RELLY PRIHATIN,FATMA SUKMAWATI,EKA BUDHI SANTOSA,BUDI TRI CAHYONO,RATNA JUWITA,JOVITA RIDHANI
DOI: https://doi.org/This research examines the implementation of Instagram as a tool for teaching English as a Foreign Language (EFL) writing. The selection of Instagram was based on several factors: its widespread accessibility, the prevalence of mobile devices, students' familiarity with the platform, and its visual data capabilities. The study involved 34 university students who utilized Instagram to complete both pre-test and post-test argumentative writing assignments. Over the course of eight instructional sessions (including preparation and post-test phases), findings demonstrated that this teaching methodology was effective, as evidenced by improved argumentative essay scores among participants. The distinctive features of Instagram were instrumental in helping students comprehend learning materials and enhance their writing skills.
