Piju Yupiter, Yoga Pratama, Sri Wahyuni

Instagram Based Reading Strategies Improve Students’ Comprehension Skills

Introduction

Instagram based reading strategies improve students’ comprehension skills. Discover how Instagram-based reading strategies significantly improve tenth-grade students' narrative text comprehension. This study proves Instagram's pedagogical value in digital learning.

Abstract

This study aimed to investigate the effectiveness of using Instagram as a social media platform to enhance students’ reading comprehension among tenth-grade students at SMK 02 Empat Lawang. The research employed a quasi-experimental design involving two groups: an experimental class taught using Instagram and a control class taught through conventional methods. The participants consisted of 62 students, divided equally between the two groups. Data were collected through pre-tests and post-tests comprising 40 multiple-choice questions related to narrative texts. Statistical analysis, including paired sample t-tests and independent t-tests, revealed a significant improvement in reading comprehension in the experimental class compared to the control class. The mean post-test score of the experimental group (75.40) was significantly higher than that of the control group (54.67), indicating that integrating Instagram into reading instruction effectively enhanced students’ engagement and comprehension. The findings suggest that incorporating social media, particularly Instagram, into educational practices can serve as a powerful tool for improving language skills in the digital age. Highlights: Innovative use of Instagram for reading narrative texts. Significant improvement in students’ post-test scores. Suggests Instagram’s pedagogical value in digital learning. Keywords: Instagram, Reading Comprehension, Social Media, Narrative Text, Digital Learning 

Review

This study presents a timely and relevant investigation into the pedagogical utility of Instagram for enhancing reading comprehension among tenth-grade students. Employing a quasi-experimental design with a control group and pre-test/post-test measures, the research aimed to determine the effectiveness of an Instagram-based intervention compared to conventional teaching methods. The abstract clearly articulates a significant improvement in the experimental group's reading comprehension, evidenced by a substantially higher mean post-test score (75.40) compared to the control group (54.67). This finding strongly suggests that integrating social media, specifically Instagram, into language instruction can be a powerful tool in the digital age. The strength of this study lies in its methodological approach, featuring a control group and both pre- and post-tests, which provides a solid basis for establishing a causal link between the intervention and the observed improvements. The use of statistical analysis (paired and independent t-tests) lends credibility to the findings, demonstrating a statistically significant difference in outcomes. Furthermore, the focus on narrative texts and the use of standardized multiple-choice questions for assessment contribute to the study's internal validity. The research effectively highlights the innovative application of a popular social media platform for academic purposes, aligning with contemporary trends in digital learning. While the abstract provides compelling evidence for the effectiveness of Instagram, it leaves some critical details unexplored that would enhance the study's practical and theoretical contributions. Specifically, a more detailed description of the "Instagram based reading strategies" would be invaluable. Understanding *how* Instagram's features (e.g., posts, stories, comments, hashtags) were leveraged to develop reading skills and promote engagement is crucial for replication and deeper insight into the mechanisms of improvement. Additionally, while "engagement" is mentioned, the abstract does not clarify how this was measured or observed, which would further support the claimed benefits. Future iterations or a full paper should elaborate on these aspects to fully articulate the pedagogical value and potential generalizability beyond the specific context of SMK 02 Empat Lawang.

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