatical errors, lack of confidence, and minimal exposure to English content. This study highlights the need for institutional support to improve students' writing skills through structured learning strategies and social encouragement. The findings contribute to the understanding of the relationship between digital literacy and language skills in both academic and professional contexts.
Negotiating Engagement and Digital Distraction: English Teachers’ Pedagogical Adaptation for Generation Z in Secondary Classrooms Saputra, Aulia Rachmad Pidie; Suhaimi; Putra, Reko Hary
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.196

Abstract

Background: The emergence of Generation Z has significantly transformed English language classrooms by introducing learning preferences shaped by digital immersion, rapid information access, and interactive communication environments. These characteristics challenge conventional teacher centered pedagogy and create a complex tension between learning engagement and digital distraction in secondary education settings. Aims: This study examines how English teachers adapt their pedagogical practices to engage Generation Z learners while simultaneously managing the challenges of digital distraction within secondary school classrooms. Methods: A qualitative descriptive design was employed. Data were collected through semi structured interviews, classroom observations, and instructional document analysis involving English teachers who regularly teach digitally oriented learners. The collected data were analyzed using thematic analysis to identify recurring patterns of instructional challenges and adaptive pedagogical strategies. Results: The findings indicate that multimedia materials, collaborative learning tasks, and technology integrated activities increase student participation, motivation, and classroom interaction. Nevertheless, teachers continue to encounter persistent difficulties in maintaining sustained student attention, controlling off task digital behavior, and ensuring that technological tools remain aligned with pedagogical objectives. Conclusion: The study demonstrates that effective instruction for Generation Z learners requires adaptive pedagogy that integrates digital technology with learner centered instructional design, structured interaction, and guided participation. Teachers must strategically transform digital engagement into productive learning opportunities rather than uncontrolled technological use. Strengthening teachers’ digital pedagogical competence and providing institutional support are therefore essential to ensure that technology enriched classrooms promote sustained engagement, meaningful communication, and deeper language learning outcomes.
Co-Authors Putra, Reko Hary Suhaimi Suhaimi .