CHAPTER IV. FINDINGS AND DISCUSSIONS
B. Discussions
1. The Improvement of Students’ Ability in Writing Descriptive Text Through Instagram Caption
To know the improvement of students‟ ability in writing descriptive text by utilizing Instagram Caption, the researcher calculated the mean score of the students‟ writing skill was indicated from two tests namely pre-test and post-test.
The researcher used Instagram caption as media to improve students ability in writing descriptive text. The researcher corrected the students error of writing by focusing on the aspect of writing which isorganization. Based on the aspect of writing, the researcher corrected the students‟ error by guiding of them.
This aspect also were a guideline of researcher in scoring the students‟ writing descriptive text test. The students‟ writing skill increased after the treatment.
Because from the students‟ score in the pre-test before that was 50 and categorized as poor classification and after giving treatment that was 76.3 and categorized as good classification.
39
In addition, to know what was the hypothesis receipt between null hypothesis (H0) and alternative hypothesis (Ha), the researcher used t-test to calculating result showed that on the t-test value 7.96 was greater than t-table value 2.110 table (.96 ≥ 2.110) with Degree of freedom (Df) 17. It means alternative hypothesis (Ha) was concluded that the using of Instagram was able to improve the students‟ ability in writing descriptive text at the twelfth grade of SMA Muhammadiyah 9 Makassar. This hypothesis was accepted while the null hypothesis (H0) was rejected.
Based on the findings above, the researcher concluded that there was an impact of utilizing Instagram Caption in students‟ ability in writing descriptive text of SMA Muhammadiyah 9Makassar.
2. The Ways of Utilizing Instagram Caption in Improving the Students’
Ability in Writing Descriptive Text
The Utilizing of Instagram caption has impact in improving the students‟
ability in writing descriptive text. As a fact, based on the finding, most students have a good score in post-test. It meant that, the treatment succeeded in improving the students‟ ability in writing descriptive text. In this case, the researcher used this Instagram caption by combining with practiced writing descriptive text in classroom. In practice writing, the students used writing activity based on the organization of the text as well as final version.
Writing descriptive text by utilizing instagram caption made the learning process in practice writing descriptive text became more effective. The students easy to express their idea and imagination in order to produce a vivid and clear writing in instagram caption rather than merely use a whiteboard and marker as
the teaching aid. It is similar with the statement on chapter two that “the students need to express their idea and imagination in order to produce a vivid and clear writing. Meanwhile, stimulating their brain to produce the idea and imagination cannot use merely a whiteboard and marker as the teaching aid”.
The utilizing of Instagram Caption in teaching EFL writing descriptive text, the students have fun to learn it. Based on the colorful picture of instagram caption and also the existence of instagram. The students have fun to express their idea on instagram caption to make a good descriptive text as the statement on chapter two.
The use of Instagram Caption improved the students ability in writing descriptive text, because the use of picture on instagram. As the statement on chapter two that picture is excellent stimuli for writing (Harmer, 2007:118). The students were taught descriptive text on instagram caption related to the picture that they posted.
To find out how the Instagram Caption is able to improve the students‟
ability in writing descriptive text, the researcher got some pieces of information from the students‟ activities in learning process.
There were three meetings for doing the treatment of this research. At the first meeting, the students did the pre-test on Monday, October 29th, 2018. It aimed to know students‟ skills before getting the treatment. The step of this test was the researcher start to do brainstorming to take the students attention and it made the students interest to do the next instruction of the researcher. After that, the researcher asked the students to write a descriptive paragraphs by their own knowledge based on the topic they given then they collected their paper to the researcher. It aimed to know the students‟ ability in writing descriptive text before
41
got the treatment. In this case, the researcher checked the students‟ work at home.
The researcher gave some correction based on the aspect which is organization.
In the second meeting on Thursday, November 1st, 2018, first the researcher gave motivation about the easy to study English then the researcher gave back the students‟ paper that have been corrected in it. The researcher had conclusion after checked the students‟ paper then the researcher explained to the students‟ what was wrong in students‟ writing descriptive text. Most students had some error in organization. In this method, the researcher explained to the students‟ the correct of their errors they have made so that the students were not doing the same error in next writing. The students have a chance to give some question based on their writing.
On Friday, November 2nd, 2018 was the third meeting, the researcher showed a text of descriptive text as an example of a good descriptive writing to students. It made the students easy to write for next writing, because it will motivate them to write better. While before meeting, Most of students had some error in organization. In the next step, the students practiced to write descriptive text again by doing the writing activity on instagram caption
On Sunday, November 5th, 2018 the researcher finally showed instagram posts of people in describing things or place. The posts shown are in good content and organisation based on the assessment in this research. In this step, students realise that their writing will be seen by many people on Instagram. This exactly drove them to write better on instagram.
On Thursday, November 8th, 2018. the students practiced to write descriptive text again by doing the writing activity on instagram caption. The students wrote descriptive text about their best friend. After wrote on their
instagram caption, the students posted and tag the researcher instagram, so the researcher was easy to check the students writing.
In the last, the researcher gave a post-test on friday, November 9th, 2018.
Before that, the researcher did brainstorming first to take the students‟ focusing and their attention. The students wrote a descriptive text by their knowledge about their home. In this, the researcher did not give back the students‟ paper again. It aimed to know whether this treatment has an impact or not.
43 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion of the research about the Impact of using Instagram Caption in students‟ ability in writing descriptive text.
A. Conclusions
Based on the result of data analysis and the discussion of the result in previous chapter, the researcher concluded that there is a significant difference of the students‟ ability in writing descriptive text before and after treatment. The following is the description of the conclusion based on the problem statement of this research:
1. Students ability in writing descriptive text improved by utilizing Instagram Caption
Based on the description of the result above, it can be proved by looking at the mean score of the students‟ writing test in pre-test and post-test. The mean score of pre-test (50) is lower than the mean score of post-test (76.3). Then, the t- test (7.96) was greater than t-table (2.110). it means that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted.
B. Suggestion
Based on the research, the researcher gives some suggestions as follow:
1. In teaching writing skill, the teacher is hoped more creative and has a good feedback in teaching her students in order to maximize teaching learning process.
2. The teacher should be active in giving the material to involve the students in teaching learning process.
3. Using instagram caption as media in learning can be applied in English teaching learning process, particularly the attempt of improving the students‟
ability in writing descriptive text.
45
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APPENDICES
Appendix 1. Instrument
PRE-TEST Name :
NIS :
Number :
Write down three short paragraph of descriptive text about your own home in which every paragraph consist of 5 sentences. Text should be at least 80 words and at most 120 words!
My Home
POST-TEST Name :
NIS :
Number :
Write down three short paragraph of descriptive text about your own home in which every paragraph consist of 5 sentences. Text should be at least 80 words and at most 120 words!
My Home
Appendix 2. Sample of Test
Appendix 3. Documentation
Appendix 4. The List Name of The Students
No. Students Name Initial
1. Aldi A
2. Ummu Kalsum UK
3. Darmawati D
4. Febrianti F
5. Zaki Akbar. R ZA
6. Nur Alifiah. SN NA
7. Amelia A
8. Imam Khoiri IK
9. Sultan S
10. St. Nurul Azisah NA
11. Naimah N
12. Renaldi R
13. Gita Rahma Utami GRU
14. Febriana. S F
15. Tina T
16. Almi Papinian Tandi Lawa APTL
17. Rifaldi R
18. St. Khaerunnisa SK
Appendix 5. The students’ score in pre-test and post-test based on aspects of writing Descriptive Text
a. the students‟ score in pre-test based on aspects of writing descriptive text O= Organization
No. Students Name Aspects Score
O
1. A 2 50
2. UK 3 75
3. D 1 25
4. F 1 25
5. ZA 2 50
6. NA 2 50
7. A 2 50
8. IK 1 25
9. S 1 25
10. NA 2 50
11. N 2 50
12. R 2 50
13. GRU 3 75
14. F 2 50
15. T 2 50
16. APTL 3 75
17. R 2 50
18. SK 3 75
b. the students‟ score in post-test based on aspects of writing O= Organization
No. Students Name Aspects Score
O
1. A 3 75
2. UK 4 100
3. D 3 75
4. F 3 75
5. ZA 3 75
6. NA 3 75
7. A 3 75
8. IK 3 75
9. S 2 50
10. NA 2 50
11. N 4 100
12. R 3 75
13. GRU 3 75
14. F 3 75
15. T 3 75
16. APTL 3 75
17. R 3 75
18. SK 4 100
Appendix 6. Students’ Score and Mean Score of Pre-test.
a. students‟ score in pre-test
No. Students Name Pre-test of the students (X1)
Max Score
Score (X)
X2 Classification
1. A 4 50 2500 Poor
2. UK 4 75 5625 Good
3. D 4 25 625 Very poor
4. F 4 25 625 Very Poor
5. ZA 4 50 2500 Poor
6. NA 4 50 2500 Poor
7. A 4 50 2500 Poor
8. IK 4 25 625 Very Poor
9. S 4 25 625 Very Poor
10. NA 4 50 2500 Poor
11. N 4 50 2500 Poor
12. R 4 50 2500 Poor
13. GRU 4 75 5625 Good
14. F 4 50 2500 Poor
15. T 4 50 2500 Poor
16. APTL 4 75 5625 Good
17. R 4 50 2500 Poor
18. SK 4 75 5625 Good
∑X1 = 900
∑X1 2= 50.000
b. Mean score of the pre-test:
x= 𝑥
𝑁
x = 900
18
x = 50
The mean score (X1) of pre-test is 50
Appendix 7. Students’ Score and Mean Score of Post-test.
a. students‟ score in post-test
No. Students Name Pre-test of the students (X1)
Max Score
Score (X2)
X22 Classificatio n
1. A 4 75 5625 Good
2. UK 4 100 10000 Very Good
3. D 4 75 5625 Good
4. F 4 75 5625 Good
5. ZA 4 75 5625 Good
6. NA 4 75 5625 Good
7. A 4 75 5625 Good
8. IK 4 75 5625 Good
9. S 4 50 2500 Poor
10. NA 4 50 2500 Poor
11. N 4 100 10000 Very Good
12. R 4 75 5625 Good
13. GRU 4 75 5625 Good
14. F 4 75 5625 Good
15. T 4 75 5625 Good
16. APTL 4 75 5625 Good
17. R 4 75 5625 Good
18. SK 4 100 10000 Very Good
∑X2= 1.375
∑X2 2= 108.125
b. Mean score of the post-test:
x= 𝑥
𝑁
x = 1.37518 x = 76.3
The mean score (X1) of post-test is 76.3
Appendix 8. students improvement in writing descriptive text
P = X2-X1 x 100%
X1
P = 76.3 – 50 x 100%
50
P = 26.3 x 100%
50
The students‟ improvement = 52.6%
Where :
P : The percentage of the students‟ improvement X1 : The mean score of pre-test
X2 : The mean score of post-test
Appendix 9. The rate percentage of the frequency of the pre-test and post-test.
No. Classification Score Frequency Percentage Pre-test Post-test Pre-test Post-test
1. Very Good 80 – 100 0 3 0 17
2. Good 66 – 79 4 13 22 72
3. Fair 56 – 65 0 0 0 0
4. Poor 40 – 55 10 2 56 11
5. Very Poor ≤ 39 4 0 22 0
Total 18 18 100 % 100 %
Following the formula below:
P
=𝐹
𝑁 × 100 %
Where:
P = percentage F = frequency
N = total of number of sample.
Appendix 10. the worksheet of the calculation of the score on pre-test and post-test on the students’ writing skill in descriptive text.
No. X1 X2 (X1)2 (X2)2 D(X2-X1) D(X2-X1)2
1. 50 75 2500 5625 25 625
2. 75 100 5625 10000 25 625
3. 25 75 625 5625 50 2500
4. 25 75 625 5625 50 2500
5. 50 75 2500 5625 25 625
6. 50 75 2500 5625 25 625
7. 50 75 2500 5625 25 625
8. 25 75 625 5625 50 2500
9. 25 50 625 2500 25 625
10. 50 50 2500 2500 0 0
11. 50 100 2500 10000 50 2500
12. 50 75 2500 5625 25 625
13. 75 75 5625 5625 0 0
14. 50 75 2500 5625 25 625
15. 50 75 2500 5625 25 625
16. 75 75 5625 5625 0 0
17. 50 75 2500 5625 25 625
18. 75 100 5625 10000 25 625
Total 900 1.375 50.000 108.125 475 16.875
In the other to see the students‟ score, the following is t-test was statistically applied:
Find out𝐷 𝐷 = 𝐷
N = 47518 = 26, 3
The calculation the t-test value
t = 𝐷
D 2−( D) 2N N(N−1)
t = 26.3
16.875−475218 18(18−1)
t = 26.3
16.875−225.62518 18(17)
t = 26.3
16.875−13.535 306
t = 26.3
3.340 306
t = 26.3 10.91
t =26.3 3.3 t = 𝟕. 𝟗𝟔
Thus, the t-test value is 7, 96.
Appendix 11. Distribution of T-Table
P ( Level of Significance) ( One Tailed Test)
Df 0.10 0.05 0.01 0.001
1 6.314 12.706 63.657 636.619
2 2.920 4.303 9.925 31.598
3 2.353 3.182 5.841 12.924
4 2.132 2.776 4.604 8.610
5 2.015 2.571 4.032 6.869
6 1.945 2.447 3.707 5.959
7 1.895 2.365 3.499 5.408
8 1.860 2.306 3.355 5.041
9 1.833 2.262 3.250 4.781
10 1.812 2.228 3.169 4.587
11 1.796 2.201 3.106 4.437
12 1.782 2.179 3.055 4.318
13 1.771 2.160 3.012 4.221
14 1.761 2.145 2.977 4.140
15 1.753 2.131 2.947 4.073
16 1.746 2.120 2.921 4.015
17 1.740 2.110 2.898 3.965
18 1.734 2.101 2.878 3.922
19 1.729 2.093 2.861 3.883
20 1.725 2.086 2.845 3.850
21 1.721 2.080 2.831 3.819
22 1.717 2.074 2.819 3.792
23 1.714 2.069 2.807 3.767
24 1.711 2.064 2.797 3.745
25 1.708 2.060 2.787 3.725
26 1.706 2.056 2.779 3.707
27 1.703 2.05 2.771 3.690
28 1.701 2.048 2.763 3.674
29 1.699 2.045 2.756 3.659
30 1.697 2.042 2.750 3.646
40 1.684 2.021 2.704 3.551
60 1.671 2.000 2.660 3.460
120 1.658 1.980 2.617 3.373
(Sugiyono, 2014:332) Df = N-1
Df = 18-1 Df = 17
t-table for (α) = 0.05 = 2.110