Enhancing English Language Learning in Higher Education through Instagram: A Design and Development Approach

  • Abd. Syakur 
    STKIP PGRI Sidoarjo
    Indonesia
  • Ni Nyoman Padmadewi
    Universitas Pendidikan Ganesha, Bali
    Indonesia
  • Ni Luh Putu Sri Adnyani
    Universitas Pendidikan Ganesha, Bali
    Indonesia
  • Rizki Prasetya
    Universitas Negeri Malang
    Indonesia
  • Fajar Sandi Prawoco
    Universitas Negeri Malang
    Indonesia

Abstract

This study investigates the utilization of Instagram as a tool for enhancing English language learning among higher education students. Amidst the growing influence of social media on student lifestyles, the research aimed to harness Instagram's potential for educational purposes, particularly in language acquisition. Employing a Design and Development (D&D) approach with the four-dimensional (4D) model - Define, Design, Development, and Dissemination - the study focused on creating and implementing English learning materials tailored for the Instagram platform. The research methodology included the use of a questionnaire to assess the effectiveness of the instructional materials. These materials were validated by a panel consisting of two media experts, two language experts, and two material experts, ensuring content validity. The study involved a purposively selected sample of 30 students, emphasizing first-semester English majors who were active Instagram users. This approach facilitated an evaluation of the reliability and validity of the instructional materials and the research instrument. Key findings indicated that Instagram as a learning platform significantly boosted student engagement and interaction in English language learning. The study revealed the importance of social media, particularly Instagram, in fostering a more interactive and engaging learning environment. However, the research faced limitations due to its reliance on self-reported data and its focus on a specific student demographic. The study recommends future research to expand beyond first-semester English majors and explore various social media content types for effective educational outcomes. Longitudinal studies and qualitative research methods are suggested to gain deeper insights into student interactions with social media in educational contexts. This research underscores the potential of integrating social media platforms like Instagram into educational curricula, tailored to the digital habits and preferences of contemporary students.

Keywords
  • Instagram in education
  • English language learning
  • Social media pedagogy
  • Higher education engagement
  • Instructional material design
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Syakur, A., Padmadewi, N. N., Adnyani, N. L. P. S., Prasetya, R., & Prawoco, F. S. (2023). Enhancing English Language Learning in Higher Education through Instagram: A Design and Development Approach. KONSELOR, 12(3), 192–200. https://doi.org/10.24036/0202312342-0-86
Endnote/Zotero/Mendeley (RIS) BibTeX
References
  1. Åberg, E. S., Ståhle, Y., Engdahl, I., & Knutes-Nyqvist, H. (2016). Designing a website to support students’ academic writing process. Turkish Online Journal of Educational Technology, 15(1), 33–42.
  2. Al Alhareth, Y., & Al Dighrir, I. (2014). The Assessment Process of Pupils’ Learning in Saudi Education System: A Literature Review. American Journal of Educational Research, 2(10), 883–891. https://doi.org/10.12691/education-2-10-6
  3. Al Mubarak, A. A. (2016). Learning English as a Second Language through Social Media: Saudi Arabian Tertiary Context. International Journal of Linguistics, 8(6), 112–127.. https://doi.org/10.5296/ijl.v8i6.10449
  4. Anguita, J. C., Labrador, J. R. R., & Campos, J. D. (2003). Surveys as a research technique. Composition of questionnaires and statistical processing of data (I). Aten Primaria, 31(8), 527–538. https://doi.org/10.1016/S0212-6567(03)70728-8
  5. Anwas, E. O. M., Sugiarti, Y., Permatasari, A. D., Warsihna, J., Anas, Z., Alhapip, L., Siswanto, H. W., & Rivalina, R. (2020). Social media usage for enhancing english language skill. International Journal of Interactive Mobile Technologies, 14(7), 41–57. https://doi.org/10.3991/IJIM.V14I07.11552
  6. Boyd, D. M., & Ellison, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
  7. Boyd, D. M. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
  8. Chang, B., & Lu, F.-C. (2018). Social Media Facilitated English Prewriting Activity Design and Evaluation. Asia-Pacific Education Researcher, 27(1), 33–42. https://doi.org/10.1007/s40299-017-0363-0
  9. Churchill, D. (2007). Web 2.0 and Possibilities for Educational Application. Educational Technology, 47(2), 24–29. https://www.jstor.org/stable/44429484
  10. Dhir, A., Buragga, K., & Boreqqah, A. A. (2013). Tweeters on campus: Twitter a learning tool in classroom? Journal of Universal Computer Science, 19(5), 672–691.
  11. Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213–226. https://doi.org/10.1016/j.compedu.2018.02.007
  12. Dings, A., & Spinath, F. M. (2021). Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers. Social Psychology of Education, 24(6), 1461–1485. https://doi.org/10.1007/s11218-021-09659-2
  13. Fraenkel, L., Falzer, P., Fried, T., Kohler, M., Peters, E., Kerns, R., & Leventhal, H. (2012). Measuring Pain Impact Versus Pain Severity Using a Numeric Rating Scale. Journal of General Internal Medicine, 27(5), 555–560. https://doi.org/10.1007/s11606-011-1926-z
  14. Gholami-Kordkheili, F., Wild, V., & Strech, D. (2013). The impact of social media on medical professionalism: A systematic qualitative review of challenges and opportunities. Journal of Medical Internet Research, 15(8), e184. https://doi.org/10.2196/jmir.2708
  15. Gray, C., Pilkington, R., Hagger‐Vaughan, L., & Tomkins, S.-A. (2007). Integrating ICT into classroom practice in modern foreign language teaching in England: making room for teachers’ voices. European Journal of Teacher Education, 30(4), 407–429. https://doi.org/10.1080/02619760701664193
  16. Hettiarachchi, E., Mor, E., Huertas, M. A., & Rodriguez, M. E. (2014). A technology enhanced assessment system for skill and knowledge learning. CSEDU 2014 - Proceedings of the 6th International Conference on Computer Supported Education, 2(2014), 184–191. https://doi.org/10.5220/0004845601840191
  17. Khalid, A., & Muhammad, K. (2012). The Use of YouTube in Teaching English Literature: The Case of Al-Majma’ah Community College, Al-Majma’ah University (Case Study). International Journal of Linguistics, 4(4), 525–551. https://doi.org/10.5296/ijl.v4i4.2930
  18. Khoiriyah, Jalmo, T., & Abdurrahman. (2018). Development of assessment instrument higher order thinking skills on science subjects for student grade eight junior high school. The Online Journal of New Horizons in Education, 8(2), 19–29. http://repository.lppm.unila.ac.id/3260/25/developement HOTS instruments.pdf
  19. Koehler, A. A., & Vilarinho-Pereira, D. R. (2023). Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges. Educational Technology Research and Development, 71, 199–235. https://doi.org/10.1007/s11423-021-10060-1
  20. Lê, Q. T. N., & Polikoff, M. S. (2021). Do English Language Development Curriculum Materials Matter for Students’ English Proficiency? SAGE Open, 11(3), 1–15. https://doi.org/10.1177/21582440211035770
  21. Ledesma, R., Ibañez, G. M., & Mora, P. V. (2002). Internal consistency analysis by means of Cronbach’s Alpha: a computer program based on dynamic graphics. Psico-USF, 7(2), 143–152. https://doi.org/10.1590/S1413-82712002000200003
  22. Lin, M.-F. G., Hoffman, E. S., & Borengasser, C. (2013). Is Social Media Too Social for Class? A Case Study of Twitter Use. TechTrends, 57(2), 39–45. https://doi.org/10.1007/s11528-013-0644-2
  23. Lin-Siegler, X., Dweck, C. S., & Cohen, G. L. (2016). Instructional interventions that motivate classroom learning. Journal of Educational Psychology, 108(3), 295–299. https://doi.org/10.1037/edu0000124
  24. Liu, Y. (2010). Social Media Tools as a Learning Resource. Journal of Educational Technology Development and Exchange, 3(1), 101–114. https://doi.org/10.18785/jetde.0301.08
  25. Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503–528. https://doi.org/10.1111/jcal.12154
  26. Natalia, D. E., Asib, A., & Kristina, D. (2018). The Application of Authentic Assessment for Students Writing Skill. Journal of Education and Human Development, 7(2), 49–53. https://doi.org/10.15640/jehd.v7n2a5
  27. Obar, J. A., & Wildman, S. (2015). Social media definition and the governance challenge: An introduction to the special issue. Telecommunications Policy, 39(9), 745–750. https://doi.org/10.1016/j.telpol.2015.07.014
  28. Price, A. M., Devis, K., LeMoine, G., Crouch, S., South, N., & Hossain, R. (2018). First year nursing students use of social media within education: Results of a survey. Nurse Education Today, 61, 70–76. https://doi.org/10.1016/j.nedt.2017.10.013
  29. Romero-Hall, E. (2017). Posting, Sharing, Networking, and Connecting: Use of Social Media Content by Graduate Students. TechTrends, 61(6), 580–588. https://doi.org/10.1007/s11528-017-0173-5
  30. Sakkir, G., Rahman, Q., & Salija, K. (2016). Students’ Perception on Social Media in Writing Class at STKIP Muhammadiyah Rappang, Indonesia. International Journal of English Linguistics, 6(3), 170–175. https://doi.org/10.5539/ijel.v6n3p170
  31. Sharma, S. K., Joshi, A., & Sharma, H. (2016). A multi-analytical approach to predict the Facebook usage in higher education. Computers in Human Behavior, 55, 340–353. https://doi.org/10.1016/j.chb.2015.09.020
  32. Sirivedin, P., Soopunyo, W., Srisuantang, S., & Wongsothorn, A. (2018). Effects of Facebook usage on English learning behavior of Thai English teachers. Kasetsart Journal of Social Sciences, 39(2), 183–189. https://doi.org/10.1016/j.kjss.2018.03.007
  33. Snelson, C. L. (2016). Qualitative and mixed methods social media research: A review of the literature. International Journal of Qualitative Methods, 15(1), 1–15. https://doi.org/10.1177/1609406915624574
  34. Sun, Y., Wang, G., & Feng, H. (2021). Linguistic Studies on Social Media: A Bibliometric Analysis. SAGE Open, 11(3), 1–12. https://doi.org/10.1177/21582440211047572
  35. Sutherland, S., & Jalali, A. (2017). Social media as an open-learning resource in medical education: current perspectives. Advances in Medical Education and Practice, 8, 369–375. https://doi.org/10.2147/AMEP.S112594
  36. Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29(5), A60–A68. https://doi.org/10.1016/j.chb.2012.12.032
  37. Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(4), 639–651. https://doi.org/10.1111/bjet.12052
  38. Wang, Y., Fang, W.-C., Han, J., & Chen, N.-S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37. https://doi.org/10.14742/ajet.2640
  39. Xiao, Y., Han, J., Koenig, K., Xiong, J., & Bao, L. (2018). Multilevel Rasch modeling of two-tier multiple choice test: A case study using Lawson’s classroom test of scientific reasoning. Physical Review Physics Education Research, 14(2), 020104. https://doi.org/10.1103/PhysRevPhysEducRes.14.020104
  40. Xu, Q., Dong, X., & Jiang, L. (2017). EFL Learners’ Perceptions of Mobile-Assisted Feedback on Oral Production. TESOL Quarterly, 51(2), 408–417. https://doi.org/10.1002/tesq.335
  41. Xue, S., & Churchill, D. (2019). A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media. Educational Technology Research and Development, 67(5), 1231–1257. https://doi.org/10.1007/s11423-019-09679-y
  42. Zaleski, K. L., Gundersen, K. K., Baes, J., Estupinian, E., & Vergara, A. (2016). Exploring rape culture in social media forums. Computers in Human Behavior, 63, 922–927. https://doi.org/10.1016/j.chb.2016.06.036
  43. Zhan, Z., & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education, 69, 131–138. https://doi.org/10.1016/j.compedu.2013.07.002
  44. Zheng, Y., & Yu, A. (2016). Affordances of social media in collective action: the case of Free Lunch for Children in China. Information Systems Journal, 26(3), 289–313. https://doi.org/10.1111/isj.12096
Check for updates

Issue

Downloads

PDF

Statistic

Abstract Views
: 44 times
PDF
: 60 times