THE USE OF INSTAGRAM VLOG FOR ENGLISH SPEAKING PRACTICES: STUDENTS’ PERCEPTIONS AT SMAN 13 PALEMBANG

Walia Anggraini; Dian Erlina; Husnai Husnaini

doi:10.36269/expose.v1i1.1701

THE USE OF INSTAGRAM VLOG FOR ENGLISH SPEAKING PRACTICES: STUDENTS’ PERCEPTIONS AT SMAN 13 PALEMBANG

Walia Anggraini, Dian Erlina, Husnai Husnaini

Abstract

The aim of this study was to find out students’ perceptions of Instagram vlog for English speaking practices at SMAN 13 Palembang. The qualitative research method with a case study approach was applied in this study. The participants of this study were four students of XI IPA 4 at SMAN 13 Palembang. The data obtained from interview were analyzed by using thematic analysis. The findings of this research showed that there were some advantages and limitations of Instagram vlog in speaking practices, namely: (1) Improve English students’ Pronunciation, (2) Develop English students’ Vocabulary, (3) Improve English students’ grammar (4) Improve English students’ speaking Fluency, (5) Increase Self-confident English Students’ Speaking, (6) Increase motivation for English students’ Speaking, (7) Problem with Internet connection.

Full Text:

PDF

References

Adediwura, A., Tayo, Bada. 2007. Perception of Teacher Knowledge, Attitude, and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools. Educational Research and Review, (Online). 2 (7), (http://www.academicjournals.org/ERR, access 05 May 2017).

Akhiar, A., Mydin, A.-A., & Kasuma, S. A. (2017). Students' perceptions and attitudes toward the use of instagram in English language writing.

Malaysian Journal of Learning and Instruction, 47-72.

Ally, M. (2008). Foundations of educational theory of online learning. In Anderson, T. (Ed.) The Theory and Practice of Online Learning. 2nd Edition. Alberta, Canada: Athabasca University Press. 15-44.

Amalia, M. F. & Praditya, P. U. (2021) Investigating Students’ Self-Confidence In Teaching English Speaking By Using Instagram As An Intructional Media. Jurnal Pendidikan Tembusai. 5 (1). 4438-4445

Asmara. R (2020). Teaching English in a virtual classroom using whatsapp during covid-19 pandemic. Language and Educational journal, 5 (1).

Asmaak, L. & Mahadi, R. (2019). Instagram as a digital tool to enhance students’ writing skills. Journal: Communication in Scientific Inquiry, 1(1), 35-42.

Azlan, N. A., Zakaria, S. B., & Yunus, M. M. (2019). Integrative task-based learning: developing speaking skill and increase motivation via instagram. International Journal of Academic Research in Business & Social Sciences, 620-636.

Behnke, R. R. & Sawyer, C. R. (2004). Public speaking anxiety as a function of sensitization and habituation process. Communication Education 53, 2004(2): 164-1173.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3(2), 77-101.

https://www.researchgate.net/publication/235356393.

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York: Addison Wesley Longman, Inc.

Creswell, J. W. (2012). Educational research planning, conducting, evaluating quantitative and qualitative research. New York : Pearson.

Crowley, B. (2015). Connecting a classroom : Reflections on using social media with my students. 2015, 21 January. 2016..

Dewing, M. (2010). Social media: An introduction. parliamentary information and research service, social affairs division. Canada: Library of Parliament.

Gokturk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of EFL learners. Journal:Teaching English with Technology, 16(2), 71-96.

Handayani, Fitri. (2016). Instagram as a teaching tool? Really?. Proceedings of the Fourth International Seminar onEnglish Language and Teaching. Solok: UMMY.

Handayani, A. D., Cahyono, B. Y., & Widiati, U. (2018). The use of instagram in the teaching of EFL writing: effect on writing ability and students’ perceptions. Studies in English Language Teaching, 112-126.

Ma’ruf, Basof, Fadilah and Akmal (2019). English Students’ Perceptions of Using WhatsApp in Paragraph Writing Class. International Journal Of Scientific & Technology, 8 (10), 2277-8616

Melani, A.,&Andrew, A. (2017). Social media and academic performance of undergraduate students. International Journal of Research 04(14), 3449-3462. https://edupediapublications.org/journals.

Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subject. Journal of Economic Development, Environment and People, 7(1), 23-48.

Naidu, Som. (2006). Onlie Learning: a guidebook of principles, procedures and practices. New Delhi: Aishi Creative Workshop

Olubiyi, S. (2012). Social media and Nigeria Youth burden. http://bluepringng.com/2012/12/socialmedia-and-nigerian-youth-burden retrieved 1/06/2019.

Rahayu, A. S. & Nurviyani, V. (2018). A study of students’ speaking skill through vlog. JOEPALLT: Journal of English Pedagogy, Linguistics, Literature, and Teaching, 6 (2).

Sari, P. (2017). Using vlog in the youtube channel as a means to improve students’ motivation and confidence to speak English in intermediate 1 level of LB-LIA Jambi. International Journal of Language Teaching and Education, 1 (1), 38-34.

Sirait, J. B., & Marlina, L. (2018). Using instagram as a tool for online peer-

review activity in writing descriptive text for senior high school. Journal

of English Language Teaching 1. 291-302.

Spratt, M. Pulverness, A. & William, M. (2005). The TKT Teaching Knowledge Test Course. Cambridge University Press.

Watkins, J. (2012). Increasing student talk time through vlogging. Language

Education in Asia, 3(2), 196-203

Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through instagram vlog. A Journal on Language and Language Teaching.

DOI: https://doi.org/10.36269/expose.v1i1.1701