PROJECT PROPOSAL

“The Effectiveness of Using Instagram to Teach Writing at MAN Salatiga in

the Academic Year of 2019/2020”

A. Background of The Study

As the system of communication, language is used to express though by

one person to another. As stated by Delahunty & Gavey (2010:5), Language

is a system that connects thoughts, which cannot be heard, seen, or touched,

with sounds, letters, manual signs, or tactile symbols (e.g., Braille) which can.

Without language, people will be easy getting confused with another. So that,

language is an effective tool to communicate, interact, and give information

about other people and society. It is the reason why many people need to

study English.

English has four skills. They are reading, listening, speaking and writing.

Writing is one of the important skills that should be taught and mastered by

students. It is the activity of people to perform their oral language into the

symbols or graphics. Furthermore, it is one of the productive skills which

have to be learned by language learners besides speaking. Writing involves

communicating a message by making sign on a page. It means that in doing

writing we need to convert our oral message into a symbol.

According to Harmer (2007:31), writing has always formed part of the

syllabus in English learning process. Students often find some difficulties in

mastering writing skill. Writing is a process of thinking in its own right that

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requires a lot of effort to reorganize idea and thoughts. In writing process,

students have to be more creative to organize ideas into a text.

Richards and Renandya (2002:303) explain that the most difficult skill

for second or foreign language students to master is writing. Not only in

organizing concepts, but also the difficulties are in translating these concepts

into a readable text. Teaching writing for students who learn English is one of

the important things that have to be done well because it will influence the

students’ ability in increasing their writing ability. It is commonly believed

that an appropriate teaching media will have a contribution to the success of

students’ writing ability. Furthermore, it will be true that teaching writing will

be influenced by the teaching media which is used by the teacher.

One of the media which can be applied in this digital era is social media.

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.

Generally, Instagram is a social media which is very popular and widely

used by teenagers. They usually upload their photos or video with

description, and interact with others by giving comments on it or by sending

direct messages. Thus, Instagram seems to provide a fun and ideal

atmosphere for students to produce writing text.

Researcher conducted an interview on Saturday, 1st June 2019 with Mrs.

Nurul Jazimah. She is an English teacher at MAN Salatiga. The researcher

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asked some questions to the teacher. The first question is about the problems

in learning writing. The teacher explained that students writing competence is

low. She found many grammatical errors on students’ writing task. Besides,

they are lack of vocabulary, get difficulties to spell some words and organize

sentences or in using a correct tense.

The second question is about media that is used by teacher while

teaching writing. She answered that she used index card match in teaching

writing. She explained that Index card match is a game to discover the pair of

a card or to discover the card match. She also used lecturing to teach writing.

Yet, there are still many students cannot pass the passing grade.

The third question is about social media that is used in learning English.

The teacher ever used social media as teaching media that was Edmodo.

When she applied this media, the students got trouble in the internet

connection. Thus, the students were more focused on how to get good internet

connection than on the learning process.

The fourth question is about the Standardization of Minimum Score

(KKM) of English Subject for tenth grade students of MAN Salatiga. The

teacher said that the Standardize of Minimum Score (KKM) of English

Subject is 72. There are still 55 percent of students that can not pass the

passing grade. Thus, she has to find another media in order to make the

students more understand about writing.

In addition, the researcher also got information about students’ writing

ability by doing interview with some students of MAN Salatiga. They said

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 that they had low motivation in learning writing and got difficulties on

constructing their ideas into a good text. Besides, they also said that they felt

lazy to consult with the dictionary while did writing.

In conclusion, the researcher found that cause of the problem of the

students’ writing ability is still low. It makes the students lazy to follow the

lesson. They get difficulties to construct their ideas into a text and spell some

words. Furthermore, they need new atmosphere while learn English

especially in writing aspect. The researcher uses Instagram as a media in

teaching English to improve students writing ability and make the students

more enjoy to write.

Based on the explanation above, the researcher conducted a research on

“THE EFFECTIVENESS OF USING INSTAGRAM TO TEACH

WRITING AT MAN SALATIGA IN THE ACADEMIC YEAR OF

2019/2020”. The researcher conducts an experimental research to know that

Instagram is effective in teaching writing.

B. Problem of The Study

Based on the background of the research, the researcher formulates the

research questions as follows:

1. How is the profile of the students’ writing score before and after

treatments for the tenth grade students of MAN Salatiga?

2. How far is the effectiveness of using Instagram to teach writing for the

tenth grade students of MAN Salatiga?

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C. Objectives of The Study

Based on the formulation of the problem above, the aims of the study

are mentioned below:

1. To know the profile of the students’ writing score before and after

treatments for the tenth grade students of MAN Salatiga.

2. To find out the effectiveness of using Instagram to teach writing for the

tenth grade students of MAN Salatiga.

D. Significances of The Study

The results of this research positively will present contribution to

English teaching and learning, they are:

1. Theoretical benefit

a. The result of the research can be used as an input in English

teaching learning process, especially in teaching writing.

b. The result of the research can be used as the reference for those

who want to conduct a research in English teaching learning

process.

2. Practical benefit

a. For teacher

The benefits of this research are that: they are able to

improve the students’ writing skill, and the result can improve the

teacher professionalism quality as an educator.

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 b. For students

The benefits of this research for students are that they are able to

improve their writing skill.

c. For researcher

The research provides information also starting point for other

researcher in same topic.

d. For MAN Salatiga

The benefit of this research for MAN Salatiga is that the English

teachers can improve their skill in teaching writing and students can

improve their writing skill. These improvements automatically can

increase the quality of MAN Salatiga.

E. Hypothesis and Success Indicator

Based on the interview with the English teacher, the students have

difficulties on generating their ideas into a good text, understanding the

structure and the language features of a text, and they are lack of vocabulary.

The researcher attempt to overcome the problems by using Instagram in

teaching writing. By conducting this research, the researcher proposes a

hypothesis: The effectiveness of using Instagram to teach writing.

The success indicator of this research is taken from the students’ Basic

Competence presented in Lesson Plan. The students’ success and failure in

doing the activities will be evaluated by referring to the criterion of the

passing grade. The passing grade of English lesson in MAN Salatiga is 72.

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 The teacher and the researcher expect that there are at least 90% of the

students who pass the passing grade.

F. Definition of The Key Term

1. Writing

Brown (2001:336) explains that writing is thinking process.

Moreover he states that writing is also an action process of sharing and

organizing our ideas and even expresses our feeling, then putting them on

paper.

2. Descriptive Text

As stated by Pardiyono (2016:19), description or descriptive is a

kind of text that is made to provide information to the readers about visual

or mental illustration of a subject, about what something looks like.

3. Instagram

According to Salomon (2013:408), instagram is mobile application

that allows users to turn their mobile snapshots into interesting images

instantly. Then they shared it to others on the network.

4. Lecturing

Kaur (2011:10) explains that lecture as a teaching and learning

method by which the instructor gives a spoken presentation of facts or

principles to students and the class usually being responsible to take notes

during learning process.

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G. Theoretical Framework

1. Writing

a. Definition of Writing

Writing is a mean of communication. Communication in writing

tends to involve a thinking process because writing needs the process of

selecting and organizing ideas into coherent and logical whole. The

researcher determines that writing is an activity of developing ideas and

feelings to produce an arrangement sentence.

Writing is one of the productive skills which need to be mastered

by language learners besides speaking. They learn writing as an essential

component not only for academic practice but also later in their

professional life. In addition, they will have appropriate background

knowledge about writing.

As stated by Nunan (2003:89), combination of physical and mental

acts is called writing. Writing is physical of committing words and

thoughts. Besides, mental acts are inventing ideas, thinking about the way

how to express them, and organizing them into statements and paragraph.

In addition, he also explains that writing is known as a combination of

process and product. It means that the writer have to imagines, organizes,

drafts, edits, reads, and rereads.

In line with Nunan, Brown (2001: 348) also states that writing is

the written products of thinking, drafting, and revising procedures that

need specialized skills, skills on how to generate ideas, organize them

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coherently, use discourse markers and rhetorical conversations coherently

into a written text, how to revise text for clearer meaning and how to edit

text for correct grammar and produce a final products. Writing is a way to

put thinking or ideas into text. Furthermore, writing is words which the

writers free themselves from what they currently think, feel, and perceive.

Based on the definition above, it can be concluded that writing is

written process of arranging the ideas into a text.

b. Process of Writing

As one of productive skills, writing needs a process. According to

Harmer (2001:4), there are four stages of writing, those are:

1) Planning

Before starting to write or type, the writer tries and decides

what they are going to say. Writers have to think about three main

issues. Those are the purpose, the audience (the reader), and

content structure.

The first is they have to consider the aim of their writing

since this this will influence not only the kind of text they are

going to produce, but also the language and the information they

choose to include. Secondly, the writer has to think about the

audience. The audience will influence not only the shape of

writing (how it is laid out, how the paragraphs are structured, etc.),

but also the choice of language (formal or informal language).

Thirdly, writer needs to consider the content structure of the piece.

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 It means that how the writer sequence the facts, ideas, or

arguments.

This stage is often called pre writing process. Pre writing

contains thinking, talking, reading, and writing that the writer does

about his topic before he writes a first draft. Pre writing can be

explained as a way of warming up the brain before writing. Before

we start writing, we decide what we are going to write about.

After that, we plan what we are going to write.

2) Drafting

The first version of writing is called draft. The writer has to

use the idea that is generated in the planning as a guide. This stage

needs an editing for checking the next. A number of drafts may be

produced on the way to the final version.

3) Editing (reflecting and revising)

It is almost impossible to write paragraph perfectly on the

first try. The first draft is the first try. Perhaps, the order of

information is not clear or the discourse marker is wrong. The

way to revise and improve the first draft is called editing.

Reflecting and revising are often helped by other readers or editors

who give comments and make suggestions.

4) Final version

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 Once the writer has revised and edited the draft and made

the changes that considered being necessary, he has produced the

final version.

c. The Purpose of Writing

As stated by Juzwiak (2009: 18), the aim of all writing is to

communicate information or thought. Beyond this, there are the

general purposes of writing:

a) to inform : to deliver information about detailed issue or topic.

For example, a visitors’ center at a state park might offer a

brochure informing hikers about the causes and prevention of

forest fires.

b) to educate : to extend someone’s knowledge or understanding,

often for academic or professional purposes. For example, a

textbook for a human development course might offer an in-

depth discussion of the stages of emotional development in

children.

c) to entertain: to deliver fun or amusement. For instance, a

celebrity magazine might share gossip about a star’s wedding.

d) to inspire : to positively influence or motivate others. For

example, an essay about the challenges and rewards of running

a marathon might motivate others to admire the struggle, if not

to run a marathon themselves.

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 e) to persuade: to argue that a certain action should be taken. For

instance, a well-written letter might persuade city officials that

a parking fine that you received was excessive and should be

lowered.

d. Organization of Writing

Oshima and Hogue (2007) explain that the organization of writing

has two aspects, those are:

a) Paragraph

A group of sentence that is contained of main idea and the

writer develop of it is called paragraph.

b) Composition

A group of paragraph that has a relation each other is called

composition. It is divided into three part, the first part is

beginning, second part is middle, and the last part is end. The

beginning is called introduction, body is the middle and

conclusion is the last part.

e. Characteristic of an Effective Paragraph

According to Oshima and Hogue (2007: 3), a group of related

statements that writer develops about a subject is called paragraph. A

paragraph has three major structural parts: a topic sentence, supporting

sentences, and a concluding sentence. The number of sentences is

unimportant, yet, the paragraph should be long enough to develop the

main idea.

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 Harmer (2001:22) states that an effective paragraph has two

characteristic, those are coherence and cohesion.

a) Cohesion

A paragraph is cohesive if all supporting sentences can

support the topic sentence. The way of relating sentence to

each other is called cohesive device. Five important of cohesive

devices are lexical cohesion (can be achieved by using lexical

set chain and words repetitions), grammatical cohesion (can be

achieved by using pronoun and possessive reference and article

references), tenses, linkers, and substitutions.

b) Coherence

Coherent means that the sentence in the paragraph must be

logically organized and the movement from one sentence to the

next sentence must be smooth. It can be gained by applying

logical order and transition signal. When a text is coherent, the

reader can understand at least two things, those are:

1) The writer’s purpose

A coherent text will make the readers easily understand

what the writer’s purpose. Is it to give information,

express ideas, or entertain the reader.

2) The writer’s line of thought

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 The reader should be able to follow the story and should

not get confused with the characters of the story,

setting, time, etc.

f. Writing Assesment

According to Brown (2001:4), assesment is a popular sometimes

misunderstood term in current educational practice. People might be

thought that testing and assessing is the same term, but they are not.

Prepared to administrative procedures that occur at identifiable times in

curriculum when learners master all their faculties to offer peak

performance are being measured is called test.

Besides, assessment is a going procedure that contains a much

extensive domain. Test is a sub-set of assessment. It is not only form of

assessment that teacher can use. Text can be the assessment but

assessment is not always a test.

The researcher will use analytic scoring to measure the students

writing task. Analytical scoring has five major elements that will help to

call the writer’s attention to areas of needed enhancement.

No Categories Score Description

1 Content 30-27 Excellent to very good

Thorough improvement of thesis,

related to assigned topic, have varieties

of topic, the number of grammatically

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 true sentences are among piece of

paper.

26-24 Good to average

Limited improvement of the thesis,

mostly relevant to topic but lack detail,

the number of grammatically true

sentences about a half piece of paper.

23-17 Fair to poor

Little substance, inadequate

improvement of topic.

16-13 Very poor

Does not express knowledge of subject,

or not enough to evaluate.

2 Organization 20-18 Excellent to very good

Ideas clearly stated, well arranged,

logical sequencing, cohesive

17-14 Good to average

Loosely structured but main idea stand

out, limited support, reasonable but

inadequate sequencing.

13-10 Fair to poor

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 Ideas confused or disconnected, lack

logical sequencing and improvement.

9-7 Very poor

Does not communicate, no organization

or not enough to evaluate.

3 Vocabulary 20-18 Excellent to very good

Use effective word and dictation choice,

word form mastery, proper register

17-14 Good to average

Use occasional errors of word or

dictations but meaning not obscured

13-10 Fair to poor

Frequent errors of word or dictations

choice and usage, meaning confused.

9-7 Very poor

Essentially translation, little knowledge

of vocabulary, dictation, word, form,

not enough to evaluate.

4 Language use 25-22 Excellent to very good

Few errors of agreement/ tense/

number/ word order/ article/ pronoun/

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 preposition

21-18 Good to average

Several errors of agreement /tense/

number/ word order/ article/ pronoun/

preposition but meaning seldom

obscured

17-11 Fair to poor

Frequent errors of agreement/ tense/

number/ word order/ article/ pronoun/

preposition, meaning confused

10-6 Very poor

Dominated by errors, does not

communicate or not enough to evaluate

5 Mechanics 5 Excellent to very good

Demonstrates mastery of conventions,

few errors of spelling, punctuation,

capitalization, paragraphing

4 Good to average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning obscured

3 Fair to poor

Errors of spelling, punctuation,

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 capitalization, paragraphing , poor

handwriting, and meaning confused

2 Very poor

No mastery of convention, dominated

by errors in spelling, punctuation,

capitalization, paragraphing, not enough

to evaluate.

Table 1.1 Jacobs, et al.’s (1981) scoring profile

The following are the criteria for scoring writing which are used in this

research:

a. Content : tittle chosen agreement

b. Organization : unity of paragraph, coherence, and cohesion

c. Vocabulary : the precision of using vocabulary

d. Language use : tenses and pattern

e. Mechanics : spelling and punctuation

2. Descriptive Text

a. Definition of Descriptive Text

Oshima and Hogue (2007: 61) explain that descriptive writing

appeals to the senses, so it tells how something looks, feels, smells, tastes,

and/or sounds. A good description is a word picture, the reader can

imagine the object, place, or person in his or her mind. Husein and

Pulungan (2017:1) state that descriptive is a kind of text which gives

description about an object (living or non-living things) such as person,

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 place, or thing. In addition, they say that the social function of writing

descriptive text is to describe a particular person, place, thing or animal.

Based on the definition above, it can be concluded that descriptive

text is the text which is describe particular thing, animal, person, place, or

other by looking, smelling, tasting, or feeling them.

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
Identification is a statement which consists of one topic. In
identification, the introduction about who or what will be described is
written.
Example:
Do you know what Tawangmangu is like? It is one of the most
interesting places in Karanganyar Regency. This cool place is located
about 20 kilometers east of Solo. On the weekend, many people visit
it.
2) Description
It consists of detail description about someone or something that is
defined in identification. The specific characteristic about who or what
described is written in description.
Example:
Karanganyar has many different places of interest. They are
Tawangmangu with its wonderful waterfall and nice park, Cetho, and
Sukuh Temple. Tea Garden has also become the interesting place to
visit for relaxation. Of all, Tawangmangu still becomes the most
favorite place to visit.
The place is located in the slop of Lawu Mount so that it has cool
weather all the time. It is very wet during rainy season it has very

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 much rain. Tawangmangu waterfall is very famous. The water falls
continuously every day. To reach this place, visitors can walk or ride
horses. Both are always interesting. The entrance tickets are relatively
cheap.
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

3. Instagram

a. Definition of Instagram

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 Instagram is one kind of mobile application and social media

which offer some features that permits users to share photos and videos

and permits the users to build up the interaction with others. Instagram

was found by Kevin Systrom and Mike Krieger in October 2010. People

usually use Instagram to share their personal information, suchas

uploading their pictures or videos and provide explanation that is called

caption under it. Many interesting features are provides by Instagram, such

are photo filters, direct message, group messaging, picture editing,

location tagging, instagram story, and live video streaming.

Users from connections by following each other’s profiles which

allows them to see the content posted on these profiles and give responses

in the form of comments or likes. Like is a tag user can place on images to

indicate that they view them favorably. When a user follows another uses,

all postings from these users will be shown on the user’s news feed.

Instagram also permit users to message each other privately by using

direct message.

b. Features of Instagram

There are many features in Instagram. According to Sofiyah and

Etikaningsih (2018), features of instagram that can be used to support

learning process are:

1) Photo and video sharing

Instagram enable users to take pictures or videos by using the

application or using photos or videos that already exist in user’s

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 camera roll. Moreover, users can add caption. It can give information

about what is going on related to the picture or video that is uploaded.

If it is applied in learning process, this feature of uploading and

captioning pictures or videos is especially very relevant to help

students learn how to write effectively.

2) Social network

Instagram, like other social network, is based on social live just

like having friends or followers. Users can be friends with others by

following them. On the top of the profile, users will see the nickname,

profile picture, how many photos or videos has been uploaded, how

many followers and following the account has. Users can see others

videos and pictures in their news feed when they follow someone.

Moreover, users also can give like or comments on those feed.

In addition, users can communicate with each other by using direct

message. Instagram is very possibly to deliver service for language

educational purposes since it facilities students to learn how to talk and

speak in a language effectively.

c. 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.

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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 teacher upload picture related to descriptive text and

share materials about it. Teachers also can post everything that can

help students to learn language effectively.

4) The teacher give some questions to guide students to write

descriptive text

Teacher encourages students by giving questions related to

the picture while posting the picture. Students are asked to

comment and give their opinion about the picture.

5) The students write their descriptive text based on their answer on

Instagram

Students are free to give their ideas about the pictures.

Teacher can know the way students develop ideas based on the

picture given. Then teacher guided a discussion of descriptive text

they had written and give feedback.

6) The teacher asked students to draft the text, edit and post it on

group.

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 Students have to practice their writing skill. They are asked

to write descriptive text based on the picture by using language

structure that has been leant in class.

7) The students do peer assessment in classroom

Teacher post some pictures and encourage students to

provide descriptive caption on the comments. It helps the students

to be more creative in 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.

4. Lecturing

a. Definition of Lecturing

Brown (1987) says that the term lecture was derived from the

Medieval Latin “Lecture” to read loudly. Thus, lecture contained a spoken

reading of a text followed by a commentary. Kaur (2011:10) states that

lecture as a model of teaching is regularly criticized, but this is a fact that

it has managed to survive so long in step of many technological

improvements. Moreover, he also says that lecture occurs whenever a

teacher is talking and students are listening.

Based on the definition above, it can be conclude that lecture is a

way of teaching that requires being the only sources in learning process.

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 The students have to pay attention and take notes from what the teacher

are saying.

b. The Skill of Lecturing

According to Faroq, Abbasi, and Qadir (2013: 146), there are five

major skill of lecturing, those are: explaining, presenting, information,

generating interest, and lecture preparation. These skills are closely

associated with the goals of coverage, understanding and motivation.

c. Advantage and Disadvantage of Lecturing

There are many advantages of using lecturing in teaching writing

in the classroom. Kaur (2011:12), explains that advantages of lecture can

be summarized as follow:

a. The appropriate perspective and orientation of a subject can be

presented and the general outline of scope of the subject can be

brought out.

b. Many facts can be presented in a short time in an impressive way.

c. The lecture can stimulate very good interest in the subject.

d. Greater attention could be secured and maintained, as interest leads to

attention.

e. Word that is spoken has greater weight than mute appeal by books.

f. The language that is used by lecture may be made suitable to all of the

audiences.

g. Language can present a number of facts belonging to different subjects

and also it can facilitate inter-disciplinary method to topics.

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 Teaching by using lecture has some advantages in learning process.

The teacher can use the lecture as a way to teach students in classroom.

Beside the advantages of applying lecturing in learning process, it

also has disadvantages, those are:

a. It is waste of time to repeat the matter already present in books

b. In order to make the lecture impressive, the teacher may care more for

manner and style but very little for matter and content.

c. If the lecture is very fast, the students cannot take notes easily and will

note have any written record or the salient points made out.

d. A lecture delivered in a style not easily understood by students will

serve no purpose.

e. The students are more passive than be active in learning process.

f. The problem solving attitudes of students may vanish in the lecture

method.

g. There is no cooperation and interaction between the teacher and the

students in learning process.

H. Previous of The Study

In completing this paper, the researcher takes review from other previews

researches which investigate the related topic. First research was conducted

by Alfiyatun (2018). The objective of her research is to find out whether

Instagram Caption is effective to teach writing for the tenth grade students of

SMA Muhammadiyah 1 Karanganyar in the 2017/2018 academic year. The

methodology of this research is quasi experimental research. Two classes

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were chosen as the sample by using cluster random sampling technique. To

collect the data, the researcher used writing test in pre-test and post-test. The

result was the average of students’ experimental group using Instagram

captions was 85.88 and for the students’ control group using picture was 76.

From the result of independent t-test is higher than t-table (18.7862>2.060)

on the significant level 0.05 with n = 25 students. Thus, it can be concluded

that students who are taught by using Instagram captions have better writing

ability than those who are not.

The second was conducted by Purwandarini (2017). Her research was an

experimental research to know whether there is any learning accomplishment

of students who are taught writing descriptive text using photograph as media

which is significantly different from those who are taught without

photograph. The subjects of the research were the 8th students of SMP Negeri

1 Ungaran. There were two groups involved in this research those are

experimental group and control group. The experimental group was taught by

using photographs in Instagram, and the control group was taught without

using photograph in Instagram. After the treatments were given to both of

groups, the result shows that the mean of experimental group was 74.80 and

the control group were 72.63. It means that the score of experimental group

was higher than the score of control group. The t-test result showed that t-

value was 2.056 and t-table was 2.002, which means that t-value is higher

than t-table. It proves that there is significant different achievement between

the groups which taught using photographs in Instagram and using

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conventional teaching. It can be concluded that using photographs in

Instagram was effective and recommended for the English teacher as one of

references in teaching and learning process.

The third research was conducted by Handayani et al.(2018). The

research is about the effect of the use of Instagram on EFL students’ writing

ability. The researchers applied pre-experimental research design with no

control group. The subject of the research was two classes of Argumentative

Writing course offered in the English Department of Universitas Negeri

Malang. There were two instruments of data collected in this study: a writing

test and questionnaire. The writing test was administered in the pre-test and

post-test. In those tests, the students were asked to make an opinion essay. To

measure the pre-test and post-test data, the researcher applied paired sample t-

test. The result was there was a significant difference between both of tests’

scores. On average, the post-test score was 15 points higher than the pre-test

scores (17.83, 12.84). In conclusion, the students who were taught by using

Instagram had better ability in writing an opinion essay. The participants were

also asked to respond to a questionnaire designed to verify their perception on

three aspects: their competence in writing, interest in using Instagram in

teaching writing, and learning process. The result shows that the students had

positive response toward the implementation of Instagram

The fourth research was conducted by Manaroinsong (2018). It

conducted to describe the use of Instagram as mobile learning to support

English cognitive learning process. The researcher involved two participants

28
from non-English Language department in Islamic University of Indonesia

who were selected through purposive sampling. This research was examined

by using qualitative method in informal setting. The researcher used

interview transcriptions as the prime data source, followed by observation

and documentation as the data supporter in collecting the data. The result of

the research shows that non English Department students can use Instagram

for mobile learning to support their Instagram cognitive learning process by

doing some actions on their Instagram account. Those actions are: searching

and following the educational accounts and also do activities such as reading,

listening, and creating Instagram posts in English.

The fifth research was conducted by Soviyah & Etikaningsih (2018).

Using experimental research design, this study investigated the effectiveness

of using Instagram to enhance ability in writing descriptive text. Involving

random sampling technique, this research involved 50 students of a private

high school in Yogyakarta as the research sample. The empirical data were

collected through pre and post-test. The data were analyzed quantitatively

applying t-test computation and descriptive analysis. The result showed that

there is significant difference in students writing score between those who

though by Instagram and those who aren’t. Thus, the use of Instagram is

effective in teaching writing descriptive text.

The sixth research was conducted by Handayani (2017). This study aims

to investigate students’ attitudes towards the use of Instagram in teaching

writing. This study was descriptive research which was carried out at English

29
Department UMMY Solok. The population of the research was first grade

students of English Department UMMY Solok who took Writing I subject.

The total number of 8 students enrolled at the closed group feature of

Instagram, in which only group members can interact with each other. To get

the data of the research, the researcher used questionnaire and interviewed.

The research design included a 5 point Likert-type questionnaire which were

strongly agree (SA), Agree (A), Undecided (U), Disagree (D), and strongly

Disagree (SD). It was used to investigate students’ attitudes toward the use of

Instagram in teaching writing. For the interview, the researcher prepared

semi-structured interviews. It was done to five students who had randomly

selected. The finding of the research showed that students had a very positive

attitude towards the use of Instagram as an teaching writing activity in the

classroom.

The seventh research was conducted by Listiyani (2016). This is a

research to examine the effectiveness of Instagram Writing compared to

teacher centered writing to teach recount text to students with high and low

motivation of SMP Kesatrian 1 Semarang in the academic year of 2015/2016.

This study was conducted by experimental design with 40 participants. Those

students were divided into experimental and control group. The experimental

was taught by using Instagram, whereas the control group was taught by

using teacher centered writing. Results indicated that the final average score

of experimental group was 73. Meanwhile, the control group got a lower

average score with 67.15. After calculating the significance of the test, the

30
result of the t-value was 2.210 and t-table was 2.002. It can be concluded that

teaching recount text using Instagram resulted a better achievement. Besides, the t-

value of the post test was higher than the critical value which meant that the

difference was statistically significant. Thus, the higher achievement of

experimental group indicated that the use of instagram promoted a better

understanding for students with high and low motivation which improved the

quality of their writing.

The eight research was conducted by Mursela (2018). The objective of

this research is to obtain the empirical evidence of the effect of peer feedback

through Instagram on students’ writing recount text at the 10th grade students

of SMA Triguna Utama Tangerang Selatan. The methods of this study are

quantitative method and quasi experimental design. Two classes are taken as

the sample of the study with 30 students in each class. Those classes are

designed as experimental class and control class. The sampling technique used

is purposive sampling. Moreover, this research is conducted through the following

procedures; pretest, treatments, and post-test. The data analyzed is gained through

writing test. The data analyzed in this research by using statistic of t-test Statistical

Package for Social Sciences (SPSS). The result of this research proves the difference

between students’ score in learning recount text by giving peer feedback through

social media and those do not. According to statistical calculation, the df = 58,

sig.(2-tailed) or (p) value = 0,001, and α = 0.05, which is p-value < α. It can be

concluded that peer feedback through social media is effective in teaching recount

text because it showed moderate effect on students’ writing recount text at the tenth

grade of SMA Triguna Utama Tangerang Selatan.

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 The ninth research was conducted by Riana (2018). The objectives of this

research are to find the code mixing by Instagram user which using Code

Mixing of English Education Department at IAIN Salatiga. The researcher

used qualitative method. To collect the data, the researcher used interview

and documentation. The result of this research, the researcher finds the kinds

of code mixing; they are words, phrases, hybrids, idioms, clause, and word

reduplication. The researcher also found the reasons of using code mixing in

Instagram are: followers to understand the caption, be more up to date, want

to be familiar, then the followers of Instagram will be known about foreign

language, and follow the friends. Moreover the researcher analyze the social

factors of using code mixing in Instagram are: make a good relation with a

friend, also can give information or other with interesting language, will have

similarity with friends, to make friends interesting with the caption, and to

make easier besides the user and the followers. It means that the use of code

mixing is often used in our life both in everyday conversation or social media.

The last research was conducted by Rosyida & Seftika (2019). The

purpose of this study is to describe students’ perceptions of Instagram in

learning writing. This research is a type of qualitative research conducted on

even semester students of the English study program at STKIP

Muhammadiyah Pringsewu, Lampung. The data collection technique in this

study uses questionnaires and structured interviews. Data analysis uses

Interactive Model which consists of data collection, data reduction, data

display, and conclusion drawing. The result shows that students have positive

32
 perception of the use of Instagram as a learning medium. Instagram creates

fun classroom situations and helps students to be creative, communicative,

and also collaborative with peers.

The research that is conducted by researcher has some similarities with

the previous researches, which are as follows:

1. The researcher used Instagram to do research.

2. The research is for English learners.

The researcher will be conducted by researcher has some similarities

with the previous research that written above. However, those are several

matters that distinguish this research from the previous which are as follows:

1. The subject of this research is the tenth grade students of MAN

Salatiga in the academic year 2019/2020

2. The researcher would like to do this research to know the

effectiveness of using Instagram to teach writing which is stationary

having a poor writing caused by the researcher is interested in

knowing this medium is applicable. In addition, the researcher used

articles, journals, and other previous study to support this research

I. Research Methodology

1. Research Design

In conducting this research, the researcher applied experimental

design in order to know the influence of using Instagram to teach writing.

According to Ary et.al (2010:201)., general plan for carrying out a study

with an active independent variable is called experimental design. The

33
 aim of this design is to study cause and effect relationship. The

researcher use experimental research in order to find out what will

happen to the subject of the study after apply the media as the treatment.

Experimental research includes a study of the effect of the organized

manipulation of one variable(s) on another variable. There are two kinds

of variable; independent variable is variable that can be manipulated,

dependent variable is variable that can be measured.

In this research, the researcher uses Quasi-experimental design.

Ary et al. (2010:306), state that in educational research, the

nonrandomized control group, pretest-posttest design is one of the most

widely used by quasi experimental. In this study, the researcher will

compare two classes. The first class will be the experimental group and

another one as control group. Both groups will get pretest and posttest.

Only the experimental group takes the treatment. The experimental class

is given treatment by Instagram and in control class is taught by lecturing

Figure 1.1 : The Experimental Research Design

This research is conducted in order to know the effectiveness of

using Instagram to teach writing. It will be known after finding out the t-

test value between the students’ writing ability scores before and after

being taught using Instagram.

34
2. Population and Sample

Lodico et, al. (2006: 140) explain that a population is the wider

group of individuals about which the researcher wants to make

statements. In line with Lodico, Muijs (2004:37) says that population is

the group that researcher wants to generalize his findings to. The

population of this research is the whole of the tenth grade students of

MAN Salatiga in academic year 2019/2020.

Lodico et, al. (2006: 143) inform that a smaller group selected

from a larger population that is representative of the larger population is

called sample. In addition, Dawson (2002:47) says that researchers

overcome the problem by choosing a smaller, more manageable number

of people to take part in their research. It is called sampling. The sample

that is used in this research is two classes. In other words, the writer uses

this form to get some participant based on the population randomly. The

samples of this research are 40 students of class XIK and 38 students of

class XIBB. The control group is class XIK and the experimental group is

XIBB.

Table 1.2 List of Students’ Name of the Samples

No Students’ Name of XIK No Students’ Name of XIB

1 ‘IF 1 AP

2 ANS 2 AWJ

3 AHA 3 AP

4 AZA 4 AS

35
5 AU 5 AD

6 AM 6 ASA

7 ARU 7 DFU

8 AKN 8 DZ

9 ASFM 9 EAM

10 AAS 10 APH

11 DFNH 11 FNQ

12 EW 12 FRA

13 FS 13 FZ

14 KBS 14 GOPF

15 KNH 15 IRJ

16 LS 16 II

17 MZSA 17 ISU

18 MIR 18 IM

19 MKD 19 KR

20 MTR 20 KQF

21 MFF 21 LDE

22 MK 22 LDS

23 MLUN 23 LM

24 MMRM 24 LR

25 NNH 25 MFN

26 NLK 26 MANSW

36
27 NRM 27 NMF

28 PA 28 NAPM

29 RS 29 OSN

30 RA 30 RMA

31 RDU 31 RAJ

32 RVA 32 RAF

33 SAQ 33 SA

34 SAA 34 SNUK

35 T 35 SAF

36 TLS 36 UQ

37 UR 37 YGB

38 WAQ 38 YR

39 WFA 39

40 WK

In this research, the researcher uses simple random sampling as

sampling technique. According to Lodico et, al. (2006: 147), in simple

random sampling, everyone in the population has the same chance of

being involved in the sample. It is because the sample is drawn at random

from the population. Each member of the population has an equal and

independent chance of being selected is called simple random sampling.

The researcher will take two classes of tenth grade where one class as

experimental group and other as control group.

37
3. Variable of The Research

In conducted this research, the researcher uses two kind of

variables; dependent variable and independent variable. As stated by

Brown, dependent variable (Y) is variable that is used by researcher to

determine their effect on or relationship with the dependent variable.

Besides, dependent variable (Y) is observed to determine what effect, if

any, the other types of variable may have on it.

a. Independent variable (X) : Instagram

b. Dependent variable (Y) : lecturing

4. Validity and Reliability

a. Validity

Lodico et, al. (2006: 88) state that validity focuses on ensuring that

what the instrument claims to measure is truly what it is measuring. It

indicates the instrument’s accuracy. In this research, the researcher

uses two validities as follows:

1) Content validity

According to Cohen et al. (2007: 137), the instrument has

to show that it fairly and comprehensively covers the domain or

items that is purpose to cover. The research design pre- and post-

test based on syllabus of tenth grade students.

2) Criterion-related validity

Lodico et al. (2006: 94) explain that criterion-related

validity involves the examination of a test and its relationship

38
 with a second measure. It reflects the degree to which two scores

on two different measures are correlated. There are two kind of

validity, those are: concurrent validity and predictive validity. The

researcher uses predictive validity to measure the data. Predictive

validity is accomplished when the data acquired at the first round

of research correlate highly with the data acquired at a future date.

(Cohen, et al. 2007: 140) the researcher will give pretest as the

data of first round and posttest as a future data.

b. Reliability

Reliability refers to the constancy of the scores, that is, an

instrument’s capability to produce approximately the equal score for

an individual over repeated testing or across different rates. (Lodico

et, al., 2006: 87) In this research, the researcher uses only one type of

reliability that is test-retest reliability.

Creswell (2012: 160) says that the test-retest reliability is when

scores from one sample are stable over time from one test

administration to other. It can be determined when the researcher

gives test at two different times to the same participants at an adequate

time interval. The researcher gives pretest to the students of XIK and

XIBB at the same time. Then, the researcher also gives posttest to the

participants at the same time as well.

5. Steps of the Research

Table 1.3 Research Schedule

39
No Date and Activities Place

Time

1. June 1st 2019 Interview with the English Teacher room of

teacher in the preliminary MAN Salatiga

study (08.30 WIB)

2. June 15th 2019 Interview with the English Teacher room of

teacher in the preliminary MAN Salatiga

study (09.30 WIB)

Table 1.4 Experimental Class Schedule

No Activities Date Time Allocation

1 Doing pre-test August 19th 2019 In the classroom

of XIB (07.00)

2 Doing August 26th 2019 In the classroom

treatment of XIB (07.00)

3 Doing September 2nd 2019 In the classroom

treatment of XIB (07.00)

4 Doing post-test September 9th 2019 In the classroom

of XIB (07.00)

40
 Table 1.4 Control Class Schedule

No Activities Date Time Allocation

1 Doing pre-test August 20th 2019 In the classroom

of XIB (10.00)

2 Doing August 27th 2019 In the classroom

treatment of XIB (10.00)

3 Doing September 3nd 2019 In the classroom

treatment of XIB (10.00)

4 Doing post-test September 10th 2019 In the classroom

of XIB (10.00)

6. Technique of Data Collection

Data collection is the process of gathering and measuring

information on variables of interest, in an established systematic fashion

that enables one to answer research questions, test hypotheses, and

evaluate outcomes. In this study, the researcher collects data from pre-

test, post-test, and documentation.

a. Pre-test

The researcher will administer pretest before treatment is

given. Pretest will be given in the first meeting in order to know

the capacity of the students’ competence between the experimental

and control class. In addition, the purpose of conducting pretest is

41
 to get initial information of the groups before the further research

is conducted.

b. Post-test

Posttest is given to know the change of understanding

writing after treatment by using Instagram. It is a test given to the

students. It will be given after experimental and control class get

treatment.

c. Documentation

Documentation is taken during the researcher do the

research. The researcher will use some related documents to the

object, such as: school profile, students name lists and the process

during research.

7. Research Instrument

Instrument is a tool for gathering data. As an experimental design,

the instrument uses in this research is tests. Ary et al, (2010:201) state

that test is a set of stimuli presented to individual in order to elicit

responses on the basis of which a numerical score can be assigned.

There are two kinds of research instrument that is used in this

research namely test and non-test they are explained as follows:

a. Test

42
 Kind of research instruments that is used to measure students

accomplishment is called test. There are several types of text such

as: placement test, diagnostic test, achievement test, formative

test, summative test, pre-test, post-test, etc. In this research, the

researcher will use written test for pretest and captioning in

posttest. In those test, the students will get some exercises about

descriptive text.

b. Non-test

Kind of research that is used to measure non-academic

achievement such as interview, observation, documentation, etc.

is called non-test. The researcher used document as one of the

instrument. She collects all of the data from the school and

teacher documents which are needed in this research such as

students' result and score in pretest and posttest.

8. Technique of Analyzing Data

After collecting the data, the researcher analyzes the data as the

result of the test before. In order to analyze the test score of writing, the

researcher uses t-test to find out the difference score of students’ writing

ability which is use Instagram and without it.

The researcher will uses comparative technique to find out the

outcome of both the experimental and control group. The experimental

group as variable X and control group as variable Y. Those variables are

compared in order to know there are significant or not. The writer will use

43
SPSS (Statistical Package for Social Science) version 25 for window to

calculate the test.

The research do some steps to analyze the data, those are:

a. Calculated the mean (M) from each group using the following
M =∑x
formula:
N

M = mean

∑x =total score

N = number of students

b. Calculated the standard deviation difference (SDD)

∑𝐷 2 ∑𝐷 2
SDD = √ − (𝑁)
𝑁

SDD = standard deviation

N = number of students

D = difference between pre and post-test

c. Calculated the mean of difference (MD)

MD = mean of difference

∑D = total of difference between pre- and post-test

d. Calculated the standard error of mean difference (SEMD)

SEMD = SDD

44
 √𝑁 − 1

SEMD = standard error of mean difference

SDD = standard deviation

e. Calculated t-value (to)

t o = MD

SEMD

to = t-value of observation

MD = mean of difference

SEMD = standard error of mean difference

f. Compared t-value (to) with t-table (tt)

Criteria of hypothesis accepted describes as follows:

to ≥ tt = reject null hypothesis and accept alternative hypothesis

to < tt = accept null hypothesis and reject alternative hypothesis

9. Statistical Hypothesis

The calculation between experiment group (X) and control group (Y) are

using t-test while it has assumptions:

a. If t-test < t-table in significant level of 5 %, the nul hypothesis

(Ho) is accepted and the alternative hypothesis (Ha) is denied. It

45
 means that there is no effectiveness of using Instagram to teach

writing.

b. If t-test > t-table in significant level of 5%, the nul hypothesis

(Ho) is denied and alternative hypothesis (Ha) is accepted. It

means that there is effectiveness of using Instagram to teach

writing.

J. Outline of the Paper

In this Chapter I section, the researcher describes the content of each

chapter. Introduction to the research, such as background of the problem,

formulation of the problem, objective of the study , significance of the study,

limitation of the study, definition of key terms and outline of the paper.

Chapter II describes the review that related writing, Instagram, and lecturing.

The researcher uses some references that support the study. Chapter III

discusses the research methodology. It covers research method, data and

source, population, method of data collection, research procedure and

technique of data analysis. Chapter IV presents research findings and

discussion. The researcher show the result of the research and it includes the

analysis how the use of Instagram in teaching writing. Chapter V, last part of

closure, contains conclusion and suggestion. The last is there bibliography

and appendix.

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47