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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
vi
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.
vii
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
ix
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.
x
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
xi
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
xii
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
xiii
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 ................................................................................................
xiii
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
xiv
LIST OF FIGURE
Page
Figure 2.1 Conceptual Framework ............................................................... 30
xv
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
16
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
17
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.
18
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
19
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
20
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.
21
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.
22
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.
23
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).
24
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,
25
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
26
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).
27
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.
28
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.
30
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.
31
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
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.
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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
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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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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.
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
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)”