Non-Efl Students’ Feelings In Learning English Vocabulary Through “Folkative” Instagram Captions

Aizah, Nafa Atul (2026) Non-Efl Students’ Feelings In Learning English Vocabulary Through “Folkative” Instagram Captions. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Vocabulary is essential in learning English, yet students outside English study programs receive little structured English instruction. Nevertheless, these students meet English words in their daily social media use. One possible avenue for vocabulary learning beyond the classroom is through Instagram captions, such as those posted by Folkative. Despite the increasing attention to social media as a space for vocabulary learning, there is a scarcity of research investigating how non-EFL students feel while learning vocabulary through such captions. Consequently, this study seeks to explore non-EFL students’ feelings in learning vocabulary through Folkative Instagram captions. This research utilized a qualitative approach with a narrative inquiry design. Three non-EFL students from three different study programs were purposefully chosen because they regularly followed Folkative and read its English captions. Data collection involved self-reflective journals written over seven days and one interview with each participant. The analysis of the data was conducted using the thematic analysis method, with the Affect subsystem of Appraisal Theory as the analytical lens. The results indicated that the participants’ feelings were modest, specific to particular words, and mixed across four learning moments. When noticing unfamiliar words, they felt curious or interested, depending on their interest in the content, and one participant also felt confused and puzzled. When inferring meaning, they felt happy when their guesses were confirmed. They reported a small perceived increase in vocabulary ix and hoped to become more used to reading English. Feelings about pronunciation were the most varied, ranging from fear and embarrassment about difficult words to confidence about easy ones, and none reported feeling nervous when using words in conversation. The conclusion indicates that Folkative captions can offer a relaxed, informal setting for non-EFL students to meet English vocabulary, although their feelings depend on interest in the content and on how comfortable they are with pronunciation, and the findings cannot be generalized beyond the three participants.

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