Pengaruh Tweet Ms. Ririn English Terhadap Kemampuan Menulis Bahasa Inggris = The Influence of Ms. Ririn English's Tweets on English Writing Proficiency

MAUDY YUNITA WULAN SARI AHMAD, 2025. The Influence of Ms. Ririn English’s Tweets on English Writing Proficiency (Supervised by Ayub Khan and Ainun Fatimah) Background. Writing is one of the most complex skills in learning English as a Foreign Language (EFL) because it requires accuracy in grammar, mastery of vocabulary, mechanics, and coherence. In the digital era, social media platforms such as Twitter provide new opportunities for language learning. This study investigates how Miss Ririn’s tweets contribute to the development of students’ writing proficiency, both linguistically and socially. Objective. This study aims to analyze the extent to which Miss Ririn’s tweets can enhance students’ writing proficiency in terms of grammar, vocabulary, mechanics, and coherence. It also seeks to explain how her tweets function as comprehensible input (Krashen, 1985) and as a form of writing practice shaped by social context (Hyland, 2003). Method. The research employed a qualitative descriptive approach. Ten tweets from Miss Ririn’s Twitter account were selected as the primary data. The analysis was guided by Hughes’ (2003) framework of writing proficiency, Hyland’s (2003) concept of writing as a social practice, and Krashen’s (1985) Input Hypothesis. Each tweet was examined for its contribution to grammar, vocabulary, mechanics, and coherence, as well as its role in language acquisition and social interaction. Result. The findings show that Miss Ririn’s tweets provide significant input for improving writing proficiency. Tweets explaining grammar rules enhance accuracy, vocabulary-focused tweets expand learners’ lexical knowledge, while tweets containing abbreviations and punctuation raise awareness of mechanics. In addition, the concise and contextual nature of the tweets supports coherence and provides comprehensible input, making them accessible and meaningful for learners. Conclusion. The study concludes that Miss Ririn’s tweets can serve as a useful supplementary resource in EFL writing instruction. By combining linguistic accuracy with social interaction, her tweets reflect writing as both a skill and a social practice. Therefore, integrating social media into language learning has the potential to improve students’ writing proficiency in authentic and engaging ways.

Keyword : writing proficiency, social media, Twitter, Miss Ririn, EFL learning.