Chapter IV: Conclusion and Suggestion

4.1 Conclusion

This study investigated the Instagram account @kotesu_8, analyzing how visual and linguistic elements are composed to construct English language lessons and how followers engage with the content. The research concluded that meme-based English language teaching on Instagram is a sophisticated multimodal achievement. The content creator effectively utilizes "progressive reveal" and specific compositional layouts, specifically the Given-New structure, to facilitate understanding of complex grammar rules.

The findings show that all three analyzed reels rely on conceptual classificatory structures and demand gazes from mascots. Themate analysis of 2,403 comments proved that audience engagement is deeply participatory. Followers do not just absorb information; they transform the English lessons into bilingual cultural artifacts, often involving political satire and community-driven wordplay. Meme-based teaching functions as a participatory pedagogical event where the lesson is continued and reshaped by the audience in the comment section.

Limitations

"Due to the scope of a bachelor's thesis, this study only analyzed three reels and their text-only comments. The role of emoji-only reactions and the account's performance profile over a longer period remain for future exploration."

Contributions

"This research contributes a new temporal dimension to visual grammar (Progressive Reveal) and provides empirical data on the efficacy of memes as pedagogical tools in the Indonesian EFL context."

4.2 Suggestion

Future studies should consider longitudinal analysis of engagement patterns and broaden the scope to include multi-creators comparison. Educational institutions are encouraged to explore the integration of multimodal meme aesthetics into formal grammar instruction to lower affective filters in learners.