ISSN: 2222-6990
Open access
Traditional method of teaching writing has been seen monotonous to the current generation thus this forces educators to incorporate and integrate Web 2.0 which allows for more exposure to teaching and learning as it involves the use of technology and the internet. This study explores the use of Instagram as a platform in developing students’ English language writing ability and to discover their attitudes towards Instagram as an interactive learning tool. Employing an action research design, 25 Form 3 English language learners in SM Sains Rembau were involved and their posts containing descriptive writing were given corrective feedback and analyzed. A survey was conducted to collect their attitude. The results of the study indicate Instagram as an effective tool for developing learners’ vocabulary range and grammatical accuracy. Learners also portrayed positive attitude as they fancied the use of Instagram for writing. Instagram can be an effective pedagogical tool in second language acquisition if used and supervised appropriately.
Anggraeni, C. W. (2017).Students Perspectives toward the Use of Instagram in Writing Class. In English Language and Literature International Conference (ELLiC) Proceedings(Vol. 1, pp. 68-74).
Ayuni Akhiar, A. M. & Kasuma, S. A. A. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction (MJLI), Special issue on Graduate Students Research on Education, 47-72.
Bakeer, A. (2018). Effects of Information and Communication Technology and Social Media in Developing Students’ Writing Skill: A Case of Al-Quds Open University Flipped Classes to Develop Students’ Attitudes Towards Learning EFL View project https://www.researchgate.net/publication/326604729 [11
November 2018].
Cahyono, B.Y., Widiati, U. & Dwi Handayani, A. 2018. The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions 6(2)
www.scholink.org/ojs/index.php/seltURL:http://dx.doi.org/10.22158/selt.v6n2p112 [11 November 2018].
Frog, A.(2016).frogasia.https://frogasia.com/en/frog-vle/[3 April 2018]
Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learner’s Writing Proficiency. Ulster University.
Kurniawan, A., & Kastuhandani, L. A. (2016). Utilizing Instagram for engaging students in their creative writing. Proceedings of Indonesia Technology Enhanced Language Learning, 4-7.
Lim, D. (2018). Quality Assurance in Higher Education: A Study of Developing Countries: A Study of Developing Countries. Routledge.
Maulina, C.R. (2018). An Analysis of Students’ Ability in Writing Caption Through Instagram. Research In English and Education.3(1),8-16
Nordin, N. M., Embi, M. A., & Zaidan, A. W. (2011). E-Learning in Malaysia Higher Education Institutions: Status, Trends & Challenges. In M. A. Embi (Ed.), Integration of E-Learning in Teaching & Learning in Malaysian Higher Education Institutions (pp. 81-98). Department of Higher Education, Ministry of Higher Education.
Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14, 161-178. Retrieved from http://www.jite.org/documents/Vol14/JITEv14ResearchP161-178Ruggiero0958.pdf
Sakkir, G., Rahman Q., & Salija, K., (2016). Students? Perception on Social Media in Writing Class at STKIP Muhammadiyah Rappang, Indonesia. Available from: file:///D:/Documents/Downloads/57669-212147-1- PB.pdf
Sanders, A. M., & Isbell, L. J. (2018). Preservice Teachers' Self-Reflection Practices When Integrating Educational Technology in the Classroom. In Z. Djoub (Ed.), Fostering Reflective Teaching Practice in Pre-Service Education (pp. 254-271). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2963-7.ch014
Sirait, J.B. & Marlina, L. (2018). Using Instagram As A Tool For Online Peer-Review Activity In Writing Descriptive Text For Senior High School Students. Journal of English Language Teaching 7(1),291–302.
http://ejournal.unp.ac.id/index.php/jelt/article/view/9771/pdf [11 November 2018].
Somekh, B. (2006). Action Research: A Methodology for Change and Development. Berkshire and New York: Open University Press.
Yuheng,H. Manikonda, L. & Kambhampati, S. (2014). What We Instagram?: A First Analysis of Instagram Photo Content and User Types. Proceedings of ICWSM. AAAI.
Yunus, M.M., Li, L.K.S & Ishak, N.M. (2012). Benefits of Using Web 2.0 Technologies for English Language Learning: Gifted Students’ Perception. Advances in Environment, Computational Chemistry and Bioscience. 978-1-61804-147-0
Yunus, M.M., Salehi, H., Amini, M., Shojaee, M., & Fei, W.Y. (2016). Activities and Suggestions for Using Social Networking in Teaching ESL Writing. Journal of Theoretical and Applied Information Technology 2 (84).
Yunus, M.M. and Salehi, H. (2012). The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’ Perceptions. International Journal of Education an
In-Text Citation: (Shazali, Shamsudin, & Yunus, 2019)
To Cite this Article: Shazali, S. S., Shamsudin, Z. H., & Yunus, M. M. (2019). Instagram: A Platform to Develop Student’s Writing Ability. International Journal of Academic Research in Business and Social Sciences, 9(1), 88–98.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode