IMPACTS OF USING INSTAGRAM TO PRACTICE SPEAKING IN ENGLISH: PERSPECTIVES OF INDONESIAN NON-ENGLISH MAJOR LEARNERS

Yıl 2023, Cilt: 5 Sayı: 2, 38 - 54, 31.12.2023

Adaninggar Septi Subekti , Rama Damaryanan

https://doi.org/10.35452/caless.1351459

Öz

The present study was the continuation of a preceding survey study involving 102 Indonesian non-English major learners who were active Instagram users. The preceding survey study revealed that the participants had generally positive attitudes towards using Instagram to practice English speaking. Nonetheless, they were slightly less motivated to use it for learning purposes. Of the 102 survey participants, four were randomly selected to be invited for interviews for the present study. The interview data were analysed using Thematic Analysis and three recurring themes emerged on the perceived impacts of using Instagram to practice speaking. First, Instagram impacted learners’ learning at different magnitudes. Second, Instagram allowed for an interesting and flexible learning of speaking. Third, Instagram motivated learners to develop their speaking fluency. Despite the seemingly positive results, some excerpts indicated that some learners’ learning experiences using Instagram were somewhat superficial, unstructured, incidental, and fairly minimal. Based on the findings, teachers are suggested to capitalise on the popularity of Instagram among learners by incorporating it in explicit second/foreign (L2) language instruction. Possible limitations are stated alongside suggested directions for future studies.

Anahtar Kelimeler

Impacts, Instagram, non-English major learners, second/foreign language (L2), speaking practice

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Kaynakça

• Agustin, R. W., & Ayu, M. (2021). The impact of using Instagram for increasing vocabulary and listening skill. Journal of English Language Teaching and Learning (JELTL), 2(1), 1–7.
• Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115
• Akhiar, A., Mydin, A. A., & Kasuma, S. A. A. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction, Special Is, 47–72. https://doi.org/10.32890/mjli.2017.7796
• Al-Garawi, A. Y. A. (2012). Investigating the use of Instagram as a MALL tool: The case of Al-Imam University EFL students. Arab World English Journal, 3(2), 1–58.
• Azlan, N. A. B., Zakaria, S. B., & Yunus, M. M. (2019). Integrative task-based learning: Developing speaking skill and increasing motivation via Instagram. International Journal of Academic Research in Business and Social Sciences, 9(1), 620–636. https://doi.org/10.6007/ijarbss/v9-i1/5463
• Baruti, T. D. W. P., & Subekti, A. S. (2023). Instagram to learn English vocabulary: A study of Indonesian non-English major university students. IJEE (Indonesian Journal of English Education), 10(1), 107–125. https://doi.org/10.15408/ijee.v10i1.26969
• Binmahboob, T. (2020). YouTube as a learning tool to improve students’ speaking skills as perceived by EFL teachers in secondary school. International Journal of Applied Linguistics and English Literature, 9(6), 13. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.13
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
• Data Reportal. (2023). Instagram users, stats, data, and trends. Https://Datareportal.Com. https://datareportal.com/essential-instagram-stats
• Devana, T., & Afifah, N. (2020). Enhancing students’ speaking skill and motivation through Instagram vlog. Advances in Social Science, Education and Humanities Research, 513, 358–363. https://doi.org/10.2991/assehr.k.201230.131
• Devi, P., Virgiana, B., & Auli, M. (2020). Instagram: How do students view on it in speaking classroom. Jurnal Basis, 7(2), 351–362. https://doi.org/10.33884/basisupb.v7i2.2435
• Dirjal, A. H., & Ghabanchi, Z. (2020). The impact of Social Media application in promoting speaking skill of Iraqi University learners of English: A skype-based study. Arab World English Journal, 2, 76–89. https://doi.org/10.24093/awej/elt2.5
• Erarslan, A. (2019). Instagram as an education platform for EFL learners. Turkish Online Journal of Educational Technology - TOJET, 18(3), 54–69.
• Erikson, T. K., Hassan, S. M., & Stevani, M. (2021). Storytelling in Instagram: Exploring a creative learning in digital era. International Journal of English Language Studies (IJELS), 3(12), 1–9. https://doi.org/10.32996/ijels
• Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English Language skills. International Journal of English Linguistics, 7(5), 95. https://doi.org/10.5539/ijel.v7n5p95
• Gonulal, T. (2019). The use of Instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309–323. https://doi.org/10.30935/cet.590108
• Govil, P. (2013). Ethical considerations in educational research. International Journal of Advancement in Education and Social Sciences, 1(2), 17–22. https://doi.org/10.4324/9780429274503-19
• Gray, D. E. (2014). Doing research in the real world (3rd ed.). Sage Publications, Ltd.
• Hanim, S. (2021). Social media usage for learning English Language. Randwick International of Education and Linguistics Science Journal, 2(3), 461–466. https://doi.org/10.47175/rielsj.v2i3.289
• Hape, N. M. (2018). The effect of Instagram to students’ speaking at the Paradise English Course of Kampung Inggris in 2018. Artikel Skripsi Universitas Nusantara PGRI Kediri, 3, 1–13.
• Himmah, A., Suhartoyo, E., & Ismiatun, F. (2020). The effectiveness of uploaded-recorded video on Instagram at second graders’ SMAI Al-Maarif Singosari for speaking skill on hortatory exposition. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 15(28), 1–13.
• Hughes, R. (2002). Teaching and Researching Speaking (2nd ed.). Pearson Education Limited.
• Ilyas, M., & Putri, M. E. (2020). YouTube channel: An alternative social media to enhance EFL students’ speaking skill. J-SHMIC : Journal of English for Academic, 7(1), 66–76.
• Israel, M., & Hay, I. (2006). Research ethics for social scientists. SAGE Publications Ltd.
• Kazemi, A., & Narafshan, M. H. (2014). Technology and English Language Teaching (ELT). Advances in Language and Literary Studies, 5(6), 61–65. https://doi.org/10.7575/aiac.alls.v.5n.6p.60
• Li, V. (2017). Social media in English language teaching and learning. International Journal of Learning and Teaching, 3(2), 148–153. https://doi.org/10.18178/ijlt.3.2.148-153
• Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 8(3), 3351–3359.
• Mahmudah, R., & Ardi, H. (2020). The use of Instagram platform toward junior high school students’ speaking ability. Education and Humanities Research, 411(Icoelt 2019), 364–369. https://doi.org/10.2991/assehr.k.200306.061
• Mamudi, S. F., & Alamry, T. C. S. (2021). Students’ perspective of the use of Instagram to learn English vocabulary. Sintuwu Maroso Journal of English Teaching, 7(1), 65–68.
• Marleni, L., & Asilestari, P. (2018). The effect of using Social Media: Whatsapp toward the students’ speaking skill. Journal of English Language and Education, 3(2), 1–16.
• Mazouzi, S. (2013). Analysis of some factors affecting learners’ oral performance - A case study: 3rd year pupils of Menaa’s middle schools. Mohamed Khider University of Biskra.
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
• Mitu, R. K. (2020). Using social media to promote EFL learners’ speaking skill: Perceptions from both teachers and learners. International Journal of Advanced Research in Education and Society, 2(1), 74–84.
• Mustafa, E. N. E. (2018). The impact of YouTube, Skype and WhatsApp in improving EFL learners’ speaking skill. International Journal of Contemporary Applied Researches, 5(5), 18–31.
• Mykytiuk, S., Lysytska, O., Melnikova, T., & Mykytiuk, S. (2022). Facebook as a flexible ubiquitous learning space for developing speaking skills. IAFOR Journal of Education: Language Learning in Education, 10(1), 109–133. https://doi.org/10.22492/ije.10.1.06
• Nurhayati-Wolff, H. (2023). Share of Instagram users in Indonesia as of July 2023, by age group. Www.Statista.Com. https://www.statista.com/statistics/1078350/share-of-instagram-users-by-age-indonesia/
• Nurhikmah, Z. (2021). The effectiveness of media Instagram toward the students’ speaking skills at Islamic Institute Sunan Kalijogo Malang. Language Education Journal.
• Pujiati, H., Zahra, & Tamela, E. (2019). The use of Instagram to increase students’ motivation and students’ competence in learning English. Advances in Social Science, Education and Humanities Research, 335, 651–656.
• Rajani, F. R., & Chalak, A. (2021). A SWOT analysis of Instagram English teaching pages. Journal of Foreign Language Teaching and Translation Studies, 6(3), 25–44. https://doi.org/10.22034/efl.2021.297627.1111
• Rakhmanina, L., & Yuneva, Y. (2018). The application of Instagram activity to improve students’ motivation in English speaking. Edu-Ling: Journal of English Education and Linguistics, 2(1), 49. https://doi.org/10.32663/edu-ling.v2i1.642
• Rose, W. (2013). Anonymity and confidentiality. In What are Qualitative Research Ethics (Issue May). Bloomsbury Collections.
• Rosyida, E., & Seftika, S. (2019). Instagram as social media for teaching writing. Journal of English Language Teaching and Applied Linguistics, 5(1), 60–70. https://doi.org/10.26638/js.831.203X
• Salikin, H., & Tahir, S. Z. Bin. (2017). The social media-based approach in teaching writing at Jember University, Indonesia. International Journal of English Linguistics, 7(3), 46. https://doi.org/10.5539/ijel.v7n3p46
• Sari, F. M., & Wahyudin, A. Y. (2019). Blended-learning: The responses from Non-English Students in the Indonesian tertiary context. Teknosastik: Jurnal Bahasa Dan Sastra, 17(1), 23. https://doi.org/10.33365/ts.v17i1.204
• Sari, Y. N., & Margana, M. (2019). YouTube as a learning media to improve the student’s speaking ability in 21st century. Journal of English Language Teaching and Linguistics, 4(2), 263–272. https://doi.org/10.21462/jeltl.v4i2.296
• Seftika, E. R. M. R. (2019). How is Instagram implemented in teaching speaking? Advances in Social Science, Education and Humanities Research, 254, 386–388. https://doi.org/10.2991/conaplin-18.2019.74
• Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). Teachers College Press.
• Subekti, A. S. (2018a). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244.
• Subekti, A. S. (2018b). Investigating the relationship between foreign language anxiety and oral performance of non-English major university students in Indonesia. Dinamika Ilmu, 18(1), 15–35.
• Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through Instagram vlog. LLT Journal: A Journal on Language and Language Learning, 22(1), 111–123.