CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
Data analysis is the way data analyse by the researcher. In managing and analyzing the data collect, the researcher used quantitative data analysis so the researcher analyzed the data by using formula. 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. The test results examined and then score by using an assessment elements consisting of content, organization, vocabulary, grammar, and mechanic. Destager in Dahnianti (2018) reveated that there are five aspects evaluate in writing: they are content, organization, vocabulary, grammar, and mechanic. The following table presents the five aspect of evaluating which were uses.
Table 3.1 Specification Aspect of Writing
NO. Aspect of Writing Criteria Score
1. Content The substance of the
writing, the idea express 20 2. Organization The form of content
(coherence) 20
3. Vocabulary The selection of word that
suitable with the content. 20 4. Grammar
The employment of grammatical form and
syntactic patterns 20
5. Mechanic Mastery writing focus on
spelling and punctuation 20 (Destager in Dahnianti 2018)
a. Content
Table 3.2 Specification Score of Content Classification Score Criteria
Excellent 20
Information is very clear, the idea of the problem development very clearly, the development of the idea is perfect, very relevant to the problem, and thoroughly.
Very good 15-19
Clear, substantive information, the development of a complete idea, relevant to the problem and thoroughly.
Good 11-14
The information is clear but there is some confusion, good substance, the development of a complete idea, relevant to the problem, and thorough.
Fair 6-10
Information is almost enough, enough substance, thesis development is very limit, less relevant to the problem but not complete
Poor <5 Information is very limit, no substance, no idea development, no problems.
(Destager in Dahnianti 2018) b. Organization
Table 3.3 Specification of Organization Classification Score Criteria
Excellent 20
Expression is very smooth, ideas are express very clearly, well order, logical, and coherence.
Very good 15-19
Expressions are very smooth, ideas are clearly express, well order, logical, and cohesive
Good 11-14
Expression smooth, expression expression less clear, arrange with almost good, logical sequence.
Fair 6-10
The expression is substandard, less organize, the main idea is invisible, the sequence is almost logical, and
incomplete.
Poor >5 Not communicative, chaotic ideas, sequences and problems are illogical.
(Destager in Dahnianti 2018)
c. Vocabulary
Table 3.4 Specification of Vocabulary Classification Score Criteria
Excellent 20
Utilization of word potential is very precise, word choice and expression very precise, mastering word formation.
Very good 15-19
Utilization of word potential is very precise, choice of words and phrases appropriate, very controlling the formation of words.
Good 11-14
Utilization of word potential rather precisely, word choice and expression almost right, almost mastering the formation of words.
Fair 6-10 Utilization of the word good, choice of words and phrases are less precise.
Poor >5 Utilization of word potential is very limit, vocabulary is low.
(Destager in Dahnianti 2018) d. Grammar
Table 3.5 Specification of Grammar Classification Score Criteria
Excellent 20 The employment of grammatical form and syntactic patterns Very good 15-19
Complex and effective construction has only a few grammar and
syntactic patterns of mastery.
Good 11-14 Construction is simple and effective, grammar error occurs but not
disturbing.
Fair 20 There is a grammar error but not annoying.
Poor >5
Slightly control syntactic rules, confusing meanings.
(Destager in Dahnianti 2018) e. Mechanic
Table 3.6 Specification of Mechanic Classification Score Criteria
Excellent 20 Mastering the entire writing.
Very good 15-19 Mastering the entire writing, there are only a few spelling errors.
Good 11-14 Sometimes spelling errors occur but they do not obscure meaning.
Fair 6-10
Often spelling errors, confusing meaning.
Poor >5
Not mastering the rules of writing, there are many spelling errors, unreadable and unworthy of value.
(Destager in Dahnianti 2018)
From the basic standard above, the researcher used the standard score for the total value of the students‟ writing by calculating the standard score given, as follows:
1. Scores 20 is classify as excellent.
2. Scores 16-19 is classify as very good.
3. Scores 11-15 is classify as good.
4. Scores 6-10 is classifiy as fair.
5. Scores >5 is classify as poor.
Classifying the score of the students into following chriteria:
The mean score of the students is classified in to 5 levels as follows:
Table 3.7 Classification of Score
(Depdikbud in Dahnianti 2018)
2. After all test results were obtained, then rate 10-100 value. Scores that had obtained then analyzed.
No. Classification Score
1. Very good 91 – 100
2. Good 76 – 90
3. Fair 61 – 75
4. Poor 51 – 60
5. Very poor Less than 50
3. After each student's work was assessed then presented to find the grade average value.
4. Using SPSS (Statical Product and Service Solution) determined the students‟ value.
5. Calculating the mean score of the students‟ test by using SPSS.
6. Finding the improvement‟s percentage of students‟ writing achievement of utilizing instagram by using SPSS.
7. To find out the significant different between the pre-test and post-test by calculating the value of the test using SPSS.
8. Interpreting values to see the effectiveness of learning descriptive text writing by using instagram.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of two sections, namely the findings of research and the discussion of the research. The finding of the research covers the description of the result of data collected through test that can be discussed in the section below.
A. Research Findings
The findings of this research deal with the classification of students‟ pre- test and post-test. To find out the answer of the research question in the previous chapter, the researcher administered a test that was given twice. A pre-test was given before treatment which is knowing the students‟ ability in writing descriptive text before given the treatment, while post-test was given after treatment in order to know the students‟ writing skills after treatment was done and the result of the post-test of this research could answer the first question of this research that aimed to find out the improvement of students ability in writing descriptive text by using Instagram in SMAN 2 Wajo.
1. Descriptive Statistics a. Pre-Test
Table 4.1 The Score of Pre-Test
No. Name Score
Pre-test Con Org Gra Mec Voc
1. AG 13 12 11 11 12 59
2. AM 15 14 14 12 16 71
3. ASM 15 16 13 14 17 75
4. ADU 15 14 10 14 16 69
5. AIS 14 13 11 12 14 65
6. AMA 14 13 10 11 12 60
7. AMH 16 15 13 14 17 75
8. ANH 15 12 13 12 14 66
9. A 12 10 10 10 13 55
10. AR 15 14 13 14 17 73
11. BAN 15 14 13 11 12 65
12. BS 15 12 12 14 15 70
13. EM 15 15 13 12 14 69
14. FS 13 12 10 10 12 57
15. HF 16 14 12 13 15 70
16. IN 16 15 17 17 16 81
17. MAA 12 10 10 11 12 55
18. MA 16 15 15 15 15 76
19. NAS 16 14 13 12 15 66
20. NH 15 14 12 11 15 67
21. NR 14 12 10 10 13 60
22. RZ 15 13 13 12 14 67
23. SD 15 12 12 12 14 67
24. SF 15 10 10 10 14 59
25. Y 16 15 14 13 13 71
Table 4.2 Statistic of Pre-Test Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
Pretest 25 55 81 66.84 6.926 47.973
Valid N (listwise) 25
Based on the data of Pre-Test, the mean of the total pre-test score was 66,84, the minimum was 55, maximum was 81 and standard deviation was 6.926.
Table 4.3: Frequency and Rate Percentage of the Students’ Writing in Pre-test
Score Classification Frequency Percentage Pre-test Pre-test
91-100 Very Good 0 0%
76-90 Good 3 12%
61-75 Fair 15 60%
51-60 Poor 7 28%
< 50 Very poor 0 0%
Total 25 100%
Table 4.3 showed the frequency and percentage of the students‟ writing in pre-test from 25 students. As clearly presented, the highest percentage of the students‟ (60%) was in fair classification. Meanwhile, some of the students‟ got poor ability and only a very small percentages were good in writing. In addition there was no students‟ got either very good or very poor category.
In conclusion, before the treatment, the students‟ at the tenth grade of senior high school 2 Wajo had fair ability in writing especially in descriptive text.
b. Post-Test
Table 4.4 The Score of Post-Test
No. Name Score
Pre-test Con Org Gra Mec Voc
1. AG 14 13 12 13 15 67
2. AM 18 15 17 15 18 83
3. ASM 16 15 14 15 17 77
4. ADU 18 17 16 15 18 84
5. AIS 17 13 14 15 17 76
6. AMA 14 13 12 13 15 68
7. AMH 17 17 15 16 17 82
8. ANH 16 15 17 16 16 80
9. A 16 14 13 12 15 70
10. AR 18 17 15 17 18 85
11. BAN 16 17 17 16 16 82
12. BS 18 15 17 15 16 81
13. EM 16 14 13 14 15 72
14. FS 16 16 15 15 16 78
15. HF 18 17 16 17 19 87
16. IN 17 15 18 16 16 87
17. MAA 15 15 13 13 14 80
18. MA 17 15 16 16 17 81
19. NAS 16 16 14 15 16 77
20. NH 17 16 15 16 17 81
21. NR 16 15 14 15 15 75
22. RZ 18 17 16 15 16 82
23. SD 16 14 15 15 18 78
24. SF 17 15 14 16 17 79
25. Y 18 17 15 16 18 84
Table 4.5 Statistic of Post-Test Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Variance
Post-test 25 70 87 79.36 4.377 19.157
Valid N (listwise) 25
Based on the data of post-test above, the mean of the total post-test score was 79.36, the minimum was 70, maximum was 87 and standard deviation was 4.377.
Table 4.6: Frequency and Rate Percentage of the Students’ Writing in Post-test
Score Classification Frequency Percentage Post-test Post-test
91-100 Very Good 0 0%
76-90 Good 21 84%
61-75 Fair 4 16%
51-60 Poor 0 0%
< 50 Very poor 0 0%
Total 25 100%
Table 4.6 showed the frequency and percentage of the students‟ writing in the post-test from 25 students, As presented in the table, almost all of the students were in good category or have good writing ability. Besides, there were very small percentages that got fair category just 4 students or 16%. There was no students were in very good category, as well as poor and very poor. It meant that students‟
writing ability in that school was significantly improved after treatment.
Figure 4.1 : Percentage of The Students’ Writing in Pre-test and Post-test.
0% 12%
60%
28%
0%
0%
84%
16% % 0%
0 10 20 30 40 50 60 70
Very Good Good Pre-test FairlyPost-test Poor Very Poor
Figure 4.1 showed the result of the students‟ writing. Therefore, after conducting the research, the results of pre-test and post-test were different. As described in the chart, good category students‟ frequency went up from 12% to 84% after the treatment. Furthermore, in fair category, the students got average 60% in pre-test and it went down to 16% in post-test. In poor category, students‟
writing skill got 28% in pre-test and after treatment there was no students got poor category anymore. Lastly, there was no students‟ into were in very good and very poor category in pre-test and post-test. Therefore, using instagram to improve students‟ writing ability especially in descriptive text is very beneficial and effective.
c. The Improvement of Students’ Vocabulary in Pre-test and Post-test
The following table showed the improvement in pre-test and post-test:
Table 4.7: The Improvement of the Students’ Writing in Pre-test and Post-test
Indicator Pre-test Post-test Improvement (%)
Writing 66.84 79.36 18.73%
Table 4.7 showed that pre-test was 66.84 and post-test was 79.36 the score of post-test > pre-test. Thus, the improvement of the students‟
mean score of pre-test and post-test were 18.73%. It indicates that the students‟ writing descriptive text significantly through instagram.
2. Hyphotesis Testing
To know the level of significance of the pre-test and post-test, the researched used t-test analysis on the level of significance (p) + 0.05 with the degree of freedom (df) = N-1, where the N= number of subject (25 students) then the value of table is 1,71 the t-test statistic, analysis of independent sample was applied. The researcher uses program SPSS 24 to analyse the T-test
As for the hypothesis in this research were H0 states that there is no significant effect of instargram to improve writing skill students‟ in descriptive text of tenth grade students of SMAN 2 Wajo in the academic years 2019/2020.
While the alternative Hypothesis (H1) states that there is a significant effect of instagram to teach writing skill on descriptive text of tenth grade students of SMAN 2 Wajo in the academic years 2019/2020.
The following table showed the result of t-test calculation.
Table 4.8 Paired Samples Test
Paired Differences
T Df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
before treatment - after treatment
- 12.520
5.665 1.133 -14.858 -10.182 - 11.050
24 .000
Based on the table, if significance <0.05 and t-test = 11,50 > t-table = 1.71 then Ho was rejected, that means, H1 was accepted . So, there were differences in students‟ writing abilities before and after treatment using instagram.
Table 4.9: the T-test and T-table of the Students’ Improvement Variable t-test Value t-table Value
Writing 11.050 1,711
Table 4.9 showed that t=test value higher than the t-test table value (11.050>1,711). It means that there was improvement of the use of instagram to improve writing skills students‟ in descriptive text at the tenth grade of 2019/2020.
Based on elaboration above, it could be concluded that H0 was rejected.
Otherwise, the alternative hyphotesis (H1) was accepted. In other words, The use of instagram can improve writing skill students in descriptive text at the tenth grade in the academic year of 2019/2020.
B. Discussion
In this part, discussion dealt with the interpretation of findings associated with the use of Instagram to improve students‟ writing skills in descriptive text at the tenth grade of SMAN 2 Wajo. It indicated by the students‟ score in pre-test and post-test from 25 students.
The researcher found that before gave the treatment used instagram application majority of students‟ (60%) was in fair classification. Meanwhile, some of the students‟ got poor ability and only a very small percentages were good in writing. In addition there was no students‟ got either very good or very poor category. Therefore, before the treatment, the students‟ at the tenth grade of SMAN 2 Wajo had fair ability in writing especially in descriptive text.
Based on the characteristics of the components of writing students get problems to write specific of content because the information was almost enough, thesis development was very limited, and less relevant to the problem but not complete
From the aspect of vocabulary, it can be concluded that utilization of the word good, choice words and phrases are less precise and vocabulary was low.
Students often make mechanical mistakes in their writing. Mechanical problems related to capitalization, punctuation and spelling errors and students have problems using structures that are appropriate to their writing and coherence.
Second, the assessor also concluded that the organization of the pre-test and post- test approved by the upper text of the upper-middle respondent has good coherence and an appropriate schematic structure.
But after the treatment used instagram application, almost the students were in good category or have good writing ability. Besides, there were very small percentages that got fair category, they were just 4 students or 16%. There was no student in very good category, as well as poor and very poor. Therefore, the result
showed that the use of instagram to improve students‟ writing skill in descriptive text at the tenth grade of SMAN 2 is beneficial for them.
In other words the use of intagram can improve writing ability of students especially in descriptive text. Using instagram made the students more enthusiastic and interested during the teaching and learning process of writing. The students had no hesitatim to express their idea. Since the use of picture in instagram can make students' imagination more developed and make students more motivated to make a good descriptive text, because many people can seen his posts in instagram. Therefore the result of this research also showed that using instagram could improve students‟ writing especially in descriptive text that focused on five aspects of writing they are content, grammar, structure, vocabulary and mechanic.
This research supported by Hyland (2004) who stated that new technologies in ICT can influence the writing process, quality, and many other writing components. On the other hand, the media can also attract students' interest in learning to write. This is also in line with the findings of research conducted by Irawan (2015) that social media can make lessons more interesting and more interesting. In addition, by using media, lessons become more effective because students do not need paper to submit their work. They just need to touch their Smartphone and then their teacher will get their job. In discussing student work, Instagram is also good as a medium for displaying work. Therefore, using Instagram can make lessons more effective and efficient in terms of time, energy, and equipment. As a result, students' writing skills can be improved properly.
Zidny (2007) also said 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 media worked well to improved their interest, focus, and proficiency in writing. They were more interested in the teaching and learning process and kept focused on the class. They also had more opportunities to practice their skill using the social medium. There were significant improvements in the test scores. In conclusion, the use of Instagram can improve the students‟ writing skill significantly. Etikaningsi (2018) said the same thing that, there was significant difference in students writing score between those taught using Instagram and those who aren‟t. In conclusion, teaching students writing by using Instagram pictures are more effective than teaching without using Instagram pictures. In other words, the use of Instagram is effective in teaching writing descriptive texts.
Furthermore, the findings showed that the mean score in pre-test was 66.84 and after treatments become 79.36, thus the score of post-test > pre-test.
Furthermore, the improvement of the students‟ means score of pre-test and post- test were 18.73%. The other finding of this research showed t-test value higher than the t-test table value (11.050>1,711). Based on elaboration above, it could be concluded that H0 was rejected. Otherwise, the alternative hypothesis (H1) was accepted. In other words, the use of Instagram can improve writing skill students in descriptive text at the tenth grade in the academic year of 2019/2020.
Based on the research above the use of Instagram to improve students‟s writing skills in descriptive text had significant effect for teaching and learning process. The use of Instagram is very suitable as a learning tool for English teachers by using the Instagram as a method because it provides variations in implementation material to release students' boredom in learning to write, such as writing descriptive, narrative text, essay and ect. Handayani, (2016) claimed that through Instagram the students can post photos or videos that can be commented by their followers. Purwandari (20017) also related that the use of photographs on instagram in teaching descriptive text to improve students‟ writing skill.
Another insightful point was related to Kelly‟s research (2005) reveated that Instagram can be an effective tool to improve students writing. Kelly Ronan said that teachers can boost students‟ creative and critical thinking skills by using Instagram. Instead of writing descriptive text or narrative essays, students can share the results of their stories through photos. Which made the writing experience in the classroom more fun and meaningful.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion of the research about the impact of the Use of Instagram to Improve Writing Skills Students‟ in Descriptive text.
A. Conclusion
Based on the research findings and discussion, it can be concluded that the use of Instagram can improve students‟ writing skills, particularly in writing descriptive text at the tenth grade of SMAN 2 WAJO. It was proven by the students‟ mean score improvement from pre-test to post-test. The students‟
mean score of pre-test was 66.84 which was classified as fairly classification, while that of post-test was higher than mean score of pre-test as 79.36 which was classified as good category. Moreover, based on the data analysis, t-test was value higher than the t-test table value (11.050>1,711). It means that there was a significant difference. Therefore H0 was rejected and H1 was accepted. In other words, the use of instagram can improve writing skill students‟ in descriptive text.
B. Suggestion
Based on the research, the researcher gives some suggestions as follows:
1. It is recommended for English teachers to use the Instagram application as a method because it provides variations in implementing material to release students' boredom in learning writing, especially descriptive text.