Rizqy Dienillah Fitrina Putri, Muhamad Sofian Hadi, Mutiarani Mutiarani


Instagram is an online mobile photo and video sharing that can attract students’ attention in the learning process. It is also used to interact and share stories to others directly. Because of this, Instagram is a social media which can be utilized to navigate students to read. This study aims to find out the use of Instagram @gurukumrd to improve students’ reading skills. The Instagram @gurukumrd is chosen as the object of this study because it provides students with reading activities through stories, comments, and opinions. To reach the aim of this study, researchers employed qualitative research with Ethnography method. The data are collected using instruments which are observation sheets and interview guidelines. There are 37 students involved in this study as respondence. Based on the research findings, the Instagram @gurukumrd facilitates students to acquire various vocabulary and grammatical knowledge. In addition, students acquire competencies on how to gain paragraph ideas, topic sentences, and reading comprehension. Through Instagram, students can remember and recognize difficult words. At the end of this, this media facilitates students to read simple paragraphs quickly. Based on the research findings, this study can conclude that the Instagram @gurukumrd can facilitate students to enhance students’ reading skills.


Instagram Media; Reading Skills;

Full Text:

Full PDF


Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning and Technology, 22(3), 124–142.

Ambarini, R.., Sumardiyani, L., & Wardoyo, S. L. (2018). PACA (Predicting And Confirming Activity) Reading Strategies to Promote Students’ Teaching Strategy in TEFL 1 Class. Celt: A Journal of Culture, English Language Teaching & Literature, 18 (1), 42.

Anwar., I. W., & Wahid., J. H., 2021). Learners’ Perception on Online Learning Implementation During Covid-19 Pandemic. International Journal of Language Teaching and Education, 9(2), 126-128.

Bardakci, S. (2019). Exploring high school students’ educational use of youtube. International Review of Research in Open and Distance Learning, 20(2), 260–278.

Brown. (2000). Teaching is Guiding and Facilitating Learning. San Francisco: SCRIBD.

B.K, Lewis. (2010). Social media may be a label for digital technology. Wuhan: Research Project Publishing.

Dukut, E. M. (2019). Popularizing Indonesian scenes through picture books and digital animation software: a World Englishes teaching idea. Asian Englishes, 21(2), 142–157.

Haerazi, & Irawan, L. A. (2020). The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning, 15(1), 61–76.

Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58.

Hartatik, S. F., & Lestari, H. D. (2016). Reading experience non-native English speaking students majoring in English language teaching. JEES (Journal of English Educators Society), 1 (October), 105-114.

Indrianti, F. (2019). The Effectiveness of Using Graphic Organizer in Students’ Reading Comprehension. Thesis. Purwokerto: English Department of Education, Faculty of English Training and Education Faculty, Muhammadiyah University of Purwokerto.

Jang, B. G., & Ryoo, J. H. (2019). Multiple dimensions of adolescents’ reading attitudes and their relationship with reading comprehension. Reading and Writing, 32(7), 1769–1793.

Juliet, & Anselm. (2014). Qualitative Research. San Francisco: Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory 4th Edition Paperback.

Kozinets, R. V. (2015). Netnography. Research Gate. California: University of Southern California, 2-8.

Lail, H. (2019). Answering Reading Texts on English Tryout Test Based on the 12Th Grade Students’ Strategies at SMA Negeri1 Kuripan Lombok Barat. JOLLT Journal of Languages and Language Teaching, 7(1), 3.

McLain, T. R. (2019). Social media treasure hunt - Practical lessons using twitter in the English classroom. Teaching English with Technology, 19(2), 88–100.

Novita, D. (2018). Syndicate Learning: an Alternative Approach for Teaching Extensive Reading. Journal of Languages and Language Teaching, 6(1), 27.

Nagaletchimee, A. (Universiti S. M. (2015). Using Whatsapp To Extend Learning. Teaching English with Technology, 19(1), 3–20.

Prabjandee, D. (2020). Teacher professional development to implement Global Englishes language teaching. Asian Englishes, 22(1), 52–67.

Serdar-Tülüce, H., & Çeçen, S. (2018). The use of video in microteaching: affordances and constraints. ELT Journal, 72(1), 73–82.

Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383–397.

Troyer, M., Kim, J. S., Hale, E., Wantchekon, K. A., & Armstrong, C. (2019).. Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication. Reading And Writing, 32 (5), 1197-1218.

Wikipedia. (2020)., from

Instagram (2021)., from



  • There are currently no refbacks.

Copyright (c) 2021 Rizqy Dienillah Fitrina Putri, Muhamad Sofian Hadi, Mutiarani Mutiarani

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

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

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