Being Real on Instagram Reels: An Authentic Tool to Enhance English Speaking Skills

Keywords: Authentic Tool, Instagram Reels, Learning Media, Perception, Speaking Skills


As technology rapidly develops new features, empirical testing of their capability to assist in educational purposes are always needed. This study takes a look at Instagram Reels, which is seldom explored as a language teaching tool, especially for vocational high school students. This study aims at describing students’ perceptions, challenges, and strategies in using Instagram reels as an authentic tool for improving speaking skills. The research used descriptive qualitative research methods.  The subjects of the study were five eleventh-grade students from one of the public vocational high schools in Bali, Indonesia. They were selected by conducting a purposive sampling technique. The observation and interview were conducted to collect data. The findings show that a)  the perceptions of students on the implementation of Instagram reels to improve speaking skills were favorable. Most students agreed that implementing Instagram reels as an authentic tool in speaking was adaptable, effective, and authentic. It also increased the students’ speaking abilities, which were referred to as positive attitudes. Instagram reels boosted students’ consciousness, motivation, and enhancing their vocabulary, grammar, pronunciation, accent, and cultural knowledge. b)  Students faced a variety of challenges when using Instagram reels as a learning medium, such as limited internet access and a lack of digital literacy. To overcome the challenges, students used some strategies, namely using WIFI facilities at school or other public places, practicing a lot, and seeking additional information to improve digital literacy skills using Instagram reels.


Download data is not yet available.

Author Biographies

Ni Putu Purnama Dewi, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Ni Putu Purnama Dewi was born in Bangli in 1993. She finished her undergraduate study in 2011 at Universitas Mahasaraswati Denpasar. In 2021, she continued her study at English Education Department, Postgraduate Program, Universitas Pendidikan Ganesha. She is an English teacher in SMK Negeri 3 Sukawati and SMKS Pariwisata Werdi Sila Kumara. She has been working as an English teacher since 2013 and it is still going on until this day. She has achieved the 2nd winner in a scientific article writing competition for vocational teachers. Her research interests are in English language education and language assessment. She is a member of the English Teacher Working Group (MGMP Bahasa Inggris) in Gianyar.

Ni Putu Era Marsakawati, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Ni Putu Era Marsakawati was born in Manggis in 1983. She finished her undergraduate study in 2006 at Universitas Pendidikan Ganesha. In 2008, she continued her study at this university and received her master degree in English education in 2010. In 2015, she pursued her doctoral degree at Universitas Negeri Semarang, Indonesia and earned her doctoral degree on English Education in 2019. She is a teaching staff member of Foreign Language Department of Universitas Pendidikan Ganesha. Her passion on teaching has motivated her to conduct research and community services in the area of English language teaching. In 2019, one of her research article was published in ASIA TEFL journal. She is a member of TEFLIN (Teaching English as a Foreign Language in Indonesia) association and loves to collaborate with experts, particularly in English Language teaching.

I Nyoman Adi Jaya Putra, Universitas Pendidikan Ganesha, Singaraja, Indonesia

I Nyoman Adi Jaya Putra was born in Tabanan in 1962. He finished his undergraduate study at Udayana university. In 1991, he continued his study in La Trobe University and received his master degree in Humanities. Meanwhile, he continued his study in Udayana university and received his doctoral degree in linguistic. He is a professor of English Language Education who has been supervising students’ Master theses at Universitas Pendidikan Ganesha. He has been teaching in this university since 1987. Moreover, he taught some subjects, such as phonology, sociolinguistic, applied linguistic, and pragmatics. His research interest are Linguistics, ESP, EAP, and Developing EFL Teaching Learning Materials.

Ni Komang Arie Suwastini, Universitas Pendidikan Ganesha, Singaraja, Indonesia

Ni Komang Arie Suwastini is a lecturer at Universitas Pendidikan Ganesha. She finished her undergraduate study at Universitas Pendidikan Ganesha. Then, she continued her study at Universitas Indonesia and received her master degree in English Literature. In addition, she continued her study at the same university and received her doctoral degree in English literature. Her current research is on the deconstruction of texts and folklores in terms of its feminist ideologies and their awareness in multicultural issues and character education. Her skills and expertise are in cultural studies, Critical Theory, Multiculturalism, Philosophy of Religion, Literature Studies, Literary Criticism, Modern Literature, Comparative Literature, Fiction, Gender, Novels, Visual, and Culture Arts.


Afriliani, G., Sajidin, S., Darmalaksana, W., & Mulyana, A. (2020). The Use of Vlog to Improve Students' Speaking Skills: An Indonesian Case. In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) (Vol. 1, No. 1, pp. 531-539). SCITEPRESS..

Agustin, R. W., & Ayu, M. (2021). The impact of using Instagram for increasing vocabulary and listening skill. Journal of English Language Teaching and Learning (JELTL), 2(1), 1–7.

Aini, Q. (2020). The effectiveness of instagram vlog in teaching speaking achievement. JEET, Journal of English Education and Technology, 1(02), 99-115.

Anggraeni, A., Rachmijati, C., & Apriliyanti, D. L. (2020). Vlog : A tool for students’ speaking practice enhancement. Research and Innovation in Language Learning, 3(1), 23–31.

Apriyanti, D., Syofiani, Ramadhan, S., & Mukhaiyar. (2018). Improving students’ public speaking skill through Instagram. Atlantis Press, 263(ICLLE), 268–271.

Ariantini, K. P. N. K. A. S. N. L. P. S. A. G. R. D. I. G. A. S. R. J. (2021). Integrating social media into English language learning : How and to what benefits according to recent studies. Journal of Literature and Language Teaching, 12(1), 91–111.

Awaliyah, T. (2020). The Effectiveness of Instagram Vlog in Teaching Speaking at the Tenth Grade of SMAN 1 Jenangan Ponorogo in Academic Year 2019/2020 [Doctoral dissertation, IAIN Ponorogo]. EThesis.

Azlan, N. A. B., 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 and Social Sciences, 9(1), 620–636.

Brilianti, D. F., & Fauzi, A. Z. (2020). The effectiveness of making video blog (vlog) to minimize students’ anxiety in public speaking on descriptive text material. Jurnal Basis, 7(2), 233.

Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram?. Teaching and teacher education, 96, 103149.

Devana, T., & Afifah, N. (2021). Enhancing students’ speaking skill and motivation through Instagram vlog. Atlantis Press, 513, 358–363.

Devi, P., Virgiana, B., & Auli, M. (2020). Instagram: How do students view on it in speaking classroom. Jurnal Basis, 7(2), 351.

Erarslan, A. (2019). Instagram as an education platform for EFL learners. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 54–69.

Febriyati, N. A., & Utami, P. P. (2021). Investigating students ‘ self -confidence in teaching English speaking by using Instagram as an intructional media. Jurnal Pendidikan Tambusai, 5(1), 4438–4445.

Gunantar, D. A., & Transinata, T. (2019). Writing caption on Instagram as media for student’s motivation and writing skill improvement. ETERNAL (English Teaching Journal), 10(1).

Handayani, F. (2016). Instagram as a teaching tool ? Really ? Proceedings of the Fourth International Seminar OnEnglish Language and Teaching, 320–327.

Himmah, A., Suhartoyo, E., & Ismiatun, F. (2020). The effectiveness of uploaded-recorded video on Instagram at second graders’ smai al -maarif singosari for speaking skill on hortatory exposition. Urnal Penelitian, Pendidikan, Dan Pembelajaran, 15(28), 1–13.

Ironsi, C. (2021). Perceptions of English language students on the relevance of ‘EFL’, ‘ESL’ and other such terms in contemporary Turkish contexts. REiLA : Journal of Research and Innovation in Language, 3(2), 124–134.

Jamshidian, F., & Salehi, H. (2020). Innovative social media for foreign language learning : A review of social media types and their effects. Journal of Critical Studies in Language and Literature, 1(1), 22–34. Copyright

Kale, M. L. (2020). The influence of social media on English language learning: A study conducted using SWOT analysis. International Multidisciplinary Refereed Peer Reviewed Indexed Research Journal, 8(4), 34-40.

Kartini, M. (2021). Exploring the effect of Instagram assisted vlogging on students ‘ speaking proficiency. International Journal of Innovative Science and Research Technology. 6(7), 914–918.

Lestari, D. E., & German, E. (2021). Incorporating Instagram features in EFL learning environment. Metathesis: Journal of English Language, Literature, and Teaching, 5(2), 168.

Mandasari, B., & Aminatun, D. (2020). Improving students’ speaking performance through vlog. English Education : Journal of English Teaching and Research, 5(2), 136–142.

Mira Fitria Pratiwi. (2020). The effectiveness of media Instagram toward the students’ speaking skills of tenth grade in SMAN 4 Malang. Jurnal Universitas Islam Malang. 8(2), 1-12.

Natasa, N., & Solusia, C. (2022). Students’ perceptions toward the use of short videos based social media in learning English at Universitas Negeri Padang. Journal of English Language Teaching, 11(1), 114–120.

Novitasari, A., Wijayati, P. H., & Roekhan. (2020). Asynchronous digital-based learning transformation of speaking skill through Instagram. Journal Deutsch Als Fremdsprache in Indonesien, 4(2), 6–12.

Nurhikmah, Z. (2020). The effectiveness of media Instagram toward the students speaking skills at Islamic Institute Sunan. Langedu Journal, 10(5), 1-16

Paneerselvam, A., & Mohamad, M. (2019). Learners ‘ challenges and English educators ‘ approaches in teaching speaking skills in an ESL classroom : A literature review. Scientific Research Publishing, 10(13), 3299-3305.

Putri, E. (2022). An impact of the use Instagram application towards students vocabulary. Pustakailmu.Id, 2(2), 1–10.

Qisthi, N. (2020). The effect of word map strategy using Instagram to develop students’ vocabulary. Journal of English Teaching, Literature, and Applied Linguistics, 4(2). 109-116

Rahmah, R. E. (2018). Sharing photographs on Instagram boosts students’ self- confidence in speaking English. Pedagogy Journal of English Language Teaching, 6(2), 148–156.

Rakhmanina, L., & Yuneva. (2018). The application of Instagram activity to improve students’ motivation in English speaking. Journal of English Education and Linguistics, 2(1), 49–60.

Ramadoni, Y. (2019). The effect of using Instagram on eleventh grade students ‘ speaking skill. Retain, 7(1), 123–130.

Rasyiid, R. N., & Maulina, M. (2021). Instagram usage in learning English: A Literature Review. Tell: Teaching of English Language and Literature Journal, 9(2), 133–146.

Rinda, R. K., Novawan, A., & Miqawati, A. H. (2018). Students ‘ perspectives on social media-based learning of writing through Instagram. Journal of English in Academic and Professional Communication, 5(1), 23–33.

Rohaizat, N., Nie, A. F., & Yunus, M. (2021). Instagram interactive face filter to motivate speaking skill among year 5 ESL learners in rural Sabah : pupils ‘ perception. International Journal of Academic Research in Business and Social Sciences, 1(7), 1286–1296.

Safitri, N. ., & Khoiriyah, I. (2017). Students’ perceptions on the use of English vlog (video blog) to enhance speaking skill. The 5th AASIC, 240–247.

Saleh, M. (2021). Instagram as a media to foster EFL students ‘ English writing skill. ELT Worldwide, 8(2), 331-342.

Sandy, M., & Fath, A. L. (2018). Investigating gen z students ‘ perceptions on the use of Instagram to improve vocabulary. [Thesis, State Islamic Institute of Palangka Raya].

Saputri, N. R., Prabowo, A. B., Adi, K., & Sukmaningrum, R. (2022). Instagram reels as a media in writing procedure text for the ninth grade students of SMPN 1 Pageruyung academic year 2021 / 2022. DE_JOURNAL (Dharmas Education Journal), 2(2), 329–336.

Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate students ‘ perceptions toward blended learning through Instagram in English for business class. International Journal of Language Education, 3(1), 64–73.

Silalahi, J. T. U., Perdana, I., & Luardini, M. A. (2021). Instagram as the online teaching platform of speaking. Journal Compound, 9(1), 15–23.

Soraya, R., Sabarun, & Sugianto, A. (2022). Students’ perception of the use of video as a medium of learning in speaking class. PROJECT (Professional Journal of English Education), 5(2), 372–384.

Suryantari, H., & Priyana, J. (2018). Exploring ways of using Facebook and Instagram in teaching English. Atlantis Press, 165(Iccsr), 298–301.

Wulandari, N. H., & Ashadi, A. (2021). Vlog project or picture series: Examining effective techniques in teaching speaking skills. Jurnal Pendidikan Progresif, 11(2), 275–289.

Yuliyanto, A., Amalia, D. M., & Muqodas, I. (2020). Use of Instagram to improve verbal- linguistic intelligence and kinesthetic- body intelligence of low-class students through scientific approach in primary schools. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 10(1), 112-124.

Zhi, Y., & Liu, H. (2021). A study of high school students’ English Learning Enjoyment (ELE) in China. Utamax : Journal of Ultimate Research and Trends in Education, 3(3), 142–153.

How to Cite
Dewi, N. P. P., Marsakawati, N. P. E., Putra, I. N. A. J., & Suwastini, N. K. A. (2022). Being Real on Instagram Reels: An Authentic Tool to Enhance English Speaking Skills. Elsya : Journal of English Language Studies, 4(3), 240-251.
Abstract viewed = 611 times
PDF downloaded = 853 times