Instagram Reels as a Grammar Learning Tool for Second Semester English Education Students at Universitas Bhinneka PGRI

Authors

  • Kharina Rachmawati Universitas Bhinneka PGRI
  • Yepi Sedya Purwananti Universitas Bhinneka PGRI

Abstract

This research aims to develop and implement Instagram Reels-based learning media to enhance grammar learning among higher education students. The study using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to create media tailored to the needs of second-semester English Education students at Universitas Bhinneka PGRI. The developed product comprises a series of short, engaging Instagram Reels videos focusing on the topic of relative pronouns. These videos integrate text animation, visual illustrations, audio narration, and interactive elements to present grammar material concisely and creatively. Validation by material and media experts categorized the media as “worthy” with minor revisions, particularly regarding video speed and clarity. The practicality of the media was assessed using qualitative methods based on the Miles & Huberman (2014) framework and Nieveen (1999) practicality criteria: ease of use, minimal assistance required, and alignment with real learning conditions. Findings indicate the media is both valid and practical. Students found it easy to use, engaging, and supportive of independent learning. Furthermore, it aligns with students’ digital habits and increases motivation in grammar learning. The results suggest Instagram Reels can be an effective supplementary tool to traditional methods, making grammar learning more interactive, accessible, and enjoyable in the digital era.

References

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6

Fadhlillah, A., Yunianti, S., & Surabaya, U. M. (2024). Effectualness of Instagram Reels in Enhancing Students ’ Lexical. 10(1), 97–116.

Fitriyani, A., Warni, S., & Kaniadewi, N. (2020). English As a Foreign Language Teachers’ Beliefs About Grammar Teaching in Classroom. ELLTER Journal, 1(1), 12–24. https://doi.org/10.22236/ellter-j.v1i1.4910

Hamid, S. A. (2020). Knowledge Management using Social Media Tools in Higher Education Institution ( Review ). Recent Trends in Information Technology and Its Application, 3(1), pp 1-14. https://doi.org/10.5281/zenodo.3669992

Indriana, K., Gozali, A., & Isnaini, M. H. (2023). the Teaching of English Using Short Video for Vocational High School Students. Professional Journal of English Education (PROJECT), 6(2), 375–381.

Kamelia, K. (2019). Using Video as Media of Teaching in English Language Classroom: Expressing Congratulation and Hopes. Utamax : Journal of Ultimate Research and Trends in Education, 1(1), 34–38. https://doi.org/10.31849/utamax.v1i1.2742

Kumayas, T., & Lengkoan, F. (2023). The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98–105. https://doi.org/10.53682/eclue.v11i1.6058

Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications,Inc.

Nieveen, N. (2015). Design Approches and Tools in Education and Training. In Stochastic Environmental Research and Risk Assessment (Vol. 29, Issue 7). https://doi.org/10.1007/s00477-014-0937-9

Perdani, Y. D. (2022). Enhancing the Students’ Grammar Comprehension by Utilizing the Video-based Instruction. ACM International Conference Proceeding Series, 218, 316–321. https://doi.org/10.1145/3572549.3572600

Phan, N., & Dubien, M. (2022). Teaching Grammar to English Language Learners with Video: An Integrative Literature Review on Effectiveness, Perceptions, and Practices. Okinawa Christian University Review, 19(March), 25–39.

Purwanto, A., Fahmi, K., & Cahyono, Y. (2023). The Benefits of Using Social Media in the Learning Process of Students in the Digital Literacy Era and the Education 4.0 Era. Journal of Information Systems and Management (JISMA), 2(2), 1–7. https://jisma.org/index.php/jisma/article/view/296

Rokhim, D. A., Widarti, H. R., Munzil, M., & Zakia, N. (2022). Application of Instagram Social Media to Qualitative Analysis Materials for Groups I and II to Increase Student Interest in Learning. Jurnal Penelitian Pendidikan IPA, 8(6), 3055–3062. https://doi.org/10.29303/jppipa.v8i6.2446

Sorohiti, M., & Aini, E. N. (2021). Grammar Teaching Materials: What Makes Them Interesting? 518(ICoSIHESS 2020), 270–277. https://doi.org/10.2991/assehr.k.210120.135

Syafryadin, S. (2021). Teaching Grammar Through Visual Illustration for the University Students. PROJECT (Professional Journal of English Education), 4(4), 641. https://doi.org/10.22460/project.v4i4.p641-650

Thornbury, S. (1999). How to Teach Grammar (Harmer Jeremy (Ed.)).

Zam Zam Al Arif, T. (2019). The Use of Social Media for English Language Learning: an Exploratory Study of EFL University Students. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 224–233. https://doi.org/10.31002/metathesis.v3i2.1921

Downloads

Published

2026-01-04

Issue

Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, JANUARY 2026

Section

Articles

License

Creative Commons License

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

Article Metrics

Abstract view : 0 times
PDF - 1814 times