This thesis is dedicated to my beloved Mother Cajati, who always pours out her affection, gives advice to the finished writer in arranging this thesis. The effect of Instagram as an instructional tool for students' achievement in descriptive writing (A Pre-Experimental Research in the tenth grade of SMKN 6 Bulukumba). The researcher used a pre-experimental research with a pretest-posttest group which was conducted online during the Covid-19 pandemic.
The researcher expresses his gratitude to Almighty God Allah SWT, the Merciful who blessed him so that the researcher could complete this thesis with the title "The Effect of Instagram as a Guidance Tool for Students' Achievement in Descriptive Writing (A Preexperiment Classroom Research tenth grade of SMK NEGERI 6 Bulukumba)". Thanks to his beloved mother (Mrs. Cajati) who always prays, motivates, spent a lot of time to support the writer all the time and reminded the researcher to finish this thesis as soon as possible .
INTRODUCTION
- Background
- Problem Statement
- Research Objective
- Benefit of Research
- Scope of The Research
Instagram can be used to write descriptive text because Instagram is an application used to print images and videos. Teachers can overcome students' difficulties and provide guidance to students to write descriptive text using Instagram. This research is expected to help and contribute to students who are informed by the teacher to overcome difficulties in the thinking process, especially in writing descriptive text using Instagram.
This research is expected to help other researchers gain new experiences, insights and understanding about using Instagram to improve students' writing descriptive text. Students' performance here means that in the teaching of writing descriptive text, the students can make a short paragraph of descriptive text such as content, organization, vocabulary, language use and mechanics.
LITERATURE REVIEW
Previous Related Research
Some Pertinent Ideas
- Concept of Writing
- Teaching Media
- Descriptive Text
Every classroom in the world has some learning opportunities to help students' teaching and learning. This is in line with Harmer's recommendation of four different types of media that can be used in the classroom. One of the media that can be used in this digital era is social media.
With over 300 million active users, Instagram is one of the most popular SNS (Social Networking Sites) on the planet. Using Instagram as a teaching tool is an easy way to help students understand descriptive text. Instagram” is a social media platform for sharing moments such as images and videos, while descriptive text is text that describes an object in detail.
Based on the above definition of Instagram, the researcher chooses Instagram as a media in teaching descriptive text writing skill, because using Instagram as a teaching media is expected to increase students' interest in learning English in the classroom and outside of school. The instructor then led a discussion and provided input on the descriptive text they had written. They have to write a descriptive text based on the image using the language structure they learned in class.
Descriptive text shows, through close observation, how a thing is done (a place, a person, an animal), and emphasizes the features,. The main purpose of a descriptive text is to inform: this is the case of the technical descriptions in scientific encyclopedias, textbooks, dictionaries, guides. To make the author a return of the object that already exists in the form of writings.
Conceptual Framework
The product refers to writing students as their result in learning English writing using Instagram.
Hypothesis
RESEARCH METHOD
- Research Design
- Population and Sample
- Research Variables
- Instrument of the Research
- Procedure of Collection Data
- Techniques of Data Analysis
The function of the post-test was to know the students' knowledge and ability to write after teaching descriptive text using Instagram as a medium. The analysis is used to find the significant difference in the students' ability to write descriptive text before and after using Instagram as a medium. Based on the results, it can be concluded that the use of Instagram improved students' descriptive text writing.
This indicated that there was the effect of Instagram improved writing of descriptive text of students. This means that the results of the pre-test and post-test in writing descriptive text differed significantly. In this part, the result of findings will be clearly explained about the effect of Instagram in improving students' writing after teaching Descriptive Text.
From the row count, all the students gave good answers to clarification about the content, organization, grammar, vocabulary and mechanics of descriptive text after using Instagram. This means that the post-test score for students who write descriptive text with Instagram is higher than the pre-test score. This means that the use of Instagram in the teaching of descriptive text can improve the students' writing.
The data from this research showed that there was a significant difference between students' writing between before and after using Instagram in teaching descriptive text. Using instagram as a tool for online peer review activity in writing descriptive text for senior high school. There was no significant difference between students' writing of descriptive text before and after using Instagram.
FINDINGS AND DISCUSSION
FINDINGS
- The Description of the Data
- The Analysis of the Data
- Hypothesis testing
The researcher obtained the data from the pre-test and post-test results of the students of the experimental class. The pre-test is done before the start of the treatment and the post-test is done after the end of the treatment. Based on the result, it is concluded that the use of Instagram is able to make a greater contribution to the teaching and learning of descriptive text writing.
Based on the rate percentage in table 4.2, it has been established in the pretest that there are no students who received an excellent classification and a very good classification, students received a good classification, students received a fairly good classification, students received a fair classification, students received a poor classification, and there are no students received very poor classification. Then, in the posttest, it is found that there is no excellent classification, students received very good classification, students received good classification, and there are no students received fairly good classification, fair classification, poor classification and very poor classification. This means that the average students got a passing grade and improved their writing performance.
Calculation of the average score of the students' answer using the formula: Table 4.3 Average score before and after the test. Based on Table 4.3, it was indicated that the mean score of the pre- and post-test had improved. Find out the significance difference between the pre-test and the post-test by calculating the value of the test.
We can conclude that using Instagram as a teaching tool is a successful method for teaching descriptive text writing. This also means that the null hypothesis (H0) There is no significant writing of students in the descriptive text through Instagram, which is rejected and the alternative. Based on these findings, it can be concluded that there was a noticeable difference in the improvement of students' descriptive writing before and after using Instagram.
DISCUSSION
Students made good progress in the areas of content, vocabulary, organization, grammar and mechanics. Based on the findings, the students wrote a descriptive text on the pre-test before the discussion, and after the discussion they were classified as successful in the key ideas on the post-test. This was useful for senior high school students learning English as a foreign language as it could improve their descriptive text writing.
She said that photos on Instagram were effective in helping them improve students' writing skills. After the experimental research on the effect of Instagram as a teaching medium to students' performance in descriptive writing and based on research findings in the previous chapter, the researcher came to the conclusion that teaching material on the effect of Instagram in descriptive text is effective to the improve students' in writing this is proven by the average score of students' performance before and after treatment is 69.82 becomes 85.41. Then the students can observe used social media (Instagram) and then enter the idea as practice to make a good simple text.
Guru Bahasa Inggris SMK Negeri 6 Bulukumba menyarankan penggunaan Instagram sebagai media karena Instagram dapat mendorong siswa untuk lebih aktif dan kreatif serta membuat siswa lebih menarik dan mudah. Pengaruh menulis interaktif terhadap perkembangan mekanisme menulis siswa kelas VIII di sekolah swasta di Gaza. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah.
Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara akurat dan sesuai dengan konteks. Jadi dapat dikatakan teks deskriptif ini adalah teks yang menjelaskan cara mendeskripsikan seseorang atau suatu benda. Guru menunjukkan contoh gambar dan kalimat teks deskriptif tentang orang, tempat, dan bangunan bersejarah serta membuat kalimat sesuai materi yang dibahas.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Kekuatan branding melalui media sosial dalam industri fesyen: bagaimana hal ini memberikan platform bagi para desainer jangka panjang untuk berkembang secara internasional. Efektivitas penggunaan Instagram untuk pengajaran menulis di Man Salatiga tahun ajaran 2019/2020. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahu tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan peristiwa, serta menerapkan pengetahuan prosedural pada bidangnya. belajar khusus untuk bakat dan minat pemecahan masalah mereka.
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. Menunjukkan perilaku peduli, percaya diri dan bertanggung jawab ketika melakukan komunikasi dalam kaitannya dengan teks deskriptif sederhana tentang orang. Siswa diminta menyusun kalimat topik tentang orang, tempat, dan bangunan bersejarah dalam bentuk kalimat teks deskriptif berbentuk caption pada media Instagram pribadinya berdasarkan gambar yang disediakan guru dan referensi akun Instagram yang disediakan guru.
Guru membimbing siswa merangkum materi pembelajaran hari ini dengan menyajikan materi yang dipelajari.
