DISCUSSION - FINDINGS AND DISCUSSION - the effect of instagram as an instructional

CHAPTHER IV: FINDINGS AND DISCUSSION

B. DISCUSSION

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.

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

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

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.

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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

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

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

• 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

• 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

 Post-test

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

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

c. Fairly Good

d. Fair

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

^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:

√∑ (∑ ) ( )

√ ( ) ( )

√

( )

√

1



df N t_table

= 17 – 1 df = 16

t_table = 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:

H₁:₁ ₂ 2. Set the alpha level

0.05

3. Write a summary statement based on the decision

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

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)

Dalam dokumen the effect of instagram as an instructional - Admin Digital Library (Halaman 59-62)