The Application of Project based Learning via Instagram to Improve

EFL Students’ Speaking Skill

Nurul Qisthi and Yudhi Arifani

Department of Magister of English Education, Muhammadiyah Gresik University, Sumatra Street 101 Gresik, Indonesia

Keywords: Instagram, Speaking Skill, Project Based Learning.

Abstract: Research on the use of Instagram has mushroomed in EFL classroom teaching and learning. Instagram is

very popular among teenagers. This study aims to figure out the impact of using Instagram to improve

speaking skill through project based learning by involving 56 Islamic junior high school students. They

were asked to create mini drama about phone call conversation, which was posted on the Instagram. A

quasi-experimental design was employed during the study. Appropriate non parametric tests was used to

analyze the data. The findings revealed that Instagram significantly improved students speaking skill from

1,22% for the control group to 3,25% for the experimental group. Hence, integrating mobile applications

such as Instagram within EFL curriculum is worth investigating.

1 INTRODUCTION

Nowadays, the face of teaching English undergoes

big changes in the era of booming technologies.

Various mobile application such as Instagram has

shifted teachers’ creativity to their strategies

teaching into the EFL classroom (Hockly, 2012;

Belardi, 2013; Solomon, 2013; Danling, 2017; C.

Dudeney & Hockly, 2012). It parallels with Mojtaba

Aghajani and Mahsa Adloo in 2018 that mobile

application gives huge impact on e-learning process

because of its versatility and global availability. As a

definition, “Instagram is one of the popular social

media that provides users an instantaneous way to

capture and share their life moments with friends

through a series of (filter manipulated) pictures and

videos” (Hu, 2014).

As reported in 29 September 2017 the total

number of Instagram active users now has reached

the range of 800 million, according to information

Carolyn Everson, Vice President of Global

Marketing Solutions Facebook as parent company of

Instagram. In Indonesia, there are almost 45 million

active users use Instagram. Because of this issue,

Instagram become interesting media used in

teaching learning process. Moreover, in Instagram

there are public accounts that focuses on teaching

English as their main theme content. These public

accounts can be used as English learning source

materials for English foreign language students.

Since Instagram’s content primary language is

English, it is easy to find videos and materials

supporting teaching English in many occasions and

subjects.

A number of researchers expanded to the new

technology included Instagram to collaborate

language acquisition and experience in

environmental EFL classroom (Sharples, Taylor, and

Vavoula, 2005). The elements of using mobile

applications, movability, social interactivity, and

connectivity helped the learners to develop language

skill mainly oral communication (Duman and Orhon

Gedik, 2014).

There were many studies had reported the use of

Instagram had great benefits for pedagogical tool

utilized since the English learners could share their

ideas or opinion and post it on their account (Phillip,

2013; Kelly, 2015; Hanieh and Shahla, 2016).

Furthermore, teachers could promote activities to

develop and increase their motivation to learn

English better.

Related to the context, Nuttakritta

Chotipaktanasook interested in using media social,

Instagram, to help second language Thai learners in

speaking English. It was reported that Instagram was

able to improve the willingness to communicate and

encourage them to develop speaking opportunities.

Moreover, some researches (Bell, 2013; Pero Ali,

2014) had been conducted to enhance speaking skill

Qisthi, N. and Arifani, Y.

The Application of Project based Learning via Instagram to Improve EFL Students’ Speaking Skill.

DOI: 10.5220/0009018802010209

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 201-209

ISBN: 978-989-758-470-1

201

using Instagram. In line with Chotipaktanasook,

Malaysian scholars (Noraien Mansor and Normaliza

Abd Rahim, 2017) proved Instagram as learning tool

could foster speaking skill to the learners.

In Indonesia, some researchers conducted

observation using Instagram as speaking teaching

tool (Handayani, 2016). They claimed that using

Instagram had become an effective tool and

developed students speaking skill. Moreover

Instagram was offered as an alternative medium to

enhance students’ creativity on speaking skill and

increase their motivation and braveness to

communicate with others (Dewi, Fajriyah, and

Salam, 2018).

Many studies have experimented in using

Instagram as a medium to teach English in writing

skill because Instagram provides caption to describe

posted picture on the user accounts. Hence, writing

skill has become the focused main skill that applied

in teaching learning process (Kelly, 2015; Listiani,

2016; Puwandari, 2017; and Hopkyns, 2017), so

EFL teachers have less interest in using Instagram

on speaking skill. Only a few studies have concluded

that Instagram can be applied in teaching speaking.

In contrary, students should understand how to

speak sufficiently and correctly to native or

knowledgeable speakers as it is one of the goal in

teaching English as foreign language (Khademi,

2014). Since Instagram has developed its features to

post videos and multiples pictures in a post, a study

to foster speaking skill needed to be conducted to

gain acknowledgment in teaching speaking skill

using Instagram.

In addition, almost none researchers use project

based learning combined with Instagram as a

learning tool in teaching speaking. This is because

project based learning is more familiar in the science

project or applied in teaching science. Whereas,

project based learning could be implemented in EFL

classroom, since project based learning gives great

engagement between students experience and

students ideas in learning English as foreign

language in the classroom (Barnes and Bramley,

2008). Moreover, through project based learning, the

students might build up research skills as they have

to be responsible for their own learning. This skill is

required by the students, since it is an important skill

for their professionalism (Barrow, 1998).

Project based learning is a method which can

give the learners various skill as they involve in the

activities. Learner can develop ability to solve a

complex real-world problems by analyze it better

and think critically toward a solution. By applying

project based learning, the students able to be

creative and constructive. The students have an

opportunity to have full and free control to their

imagination and interests in doing the project given

by the teacher (Mahasneh and Alwan, 2018).

Learner can also exercise and demonstrate their

communication and cooperative skill by working in

a group. Learner can find and maximize the usage of

many learning resources, use the knowledge and

intellectual skill gained to further their learning path

(Duch, Groh, & Allen, 2001).

Teachers are recommended to use project based

learning as guiding theories applied in the research

to promote and offer positive environment to the

students in the EFL classroom (Sindelar, 2010).

Based on these premises, this study is looking to

find the usage of Instagram in a project based

learning as a means to improve speaking skill in

junior high school.

2 METHOD

This study was held in Manbaul Ulum Islamic

Junior High School in Gresik, East Java, Indonesia.

The study aimed to investigate Instagram as a

medium in teaching learning process to foster

speaking skill in project based learning and offer

ideas for future research concerning integrating

Instagram with Indonesian curriculum. Two EFL

classes consist of 56 eighth grade students were

observed using a quasi-experimental design with a

non-parametric test for four weeks. Twenty eight

students participated as a control group and the

others participated as a treatment group for four

weeks.

The teacher’s implementation in teaching

speaking was to do a role play in phone call

conversation related with the junior high school

students’ level based on curriculum KTSP 2006.

This is in line with Hayriye that there are some

activities that can enhance speaking skill and

achievement by doing role play, simulation,

discussion, storytelling, and so on.

According to the syllabus, the students must be

able to express and respond to the meaning of simple,

short-term and simple interpersonal conversations by

using accurate, fluent, and acceptable spoken

language to interact with the immediate environment

involving speech acts of initiating, extending, paying

attention to the speaker, and closing phone

conversations. The technique used in teaching

speaking in the treatment group was applying project

based learning, while for the control group was using

traditional teaching learning process.

BICESS 2018 - Borneo International Conference On Education And Social

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Figure 1: Cycle 1 teaching learning process.

In the first cycle as seen in the figure 1, both

classes received the same teaching learning process.

The teacher asked students questions related to

phone call. After that, the teacher requested the

students in pair to write a simple script about daily

activity phone call conversation and made them

perform it in front of the class. The teacher then

scored the student’s performance and collected it as

pre score data. This data would be used as a basis to

measure the Instagram effectiveness. The first cycle

finished in a week, in two meeting each class (2x40

minutes).

Figure 2: Cycle 2 control group teaching learning process.

In the second cycle, the teacher implemented

project based learning to the treatment group while

the control group did not. For the control group as

seen in the figure 2, the teacher provided an English

video about phone call conversation in front of the

class for several times. The teacher requested

students in a group to observe and collect

information from the video. In a pair, the students

developed their own script based on previously

collected information and performed it in front of

the class. The teacher gave score from the

performance of the students as post test data in the

control group. The teacher needed this teaching

learning process for two weeks in three class

meetings (6x40 minutes) to collect the data and to

observe the performance of the control group.

Figure 3: Cycle 2 treatment group teaching learning

process applying project based learning using Instagram.

For the treatment group, based on Curriculum

2013, there are six steps carried out by the teacher

on utilizing project based learning in the classroom.

As seen in the figure 3, the teacher played a video

about phone call in Indonesian and English. This

video served as a background knowledge to

introduce the essential question as the basis of the

project. The teacher delivered several questions

about students experience on phone call

conversation, both in a formal and informal way.

The teacher then asked the students to answer how

to do phone call conversation in various ways and

situation. This was the first step applied of the

project based learning in the teaching learning

process.

The second step was designing the project.

Teacher divided students into group consist of two

students. Each group needed to develop a well-

researched material to answer the question and

performed the conversation in a video. The research

used Instagram as the primary source. The students

needed to install Instagram on their mobile phone

and register a new account. The students might use

other media as secondary sources, such as textbook

and other social media. The material collected had to

cover about how to start, lengthen conversation, and

end the phone call.

The third step was planning the project. The

teacher let students arrange the activities and

organize their own schedule and timeline to tackle

the project. The project had to be done in three

weeks. The leader of the group reported the progress

of the project every twice in a week to the teacher,

so the students and the teacher could manage the

project well and accommodate difficulties and

obstacles that might appear during the process of

doing the project.

The fourth step was monitoring the project.

Teacher examined each students group activities and

provided assistance if necessary. Some students

might have trouble gathering information from

The Application of Project based Learning via Instagram to Improve EFL Students’ Speaking Skill

203

Instagram. The teacher suggested the students

finding Instagram accounts that talking about

English or giving online courses about English via

Instagram. The teacher also suggested exploring

hashtags that related to phone call conversation in

English since Instagram rely heavily on using

hashtag as its viral tools.

The fifth step was publishing the result. After

developing phone call conversation script, the

students performed a role play based on the script

and recorded it in a video. The video then posted on

their Instagram account. The student permitted to

edit by adding subtitle or animation to make the

video more interesting, so the video could get many

views, loves, and comments from their followers.

Since those responds and engagement from viewers

could give benefit for the students, they allowed to

share and published their videos to other channels as

many as they could. From this video, the teacher

scored the student’s performance and used it as post

score data.

The last step was feedback and evaluation. The

teacher and student reflected all the activities in four

weeks of the project. In the first section, teacher

displayed all of the products that had already posted

on their Instagram account. The students and also

the teacher gave evaluation, opinion, critic and

suggestion to the videos project. The student could

comment on other group’s videos. The teacher might

give correction and give lesson on areas that the

student shown lacking from the videos.

In the second section, the teacher interviewed the

students about difficulties and obstacles during the

project. The teacher also asked the students the

positive and negative side that occurred in the

learning process. The students shared their

experiences in doing the project.

In the last section, the teacher together with the

students discussed how to improve and minimize the

weakness of using Instagram. Based on the student’s

experiences, they also formulate ideas to properly

improve the project to be applied for the following

teaching speaking in EFL classroom.

After finishing all the activities, the teacher

collected all pre and post data from both control and

treatment group. The data collected then being

calculated and computerized to get normality and

homogeneity in descriptive statistic result. Then, the

data would be continued to get means and standard

deviations of each group. The result would be used

to distinguish Instagram’s effect on fostering

speaking skill in project based learning that applied

in EFL classroom.

3 RESULT

Based on the data score which gained from the

experimental research between treatment group and

control group, the results of normality and

homogeneity of variance tests on speaking skill in

how to start, lengthen conversation, and end the

phone call was displayed in table 1, table 2 and table

3. It was shown that the control pre-test data

violating normality assumption (p = 0,025).

Table 1: Tests of Normality.

Group

Kolmogorov-

Smirnov

Shapiro-Wilk

Stat df Sig Stat df Sig

Aggre

gate

Pre

test

,128

,177

,200*

0,25

,940

,893

,111

.008

Aggre

gate

Post

Test

,137

,151

,189

,103

,907

,914

.016

.025

*Significant at p < 0,05

Therefore, appropriate non-parametric tests that

are less restrictive about distributional assumption

were used for data analysis. Moreover the Levene’s

Test indicated that the assumption of homogeneity

of variance was not violated.

Table 2: Levene’s Statistic.

Levene

Statistic

Sig.

Aggregate Pre ,551 1 54 ,461

Aggregate Post ,228 1 54 ,635

*Significant at p < 0,05

This outcome was then confirmed by an

independent test using Mann-Whitney’s Test. It

showed that there was no statistically speaking skill

in phone call conversation significant difference on

the pre-test results in both groups (p = 0,114).

Table 3: Mann-Whitney Statistic.

Aggregate Pre

Mann-Whitney U 296,500

Wilcoxon W 702,500

Asymp. Sig. (2-tailed) ,114

*Significant at p < 0,05

Research question: What is the difference in

students’ speaking achievement between those using

Instagram as speaking tool in project based learning

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and those students’ not using Instagram as a

speaking medium in phone call conversation?

The data from speaking phone call

conversation test was used (Table 4).

Table 4: Means and standard deviations for speaking

achievement in phone call conversation.

Mean

Std.

Dev.

Std.

Error

Pctg.

Improv.

Treatment

Pre

80,07 3,288 ,621

2,61

(3,25%)

Treatment

Post

82,68 3,742 ,559

ControlPre 78,64 2,959 ,707

0,96

(1,22%)

ControlPost 79,61 3,583 ,677

The data shows that mean score of speaking

achievement in phone call conversation of treatment

group was 82,68 (SD = 0,559) while in control

group was 79,61 (SD = 0,677). There was 3,07 point

different between the treatment group and the

control group. An improvement in the treatment

group which used Instagram as speaking tool was

found higher (2,61 or 3,25%) than in the control

group (0,96 or 1,22%). The different gap point was

1,65 point or 2,03%. The progressive point data was

taken from the post test of both groups.

Table 5: a Paired Non-Parametric Mann-Whitney.

Aggregate Post

Mann-Whitney U 230,000

Asymp. Sig. (2-tailed) ,008

*Significant at p < 0,05

A further analysis using an independent non

parametric Mann-Whitney (table 5) revealed a

significant difference between treatment group and

control group (p = 0,008) as showen in table 4. This

finding was also confirmed by a paired-non

parametric Wilcoxon signed-rank test (table 6)

which showed a significant higher on participant’s

speaking skill score in phone call conversation of the

treatment group (p < 0,001). In the other hand, the

similar result was not found in the control group (p =

0,067).

Table 6: Wilcoxon Sign Rank Test.

Treatment Post

Treatment Pre

Control Post

Control Pre

Z -4,577

-1,831

Asymp. Sig.

(2-tailed)

,000 ,067

*Significant at p < 0,05

As a result, there were significant differences

in speaking scores between the students’ who were

taught using Instagram in project based learning and

the students’ who were taught using traditional

teaching learning process.



4 DISCUSSION

Evaluating the activities in teaching speaking using

Instagram in project based learning, the teacher has

claimed that using Instagram has shown positive

impacts. As project based learning became the

technique of teaching learning process, every

activity entice the students to learn more. This

technique built students’ curiosity and gave a good

lesson about discipline, teamwork and responsibility.

It was because the students learned to arrange their

own journal, schedule, and report as their

commitments.

Project based learning was first known by the

teacher from curriculum 2013 workshop training and

used it in phone call conversation material. Although

the material included in curriculum 2006, the teacher

experimented it in the teaching learning process

because it would best match with the classroom

setting. It was in the same line with Shcukin in 2010

that applying project based learning would propose

solution to every obstacles occurred. Another

statement by Chien and Hsu in 2010, EFL teachers

were able to improve the implication of any

curriculum that brought real world situation to EFL

classroom environment and took EFL classroom

knowledge to be applied in the real world. The

students learned and assessed the learning process in

a way that was similar to real situation. They not

only imitated but also demonstrated the

understanding of the materials through project based

learning (Torp & Sage, 2002). As explained above,

the students compared phone call conversation

between what they used to do in a phone call and

what they got in finding and learning process on

Instagram or other material sources.

In the experiment field, applying project based

learning with Instagram proved that the students

were eager to look for the materials on Instagram

about phone call conversation aggressively. It

motivated them to learn with a new model because

the students engaged to the process of learning.

Besides, this was the first time the students

experienced a project based learning using

Instagram. Another statement that supported this

finding was from Torp and Sage. They stated that

the basis reasons why the teachers or the researchers

The Application of Project based Learning via Instagram to Improve EFL Students’ Speaking Skill

205

used this strategy of teaching because project based

learning boosted motivation, promoted higher order

thinking skill, trained metacognition and self

regulated learning related to the real world situations

(Torp & Sage, 2002).

During the process of finding and learning

activity, the students not only got materials about

phone call conversation but also students

acknowledged about greeting, pronunciation,

intonation, and expression through videos that

students browsed from Instagram or other sources.

Different condition happened in control group,

the pronunciation, intonation, and expression the

students did in the phone call conversation role play

tended not well improved. It was because the

students in control group did not experienced and

consumed wide array of sources. They did not get

any experience in learning pronunciation, intonation,

and expression from various videos posted on

Instagram or any other social media. They also had

few new vocabularies, idioms, and phrases regarding

the limitation in finding the material on online

source

. They only built the phone call conversation

script and acted in front of the classroom based on

the previous video that played by the teacher in the

beginning of the teaching and learning process. They

got few knowledge about the supporting materials.

In addition, some of the students in control group

adopted and imitated the video they had seen before.

The reason why this was happened because the

control group did not experienced project based

learning combined with Instagram, so that the

knowledge was limited to what they got in the

classroom. Russian researchers agreed with this

finding because project based learning let the

students to generate and integrate ideas and

comprehension and solve the task given by the

teacher (Bolsunovskaya 2015).

From the research, the teacher also found that

student’s improvement reflected in their pre and post

score differ significantly between the control group

and treatment group. The control group improved

only a little in term of speaking skill while the

treatment group’s student shown high improvement.

Other findings that the teacher found in this

research that the students in the treatment group had

used new vocabularies, phrases, idioms better than

the control group. Through Instagram the students

could also increase their vocabulary library

(Ferlazzo 2014). Besides the reasons mentioned

before, this was happened because Instagram

provided related contents to a conversation by

searching and modifying with appropriate hashtags.

By writing phone call and likewise on Instagram, the

students could get many kinds of additional

information not only about phone call conversation

itself but also materials that might support the phone

call conversation script they made. Jelita Napitulu

(2017) expressed the same line with this statement.

Students could improve new words by various ways

in various ways through reading, listening or

watching movies, and videos. Along with the era of

technology information and communication, the

students could gain and exposure to English

vocabulary by an online access or obtained social

media to be one of online platform source. That way

was the easiest and quickest method for enhancing

new vocabularies and phrases without meaningful

difficulties. There was no doubt that mobile

application and technology helped to foster

conversational skills (Hanieh 2016). It was believed

that the teacher should integrate the use of

technology in designing English curriculum since it

could help the students to master English easier

(Karmila Machmud 2016).

Through utilization of mobile technologies and

applications, such as Instagram they had opportunity

to modify the material used in the learning

experience (Gilakjani, Baleghizadeh, & Oladrostam,

2013). Tekulve and Kelly (2013) also claimed about

successful experience in using mobile application

and comparing what the student comprehend before

as background knowledge with the knowledge they

had found on Instagram as an important information.

During the project, some of the students had

difficulties in finding materials on Instagram. By

teacher suggestion in browsing unique hashtags and

following online teacher user accounts, it would

minimize the difficulties and give a lot of benefits

for students’ understanding.

Doing role play about phone call conversation

and recording it made a great experience for students

in having a fun activity. They organized the setting,

script, act, and supporting elements to make good

videos. Publishing students work by posting the

videos on Instagram generated students’ motivation.

Indirectly, comments, likes, and video views from

other English learners or even natives built students

proudness and confidence. Ronan Kelly in 2015

delivered the same idea about using Instagram in

teaching second language. Students exhibited

positive attitudes in stimulating their motivation and

confidence since Instagram provided global

communication. Sebah Ali (2014) had the same

experience in using Instagram as teaching learning

tool. Utilizing Instagram had facilitated active

learning because they ought to be responsible for

enticing their own ideas and material content.

BICESS 2018 - Borneo International Conference On Education And Social

206

In the control group, the students tended to have

steady motivation and confidence since they did role

play in front of the class and watched only by other

students directly.

From the student’s perspective gained on sharing

session in the last section of projects, one of the

good point of Instagram was the fun factor. Adding

Instagram as a learning tool gave students some kind

of entertaining effect and motivated them to follow

the learning process more thoroughly and willingly.

It eased the pain of learning some students having on

studying English. On the other side, this fun factor

also distracted some students from their schedule

and tended to slack off or having unneeded

prolonged content consumption. This negative effect

could be maintained and minimized through

periodical monitoring and reporting to the teacher.

One of the Instagram main attraction is the video

feature. Video is a multimedia form of a content. It

pleases both visual and auditory senses of the

viewer. Khusnul Khotimah in 2016 told that video

helped the students became more autonomous,

reduced teacher involvement and formal class time

in their study. Students admitted that video based

project was very encouraging and helped them

upgrade their English skill. Instagram’s videos is

limited to only maximum one minute in duration.

This relatively short duration, makes Instagram’s

video easy to consume. Short duration also made

students want to search and play more videos to

watch after watched one. Some students said that

they without realizing already watched a huge

amount of videos in short time. It resulted on

various kind of materials successfully collected,

widening the students’ knowledge on the subject. On

the other side, the short duration made some of the

videos lacking the depth of knowledge needed by

the students. Students said that they needed to watch

and collect many videos to gain minimum

knowledge to finish the project.

5 CONCLUSION

Since Instagram is the most popular social media

mobile application used by teenagers around the

world (Lenhart, 2017), the utilization of this

application as a speaking tool has been gradually

integrated into Indonesian curriculum and become

the main topic to be discussed as an alternative

medium to provide an innovative and creative

teaching speaking skill.

In conclusion, Instagram offers a new shape of

fun and effective learning tool in speaking skill. The

students are able to foster their speaking skill and

indirectly, they are also able to develop their writing

skill in writing phone call conversation script using

Instagram as their primary source in finding suitable

material.

Different from most previous studies where

Instagram utilization was focused in improving

writing skill but overlooking speaking skill, this

study provides evidence that it can also be used by

EFL teachers to boost their student’s speaking skill

by using Instagram combined with project based

learning as the main activity in the teaching learning

process. This study also proves that the students can

generate ideas through Instagram as a primary

source in learning English by using hashtags and

following English user accounts. In addition, the

motivation, confidence, and braveness of the

students of the treatment group increased during the

teaching learning activity. Moreover, the students of

the treatment group had experienced the easier way

of getting new vocabularies and learning good

pronunciation and intonation as supporting material

needed. Hence, this was a small study, but it

complemented other researches by giving new

insight to EFL teachers and students in teaching and

learning speaking with project based learning. For

future study, depth observations in EFL speaking

classroom on the use of Instagram as a speaking tool

are worth investigating since education is side by

side with the era of technology and communication.

ACKNOWLEDGEMENTS

This research has been supported by master degree

of English Education and Department of

Muhammadiyah Gresik University and Manbaul

Ulum Islamic Junior High School. Thanks to

lecturer and colleague for giving feedback and

suggestions in improving this paper. Special thanks

to Sukma Saivani Nabil and Giulia De Anna for

reviewing this paper.

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