Extensive Speaking Practice for Instagram Live Shows: A Narrative Inquiry Research in an EFL Context

Fatiha Najma Yustisia, Ngadiso Ngadiso, Muhammad Asrori

Abstract

Acquiring second language skills needs both cognitive and affective filters. Furthermore, Covid-19 pandemics changed how people learn EFL through mobile phones or computers in which learning speaking takes place. This research tells how the researcher’s experiences with Instagram live shows can reveal her extensive speaking practice and how using Instagram live shows as extensive speaking practice can enhance her speaking skills. This study is an autobiographical case study in narrative inquiry design which collected the researcher’s experiences when conducting Instagram live shows. The data for this paper were taken both from non-narrative data and narrative data. The non-narrative data were from video documentation of Instagram live shows collected in 2020, while narrative data were from written Learning Language Histories (LLHs). The data, then, were analyzed thematically. The study found that Instagram live streaming practices reveal extensive speaking principles focusing on an autonomous learning journey that positively improved the researcher’s intercultural communication skills, communication skills and strategies, learning network opportunity, and most notably speaking skills. Instagram live streaming pushed the researcher to have extensive speaking practices which enabled her to have more output of the learned language, English, at an advanced level. The output gave the awareness of language elements and language skills. Besides, the practices also developed the researcher’s positive attitudes such as confidence and fluency.

Keywords

Instagram; MALL; narrative inquiry; EFL; extensive speaking

Full Text:

PDF

References

Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. Routledge.

Burhan, F. A. (2020, March 27). Penggunaan WhatsApp dan Instagram Melonjak 40% Selama Pandemi Corona. Katadata. https://katadata.co.id/febrianaiskana/digital/5e9a41f84eb85/penggunaan-whatsapp- dan-instagram-melonjak-40-selama-pandemi-corona

Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices. Longman Pearson Education.

Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149

Clark, D. (2020, February 19). Digital 2020: Global Digital Overview. we are social. https://wearesocial.com/uk/blog/2020/02/understanding-digital-in-2020/

Gambo, S., & Özad, B.O. (2020). The demographics of computer-mediated communication: A review of social media demographic trends among social networking site giants. Computers in Human Behavior Reports, 2, 100016. https://doi.org/10.1016/j.chbr.2020.100016

Gu, S. & Reynolds, E.D. (2013). Imagining Extensive Speaking for Korean EFL. Modern English Education, Vol. 14, p. 82-108. https://sites.miis.edu/sarahgo/files/2015/10/MESSOpaperExtensiveSpeakinginEFL.pdf

Hurtado, C. (2019, September 1). The subtle art of (not) understanding Gen Z. Medium. https://medium.com/balderton/the-subtle-art- of-not- understanding-gen-z-4b311461f1e2

Jabu, B. & Korompot, C.A. (2019). Intensive and Extensive Speaking Instructional Approaches: Model Pembelajaran Keterampilan Berbicara Tingkat Menengah Bagi Mahasiswa Calon Guru Bahasa Inggris. Prosiding Seminar Nasional LP2M UNM p. 374-380 ISBN: 978-623-7496- 14-4. https://ojs.unm.ac.id/semnaslemlit/article/view/11449/6699

Jung, Y.J. et all. (2017). Learner perception of multimodal synchronous computer- mediated communication in foreign language classrooms. Language Teaching Research Vol. 23 pg. 287- 309. https://doi.org/10.1177/1362168817731910

Junior, G.R.C. (2020). Instanarratives: Stories of foreign language learning on Instagram. System, 94, 102330. https://doi.org/10.1016/j.system.2020.102330

Mikulecky, B.S., & Linda, J. (2007). Advanced Reading Power. Pearson Education.

Rofiqoh, B.F. (2018). The Activities of Everest Public High School Alumna for Supporting Extensive Speaking. Undergraduate thesis, Universitas Islam Negeri Tulungagung. http://repo.iain-tulungagung.ac.id/id/eprint/8935

Sun, Yu-Chih. (2012). Examining the Effectiveness of Extensive Speaking Practice via Voice Blogs in a Foreign Language Learning Context. CALICO Journal, Vol. 29 p. 494-506. https://eric.ed.gov/?id=EJ968799

Sari, K. (2017). Using Hot Potato Technique to Teach Extensive Speaking Skills at The Second Grade Students of Senior High School 3 Takalar. Undergraduate thesis, Universitas Islam Negeri Alauddin Makasar. http://repositori.uin-alauddin.ac.id/id/eprint/7537

Su, R.Y.F, & Selamat, E.H. (2019). Fostering Student’s Self-Esteem in Speaking by Extending Speaking Activities in Social media. Pedagogy Journal of English Language Teaching, Vol. 7. https://doi.org/10.32332/pedagogy.v7i1.1544

Thornbury, S. (2005). How To Teach Speaking. Pearson Education.

DOI: https://doi.org/10.20961/ee.v10i3.58849

Refbacks

  • There are currently no refbacks.