THE EFFECT OF POSTING
STUDENTS’ WRITING WORK ON SOCIAL MEDIA ‘WEBLOGS’
ON STUDENTS’
MOTIVATION IN LEARNING WRITING
Ajeng
Inayatul Ilahiyah
College of Languages of Sultan Agung Islamic
University
Email: deathskeptic22@gmail.com
Abstract The goal of this
study was to investigate the effect of posting students’ writing work on Social
Media ‘Weblogs’ towards students’ learning motivation in writing English in the
Writing 4 Classes of College of Languages of Sultan Agung Islamic University
Semarang in the even semester of 2014 - 2015.
This study used
a descriptive qualitative research design. The subject of this study was the
students of the writing 4 classes of English Education Program in the even
semester of 2014 - 2015. Thus, there were 37 respondents who participated in
this research. Both close and open questionnaire and interview were employed as
research instruments to obtain data related to the research needs. Afterwards,
the data obtained from the close questionnaire was first analysed using of SPSS
21 software application.
Then, the result
showed that blog-based learning could attract the students’ Attention,
Relevance, Confidence, and Satisfaction (ARCS) in the Writing 4 Class. The
findings from open questionnaire and interview also revealed that there were
positive effects of using blog-mediated
learning dealing with posting students’ writing work on Weblogs Colasula.com on
students’ motivation in learning writing. The students were encouraged to learn
better writing.
From the description above, it could be inferred that the respondents had positive perception towards the
role of weblogs Colasula.com in the process of teaching and learning writing.
Keywords: Motivation,
Social Media ‘Weblogs’, Learning Writing
____________________________________________________________________
In
learning language, there are four skills that should be mastered by learners to
complete communication (Genc, 2007:6). Those four skills are typically started
from listening, then followed by speaking, reading and lastly writing. In language
learning, writing is classified as productive skill along with speaking. In
addition, Harmer (2004:3) said that writing is an essential skill that should
be studied by the students as their writing capability is considerably counted
on, specifically in the educational scope. However, writing is somehow
perceived by students as the most difficult of all the language skills to be
mastered. To them, the difficulty exacerbates when they have to learn to write
in it for academic purposes across genre and the curriculum (Zhang, 2014:2).
In this case, Harmer stated that
in teaching writing, a teacher can focus either on the product of that writing
or on the writing process itself (Harmer, 2007:325). Concerning with the
learning process of writing English, students are expected be able transfer
their ideas in global scale. The capability of writing would enhance access to
higher education, elevate skill in working, and boost level of life in active
participation as citizen (Graham & Perin, 2007:28).
Dealing with the students’
difficulties in learning writing process, the thing students really need to
conduct any types of writing is motivation. It is in line with Keller’s
statement (2000:11) in relation to a certainty about the importance of learners
motivation within the process of teaching and learning. Accordingly, motivation
has strong effect on students’ success in learning English as foreign language,
especially in writing which is professed as the most complex skill to carry
out. Hence, students who are well motivated are supposed to be more successful
in learning English than they who are not.
Related to the material of
learning English, learning writing in University is included into genre text
and essay writing. After acquiring an overview of the materials, the students
are eventually assigned to write the text as their individual task in order to
confirm their understanding and deepen their writing skill as well. However,
the result of task is rarely discussed again after the particular material
done. On the contrary, students definitely need feedback and confirmation from
lecturers or others in order to enhance their motivation in learning to write better
English. Therefore, improvement in advancing students’ motivation using various
ways are very needed.
At the same time, we have entered
an era where people are spending much of their time to communicate with other
people, enrich knowledge, work on duties, look for some information, and get
entertain in virtual world, internet. The use of internet especially social
networking service is continuously expanding and changing. Internet usage,
social networking service among educators and students, significantly reforms
learning process at school (Raman, 2011:4).
Connected with the progress of
SNS, the use of weblogs for social communication has been growing in popular
community in recent years across the globe. It is designed with various
features to provide people in constructing their ideas into writing by posting
their works on it. Additionally, the findings of recent studies show that both
blog-mediated can give rise to an enhanced writing experience (Zhang et al,
2014).
Through the media of weblogs to
post students’ writing work, students are assigned to be more motivated and do
better in both doing the writing and engaging the learning process since those
works can be read by many people. They would be more conscientiously verify the
works before posting. Feel of shame if there would be many mistakes in
accomplishing the works cause them read more and practice more in writing. In
this case, motivation is the antecedent of action rather than achievement
(Dörnyei & Ema, 2011:201)
As a global language, English is learnt
in many countries throughout the world. However, people have different reasons
in learning English due to its use. Indonesia is included as a county of EFL
for the Indonesian people only use English in limited situation such as in
educational system, particular occupation and personal needs or just for own
satisfaction (Saville-Troike, 2012:4). In order to be successful
in language learning, especially within acquiring writing skill, a
learner needs to learn persistently and consistently
because language is a matter of habit.
Teaching Writing in English
Gebhard defined writing as an activity
that focuses on word choice, use of proper grammar, syntax, mechanics,
organization of ideas into a coherent and cohesive form, readers, and goals, as
well as an ongoing process to understand the meaning (Gebhard, 2006: 211).
Thus, writing is the process of expressing ideas and thoughts of the writer
using knowledge of structure and vocabulary to combine the writer’s ideas as a
means of communication.
Motivation in Language Learning
Broussard and
Garrison (2004) and Gredler (2001) stated that motivation is an encouragement
for doing or not doing something (Adekeye et al, 2012:65). Motivation
determines the level of effort that learners perform in achieving their goals
towards learning English. The strength
of that motivation will depend on how much value the individual places on the
outcome he or she wishes to achieve.
Consequently, measuring
motivation can be complicated because motivation is associated with somebody’s
feeling. It is somewhat difficult to display the data in numerical and
statistical analysis.
Meanwhile, most
of the researcher determines students’ motivation nearly by looking at the whole
process of learning with several instruments. As used by Keller & Suzuki
(1998), there are some factors in measuring students’ motivation, called ARCS
(Attention, Relevance, Confidence, and Satisfaction) model, in which several
guidelines have been prevailed in accordance with research demands.
Social Media ‘Weblogs’ as Learning Tool
Social media is media
that users can easily participate in, share and create content for, including
blogs, social networks, wikis, forums and virtual worlds. With the rapid
development in information and communication technologies (ICTs), various
changes have been made in term of the methods in the teaching and learning
process; weblogs is one example.
The
use of weblogs as learning media would enhance students motivation because
their writing read by many people. This is certainly different from
conventional learning writing which is only read by the writer and teachers. As
stated by Novakovich & Erin (2013:239), social media enhanced the learning
environment by providing a level of engagement that is not found in the
traditional classroom.
Posting Writing Work on Weblogs
Publishing
work online enables students to make contributions to the class and encourages
quality in work. Accordingly students can make a visible contribution to the
course and to their classmates when their work is posted online. Students
produce better quality work when it is to be posted online. One of the reason
is a matter of pride and a desire not to be embarrassed when classmates see the
work.
In
the case, posting students’ writing work on weblog as an alternative way to
encourage them become more motivated to conduct various types of writing task,
students in the writing 4 classes at College of Languages of Sultan Agung
Islamic University Semarang were assigned to post their work on colasula.com. It attempted to grab
students’ appreciation of the importance finding and using diverse ways in
learning language, especially in writing.
Problem Formulation
Accordingly,
the problem in this study could be formulated as follows:
“Is there any
positive effect of posting students’ writing work on social media ‘weblogs’ on
students’ motivation in learning writing?”
Therefore,
the objective of this study is “to find out whether there is a positive effect of
posting students’ writing work on social media ‘weblogs’ on students’
motivation in learning writing or not.”
2. Methodology
Research Method
The method used in this study is
descriptive qualitative research design. According to Best (1981: 93), a descriptive
qualitative study is aimed to describe the characteristics, of a phenomenon
that exists, opinion which are held, processes that are going on, effect that
are evident, or trends which are developing. Thus, it
is in line with the purpose of this study to investigate how much the effect of
posting writing work on social media, specifically on Weblogs, that has already
applied as a medium within the teaching and
learning process towards students’ motivation in learning writing.
Furthermore, it is fundamental for
gathering more data from the respondents’ perception of this study in order to obtain the stronger conclusion. In this
case, Gay et al. (2011: 16) stated
that the
central focus of qualitative research is to provide an understanding of a social
setting or activity as viewed from perspective of the research participants. Therefore, the researcher prepared some supporting
instruments for collecting data to be analyzed due to the need of research
accomplishment.
Subject of the
Study
The population of
the study was the students of the Writing 4 classes of English Education major
of College of Languages of Sultan Agung Islamic University (Colasula) Semarang
in the Even Semester of 2014/2015. The number of the population of the Writing
4 classes was 46 students which were divided into two classes; 4E1 Class and
4E2 Class.
The researcher used purposive sampling
to determine the sample of the subject in this study. In purposive sampling,
the sample is chosen for a specific purpose. This kind of sampling, which is
often used in qualitative research, is selected based on the research specific
needs (Cohen et al, 2007: 114-115).
Accordingly, the researcher intended to
take all the research subject as the
sample of research since the amount of total population was less than 100
people, in order to get better and more valid result (Arikunto, 2006:134). However, at the time of data collection,
eight students of 4E1 class were absent, so was a student of 4E1 class. As a
result, the amount of the sample in this study was 37 students.
Instrument of
Data Collection
Instrument is a device that used to
collect data in a study, in which the
outcome of the data would be analyzed to achieve the research objectives. The
instruments of collecting data in this study comprise questionnaire and
interview.
Questionnaire
In this research, the questionnaire was
designed as an instrument to get data related to the effect of posting
students’ writing work on weblog towards students’ writing motivation. To get
rich data of the research, the questionnaire was divided into two parts: part I
as close questionnaire and part II as open questionnaire. The questionnaire
part I contained four constructs related to students’ motivation that would be
measured; attention, relevance, confidence, and satisfaction. Furthermore, in
part II questionnaire, there would be about five questions to be answered by
the participants openly as it was an open questionnaire. The researcher adapted
the questions from Zhang’s research (Zhang, 2014: 674).
Interview
The researcher considered a
semi-structured interview to make an in-depth exploration about the effect of
posting writing work on weblog towards students’ writing motivation. Grady
(1998) in Zhang (2014: 674) suggested that semi structured interviews make it
possible for the interviewer to begin with an established set of questions but
also deviate from those questions in order to probe more thoroughly into
helpful and interesting responses. The interview questions centered on the
research problem , which concerned to the effect of posting writing work on
weblog in enhancing students’ writing motivation.
Procedure of
Data Collection
In this case, the participants of the
study were commanded to post their writing work on colasula.com. They posted any kind of essays on the weblog. As regard
for accomplishing the task, the students were required to submit the first
draft of the essay by deadline within a week-long period. In that case, the
researcher did observation to monitor their work as one of ways for completing
data concerning with the effect of blog-mediated task assembling on students’
writing motivation.
Furthermore, after the observation was
completely done, the next step was distributing the questionnaire to the
students and followed by interviewing them about the effect of using
blog-mediated to post writing work in its relation to foster students’ writing
motivation. Consequently, the construct of questionnaire part I, would be
measured by the researcher through the use of 5-point Likert-type scales (1= completely
disagree; 5= completely agree). While for the questionnaire part II, the
participants were free to answer the list of question as what they felt on
condition that the answer was connected with the topic’s question.
Subsequently, in collecting data from
the semi-structured interview, the participants interviewed would be randomly
chosen from the whole class. There would be four or five participants in each
interview. According to Crowther and Lancaster (2009: 147), interviewing
participants in such way of group enable the researcher to be more flexible to
have the questions centred and also allow the researcher to direct the topic
that come into view of providing rich data or additional insight.
Method of Data
Analysis
The method of
data analysis in this study is qualitative approach. According to Burns (1999:
22), the qualitative approach is used as a method to analyze data with the
purpose to offer descriptions, interpretations, and clarifications of
naturalistic social context. Hence, the data that has been collected through
several ways are described and interpreted. Those are explained in number of
sequences as seen below:
1.
Assembling the data
Data collection
is done by merging all data from various sources such as observation,
questionnaire, and interview from the process and result of posting students’
writing work on weblog, colasula.com.
2.
Coding the data
Coding is
conducted by displaying the data collected from the questionnaires and
interview.
3. Building interpretations
The purpose of building interpretation is to discuss, rethought, and develop explanations of how much posting writing work on weblog in its relation impacting students’ writing motivation.
4. Reporting the outcomes
The last phase
is reporting the results of the study which is supported by collected data. It
is as an attempt to make this study as good as possible as it is purposed to
obtain maximum results.
3. Research Findings and Discussion
The
quantitative data of questionnaire part 1 were first analyzed by descriptive
statistics (e.g., mean and std. deviation) via SPSS 21, which is a statistical
analysis software application.
Descriptive
Statistics
Table. 4.4. The result of ARCS motivational design.
|
|||||
N
|
Min
|
Max
|
Mean
|
SD
|
|
Attention
|
37
|
2.6
|
5.0
|
4.11
|
.390
|
Relevance
|
37
|
3.6
|
5.0
|
4.27
|
.408
|
Confidence
|
37
|
3.0
|
5.0
|
4.02
|
.564
|
Satisfaction
|
37
|
2.6
|
5.0
|
3.83
|
.500
|
Valid
N
|
37
|
||||
Table 4.4. revealed that the respondents
had positive perception towards the role of weblogs colasula.com in the process of teaching and learning writing. The
mean score of Attention was 4.11, indicating that the students’ attention was
well achieved. Accordingly, the students perceived that posting writing work on
weblogs Colasula.com was interesting.
Compared with conventional way of submitting students’ writing work, the
students were more attracted by technology usage in this era to complete their
assignment. Furthermore, blog-based learning was also quite challenging for
most students to work harder in their writing. Moreover, since their writing
works were displayed publicly, there would be anybody who could read or comment
their work openly. However, it then became their motivation to improve the
quality of their writing.
The finding from interview section also
afforded the same conclusion.
“Receiving
feedback or comments from the readers of my work makes me more challenged to
give them the best writing to read. From their feedback, I can see what and how many mistakes I did. When I read my
friends’ work which has good structure and content, I used to think “Can’t I do
as best as they do?”. I always try to spend my time and thought on learning how
to be a good writer.” (Irwan, interview
excerpt)
As well, it was in line with the
responses from students to the questions of open questionnaire whether posting
writing work on weblogs motivated them to both learn writing and do the writing
task. Most of students responded that posting writing work on weblog did
motivate them to both learn writing and do the writing task.
Subsequently, Table 4.4 also showed that
the main score of construct Relevance reached 4.27 point. Dealing with the
result of the questionnaire, it could be concluded that mostly students had
known the importance of learning writing. Related to the use of blog-mediated
learning in the writing course, posting writing work on weblogs gave the
students a lot of support to write better. Furthermore, several responses from
the result of open questionnaire were also in line with the finding.
In this case, most of students perceived
that posting writing work on weblogs pushed them to fully engage in learning
essay writing. They said that since their writing works were not only read by
the lecturer, but also their friends and other blog users, they felt encouraged
to entirely engage in learning essay writing with the aim of producing writing
work that was worth reading. Moreover, they could also read the essay one
another that enabled them to know the quality of others’ essay. It triggered
them to employ more their ability to learn essay writing. Hence, the students
believed that posting writing work on weblogs was reasonably helpful.
“For students
who realize that how helpful the existence of weblogs ‘colasula.com’ as a
medium for posting students’ writing work, they must find it as a good strategy
to boost their learning motivation in writing. I myself feel more diligent in
doing the task. As it is seen by many people who open the blog, posting writing
work on the weblog stimulates me to be better in producing the writing. Though
this media, I can develop my ideas into good writing. Moreover, I can learn
from my mistakes when I reopen my work and comments from the readers.” (Hasbi, interview excerpt)
As a result, the students tended to work
hard on the writing seriously as their work would be seen or read by their
friends, lecturer, or other blog users. They had come up with the effort to try
their best in presenting their work for publishing them on the weblogs.
Consequently, their postings would be immediately responded by many people. It
gained students’ studiousness in completing their work.
Those stimuli then became an assist for
most part of students to build their Confidence in accomplishing their work
(mean=4,02, SD=.564). They were enthusiastic to post their writing work on the
weblogs to be read and commented by other blog users. Since the comments from
other blog users were displayed on it, posting writing assignments on weblogs
could give the students opportunity to make their writing better by seeing and
realizing what they were like at the time in the earlier of doing posting their
work on the weblogs, and what they are like in the current. They could compare
and make progress on their ability in writing with the use of weblogs as their
work recording. Thus, after going through those experiences, the students
became quite confident to show the readers their product of writing which was
worth reading.
Such kind of blog-mediated learning process
gave own satisfaction for most part of students in their process to both learn
and produce English writing. It could be seen from Table 4.4 at construct of
Satisfaction. The mean score of the construct was above the standard, 3.83.
Many students liked the format of blog-based in the writing course.
Concerning with the students’
satisfaction in applying blog-mediated learning, Said Hidayatullah conveyed in
interview section that he was contented to use weblogs as learning tool.
“I still
remember when the first time I posted my writing on the weblogs. It was so
messy. The grammar was unstructured, the content was less interesting, I also
did a lot of mistakes in applying the writing log such as the layout and many
more. Blog-mediated task assembling gives me opportunity to do self-correction
as well. After posting my work on the weblogs, I got many comments from my
friends and lecturer which triggered me to fix the mistakes and learn more how
to write right and well. I take it as great motivation for me doing better and
better in writing up to now, I do like this course format of blog-based.” (Said Hidayatullah, interview excerpt)
Moreover, Some of them did recommend
this course format to others, especially for writing activities. Nowadays, the
use of social media has been broadly applied by many people in worldwide,
especially in educational world at school and campus. Thus, the advancement
of technology should be noticed by
students to be more active in using it for the sake of educational progress.
“It would be
better when the use of technology for example this weblogs as learning media
among students and lecturer is developed to all subjects which can employ the
facility. Also, weblogs usage can decrease the cause and effect of global
warming as the old way to submit students’ assignment wasted many papers which
made of trees. It’s much better to advance the use of technology in this era;
paperless.” (Umar bin Abdul Aziz,
interview excerpt)
As a result, it was known that there
were many benefits of posting writing
work on weblog for improving students writing such as: they could improve their
ability in writing from comments given by their friends and lecturer related to
their grammar, capitalization and punctuation, content of essay and many more.
They also had opportunity to share knowledge each other from posting on the
weblogs that gave them an assist to explore more and construct creative ideas
in order to produce a better writing.
However, there were also some points
that should be noticed in applying this media ‘weblogs’ as a learning strategy
regarding with posting students’ writing work on it. Some rules were needed to
be prepared for lecturer before ordering students to post their work. As it
used technology with internet-based connection, which meant everything seemed
to be simpler as it be, an action of plagiarism
was awfully easy to be done by some students. That was why the lecturer
needed to check the sources which the students should cite on their writing
when they took references from the internet.
“The use of
weblogs as learning media to post students’ writing work indeed has many
benefits for both the lecturer and students. However, the lecturer should be
more able to see the gap in applying it. The students are better avoid or lessen
to use goggle translate in order to show and maintain their effort in
accomplishing the task. Additionally, it is also needed for students to cite
the reference they take to support their writing, and not allowed to do copying
pasting, at least they can paraphrase.”
(Inayah, interview excerpt)
Therefore, with regard to have a certain
quality and better product of writing to be then posted on the weblogs, the
students also needed to consider how to be wiser in seeing and employing the
advancement of technology, so it would be more beneficial, pragmatic, and
practical for them and also for their product of writing.
In conclusion, the use of weblogs as
learning strategy to post students’ writing work had positive effects on
students’ motivation in learning writing. The students were enjoyed using the
facility, and put the evidences happened on it as their motivation to keep
practicing and increase their writing
skill. This result could then answer the problem formulated about whether there
was a positive effect of posting students’ writing work on social media
‘weblogs’ on students’ motivation in learning writing or not.
4. Conclusion
This
research revealed that the use of weblogs Colasula.com
as learning media especially to post students’ writing assignments in the
writing 4 classes could give positive contribution towards students’ learning
motivation in writing. This way of using blog-mediated task assembling could
drive the students to be more motivated in the process of completing writing
tasks. Also, the students felt encouraged to write better and work harder in
order to produce their best writing to the readers. Additionally, using weblogs
Colasula.com enables the students to do
self-examine, review, make comments on each other’s work, and get knowledge of
each other’s work. To conclude, posting students’ writing work on social media
‘weblogs’, Colasula.com, not only gave good impact to the
students for completing their writing work, but also improved their motivation
in learning writing and their writing ability. Therefore, it is suggested
to both the students and lecturers to take the advantages of an advancement in
technology for educational purpose. Concerning with the development of technology
so rapidly, the users should then be fair and judicious in using these
facilities in order to achieve the better improvement on the process of
teaching and learning as goal.
5.
References
Adekeye, O. et al. (2012). “Effects of Motivation on
Test Performance of First Year Covenant University Students”. Journal of Education
and Practice, 13 (3), pp. 65-73.
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Asdi
Mahasatya.
Best, J. W. (1981). Research in Education. New Jersey: Prentice Hall, Inc.
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge:
Cambridge University Press.
Cohen, L. et al. (2007). Research Methods in Education (6th ed.). New York: Routledge.
Crowther, D., & Lanchaster, G. (2009). Research Methods: A Concise Introduction to
Research in Management and Business Consultancy (2nd ed.). Oxford, UK:
Elsvier.
Dörnyei, Z., & Ema U. (2011). Teaching and Researching Motivation, (2nd ed.). Great Britain:
Pearson Education Limited.
Gay L. et al. (2011). Educational Research: Competencies for
Analysis and Aplication (10th ed.). United States: Pearson Education, Inc.
Gebhard,
J.G. (2006). Teaching English as a
Foreign or Second Language: A Teacher Self-Development and Methodology Guide.
Ann Arbor: The Uniuversity of Michigan Press.
Genc, B. (2007). An Analysis of Communication Strategies
Employed by Turkish- Speakers of English. Doctoral
Dissertation, The Institute of Social Sciences, Department of English
Language Teaching, Cukurova University, Adana: Turkey.
Graham,
S. & Perin D. (2007). Writing next:
Effective strategies to improve writing of adolescents in middle and high
school – A report to Carnegie Corperation of New York. Washington, DC:
Alliance for Excellent Education.
Harmer, J. (2004). How to
Teach Writing. Essex: Pearson Education Limited.
________. (2007). The Practice of English Language Teaching (4th ed.). Harlow:
Pearson Education Limited.
Keller,
J. M., & Suzuki K. (1998). Use of the
ARCS Motivation Model in Courseware Design. In D.H. Jonassen (Ed.),
Instructional Design for Microcomputer Courseware. Hillsdale, NJ: Lawrence
Erlbaum.
Keller,
J. (2000). “How to Integrate Learner Motivation Planning into Lesson Planning:
The ARCS Model Approach”. Running Head: Integrating Motivation. Paper
presented at VII Semanario, Santiago, Cuba, February, 2000, accessed from https://pantherfile.uwm.edu/simonec/public/Motivation%20retention%20articles/Articles/Keller_IntegrateMotivationIntoLessonPlans.pdf on March 9, 2015.
Novakovich,
J. & Erin C. L. (2013). “Digital Performance Learning: Utilizing a Course
Weblog for Mediating Communication”. Educational Technology & Society,
16 (4), pp. 231–241.
Raman. (2011). “The usage of technology among
education students in University Utara Malaysia: An application of extended
Technology Acceptance Model”. International
Journal of Education and Development using Information and Communication
Technology (IJEDICT), 7 (3), pp. 4-17.
Saville-Troike, M. (2012). Introducing Second Language Acquicition (2nd ed.). Cambridge:
Cambridge University Press.
Yunus, M. Md., & Hadi S. (2012). “The
Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’
Perceptions”. International Journal of
Education and Information Technologies, 2012, 6 (1), pp. 87-96.
Zhang, H. et al. (2014). “The effects of
blog-mediated peer feedback on learners’ motivation, collaboration, and course
satisfaction in a second language writing course”. Australian Journal of Education Technology, 2014, 30 (6), pp.
670-685.
Zhang, L. J. (2014). “A Dynamic Metacognitive
Systems Perspective on Developing Academic Writing Skills: Writing across the
Genre and the Curriculum”. PROGRAM
BOOK of English Language Curriculum
Development:Implication for Inovations in Language Policy and Planning
Pedagogical Practices, and Teacher Professional Developments in the 61st,
TEFLIN International Conference. English Education Departmen Teacher Training
Faculty Sebelas Maret University, Solo, 7-9 October 2014, accessed from http://e-resources.pnri.go.id. on January 28, 2015.
No comments:
Post a Comment