This research aims to describe the perception on the use of Instagram to improve students' ability and interest in writing. This study applied descriptive qualitative method. Data and data sources in this study were grade X senior high school teachers and students. Data collection techniques using interview and observation techniques. The data analysis technique used is interactive data analysis techniques. The results showed that most students argued learning by using photo-based media on social media Instagram could help to improve their writing skills, because according to them, it was fun and increase their motivation in writing. Teacher also claimed that the use of Instagram as a learning media had an impact in improving the students' writing ability.

Instagram app allows its users to tell their stories worldwide through publishing their images which are sometimes accompanied by some verbal description of the texts. This study aims to find out if picture-series-on-instagram app can be used as a learning tool in the classroom to improve students’ writing ability on narrative text type. The design of the present research was quasi-experimental. The population of the research was the tenth-grade students of a public senior high school in Kampar. Two classes were selected as the experimental and controlled classes. The total number of both classes was ninety students. Data collection technique was a pre-test and post-test of writing a narrative text. The results of test were scored by two experts as the raters whereas a writing assessment rubric by Brown (2007) was employed as the reference. Data analysis technique of the research used an independent t-test formula to compare the post-test results from the experimental and the contro...

This research's objectives were to examine whether Instagram as a Learning Media is useful toward students' writing recount text or not and measuring how significant the effect of Instagram on students’ writing recount text before and after treatment. This quasi-experimental research involved 35 students as participants from two different classes. Researchers took 10th graders from a selected private school in Purbalingga as research samples. Two IPS classes were selected, i.e., X IPS 1 was set as an experimental class, and X IPS 2 was set as a control class. The data were collected from the score of pre-test and post-test after the treatment. Researchers then compared the students’ achievement from control and experimental classes and analyzed the data using descriptive analysis and N-gain. The research findings indicated a significant achievement of students' competencies in using Instagram than conventional learning in writing recount text. The average N-gain score fr...

Purpose – This study examines university students’ perceptions and attitudes towards the use of Instagram in English language writing. Like other social networking sites (SNS), the design of Instagram promotes community-centeredness, and supports the dissemination of authentic content that creates opportunities for meaningful interactions among language learners. Methodology – There were 101 participants of this study who participated in a descriptive English essay writing activity on Instagram, answered a set of questionnaire with 20 closed-ended items, and five open-ended questions about using Instagram for English language learning. Focus groups’ discussions with all of the respondents were held to elaborate the open-ended items. The closed-items were analysed quantitatively using mean scores, while the open-ended items were analysed both quantitatively (mean scores) and qualitatively (content analysis). Findings – The results demonstrated students’ high positive perceptions and ...

This study aimed to investigate the use of social media as a medium in learning writing skills. The subjects of this survey study were 124 second-year students of the English Study Program, Faculty of Teachers Training and Education, Universitas Riau (2019 batch) selected using the total sampling technique. There were 85 out 124 students who completed the questionnaire. Data were analyzed using descriptive statistics in the form of frequencies and percentages. This study showed that the kinds of social media that are commonly used in learning writing are Twitter, YouTube, Instagram, WhatsApp, and Facebook. Some specific writing skills learned through social media claimed by the respondents included learning new vocabulary, grammatical structure, correct spelling, paragraph development, correct capitalization, correct punctuation, unified ideas, and coherent ideas. Respondents also reported that they used social media for several purposes: adding references and information, taking as...

Social media are recently used beyond communication, it is also used as a tool to learn foreign language by posting content written in English. The purpose of this study is to explore the use of social media in learning writing. Problems faced by students in learning writing is the ability to generate idea in writing. This study employed descriptive qualitative research. The subjects were 30 EFL students who took basic writing course. Instrument used was interview, observation, and questionnaire. To gain the data, social media are used as a tool to develop students’ writing as well as to publish their writing. Students made outline, draft, and revision in WhatsApp group. They received instant feedback from both peers and teacher. They publish their writing on WhatsApp Group. Result indicated that WhatsApp is effective to be used for asynchronous learning in which writing project needs extra time. WA could improve students’ writing skill because it builds good learning community in w...

The integration of technology in language classroom is a prerequisite in the twenty-first century teaching. Social media as part of technology advancement has a great potential to improve students" motivation and the efficacy of learning a language. Therefore, the present study sheds light on the effect of the use of Instagram on ESP students" writing ability. It involved 36 Indonesian ESP students majoring in Sharia Banking of a university in Surakarta Indonesia. The pre-experimental research was conducted in eight meetings, including the writing pre-test and post-test. The students were assigned to write a descriptive essay by means of Instagram as the instructional medium. A questionnaire was also given to reveal their perceptions toward the use of Instagram to practice writing. The result of the data analysis showed that there was a significant difference on the students" writing scores between the pre-test and the post test. The finding of this study is expected to provide significant contribution to the realm of English for specific purposes (ESP) teaching in Indonesia. Based on the findings, some insights are given for teachers and future researchers about the potential use of Instagram on the teaching of writing.

Social media offers new platforms for digitally native students to learn, engage, interact and collaborate [3] [7] [10]. Increasingly, higher education faculty across the globe are taking advantage of social media platforms as spaces to bridge formal and informal learning through student writing composition, content analysis and digital identity formation [13]. Although many studies have investigated educational uses of social media platforms such as Twitter and Facebook, there is currently relatively little literature on using Instagram in language classrooms. In the Arabian Gulf context, using Instagram is a popular pastime to the point where it can be a distraction in the classroom. One challenge is to utilize such a popular tool for teaching and learning. This article presents the findings from a mixed-method study which investigates how Instagram can be used as a motivating tool for paragraph writing. The study takes the form of classroom-based enquiry, and gains the perspectives of thirty Emirati university students in an English foundation program. Instagram was used as part of a six-week project on the theme of identity, which involved posting pictures and paragraphs weekly on a private class account and giving and receiving peer feedback. The final week of the project involved students making a short movie from this content to be shared with the class. From pre-test and post-test questionnaires and semi-structured focus groups, using Instagram in this way was viewed as motivating and engaging. The majority of participants felt the peer feedback they had received on Instagram had encouraged them to spend more time and effort on their paragraph writing. An additional benefit was the improved rapport felt as a class due to the sharing of important aspects of their identities.

The study aims to know about the effect between before and after taught using the Instagram feed. This study used pre-experimental with non-parametric. The researcher used one-group pre-test and post-test design. In this research, the population consists of grade tenth SMK Sore Tulungagung and 15 students in one class for the sample. The researcher used Cluster Sampling. The instruments used in this study were tests and Instagram feed. The analysis of the data obtained using Saphiro Wilk, Levene Test, and Wilcoxon Test in SPSS 21.0. The finding of this research showed that the pre-test standard error mean is 0,235 < 5,40, and the post-test standard error mean is 0,133 < 8,47. The Asymp. Sig was 0,001, it was smaller than 0,05 (0,001 < 0,05). It can be concluded that the hypothesis is accepted. This means that there was a difference between the results of learning descriptive text writing for pre-test and post-test. Overall, it might be concluded that using Instagram as a t...