Rowiyah, Siti (2025) The effects of using instagram threads on efl students' writing skills / Siti Rowiyah. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Writing has become a demand in students rsquo lives since it is an essential skill across the professions and business sectors in the 21st century. However writing requires complex skills since it encompasses numerous systems and effort which leads to anxiety. The obstacle requires solving concerns by incorporating interactive instructional media and methods. Prior research has shown the effectiveness of integrating several social media platforms into English language teaching to enhance students rsquo writing skills such as Twitter WhatsApp Facebook and Canva. Threads is a new text-based social media that offers unique features to express users rsquo updates. Although previous studies have applied various social media in teaching only a few research tried to reveal social media implementation in teaching writing to the advanced level of education using Instagram Threads application. Therefore this study aims to investigate the effectiveness of Instagram Threads platform in the writing classroom specifically its potency in improving students rsquo writing skills. The present study used a mixed-methods design precisely the explanatory sequential approach in which quantitative and qualitative data were collected to answer the research questions comprehensively. The quantitative stage applied is a quasi-experimental research design to check for differences in students rsquo writing skills before and after integrating Instagram Threads in writing class. This study was conducted at a state university in Ponorogo East Java in a Paragraph Writing course. The population is 81 EFL students joining the Paragraph Writing course divided into 4 parallel classes and the researcher randomly chose two classes consisting of 34 students as the samples for the experimental and control groups. The researcher used some instruments to collect data including pre-test and post-test sessions for the quantitative phase of the quasi-experimental and conducting interviews to gather qualitative data. The instruments were examined for validity and reliability before the data collection process. The pre-test results were analyzed using a t-test to check significant differences. The post-test results were also analyzed using a t-test after obtaining the pre-test result and being tested for normality and homogeneity. The analysis was conducted using SPSS version 26 software. The quantitative data analysis shows that both the experimental and control groups experienced increased writing scores after being treated. The data was proved to be distributed normally and the variance between groups was homogeneous. The result of the independent sample t-test on the post-test writing score indicates a significant difference in the writing score after being given treatment (post-test) between the experimental group and the control group with p 0.027 or less than 0.05. This means that Instagram Threads has proven effective in improving students rsquo writing scores compared to the conventional media. Meanwhile the result of qualitative data shows that Instagram Threads utilization increases students rsquo motivation through several features and activities such as real-time feedback collaborative writing on posts user commentaries and novel learning experiences in writing. The implementation of Instagram Threads in the paragraph writing classroom also improves students writing engagement by capitalizing on their established social media practices offering a genuine writing environment and facilitating multimedia self-expression. However there are several challenges remaining such as maintaining focus on formal writing segmenting lengthy paragraphs grappling with overthinking and insecurity and facing time constraints with the editing feature. The results of this study show that Instagram Threads positively impact students writing performance motivation and engagement in writing tasks indicating that social media could be a useful pedagogical instrument when integrated into writing instruction. Nonetheless issues found including the necessity to use a formal writing style character limits and the potential for time-restricted editing features indicate that careful implementation may be warranted. Therefore educators should create guidelines for formal writing in social media and teach explicitly how to follow up longer texts in segments within character limits. Lecturers should focus on using peer review whether or not writing is public promote a supportive learning community and help students overcome insecurities about public writing. Future research may further investigate the incorporation of Instagram Threads throughout different high school tiers. Furthermore the integration of Instagram Threads with other educational technologies such as Grammarly or text-based tools warrants investigation to develop more effective blended learning models. Ultimately comparison analyses with alternative social media platforms would yield insights into the best suitable digital tools for various writing instruction scenarios.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 29 Apr 2025 04:29 |
| Last Modified: | 10 Jun 2025 00:54 |
| URI: | http://repository.um.ac.id/id/eprint/365584 |
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