Analysis Of Students’ Experiences In Learning English Through Social Media Platforms
DOI:
https://doi.org/10.58258/kb76eq44Abstract
Time constraints in English language learning in formal classrooms require students to seek alternative sources for independent study. This study aims to analyze the experiences of sixth-semester students in the English Language Education program at Mandalika University of Education (UNDIKMA) in utilizing Instagram as a medium for independent English language learning. The research method used was qualitative descriptive. The research subjects consisted of six active sixth-semester students selected through purposive sampling. Data collection was conducted through semi-structured interviews, audio recordings, field notes, and documentation. Data analysis utilized the Miles and Huberman interactive model, which includes data condensation, data presentation, and drawing conclusions. The results of the study indicate that the students’ experiences fall into four main dimensions: (1) a shift in purpose from entertainment to an academic tool, triggered by faculty recommendations and the Explore algorithm; (2) the use of interactive features (Reels for listening practice, comment sections, and captions for real-time language production); (3) Cognitive impacts in the form of increased contextual vocabulary and affective impacts in the form of transforming feelings of inferiority into motivation; and (4) Distractions caused by entertainment algorithms, which were overcome through self-regulation strategies. This study concludes that Instagram serves very well as an effective supplementary medium to complement formal learning in the classroom.References
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