Fatimah Mulya Sari(1*), Achmad Yudi Wahyudin(2),

(1) Universitas Teknokrat Indonesia
(2) Universitas Teknokrat Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.26858/ijole.v1i1.7064


Addressing the needs of the millennial students brings the implemention of blended learning using social network site in the teaching and learning process. Instagram becomes one of the most popular social network sites in Indonesia. It has been a potential teaching platform to help English teachers to facilitate language learning, especially for learners at the tertiary level. This paper is intended to explore the students’ perceptions toward English language learning and the implementation of Instagram in their English for Business class. Students’ attitudes toward English course should be investigated to form a basis for this further study. The subjects were 116 undergraduate students who took general English for Business course at the Faculty of Engineering and Computer Science, University of Teknokrat Indonesia. They were classified into three groups. The data gained were from observation, questionnaire, and interview. The data, then, were analyzed quantitatively and qualitatively. The results indicated that most students showed high positive perceptions in using Instagram in their learning since social network Instagram influenced their motivation, engangement, and attitudes. In addition, internet connection and its speed, misunderstanding, and miscommunication toward the materials and task instructions were considered as the problems that hamper their learning. Instagram might help the students to learn English Language. Thus, it is suggested to improve the teaching of technology skills by preparing suitable digital literacy in academic content.


blended learning; English for Business; social network site; Instagram; students’ perception

Full Text:



Al-Badwawi, H. S. Q. (2011). The Perceptions and Practices of First Year Students’ Academic Writing at the Colleges of Applied Sciences in Oman. Oman: University of Leeds (Doctoral Dissertation).

Ayuni A., Al-Amin M., & Shaidatul, A. A. K. (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.

Bell, M. A. (2013). Picture this! Using Instagram with students. Internet@Schools, 20(4), pp. 23-25.

Blair, R. & Serafini, T. M. (2014). Integration of Education: Using Social Media Networks to Engage Students. Systemics, Cybernetics, and Informatics, 12(6), pp. 28-31.

Bloch, J. (2008). From the Special Issue Editor. Language Learning and Technology, 12(2).

Brown, H. D. (2000). Principles of Language Teaching and Learning (The 4th Edition). White Plains, New York: Longman.

Callan, V. J. & Johnston, M. A. (2017). Social Media and Student Outcomes: Teacher, Student, and Employer Views. Australia: NCVER, ABN 87 007 967 311.

Ellis, R. (2008). The Study of Second Language Acquisition, 2nd Edition. Oxford: Oxford University Press.

Ibrahim, N., Haniem, A., & Nambiar, M. K. R. (2013). What Master Teachers Do: A Case Study of Planning, Facilitating, Role Modeling, and Developing Materials. International Education Studies, 6 (6): 86-94.

Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learners’ Writing Proficiency. Ulster University: A Dissertation.

Lane, M. & Coleman, P. (2011). Technology Ease of Use through Social Networking Media. Journal of Technology Research, 3.

Liliia, K. & Gulnara, G. (2016). Mobile Technologies in Teaching English as a Foreign Language in Higher Education: A Case Study of Using Mobile Application Instagram. Proceedings 9th International Conference of Education, Research, and Innovation, 6155-6161. Seville, Spain, November 14-16, 2016.

Low, P & Warawudhi, R. (2016). Undergraduates’ Attitudes toward the Use of Facebook in Fundamental English Course. International Journal of Information and Education Technology, 6(12), 934-939.

Mansor, N. & Rahim, N. A. (2017). Instagram in ESL Classroom. Man in India, 97(20), pp. 107-114.

McBride, K. (2009). Action Research in Education. London: SAGE.

Miarso, Y. (2009). Menyemai Benih Teknologi Pendidikan. Jakarta: Kencana Prenada Media Group.

Motteram, G. (2013). Introduction: The Benefits of New Technology in Language Learning. In Motteram, G (Ed) Innovations in Learning Technologies for English Language Teaching, British Council, UK.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. USA: Cambridge University Press.

Rido, A., Ibrahim, N., & Nambiar, M. K. R. (2016). Teaching and Classroom Management Strategies of Indonesian Master Teachers: Investigating a Vocational English Classroom. 3L: The Southeast Asian Journal of English Language Studies, 22 (3): 93-109.

Saengsawang, P. P. (2013). Undergraduates’ Learning Achievement and Attitudes toward Learner Autonomy in a Fundamental English Course Incorporating Additional Facebook Group Activities. Journal of NELTA, 18(1-2), 115-132.

Salomon, D. (2013). Moving on from Facebook Using Instagram to connect with undergraduates and engage in teaching and learning. College & Research Libraries News, 74(8), pp. 408-412.

Wahyudin, A. Y. (2018). The Impact of Online Peer Feedback on EFL Students’ Writing at Tertiary Level. BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, 17(1), January 2018.

Watson, J. (2008). Blended Learning: the Converge of Online and Face-to-Face Education. Retrieved from: https://files.eric.ed.gov/fulltext/ED509636.pdf, on 10 July 2018.

Article Metrics

Abstract view : 2236 times | PDF view : 381 times


  • There are currently no refbacks.

License URL: https://creativecommons.org/




Creative Commons License

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