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All Journal Al Ishlah Jurnal Pendidikan
Winny Berliana
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Promoting Vocational School Students' Critical Thinking in Speaking by Using Instagram: Teachers’ Voices Winny Berliana; Sri Setyarini; Nenden Sri Lengkanawati; Bachrudin Musthafa; Rojab Siti Rodliyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6693

Abstract

The integration of digital tools in education has underscored the need for innovative strategies to develop critical skills, particularly in English as a Foreign Language (EFL) contexts. Among vocational school students, the ability to think critically and speak effectively in English is essential for employability and global communication. This qualitative study explored the use of Instagram to enhance critical thinking in speaking among vocational school students in Indonesia. Five EFL teachers, all experienced in using Instagram in the classroom, participated in the research. Data were collected through semi-structured interviews, classroom observations, and analysis of students' Instagram-based speaking activities. Thematic analysis was employed to identify key patterns and insights. Findings indicate that Instagram supports critical thinking development by encouraging students to analyze content, evaluate different viewpoints, and articulate arguments through speaking tasks. Students also demonstrated improved fluency and confidence. However, challenges such as digital distractions and varying levels of digital literacy emerged. Teachers highlighted the need for structured guidance and scaffolding to mitigate these issues. Instagram holds significant potential as a pedagogical tool for enhancing critical thinking in speaking within EFL vocational settings. Effective implementation requires intentional instructional design, including reflective questioning, peer feedback, and guided support. Future research should examine the long-term effects of social media-based learning on learners’ cognitive and linguistic progress.
Exploring Platform Choices in Enhancing English Speaking Skills: A Case Study in Jambi Province Winny Berliana; Rojab Siti Rodliyah; Bachrudin Musthafa
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9168

Abstract

This study investigates the alignment between teachers’ selected digital platforms and students’ platform preferences in supporting English speaking practice in the EFL context of Jambi Province, Indonesia. Despite the increasing integration of digital tools in language learning, limited research has explored how mismatches between teacher choices and student preferences influence speaking engagement.A qualitative case study design was employed involving 30 students and 2 English teachers from two secondary schools selected through purposive sampling. Data were collected through semi-structured interviews and supported by questionnaires for triangulation. The data were analyzed thematically using Oxford’s (1990) language learning strategies framework.The findings reveal that WhatsApp and YouTube were the most frequently used platforms due to their accessibility and ease of use. However, students showed a stronger preference for Instagram, which they perceived as more engaging and less anxiety-inducing for speaking practice. While partial alignment existed in the use of familiar platforms, a notable misalignment emerged in platform preference, potentially limiting students’ engagement and opportunities for meaningful speaking practice.The study concludes that effective integration of digital platforms in EFL speaking instruction requires not only consideration of accessibility and teacher manageability but also alignment with students’ preferences. Incorporating student-preferred platforms in a structured and pedagogically sound manner may enhance engagement and support more meaningful speaking practice, particularly in contexts with infrastructural constraints.
Co-Authors Bachrudin Musthafa Nenden Sri Lengkanawati Rojab Siti Rodliyah Sri Setyarini