THE EFFECT OF INSTAGRAM AS AN INSTRUCTIONAL

MEDIUM TO STUDENTS ACHIEVEMENT IN DESCRIPTIVE

WRITING

(A Pre-Experiment Research at the Tenth Grade of SMK Negeri 6

Bulukumba)

A THESIS

Submitted to the Faculty of Teachers Training and Education Makassar

Muhammadiyah University in Partial Fullfillment of Requirement for the

Degree of Education Degree in English Department

USMAN HC

10535623615

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH MAKASSAR

2021

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MOTTO

Two greatest enemies of success are

laziness and despair.

DEDICATION

This thesis is dedicated to my beloved

Mother Cayati, who always unburden their

affection, give advice up to the writer

finished in arranging this thesis.

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ABSTRACT

Usman HC. 2021. The Effect of Instagram as an Instructional Medium to

Students Achievement in Descriptive Writing (A Pre-Experiment Research at the

tenth grade of SMKN 6 Bulukumba). A thesis, English Education Department,

Faculty of Teacher Training and Education, Muhammadiyah University of

Makassar. Supervised by Sulfasyah and Herlina Daddi.

This research aimed at finding out whether the use of instagram as an

instructional medium affect the students‟ achievement in descriptive writing at the

tenth grade of SMK Negeri 6 Bulukumba. The students‟ achievement in

descriptive text was a short paragraph made by students by analyzing the content,

organization, vocabulary, language use, and mechanics. The researcher used a

pre-experimental research with one group pretest-posttest which was carried out

online during the covid-19 pandemic. The sample was class X TKJ which

consisted of 17 students. The instrument of this research was writing test.

The result of the research showed that the mean score of the students

achievement in pre-test was 69.82 and in the post-test became 85.41. The value of

the t-test was 11.91. It was higher than the t-table value namely 2.11991 at the

level of significant (p) = 0,05 with degree of freedom (df) = 16. The differences

between t-test and t-table value was very significant. It means that the Null

Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted.

Therefore, it can be concluded that the use of Instagram as a media in descriptive

text effective to improve the students‟ in writing.

Key Words: Students Achievement, Descriptive writing, Instagram

viii

ABSTRACT

Usman HC. 2021. Pengaruh Instagram Sebagai Media Pembelajaran terhadap

Prestasi Belajar Menulis Deskriptif (Sebuah Penelitian Pra Eksperimen kelas X di

SMAN 6 Bulukumba). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.

Dibimbing oleh Sulfasyah dan Herlina Daddi.

Penelitian ini bertujuan untuk mengetahui apakah penggunaan instagram

sebagai media pembelajaran berpengaruh terhadap prestasi belajar menulis

deskriptif siswa kelas X di SMK Negeri 6 Bulukumba. Hasil belajar siswa pada

teks deskriptif berupa paragraf pendek yang dibuat oleh siswa dengan

menganalisis isi, pengorganisasian, kosa kata, penggunaan bahasa, dan mekanika.

Peneliti menggunakan penelitian pra-eksperimental dengan one group pretest-

posttest yang dilakukan secara online selama pandemi covid-19. Sampelnya

adalah siswa kelas X TKJ yang berjumlah 17 siswa. Instrumen penelitian ini

adalah tes menulis.

Hasil penelitian menunjukkan bahwa rata-rata nilai prestasi siswa pada

pre-test 69,82 dan pada post-test menjadi 85,41. Nilai uji-t 11,91. Hal tersebut

lebih tinggi dari nilai t-tabel yaitu 2,11991 pada taraf signifikan (p) = 0,05 dengan

derajat kebebasan (df) = 16. Perbedaan antara nilai t-hitung dan nilai t-tabel

sangat signifikan. Artinya Hipotesis Nol (H0) ditolak dan Hipotesis Alternatif

(H1) diterima. Dengan demikian dapat disimpulkan bahwa penggunaan Instagram

sebagai media dalam teks deskriptif efektif untuk meningkatkan kemampuan

menulis siswa.

Kata Kunci: Prestasi Belajar Siswa, Penulisan Deskriptif, Instagram

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ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin. The researcher expresses his gratitude to the

Almighty God Allah SWT, the Most Merciful for blessing her so that the

researcher could finishing this thesis with the title is “The Effect Of Instagram As

An Instructional Medium To Students Achievement In Descriptive Writing (A

Pre-Experiment Research at the Tenth Grade of SMK NEGERI 6 Bulukumba)”.

Salam and Shalawat are addressed to the beloved prophet Muhammad SAW who

has brought us to the Nur of Islam.

Thank you to his beloved Mother (Mrs. Cayati) who always pray, motivate,

spent a lot of time to support writer in whole time and reminded the researcher to

finish this thesis as soon as possible. And also the researcher would like to thank

all people who give contribute and support the researcher until the completion of

this thesis, they are:

1. Prof. Dr. H. Ambo Asse, M.Ag. as the rector of Muhammadiyah

University of Makassar.

2. Erwin Akib, M.Pd., Ph.D. as the Dean of Teacher Training and Education

Faculty.

3. Ummi Khaerati Syam, S.Pd., M.Pd. as the Head of English Education

Department of Muhammadiyah University of Makassar.

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4. Sulfasyah, MA., Ph.D. as the first consultant and the second consultant

Herlina Daddi, S.Pd,. M.Pd who has given the writer guidance, correction

and support until this thesis was complete.

5. The mean and the staff and all of the lecturers of the FKIP Unismuh

Makassar especially to the lectures of English Department who taught me

for many years.

6. Full thank to Headmaster of SMK Negeri 6 Bulukumba especially to the

teacher of English Hj. Hadrah S.Pd, MM. and all staff of SMK Negeri 6

Bulukumba also all of the students X TKJ 1 for their guidance to finish

the thesis.

7. My beloved Amazing Class (A) who have spent glorious and memorable

time with the writer in the class.

8. My uncontrollable teams Pondok Barbie who always give help and

support for the writer. Thank you for the sweet memorable time with the

writer.

In the end, the researcher realized this thesis is still simplest one. Therefore,

criticism and suggestion will be highly appreciated. Finally the researcher praised

Alhamdulillah for the completion of this thesis.

Makassar, 2021

Usman Hc

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TABLE OF CONTENT

Page

COVER ...........................................................................................................

APPROVAL SHEET ..................................................................................... i

COUNSELING SHEET………………………………………... ................. ii

SURAT PERNYATAAN ............................................................................... iv

SURAT PERJANJIAN .................................................................................. v

MOTTO .......................................................................................................... vi

ABSTRACT .................................................................................................... vii

ACKNOWLEDGEMENTS ........................................................................... ix

TABLE OF CONTENT ................................................................................. xi

LIST OF TABLES ......................................................................................... xiii

LIST OF FIGURES ....................................................................................... xiv

LIST OF APPENDICES ............................................................................... xv

CHAPTER I: INTRODUCTION ............................................................. 16

A. Background ............................................................................... 16

B. Problem Statement ................................................................... 19

C. Research Objective ................................................................... 19

D. Benefit of Research ................................................................... 19

E. Scope of The Research .............................................................. 20

CHAPTER II: LITERATURE REVIEW .................................................. 21

A. Previous Related Research ...................................................... 21

B. Some Pertinent Ideas ................................................................ 22

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1. Concept of Writing ................................................................ 22

a. Definition of Writing ....................................................... 22

b. The Process of Writing .................................................... 23

c. Purpose of Writing .......................................................... 26

d. Writing Assessment ......................................................... 27

2. Teaching Media ...................................................................... 30

a. Kinds of Teaching Media ................................................ 31

b. Definition of Instagram ................................................... 32

c. Instagram as Media in Teaching Writing

Descriptive text ................................................................ 35

d. The Procedure of Teaching Instagram in

Classroom ......................................................................... 36

3. Descriptive Text ...................................................................... 38

a. The Purpose of Descriptive Text .................................... 38

b. Generic Structure of Descriptive Text ........................... 39

c. Grammatical Features of Descriptive Text ................... 39

C. Conceptual Framework ............................................................ 40

D. Hypothesis .................................................................................. 40

CHAPTER III: RESEARCH METHOD .................................................... 41

A. Research Design ........................................................................ 41

B. Population and Sample ............................................................. 43

C. Research Variables .................................................................. 43

D. Instrument of the Research ...................................................... 44

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E. Procedure of Collection Data ................................................... 45

F. Techniques of Data Analysis .................................................... 46

CHAPTHER IV: FINDINGS AND DISCUSSION ..................................... 50

A. FINDINGS ................................................................................. 50

1. The Description of the Data ............................................ 50

2. The Analysis of the Data ................................................. 51

3. Hypothesis testing ............................................................ 53

B. DISCUSSION ............................................................................ 54

CHAPTHER V: CONCLUSION AND SUGGESTION ............................. 57

A. Conclusion ................................................................................. 57

B. Suggestion .................................................................................. 57

BIBLIOGRAPHY .......................................................................................... 59

APPENDICES ................................................................................................

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LIST OF TABLES

Page

Table 3.1 The score Classification of Reading ............................................ 36

Table 3.2 The scoring rubric for Literal Reading Comprehension ........... 35

Table 4.1 The score of pre-test and post-test ............................................... 39

Table 4.2 Classification score ........................................................................ 40

Table 4.3 Mean score pre-test and post-test ................................................ 41

Table 4.4 Distribution the value of t-test and t-table .................................. 41

Table 4.5 The t-test value of students reading comprehension .................. 42

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LIST OF FIGURE

Page

Figure 2.1 Conceptual Framework ............................................................... 30

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LIST OF APPENDICES

Appendix A : Lesson Plan

Appendix B : Pre-test and Post-test

Appendix C : Key Answer

Appendix D : The Result of Students‟ Pre-test and Post-test

Appendix E : Attendance List

Appendix F : Table Distribution of T-Value

Appendix G : Documentation

Appendix H : Students‟ Worksheet

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CHAPTER I

INTRODUCTION

A. Background

English is the language used as the official communication medium of

many Commonwealth countries and is widely understood and used. In learning

English we are given some skills as a basis for our mastery in learning English

such as speaking skills, listening skills, reading skills and writing skills then

English has several language components such as grammar, pronunciation and

vocabulary. The researcher is mainly focused on writing skill, because writing is

considered the most difficult and complicated language skill to be learned.

Writing is important way in communication for human life because it is

one of the language skills. By writing skill, someone is asked to be clearly formed

of writing in order to the communication will be easier to be understood. The

importance of writing of human life is the same as the importance in school

environment. Writing is a thinking process in and of itself, requiring a great deal

of work to reorganize concepts and feelings (El-Shami 2011). They must

communicate their feelings effectively in writing. They must use creativity to

articulate their thoughts and feelings so that the reader can understand what they

are saying.

Byrne (1988) categorizes three problems that make writing skills difficult

to master, namely linguistic, cognitive, and content problems. The first problem is

linguistics. This is related to our shrewdness in writing the correct structure and

therefore the sentences that are formed will be able to blend into one another. The

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result is that the text is made that readers can implement properly. The second

problem is a cognitive problem related to our mastery of language forms,

structures, grammar which are useful for effective communication in writing.

However, the researcher only focuses on problems related to writing

components, namely content, organization, vocabulary, grammar, and mechanics.

Regarding the content of the essay, Basic level students have problems with

details. Three respondents did not provide sufficient detail in the content because

they had difficulty in expressing their ideas in English due to a lack of vocabulary

and an inability to write proper grammar. They also have problems using the

schematic structure according to the essay chosen, namely the descriptive essay.

All three respondents also had problems with coherence for organizations in the

text. The problem is mainly the lack of vocabulary and the lack of ability to

operate English grammar. The ideas are cut off due to limited vocabulary,

Problems in applying the correct grammar are also a big obstacle for students in

conveying their ideas, the lack of skills in vocabulary and grammar provokes

problems in writing introductory paragraphs, thesis statements, bodies, and

conclusions. Respondents also had problems with capitalization, punctuation and

spelling. Meanwhile, respondents who had language proficiency levels at the

upper-intermediate level had problems forming introductory paragraphs that did

not get to the point. This is probably influenced by the Indonesian language style

which does not directly address the main problem. Meanwhile, for vocabulary,

grammar, and mechanics, students who are at the upper-intermediate level have

no difficulties.

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In the teaching learning process are influenced by the ways teachers

present their instructional material. Many teachers make efforts to make their

class interesting with various methods, techniques, and materials in order to

stimulate the learning of language ability effectively. The teacher must be able to

created situation that provides opportunities and stimulates the students especially

to be interested in writing and it is not impossible if they use a media to make the

students enjoy the writing process.

Other relevant factors to consider include the use of media and writing

technique. Arsyad (2004) defines media as an instructional component that

includes message, individual, and tool. Teaching media have been affected by

technological advancements in this regard. One of the media which can be applied

in this digital era is social media. As stated by Handayani, Cahyono, and Widiyati

(2018:113), Instagram is an online mobile photo and video-sharing. The advent of

social media can be a proper educational instrument which attracts students‟

attention in learning process. Social media is an important part of students‟ daily

life activity. They can interact and share their stories to others directly.

Teacher should be able to build a vibrant classroom environment by using

innovative media in delivering content, inspiring students, providing

reinforcement, and using a variety of methods to teach the target, as important as

the technique. Most teachers teach in a traditional manner, giving students lessons

and presenting materials without using any artistic media. Generally, Instagram is

a social media which is very popular and widely used by teenagers. Handayani

(2017: 24 as cited Dina Septiani) states that students tend to spend their time

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accessing it. They usually upload their photos or video with description, and

interact with others by giving comments on it or by sending direct messages. As a

result, Instagram appears to provide a fun and ideal environment for students to

create text.

According to Purwandari (2017), the use of Instagram can encourage the

students to be more active and creative. Instagram can motivate the students

during the process of learning. In addition, the students are interested using

photograph in Instagram during learning descriptive text. She stated that

photograph in Instagram was effective to help them in improving students‟

writing skill. Here, the researcher choose Instagram as medium to teach

descriptive text, by using Instagram the students can be motivated and interested

in learning English. Teachers have high responsibility to develop students‟ writing

skill, especially in teaching descriptive text. The teacher must create interesting

activities in the classroom in order the students can develop their ideas in writing.

Instagram can be used in writing descriptive text because Instagram is an

application that is used to print images and videos. That means there is a

connection with descriptive text, because descriptive text is describing something

including images. Besides that a teacher must be more creative using Instagram.

Teachers can overcome student difficulties and provide direction for students to

write descriptive text using Instagram.

Based on pre observation in SMK Negeri 6 Bulukumba, Students struggle

with their writing abilities. It's because they don't do any writing in class. They

only use short sentences in their writing. Furthermore, they do not have a firm

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grasp on proper sentence form, which makes them hesitant to write a paragraph.

Students, for example, are unable to write in the correct tenses, such as simple

presents. Also, the teacher teaches in an old-fashioned manner, which leaves the

students bored. The majority of them are unsure how to begin writing. They have

an idea in their heads, but they can't put it into words. They are therefore afraid of

making mistakes, making it difficult for them to compose because they are

unfamiliar with the activity. Teachers must be able to teach writing in an

acceptable manner so that students appreciate and find it simple to write. So, the

researcher conducted the research in SMK Negeri 6 Bulukumba, under the title

“The Effect Of Instagram As an Instructional medium To Students

Achievement in Descriptive Writing”

B. Research Problem

Based on the background, the researcher were formulate the problem

statement as follow “Does the use of Instagram as an instructional medium affect

students‟ achievement in descriptive writing?”

C. Research Objectives

Based on the problem statement, the objective of this study to find out the

use of Instagram as an instructional medium affect students‟ achievement in

descriptive writing.

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D. Benefits of Research

1. The students

This research is expected to help and become input for students who are

informed by the teacher to overcome difficulties in the thinking process,

especially in writing descriptive text by using Instagram.

2. The teacher

This research is expected to provide input to the teacher regarding the

importance of increasing student writing descriptive text and can also

provide input to understand and develop knowledge in the learning

process.

3. The next researchers

This research is expected to help other researchers to gain new

experiences, insights and understanding about the use of Instagram to

improve students' in writing descriptive text.

E. Scope of the Research

The scope of this research is to find out the use of Instagram as a medium

to teach descriptive writing have an effect on students‟ achievement in descriptive

writing at SMK Negeri 6 Bulukumba. Students‟ achievement here means that in

teaching writing descriptive text the students‟ can make a short paragraph of

descriptive text such us content, organization, vocabulary, language use, and

mechanics.

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CHAPTER II

REVIEW OF LITERATURE

In order to provide relevant information in the field, the writer discusses

some related theories and literature to the problems of this study in this chapter.

A. Previous Related Findings

Warda (2019), The Effectiveness of Teaching Writing Descriptive Text

by Using Social Media “Instagram” to Improve Students‟ Writing Ability at

Junior High School Students. The result of the research showed that teaching

writing descriptive text using social media “Instagram” to improve students

writing ability is effective.

Alfiyatun (2018), Examining the Effect of Instagram Captions as Media

on Teaching Writing Skill for EFL Learners. The result above concluded that,

students who are taught by using Instagram captions as teaching media have

better writing ability than those who are taught using picture as teaching media.

Irfan (2017), Improving Students‟ Writing Skill Using Instagram in

Grade X of Science 5 at SMAN 5 Yogyakarta. The study showed that the use

of Instagram in the teaching and learning process significantly improved the

students‟ writing skill. The students made a good improvement on the aspects

of content, vocabulary, organization, grammar, and mechanics. The social

medium worked well to improve their interest, focus, and proficiency in

writing. They were more interested in the teaching and learning process and

kept focused on the class.

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The researcher concludes that the similarities between the previous

research and this research are the use of Instagram as a media in teaching

descriptive text. While the difference between the previous research and this

research is the research design. In the previous research applied quasi

experiment research design while in this research will apply pre experiment

research design.

B. Some Pertinent Ideas

1. Concept of Writing

a. Definition of Writing

Writing is one of the productive language skills when learning English

as a foreign language. It's the same as speaking. The key distinction between

writing and speaking is the product. In other words, the end result is a

spoken text, which may take the form of a monologue or a dialogue. The

key product of prose, on the other hand, is a written document. Writing is

one of the active language skills that deals with conveying messages using

graphic symbols, according to Spratt, Pulvernes, and Williams (2005:26).

Writing, according to them, is an activity in which one communicates a

concept through the use of letters, terms, phrases, and clauses in a sequence

of linked sentences. Writing, according to this concept, is the act of

conveying a message through a written document. In other words, writing is

the use of written symbols to communicate between a writer and a reader.

Writing should be undertaken at our leisure as a means of communicating

ideas or emotions in words (Sutanto, 2007:1).

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Writing is a way to generate language and convey thoughts, emotions,

and views, according to Harmer (2004:11). He also claims that writing is a

method in which what people write is always highly influenced by genre

constraints, which must then be addressed in learning activitiesThe

researcher concludes that writing is a dynamic method for conveying or

delivering concepts, emotions, beliefs, and feelings using a combination of

letters in written language that other people can understand, based on the

ideas presented above. It's difficult because we have to think about

grammar, spelling, punctuation, linking ideas and details through sentences

to create a subject, and so on. It means that the writer must arrange the

sentences into a cohesive text that is as complete as possible in order to

effectively interact with the readers through the medium of writing.

For all statement above, the researcher concludes that writing is one of

skill in English to transferred idea, feeling and thought of the writers‟ mind

which arranged in words, sentences and paragraph using eyes, hand and

brain, as information to the reader.

b. The Process of Writing

The phases a writer goes through in order to create something in its

final written form are referred to as the writing process. Of course, the

content (subject matter) of the writing, the form of writing (shopping lists,

letters, essays, studies, or novels), and the medium in which it is written can

all influence this method (pen and paper, computer word files, live chat,

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etc.). However, it is proposed that the mechanism has four key elements in

both of these instances;

1) Planning

Experienced writers plan what they are going to write. Before starting

to write or type, they try and decide what they are going to say. For

some writers this may involve making detailed notes. For other a few

jotted words may be enough. Still others may not actually write down

any preliminary notes at all since they may do all their planning in

their heads. Writers must consider their key issue while planning. First

and foremost, they must consider the intent of their writing, as this

will affect not only the type of text they choose to produce, but also

the language they use and the details they want to include (among

other things). Second, experienced authors consider the audience with

whom they are writing, as this will affect not only the shape of the

writing (how it is laid out, how the paragraphs are arranged, and so

on), but also the language used – whether formal or informal in tone,

for example. Third, writers must understand the piece's content

structure, or how to better sequence the facts, thoughts, or claims that

they have chosen to include.

2) Drafting

The first draft of a piece of writing is referred to as a draft. This first

pass at a text is always performed with the expectation of subsequent

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revisions. On the path to the final edition, a number of drafts can be

expected as the writing process progresses into editing.

3) Editing (reflecting and revising)

When writers finish a draft, they normally read it over to see where it

fits and where it doesn't (for example, if the information isn't in the

right order). Perhaps something is written in an unclear or perplexing

manner. They may then rearrange the paragraphs or compose a new

introduction. For a specific sentence, they can use a different wording.

Before concentrating on specific details such as individual words and

grammatical precision, more experienced authors prefer to consider

issues of general meaning and overall structure. Of course, the latter

two are crucial and are often addressed later in the process. Other

readers (or editors) who comment and make suggestions are also

helpful in reflecting and revising. The author would be aided in

making necessary revisions by another reader's response to a piece of

writing.

4) Final version

Writers create their final version after editing their draft and making

the changes they believe are appropriate. Since something changed

during the editing process, this can look very different from both the

initial design and the first draft. The researcher, on the other hand, is

now prepared to submit the written text to the intended audience

(Harmer, 2004:4-5).

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c. The Purpose of Writing

We must ensure that our students have some writing goals while

teaching "writing for writing." Effective authors typically have a goal in

mind and write with the intention of achieving that goal. Students are more

likely to develop writing skills when they are writing actual messages for

real people, or at the very least when they are conducting activities that they

will encounter outside of the classroom. As a result, the writing tasks chosen

will be determined by why students are learning English. There are three

major types of learning that should be considered, namely:

1) English as a Second Language (ESL) – this definition usually refers to

students who live in the target language group and need English on a

daily basis to work in that community. Recent immigrants and refugees,

for example, may have unique writing requirements, such as the need to

fill out a variety of forms or write specific types of letters (depending

on their specific needs and circumstances), in addition to the need to

improve their English.

2) ESP (English for Specific Purpose) – many students study English for a

specific (or narrow) purpose. Nurses in the United Kingdom and the

United States, for example, will learn medical English. Those planning

to attend an English-medium university should focus on English for

Academic Purposes (EAP). Business students will focus on

management and commerce terminology, among other things.

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3) English as a Foreign Language (EFL) – this term is commonly used to

refer to students who are learning general English in their own country's

schools and institutes or as transitory tourists in a target-language

country. Their requirements are often more difficult to define than those

of the two groups listed previously (Jeremy Harmer, 2004:39).

d. Writing Assessment

Assessment is a common and often misunderstood word in current

educational practice, according to Brown (2001:4 as cited by Dina Septiani).

People may believe that testing and measuring are synonymous, but they are

not. Tests are administrative processes that occur at specific times in the

curriculum when learners master all of their faculties in order to provide

peak results.

Furthermore, evaluation is a continuous process that covers a wide

range of topics. A test is a form of evaluation. It isn't the only form of

evaluation that teachers can use. While a test may be used to measure

something, an evaluation is not necessarily a test.

To assess the students' writing abilities, the researcher will use

analytic scoring. Analytical scoring has five main components that will help

the writer focus on areas that need improvement.

Similar to the checklist, an analytic scoring rubric allows for the

assessment of each of these variables separately. Each criterion is given a

numerical value and is graded on a different descriptive scale. In the sense

that they allow examiners to be more explicit about their impressions,

29

analytic marking schemes are devised in an effort to make research more

objective. It is based on the parameters of the objects being assessed.

Relevance and adequacy of substance, compositional organization, continuity,

adequacy of vocabulary for purposes, grammar accuracy, and mechanical

accuracy for spelling and punctuation are among the items assessed.

Trait-based scoring, unlike analytic and holistic scoring, focuses on

whether each paper demonstrates proof of the specific trait or function you

want students to demonstrate in writing. Trait-based instruments are

intended to clearly identify the task's basic subject and genre characteristics

(Hyland, 2003: 229). As a result, when the writing assignment is given, the

benefit of this approach is that it focuses on basic aspects of instruction that

most closely match the goals being covered. Based on the theories above,

the soring rubric applied in this thesis is as follow.

Table 2.1 Scoring profile of Descriptive Text

No Categories Score Description

1 Content

- Topic

- Details

30-27

26-24

23-17

16-13

Excellent to very good

The topic is complete and clear and the

details are relating to the topic.

Good to average

The topic is complete and clear but the

details almost relating to the topic.

Fair to poor

The topic is complete and clear but the

details are not relating to the topic.

Very poor

The topic is clear and the details are not

relating to the topic.

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2 Organization

- Identification

- Description

25-22

21-18

17-11

10-6

Excellent to very good

Identification is complete and

descriptions are arranged with proper

connectives.

Good to average

Identification is almost complete and

descriptions are arranged with almost

proper connectives.

Fair to poor

Identification is not complete and

descriptions are arranged with few

misuses of connectives.

Very poor

Identification is not complete and

descriptions are arranged with misuse of

connectives.

3 Grammar

- Use present

tense

- Agreement

20-18

17-14

13-10

9-7

Excellent to very good

Very few grammatical or agreement

inaccuracies.

Good to average

Few grammatical or agreement

inaccuracies but not effect on meaning.

Fair to poor

Numerous grammatical or agreement

inaccuracies.

Very poor

Frequent grammatical or agreement

inaccuracies.

4 Vocabulary 20-18

17-14

13-10

9-7

Excellent to very good

Effective choice of words and word

forms.

Good to average

Few misuse of vocabularies, word forms,

but not change the meaning.

Fair to poor

Limited range confusing words and word

forms.

Very poor

Very poor knowledge of words, word

forms, and not understandable.

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5 Mechanics

- Spelling

- Punctuation

- Capitalization

5

4

3

2

Excellent to very good

It uses correct spelling, punctuation,

capitalization.

Good to average

It has occasional errors of spelling,

punctuation, capitalization.

Fair to poor

It has frequent errors of spelling,

punctuation, capitalization.

Very poor

It is dominated by errors of spelling,

punctuation, capitalization.

(Adapted from Brown 2007)

2. Teaching of Media

Every classroom in the world has some learning opportunities to aid in

the teaching and learning of the students. Teachers need certain media in

order to effectively educate their students. Meanwhile, students need media in

order to comprehend a concept that they can easily grasp. Those different

media can be divided into many categories. Some of them are known as

sophisticated media, implying that they make use of advanced technologies.

Some of them are known as "classic" or "traditional" media. There are some

advantages of using media in the teaching and learning process for both

teachers and students. Smaldino et al. (2005:12, 13) support this proposal,

stating that media should be used to complement educator support provided

by teachers. Furthermore, they can be used in formal education cases where a

teacher is unavailable or is assisting other students. Finally, media plays an

important role in teaching and learning because they provide many

advantages to the classroom.

32

a. Kinds of Teaching Media

Teachers use a variety of media in order to provide more accurate

instruction. There are six media that can be used in teaching and learning

activities, according to Smaldino et al. (2005:9). These are explained in

the following manner:

1) The term "media" refers to alphanumeric characters that can be

displayed in a variety of ways. It could be a book, a poster, a

chalkboard, or a computer screen.

2) Audio is a form of learning medium that encompasses everything we

can hear. It may take the form of a person's voice, music, mechanical

sounds, and noises, among other things.

3) Visual media: Visual media is widely used to encourage learning.

Diagrams on a poster, chalkboard drawings, photos or images, book

graphics, cartoons, and so on will all be included.

4) Motion media includes videotapes, animations, and other forms of

motion media. Manipulative: three-dimensional media that students

can touch and manipulate.

5) Teachers, pupils, and subject-matter experts are examples of people.

This is in line with Harmer's (2007:177) recommendation of four

different types of media that can be used in the classroom. Realis, photos,

cards, and Cuisenaire rods are the items in question. Realis refers to

actual artifacts or their replicas. Realis has the advantage of being both

useful and intrinsically fascinating. Furthermore, realis is an excellent

33

starting point for a wide range of language and communication practices.

The second is a photograph. Teachers have often used pictures or

illustrations to help students understand, whether they are drawn, taken

from books, newspapers, or magazines, or photographed. Card is the

third choice. Cards may be used for a variety of tasks, including

matching and buying, selecting, and playing card games. Cuisenaire rods,

on the other hand, are a series of small blocks of wood or plastic of

varying lengths. They may also be used for a variety of purposes, such as

demonstrating stress, preposition, and so on.

One of the media which can be applied in this digital era is social

media. As stated by Handayani, Cahyono, and Widiyati (2018:113),

Instagram is an online mobile photo and video-sharing. The advent of

social media can be a proper educational instrument which attracts

students‟ attention in learning process. Social media is an important part

of students‟ daily life activity. They can interact and share their stories to

others directly.

b. Definition of Instagram

With over 300 million active users, Instagram is one of the most

popular SNSs (Social Network Sites) on the planet. Instagram is mostly

used by users to upload individual photos or videos to their profiles with

a description; approximately 70 million images and videos are uploaded

daily. As a result, Instagram appears to be a great place for L2 learners to

practice descriptive writing. Users communicate by 'following' each

34

other's profiles, which allows them to see the content posted on those

profiles and react with comments or 'likes.' A user can tag photos with

the word "like" to show that they like them. When a user follows other

users, all of their posts are compiled and shown in the user's 'News Feed.'

Instagram users can also use the „Direct message' feature to send private

messages to one another. These tools allow users to communicate in real

time and asynchronously, both publicly and privately. Anyone who visits

the site will see your Instagram profile with the default settings; There

are also privacy options that limit access to one's profile to only

authorized followers.

Instagram is one of software that we can use as a social media

communication tool that can upload images and videos. Instagram

account users can follow each other for friendship on social media and

can comment on each other in each picture or video post. Instagram also

called is media sharing, its mean Instagram can share photos and video

and it is can use for sharing the photos with use a caption or description

about the photos or video.

According to Purwandari (2017), the use of Instagram can

encourage the students to be more active and creative. Instagram can

motivate the students during the process of learning. In addition, the

students are interested using photograph in Instagram during learning

descriptive text. She stated that photograph in Instagram was effective to

help them in improving students‟ writing skill.

35

In Instagram, users can also give a description of photos that will

be uploaded in Instagram, so the uploaded photos are more informative

According to Atmoko (2012:52), there are some parts that should be

filled so the uploaded photos are more informative. The sections are:

1. Title

Make the headline or photo caption is more to strengthen the

character or message to be conveyed to the picture.

2. Hash tag

A hash tag is a label in the form of a word prefix symbol marked

by a fence (#). The feature of this symbol (fence) is important

because it is very easy for users to find photos on Instagram with a

certain label.

3. Location

Instagram maximize this technology to provide location features.

So every photo uploaded will show the locations where they were

taken.

Using "Instagram" as a learning tool is a simple way to aid students

in their understanding of descriptive text. “Instagram” is a social media

platform for sharing moments like images and videos, while descriptive

text is text that describes an object in detail. Teachers may use

“Instagram” as a learning tool, which makes teaching descriptive text

much easier. In addition they will more enthusiasts learning English.

36

Based on the definition of Instagram above, the researcher chooses

Instagram as media in teaching writing skill of descriptive text because

using Instagram as teaching media is expected to increase the interest of

the students to learning English in the classroom and outside of school.

c. Instagram as Media in Teaching Writing Descriptive Text

Instagram is one of the most influential social media platforms

among today's teenagers and tweens. It functions as a one-of-a-kind

platform for teachers and students to communicate and exchange

knowledge. In reality, Instagram is becoming more popular in classrooms

around the world, and teachers are coming up with new ways to use it.

Teachers may also use Instagram to support their students' education.

Teachers should assign students the task of recording what is going on in

the classroom, including experiments, assignments, and hands-on

activities, rather than uploading images to Instagram themselves.

Students may also use Instagram on field trips to record their

findings and post pictures of what they find interesting. Instagram can be

used for education through the use of visual images has the ability to

increase students' interpersonal growth. Parents can get involved by

entering Instagram class pages to see what happens in the classroom each

day. Furthermore, community activities such as developing Instagram

projects about schools, animals in school parks, in classrooms, or through

group collaborations will help students develop their art intelligence. The

instructor will use this to teach students about composition, lighting,

37

framing, and caption writing. It allows students and teachers to see how

each student composes their writing.

Akhiar, Mydin, and Kasuma (2017) stated that activities in

Instagram can develop the ability to write in English. Students can

become more thorough in matters that need to be considered when

writing, such as grammar, sentence structure, writing style, and ideas.

Instagram also increase students‟ vocabularies. Sirait and Marlina (2018)

stated that students can develop their vocabulary through Instagram. New

vocabulary can be found in captions, videos, and photos uploaded by

Instagram users.

Instagram photos may be used in foreign language classes to help

students remember new words or explain important aspects of a culture.

Teachers will follow the class account to learn a little more about what

students considered interesting enough to log that day, as exchanging

information is a two-way process. Teachers may opt to use Instagram

instead of a typical exit slip, instructing students to take a photo of what

they learned in class that day and share it with the class. Students and

teachers will use the photographs they post on Instagram as part of their

portfolios, as well as during parent-teacher conferences and teacher

assessments.

38

d. The Procedure of Teaching Instagram in Classroom

There are some procedures in applying Instagram in classroom, they are:

1) Teacher makes a group discussion. On this group, students can find

their peers and can communicate with them as well as with the

teacher.

2) The teacher build knowledge of the topic

Students usually get difficulty in discovering their idea in

writing. Thus, Instagram can be used as an inspiration in writing.

Teacher can post some pictures and ask students to write a

description in the comments. It gives ideas to the students about

what to write.

3) The teacher give a sample of descriptive text

The instructor shares resources and uploads pictures relevant to

the descriptive text. Teachers can also post something that will assist

students in successfully learning a language.

4) The teacher give some questions to guide students to write

descriptive text

While posting the photo, the teacher encourages students by

asking questions about it. Students are asked to comment on the

image and express their thoughts on it.

5) The students write their descriptive text based on their answer on

Instagram

39

Students are free to share their thoughts on the images. Based on

the picture provided, the teacher will determine how students create

ideas. The instructor then led a discussion and provided input on the

descriptive text they had written.

6) The teacher asked students to draft the text, edit and post it on group.

Students must work on their writing skills. They must write a

descriptive text based on the image using the language structure they

learned in class.

7) The students do peer assessment in classroom

Teacher posts some photos and encourages students to comment

with descriptive captions. It encourages students to be more

imaginative in their writing.

8) The teacher gives final score of students‟ writing

The students are asked to write their caption by using language

structure that has been leant in class. Teacher gives feedback about

the students‟ work. Then, teachers can give rewards that have the

best caption. (Alfiyatun: 2018)

3. Descriptive text

Descriptive text is a kind of text with a purpose to give information.

The context of this kind of text is description of particular thing, animal,

person, or others. Descriptive text shows, through careful observation, how a

thing is done (a place, a person, an animal), highlighting the features,

40

qualities, distinctive aspects, in order to furnish a clear and complete

conception.

The main objective of a descriptive text is to inform: it is the case of the

technical descriptions in scientific encyclopedias, handbooks, dictionaries,

guides. It differs from report which describe the things animals, person, or

others in general.

a. The Purpose of Descriptive Text

The object of a descriptive text, according to the description above,

is to give the reader an image of an individual, subject, or environment.

According to White, descriptive text serves a variety of purposes:

1. To help the reader to see the objects, persons and sensations.

2. To explain the reader about a subject.

3. To describe something to make the reader interested.

4. To make the author make a return of the object that already exists in

the form of writings.

5. To demonstrate something to a reader.

b. Generic Structure of Descriptive Text

In genre based writing, Husein and Pulungan (2017: 1) explain that

the generic structure of descriptive text consists of two parts, they are:

1. Identification : Identifies phenomenon to be describe.

2. Description : describes parts, qualities, characteristics.

41

c. Grammatical Features of Descriptive Text

According to Knapp and Watkins (2005:98), there are several

grammatical features of descriptive writing, they are:

1. The verb is simple present tense. For example: he wears red shoes,

she has round face.

2. Using adjectives. For example: beautiful, handsome, black, brown.

3. Using nouns. For example: nose, eyes, lips.

4. Using pronouns. For example: he, she, it.

5. Using action verbs. For example: Ant lives in colonies.

6. Using mental verbs. For example: like, feel

7. Focus on specific participant. For example: my best friend,

Borobudur Temple, Mrs. Rini.

C. Conceptual Framework

The conceptual framework underlying in this research was given below:

Figure 2.1 Conceptual Framework

In the diagram above input, process and output classified briefly in the

following. Input is explanation about teaching descriptive text, in this case

INPUT

Teaching Descriptive Text.

PROCESS Use Instagram in learning writing

process.

OUTPUT

Students‟ achievement in writing.

42

teaching descriptive text while process refers to the students‟ activity in

teaching and learning process by using Instagram. Output it refers to the

students in writing as their result in learning English writing by using

Instagram.

D. Hypothesis

The hypothesis of this research is formulated as follows:

1. Null Hypothesis (H0): There is no an effect by using Instagram of

students‟ achievement in descriptive writing.

2. Alternative Hypothesis (H1): There is an effect by using Instagram of

students‟ achievement in descriptive writing.

43

CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of research design, population and sample, research

variable instrument of the research, procedures of collecting data and technique of

data analysis.

A. Research Design

In this research, the researcher used pre-experimental design with pre-test and

post-test design, involving a single class. The pre-test and post-test is represented

in the following diagram.

The design will be presented as follows:

Where:

X1: Pre-test

T: Treatments (Three meetings)

X2: Post-test

(Hatch, 1991).

1. Pre-test

Before giving a treatment, the researcher gave a pre-test for each student

in the class. The pre-test‟s objective was to know the students‟ writing before

they are given a treatment. In the test the students made some paragraph of

X1 T X2

44

descriptive text. The students were given 1 hour to write their creative ideas in

writing.

According to Creswell (2012:297), states that pre-test is a measure on

some attributes or characteristics that the researchers assess for participants in

an experiment before the participants receive the treatment.

2. Treatment

After the pre-test, the researcher were toughed the students for three

meetings. Teaching and learning about the objective of the material and the

teacher gave the information about the procedure of using Instagram as a

media.

3. Post-test

Post-test was given to the class after giving the treatment. The procedure

of post-test was the same as the pre-test. The researcher gave the post-test to

the students. The test was similar with pre-test. The function of post-test was to

know the students‟ knowledge and ability in writing after teaching descriptive

text by using Instagram as a media.

According to Creswell (2012:297), states that post-test is a measure on

some attributes or characteristics that the researchers assess for participants in

an experiment after the researchers give a treatment.

45

B. Population and Sample

1. Population

The population of this research was the students at SMK Negeri 6

Bulukumba. There were three classes where entire classes learn English in

tenth classes. In this research, researcher took the population in the tenth

class, namely classes X NKN consisting of 12 students, X TKJ consisting of

17 students, and X RPL consisting of 19 students. Therefore, the population

in this research consiste of 48 students from three classes.

2. Sample

In this research, the sample was selected by using purposive sampling

technique. The sample was representative of the population. Sampling was

intended so that research took place effectively and efficiently. In this

research, the researcher chose X TKJ class consisting of 17 students. The

researcher chose those classes because based on the observation; this school

has little media in teaching and learning English. Besides that, this research

chose this class because both of the students never use Instagram as a media

in teaching learning process. And also this class was taken as a sample of the

research based on information from the English teacher of the class.

C. Research Variables

Suharmi (2002: 96) suggests that research variables are what the focus of

research. Meanwhile, Sugiyono (2008: 38) argues that the research variable is

basically everything in the form of what is determined by the researcher to be

studied so that information about it is obtained.

46

From some of the opinions above, it can be conclude that in the study there

were variables that become the focus of research attention to be study so that

information can be obtain about these matters and conclusions were drawn.

In this research there are two variables, namely the independent variable and

dependent variable.

1. Independent Variable (X)

Independent variable is a variable that affects or becomes the cause of the

emergence of the dependent variable. Independent variable in this research is

Instagram (X).

2. Dependent Variable (Y)

Dependent variable is a variable that is influence or becomes a result of the

independent variable. The dependent variable in this study is students' writing

in teaching descriptive text (Y).

D. Instrument of the Research

Research instrument was a tool that was used by researchers in collecting data

so that their work was easier and the results were better, in the sense of being

careful, complete and systematic so that it was easier to process (Suharmi, 2002:

136). The instruments of this study will use writing test. The researcher used

writing test for pre-test and post-test to assess students‟ writing. The pre-test is

give before the treatment to find out where their prior knowledge and to know the

score of the students who eventually find out the results of whether there was an

increase or not in the post-test. And the post-test was conducted after use

47

Instagram as media which the results compared from the difference between the

pre-test and post-test.

E. Procedure of Collecting Data

In collecting the data, the researcher used some procedure as follows:

1. Giving pretest to find out students‟ prior ability in writing.

2. Applying Instagram as media. The steps are:

a. Teacher makes a group a discussion.

b. The teacher builds knowledge of the topic.

c. The teacher gives a sample of descriptive text.

d. The teacher gives some questions to guide students to write

descriptive text.

e. The students write their descriptive text based on their answer on

Instagram.

f. The teacher asked students to draft the text, edit and post it on group.

g. The students do peers assessment in classroom.

h. The teacher gives final score of students‟ writing.

3. Conducting post-test to evaluate students‟ in writing.

F. Techniques of Data Analysis

Data analysis is the way data analysis by the researcher. The analysis used

to find the significant difference of the students‟ writing descriptive text ability

before and after used of using Instagram as a media. The steps to analyze data as

follows:

1. Scoring the students‟ answer the researcher used as follows:

48

a) The score Classification of Writing

Table 3.1. The score Classification of Writing

Score Classification

96 – 100 Excellent

86 – 95 very good

76 – 85 Good

66 – 75 fairly good

56 – 65 Fair

46 – 55 Poor

0 – 45 very poor

(Depdikbud: 1985:6)

b) The Scoring Rubric for Writing

Table 3.2. The scoring rubric for Writing

Categories Score

Content 30

Organization 25

Grammar 20

Vocabulary 20

Mechanic 5

TOTAL 100

49

Table 3.3 Scoring profile of Descriptive Text

No Categories Score Description

1 Content

- Topic

- Details

30-27

26-24

23-17

16-13

Excellent to very good

The topic is complete and clear and the

details are relating to the topic.

Good to average

The topic is complete and clear but the

details almost relating to the topic.

Fair to poor

The topic is complete and clear but the

details are not relating to the topic.

Very poor

The topic is clear and the details are not

relating to the topic.

2 Organization

- Identification

- Description

20-18

17-14

13-10

9-7

Excellent to very good

Identification is complete and

descriptions are arranged with proper

connectives.

Good to average

Identification is almost complete and

descriptions are arranged with almost

proper connectives.

Fair to poor

Identification is not complete and

descriptions are arranged with few

misuses of connectives.

Very poor

Identification is not complete and

descriptions are arranged with misuse of

connectives.

3 Grammar

- Use present

tense

- Agreement

25-22

21-18

17-11

10-6

Excellent to very good

Very few grammatical or agreement

inaccuracies.

Good to average

Few grammatical or agreement

inaccuracies but not effect on meaning.

Fair to poor

Numerous grammatical or agreement

inaccuracies.

Very poor

50

Frequent grammatical or agreement

inaccuracies.

4 Vocabulary 20-18

17-14

13-10

9-7

Excellent to very good

Effective choice of words and word

forms.

Good to average

Few misuse of vocabularies, word forms,

but not change the meaning.

Fair to poor

Limited range confusing words and word

forms.

Very poor

Very poor knowledge of words, word

forms, and not understandable.

5 Mechanics

- Spelling

- Punctuation

- Capitalization

5

4

3

2

Excellent to very good

It uses correct spelling, punctuation,

capitalization.

Good to average

It has occasional errors of spelling,

punctuation, capitalization.

Fair to poor

It has frequent errors of spelling,

punctuation, capitalization.

Very poor

It is dominated by errors of spelling,

punctuation, capitalization.

(Adapted from Brown 2007)

2. Calculating the mean score of the students‟ answer by used the formula :

X = N

X

Where:

X = Mean score

X = Total score

N = The number of subjects, (Gay, 1981:298)

51

3. Finding out the significance difference between the pre-test and posttest by

calculating the value of the test. The following formula was employee :

)1(

)(2

2

NN

N

DD

Dt

Where:

T = t significant

D = the difference between the scores of pre-test and post-test

D = the mean score of the difference between the scores of pre-test and

post- test

N = the number pairs of subject in the study, (Gay, 1981:331).

52

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter talks about the findings of the research. The chapter also

presents the description of the data (pre-test and post-test), the analysis of the data,

and the interpretation of the data.

A. Findings

1. The Description of The Data

The researcher found the data from student‟s pre-test and post-test score

of experimental class. The pre-test was given before the treatment begins and

the post-test is given after the treatment finish. Table 4.1 presents the student‟s

achievement in descriptive writing from the experimental class before the

researcher does his experiment (pre-test). In addition, also present the students‟

achievement in descriptive writing after the researcher does his experiment

(post-test) in the experimental class.

Table 4.1 The score of pre-test and post-test.

Indicator Pre-test Post-test

69.82 85.41

∑ 1187 1452

Based on the table above, it can be seen that the mean score of pre-test is

69.82 from the sum 1187 and the mean score of post-test is 85.41 from the sum

1452. Based on the result, it concludes that the use of Instagram is able to give

greater contribution in teaching and learning writing descriptive text.

53

2. The Analysis of The Data

a. The score classification of students‟ achievement in descriptive writing.

Table 4.2 Classification score

Classification

Score

Pre-Test Post-Test

F % F %

Excellent 96 – 100 0 0 0 0

very good 86 – 95 0 0 7 41.18%

Good 76 – 85 3 17.65% 10 58.82%

fairly good 66 – 75 11 64.70% 0 0

Fair 56 – 65 2 11.77% 0 0

Poor 46 – 55 1 5.88% 0 0

very poor 0 – 45 0 0 0 0

TOTAL 17 100% 17 100%

Based on the rate percentage on Table 4.2, in pretest it is found that

there are not student got excellent classification and very good

classification, students‟ got good classification 3 (17.65%), students got

fairly good classification 11 (64.70%), students got fair classification 2

(11.77%), students got poor classification 1 (5.88%), and there is not

student got very poor classification. Then, in posttest it is found that there

is not excellent classification, students got very good classification 7

(41.18%), students got good classification 10 (58.82%), and there is not

students got fairly good classification, fair classification, poor

classification and very poor classification. It means that the average

students got obtained a passing grade and improved their writing

achievement.

54

b. Calculating the mean score of the students‟ answer by using the formula :

Table 4.3 Mean score pre-test and post-test.

Indicators Pre-Test Post-Test Improvement %

Writing achievement 69.82 85.41 22.33%

Based on Table 4.3, indicated that the mean score of pre-test and

post-test was improved. In the pre-test the students got low score that is

69.82. In the post-test the students achievement in descriptive writing was

improved became 85.41. Hence, the improvement of mean score indicated

that there was 22.33%. Based on the findings, it can be concluded that

using Instagram enhanced students' descriptive text writing.

c. Finding out the significance difference between the pre-test and posttest by

calculating the value of the test. The following formula is employee :

Table 4.4 Distribution the value of t-test and t-table

t-test t-table

11.91 2.05954

The data on the table above showed about the value of t-test is

higher than the value of the t-table. It indicated that there was the effect of

Instagram improved writing descriptive text of students.

It can be inferred that using Instagram as a learning tool is a

successful method for teaching descriptive text writing. This also mean

that null hypothesis (H0) There is no significant students‟ writing in

descriptive text through Instagram this rejected and the alternative

55

hypothesis (H1) There is significant students‟ writing in descriptive text

through Instagram is accepted.

3. Hypothesis testing (t-test of Significant).

The null hypothesis (H0) is dismissed if the t-test outcome is higher than

the t-table value, and the null hypothesis (H0) is accepted if the t-test result is

lower than the t-table value. The product of a statistical study using a t-test

with a significance level of 0.05 and a degree of freedom (df) of n – 1, where

n is the number of students. As you can see, it's as follows:

df = n-1,

df = 17-1, df = 16

The t-table value is 2.11991, based on the level of importance and the

degree of freedom (df) = 16 (p ) = 0.05. The following is the product of a t-

test to see whether using Instagram enhanced students' writing in descriptive

texts:

Table 4.5 The T-test value of Students‟ Writing in Descriptive text.

Mean

score

of Pre-

test

Mean

score

of Post-

test

t-test

t-table

Comparison

Classification

69.82

85.41

11.91

2.11991

t-test>t-table

Significantly

Different

Table 4.5 shows that the t-test value for writing in descriptive text, which

focuses on the impact of Instagram on improving students' writing in

descriptive text, is 11.91>2.11991. It means that the t-test value for each

56

variable and predictor is higher than the t-table value. It means that the results

of the pretest and posttest in writing descriptive text differed significantly.

Based on these findings, it can be inferred that there was a noticeable

difference in improving students' descriptive text writing before and after

using Instagram.

B. Discussion

In this part, the result of findings would be explained clearly about the

effect of Instagram in improving students‟ writing after teach Descriptive Text. It

was when the researcher gave the students assignment in pre-test and pest-test

result. It proved the media that the researcher was successful as previous said.

Alfiyatun (2018), Examining the Effect of Instagram Captions as Media on

Teaching Writing Skill to EFL Learners, conducted research. Students who are

taught using Instagram captions as a teaching medium have greater writing

abilities than those who are taught using pictures as a teaching medium, according

to the findings. The researcher came to the conclusion that using Instagram as an

instructional medium would help students write better descriptive text. This

section discusses how to view the findings.

From the row score, all of the students gave good answer for explanation

about the content, organization, grammar, vocabulary, and mechanics of

descriptive text after using Instagram. It showed most of the students showed their

improvement in their achievement. It supported Irfan (2017), Improving Students‟

Writing Skill Using Instagram in Grade X of Science 5 at SMAN 5 Yogyakarta.

The study showed that the use of Instagram in the teaching and learning process

57

significantly improved the students‟ writing skill. The students made a good

improvement on the aspects of content, vocabulary, organization, grammar, and

mechanics. The social medium worked well to improve their interest, focus, and

proficiency in writing. They were more interested in the teaching and learning

process and kept focused on the class.

Based on the findings, the students wrote descriptive text on the pre-test

before receiving treatment, but after receiving treatment, they were classified as

successful in key ideas on the post-test. The key ideas increase by 22.33 percent

from the pre-test score of 69.82 to the post-test score of 85.41. It means that the

post-test score for students writing descriptive text using Instagram is higher than

the pre-test score.

Through the result of pre-test and post-test, the result of t-test value of

the level of the significant 5% = 0.05, degree of the freedom (df) = 16 indicated

that t-table value was 2.11991 and t-test value was 11.91. Therefore, it can be

concluded that statistically hypothesis of H1 was accepted and the statistically

hypothesis of H0 was rejected. It means that the use of Instagram in teaching

descriptive text can improve the students‟ in writing.

The data of this research showed that there was a significant difference of

students‟ writing between before and after used Instagram in teaching descriptive

text. It was beneficial for the students in senior high school who studied English

as foreign language because it could improve their writing descriptive text. It also

caused by the involvement of the students during the process. The same thing was

said to Purwandari (2017). the use of Instagram can encourage the students to be

58

more active and creative. Instagram can motivate the students during the process

of learning. In addition, the students are interested using photograph in Instagram

during learning descriptive text. She stated that photograph in Instagram was

effective to help them in improving students‟ writing skill.

59

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the Experimental Research about The Effect of

Instagram as an Instructional medium to Students Achievement in Descriptive

Writing and based on research findings in the previous chapter, the researcher

concluded that teaching material about the effect of Instagram in descriptive

text is effective to improve the students‟ in writing, it was proved by the mean

score of students‟ achievement before and after giving treatment is 69.82

become 85.41. There was significant difference of students‟ writing

descriptive text before and after using Instagram. It could be proven by the

value of t-test (11.91) was higher than t-table value (2.11991).

B. Suggestion

Based on the result of the data analysis and conclusion above the

researcher suggests:

1. Students should practice continuously to make good paragraph or arrange

text. They should enrich vocabularies as supporting to arrange a good text.

Then the students can observe used social media (Instagram) and then

write the idea into as practice of making a good simple text.

2. The English teacher at SMK Negeri 6 Bulukumba is suggested to use

Instagram as a media because Instagram can encourage the students to be

more active and creative also make the students more interesting and easy

60

to writing descriptive text, therefor the lesson material would be effective

and efficient.

3. The result of this research can also be used as an additional reference or

future research with different discussion for the next researcher.

61

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A

P

P

E

N

D

I

C

E

S

65

Appendix A (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMK Negeri 6 Bulukumba

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X TKJ 1

Materi Pokok : Descriptive Text

Alokasi Waktu : 8×45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian

yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajari di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah

66

terkenal, sesuai dengan konteks penggunaannya.

4.8. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.

4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang,

tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai

konteks.

4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,

tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan

konteks.

C. Indikator

1.1.1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks

deskriptif sederhana tentang orang.

2.3.1. Menunjukkan perilaku peduli, percayadiri, dan tanggung jawab dalam

melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang.

3.7.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan

pada Teks deskriptif sederhana tentang orang.

4.8.1. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana,

tentang orang.

4.10.1. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang.

D. Tujuan Pembelajaran

1. Siswa mampu mengidentifikasi generic structure of Descriptive text.

2. Siswa mampu menuliskan kalimat descriptive text melalui media yang

akan digunakan.

E. Materi Pembelajaran

1. Definition and function of Descriptive text.

Descriptive text adalah, “…… is a text which says what a person or a thing

is like. Its purpose is to describe and reveal a particular person, place, or

thing.” Or Is a text which used to describe something, someone, or

place. [teks yang menjelaskan gambaran seseorang atau benda.

2. Function : used to describe something, someone, or place.

Tujuannya adalah mengambarkan atau mengungkapkan orang, tempat atau

benda tertentu]

Jadi, bisa dikatakan bahwa descriptive text ini adalah teks yang menjelaskan

tentang seperti apakah orang atau suatu benda dideskripsikan, baik

bentuknya, sifat-sifatnya, jumlahnya dan lain-lain. Tujuan (purpose) dari

67

descriptive text pun jelas, yaitu untuk menjelaskan, mengambarkan atau

mengungkapkan seseorang atau suatu benda.

3. Generic Structure dalam Descriptive Text

Descriptive text has two main parts :

a) Identification

Berisi tentang identifikasi hal / seorang yang akan dideskripsikan.

b) Description

Berisi tentang penjelasan / penggambaran tentang hal / seseorang dengan

menyebutkan beberapa sifatnya.

Ketika kita menulis descriptive text, hal yang wajib kita ketahui adalah

cara kita menyampaikan deskripsi tulisan kita tersebut. Oleh karena itu

pemahaman tentang adjective (kata sifat bahasa Inggris) wajib kita

kuasai.

F. Model/Metode Pembelajaran

Pendekatan kontekstual

Process Approach

G. Media dan Bahan

Media : Aplikasi Instagram

Bahan : White board, board marker, picture.

H. Proses Belajar Mengajar

• Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk

mengikuti pembelajaran yang akan dilakukan

dengan meminta siswa untuk duduk dengan rapi

(teratur), berdoa bersama dan melakukan

pengecekan daftar hadir siswa

2. Siswa menyimak tujuan pembelajaran yang

disampaikan guru.

3. Menyampaikan secara singkat garis besar materi

yang akan disajikan selama pembelajaran.

4. Guru menjelaskan pentingnya materi yang akan

dipelari dengan menyampaikan kompetensi yang

harus dikuasi siswa.

5. Guru menjelaskan tentang fungsi Instagram.

±15 menit

68

• Kegiatan inti

Kegiatan Alokasi waktu

Pertemuan 1 :

4. Siswa memerhatikan penjelasan guru tentang definisi,

kegunaan dan ciri dari Descriptive text.

5. Guru menanyakan siswa tentang pendapat ataupun

pengalaman yang berkaitan dengan Descriptive text.

6. Siswa mengamati contoh sebuah descriptive text dan

memerhatikan cara menulis kalimat descriptive text.

Pertemuan 2

7. Guru menunjukan contoh gambar dan kalimat descriptive text

tentang orang, tempat, dan bangunan bersejarah dan membuat

kalimat yang sesuai dengan materi yang dibahas.

8. Guru membuka halaman instagram dan menjelaskan tentang

social media Instagram.

9. Guru menjelaskan pada siswa cara membuat kalimat

descriptive text menggunakan media Instagram.

10. Guru membangun pengetahuan tentang topik tersebut. Siswa

biasanya kesulitan menemukan ide mereka dalam penulisan.

Dengan demikian, Instagram dapat dijadikan inspirasi dalam

menulis. Guru dapat memposting beberapa gambar dan

meminta siswa untuk menulis deskripsi di komentar. Ini

memberi ide kepada siswa tentang apa yang ditulis.

Pertemuan 3 :

4. Guru menunjukan contoh gambar dan kalimat descriptive text

tentang orang, tempat, dan bangunan bersejarah dan membuat

kalimat yang sesuai dengan materi yang dibahas.

5. Siswa diminta untuk membuat topic sentence tentang orang,

tempat, dan bangunan bersejarah dalam bentuk kalimat

deskriptif teks dalam bentuk caption pada media Instagram

pribadi mereka berdasarkan gambar yang diberikan guru dan

me-mention akun Instagram yang telah disediakan oleh guru.

6. Guru meminta siswa menyampaikan hasil pekerjaannya.

7. Guru beserta siswa membahas hasil pekerjaan siswa.

8. Guru memberikan beberapa soal dan evaluasi kepada siswa

yang selanjutnya membahasnya secara bersama-sama.

±60 menit

±60 menit

±60 menit

69

• Penutup

Kegiatan Alokasi Waktu

9. Guru membimbing siswa untuk merangkum materi pelajaran

hari ini dengan mengemukakan materi yang telah dipelajari.

10. Memberikan kesempatan kepada siswa untuk bertanya

sebelum KBM berakhir.

±15 menit

I. Sumber belajar

https://www.ilmubahasainggris.com

70

Appendix B (Instrument)

Pre-test

Please compose a descriptive text about tourism place that you ever

visited!

Name :

Nis :

Bira Beach (for example)

Post-test

Write down short paragraph of descriptive text about your family.

71

Appendix C (Sample of Test)

Pre-test

72

Post-test

73

74

75

Appendix D (The score of Pre-test & Pos-test)

Nama

Siswa

PRETE

ST (X₁)

POSTT

EST

(X₂)

(X₁)² (X₂)² D (X₂ - X₁) D²

AZZ 81 90 6561 8100 1539 2368521

RA 71 86 5041 7396 2355 5546025

AM 81 90 6561 8100 1539 2368521

AR 70 85 4900 7225 2325 5405625

DD 55 85 3025 7225 4200 17640000

FA 60 80 3600 6400 2800 7840000

MAS 66 85 4356 7225 2869 8231161

MA 61 80 3721 6400 2679 7177041

NA 79 90 6241 8100 1859 3455881

SL 75 85 5625 7225 1600 2560000

SN 71 95 5041 9025 3984 15872256

ASL 68 80 4624 6400 1776 3154176

PP 71 89 5041 7921 2880 8294400

NR 71 85 5041 7225 2184 4769856

VR 69 80 4761 6400 1639 2686321

NRT 68 87 4624 7569 2945 8673025

KD 70 80 4900 6400 1500 2250000

Ʃ 1187 1452 83663 124336 40673 108292809

69.82 85.41 4921.353 7313.882 2392.529412 6370165.235

76

1. Calculating the frequency and the rate percentage of the students‟ score

The rate percentage could be found by this formula:

Pre-test

a. Good

b. Fairly Good

c. Fair

d. Poor

Post-test

a. Very Good

b. Good

77

c. Fairly Good

d. Fair

2. Calculating the mean score of the students‟ answer by using the formula :

X = N

X

- Pre-test

- Post-test

3. Calculating the t-test

After recognizing the mean score and the standard deviation of students‟

pre-test and post-test, the researcher found a significant different of both using

the formula below:

78

√∑

(∑ )

( )

√ ( )

( )

√

( )

√

√

√

1 Ndfttable

= 17 – 1

df = 16

ttable = 2.11991

Based the calculation above, the writer would test the hypothesis of the

research using six step processes:

1. State the alternative hypothesis of the writer‟s research:

211 : H

2. Set the alpha level

05.0

3. Write a summary statement based on the decision

Reject H0, accept H1 because t test (11.91) < 2.11991

79

4. Write a statement of results in Standard English.

There was no significant difference of students’ writing descriptive text

before and after use Instagram.

80

Appendix E (List of Students)

No Name

1. Ahmad Zaidan.Z

2. Andi Mawaddah

3. Andi Ramadhani

4. Dimas Dirgahayu

5. Fadilah Aryanti

6. Muh. Alsaedin

7. Muh. Ashar

8. Nabila Azhari

9. Naimur Rahman

10. Nensi Rustina

11. Putri Purnama

12. Reski Arman

13. Andi Sophie Latjuba

14. Sri Nurfadilah

15.. Sulastri

16. Vela Rosadin

17 Khezya Damayanti

81

Appendix F (Table Distribution of T-Value)

Pr

df

0.25

0.50

0.10

0.20

0.05

0.10

0.025

0.050

0.01

0.02

0.005

0.010

0.001

0.002

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

1.00000

0.81650

0.76489

0.74070

0.72669

0.71756

0.71114

0.70639

0.70272

0.69981

0.69745

0.69548

0.69383

0.69242

0.69120

0.69013

0.68920

0.68836

0.68762

0.68695

0.68635

0.68581

0.68531

0.68485

0.68443

0.68404

0.68368

0.68335

0.68304

0.68276

0.68249

0.68223

0.68200

0.68177

0.68156

0.68137

0.68118

0.68100

0.68083

0.68067

3.07768

1.88562

1.63774

1.53321

1.47588

1.43976

1.41492

1.39682

1.38303

1.37218

1.36343

1.35622

1.35017

1.34503

1.34061

1.33676

1.33338

1.33039

1.32773

1.32534

1.32319

1.32124

1.31946

1.31784

1.31635

1.31497

1.31370

1.31253

1.31143

1.31042

1.30946

1.30857

1.30774

1.30695

1.30621

1.30551

1.30485

1.30423

1.30364

1.30308

6.31375

2.91999

2.35336

2.13185

2.01505

1.94318

1.89458

1.85955

1.83311

1.81246

1.79588

1.78229

1.77093

1.76131

1.75305

1.74588

1.73961

1.73406

1.72913

1.72472

1.72074

1.71714

1.71387

1.71088

1.70814

1.70562

1.70329

1.70113

1.69913

1.69726

1.69552

1.69389

1.69236

1.69092

1.68957

1.68830

1.68709

1.68595

1.68488

1.68385

12.70620

4.30265

3.18245

2.77645

2.57058

2.44691

2.36462

2.30600

2.26216

2.22814

2.20099

2.17881

2.16037

2.14479

2.13145

2.11991

2.10982

2.10092

2.09302

2.08596

2.07961

2.07387

2.06866

2.06390

2.05954

2.05553

2.05183

2.04841

2.04523

2.04227

2.03951

2.03693

2.03452

2.03224

2.03011

2.02809

2.02619

2.02439

2.02269

2.02108

31.82052

6.96456

4.54070

3.74695

3.36493

3.14267

2.99795

2.89646

2.82144

2.76377

2.71808

2.68100

2.65031

2.62449

2.60248

2.58349

2.56693

2.55238

2.53948

2.52798

2.51765

2.50832

2.49987

2.49216

2.48511

2.47863

2.47266

2.46714

2.46202

2.45726

2.45282

2.44868

2.44479

2.44115

2.43772

2.43449

2.43145

2.42857

2.42584

2.42326

63.65674

9.92484

5.84091

4.60409

4.03214

3.70743

3.49948

3.35539

3.24984

3.16927

3.10581

3.05454

3.01228

2.97684

2.94671

2.92078

2.89823

2.87844

2.86093

2.84534

2.83136

2.81876

2.80734

2.79694

2.78744

2.77871

2.77068

2.76326

2.75639

2.75000

2.74404

2.73848

2.73328

2.72839

2.72381

2.71948

2.71541

2.71156

2.70791

2.70446

318.30884

22.32712

10.21453

7.17318

5.89343

5.20763

4.78529

4.50079

4.29681

4.14370

4.02470

3.92963

3.85198

3.78739

3.73283

3.68615

3.64577

3.61048

3.57940

3.55181

3.52715

3.50499

3.48496

3.46678

3.45019

3.43500

3.42103

3.40816

3.39624

3.38518

3.37490

3.36531

3.35634

3.34793

3.34005

3.33262

3.32563

3.31903

3.31279

3.30688

82

Appendix G (Documentation)

83

84

85

86

87

88

89

90

91

92

93

CURRICULUM VITAE

The researcher, Usman Hc was born on October 07th

, 1995 in Bulukumba, South

Sulawesi. He is the third children of the marriage of Coggeng and Cayati. He has

four brothers namely Jusman S.sos M.AP, Lukman, and Irfan. He began him study at

SD Negeri 56 Balandidi and graduated in 2007. Then He continued at MTs Pondok

Pesantren A-Mubarak and graduated in 2010. Afterwards, he continued him study at

Madrasah Aliyah Pondok Pesantren A-Mubarak and graduated in 2013. In the year,

he was registered as a student of English Education Department of Teacher Training

and Education Faculty of Universitas Muhammadiyah Makassar. And at the end of his study, he could finish

him thesis by the title “The Effect Of Instagram As an Instructional medium To Students Achievement in

Descriptive Writing (A Pre-Experiment Research at the Tenth Grade of SMK Negeri 6 Bulukumba)”