UTILIZATION OF INSTAGRAM AS A LEARNING PLATFORM TO VOCABULARY MASTERY AMONG 10TH GRADE STUDENTS AT SMKN 2 JEMBER

Qorinah, Qorinah (2026) UTILIZATION OF INSTAGRAM AS A LEARNING PLATFORM TO VOCABULARY MASTERY AMONG 10TH GRADE STUDENTS AT SMKN 2 JEMBER. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

Qorinah, 2026 : Utilization of Instagram as a learning Platform to vocabulary mastery among 10th grade students at SMKN 2 Jember

Keywords: Instagram, vocabulary mastery
Vocabulary plays an important role in language learning because it becomes the foundation for mastering English skills such as speaking, listening, reading, and writing. However, many students still face difficulties in mastering vocabulary due to limited exposure, low motivation, and monotonous learning methods. In this digital era, social media can be utilized as an innovative learning medium. One of the most popular social media platforms among students is Instagram, which provides visual and interactive features that can support vocabulary learning activities in a more interesting and enjoyable way.

The research question of this study were what are the teacher’s preparation in teaching vocabulary from Instagram Platform? what is the teacher’s procedure in teaching vocabulary using Instagram Platform? how is the assessment done after using Instagram Platform for teaching vocabulary? and what are the challenges faced by teachers in using Instagram as a media for learning vocabulary? This research aimed to describe the teacher’s preparation in teaching vocabulary using Instagram, to explain the teaching procedures applied through Instagram, to identify the assessment process used in vocabulary learning, and to analyze the challenges faced by the teacher in implementing Instagram as a learning medium.

This study employed a qualitative approach with a case study design. The research was conducted at SMKN 2 Jember, focusing on tenth-grade students of TKR class and the English teacher. The data were collected through classroom observation, semi-structured interviews, and documentation. The data were analyzed using Miles and Huberman’s theory, including data reduction, data display, and conclusion drawing. Data validity was tested using triangulation techniques.
The findings showed that Instagram was successfully implemented as a learning medium to support students’ vocabulary mastery. The teacher prepared relevant materials, designed interactive activities, and utilized Instagram features such as posts, captions, comments, and stories. Students actively participated in creating content, completing assignments, and practicing vocabulary in contextualized situations. Assessment focused on participation, vocabulary use, grammar, creativity, and interaction. Instagram also increased students’ motivation, engagement, confidence, and enthusiasm in learning English. However, challenges included varying levels of digital literacy, limited internet access, distractions from non-educational content, and difficulties in monitoring assignment originality.

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