UTILIZING INSTAGRAM AS PEDAGOGICAL TOOLS TO PROMOTE STUDENTS
SELF-EFFICACY IN WRITING DESCRIPTIVE IN THE FIRST GRADE OF
SENIOR HIGHT SCHOOL
Ericha dwi ayu widyawati English Education Program of 17 Agustus 1945 Banyuwangi University Email: erichacaca25@gmail.
Abstract : Utilizing Instagram as Pedagogical Tools to Promote Students Self-efficacy in Writing Descriptive in the First Grade of Senior Hight School.
Writing is one of the beneficial language skills that can help students to express their idea, show their feeling, and build their critical thinking and knowledge.
Descriptive text is one type of writing which as basic writing, students can descript some figures with their own feeling and fact.
Most of the students in one of senior hight school in Banyuwangi are lack motivation especially at Self-efficacy on writing Self-efficacy is the individual perception of the ability to complete and know what they must do to get their goals.
Self-efficacy can be influence by some factor such as experience , comment , etc.
This research focus on the utilization of Instagram platform as pedagogical tools to promote students self-efficacy in writing descriptive on the first grade on senior hight school Banyuwangi , the participant consist of 36 students.
This research used methodology classroom action research and did two cycle.
The result showed that the utilization of Instagram as pedagogical tools to promote students self-efficacy in writing descriptive was complete and The data showed that in cycle one 66% .
from 36 can reach the passing grade 70 for writing descriptive text and self-efficacy questionaire.
The progress grow 3% from cycle one, in cycle two 69% .
of 36 can reach the passing grade 70 for writing descriptive text and self-efficacy questionaire.
Keyword : Instagram .
Writing .
Descriptive text .
Self-Efficacy Journal of English Teaching and Learning ] 1 task, they just did in simple ways and didn't Introduction Writing is one of the beneficial language skills that can help students to express their idea, show their feeling, and build their critical thinking and knowledge.
Altunkaya & Topuskanamis .
state that writing is the expressive language skill that related social function to expressing students feeling, opinion, and knowledge by each other.
The writing process is very complex, the students must make a concept, developing the idea, and build character before express on their sheet.
There are four Narrative, descriptive, expository, and argumentative.
Descriptive text is one type of writing which as basic writing, students can descript some figures with their own feeling and fact.
Suriyanti &Yacoob .
argue that descriptive is one of the basic modes of Descriptive writing being more easier for students to try their first writing experience, students can write what they feel, think, and know, about some object by using a great word and personal sense.
Based experience, there are most of the students who are lack motivation especially at Selfefficacy on writing descriptive.
didn't have a good passion while writing class, most of them unconfident to their ability for writing, and give up at the start and didn't interest and complete the writing give much effort to make descriptive text Self-efficacy perception of the ability to complete and know what they must do to get their goals.
(Bandura, 1997 as cited in Bandura, 2.
argue that self-efficacy concern with Self-efficacy can be a factor for the success of students learning to Self-efficacy can accomplish by experience, comment, and psychology.
Recently (Rosario.
Botor.
Padila.
Escobin, & Pelegrina, 2.
argue that self-efficacy perception of collaboration and student Nowadays.
Social media such as Instagram can utilize to surfing and get experience as mediated to influence selfefficacy.
Instagram is a familiar social media and bigger user than Facebook and twitters currently.
Southern .
argue that Instagram is the fastest-growing new user monthly than Facebook that slower in Instagram is a platform that provides some space for upload pictures, short video including a caption with longer characters than others.
In this pandemic era of covid 19, learning activity are imposible to do in directly , all of the activity will do in online, by utilize online platform , online media.
Journal of English Teaching and Learning ] 2 And this research are related and suitable to persuasively convey information to the be appyed while pandemic era which the The process of writing has some media utilize social media platform, complex steps.
Moran, .
argues that researcher hope the treatment will be give the writing process is complex, involving maximal output in this pandemic era.
Classroom action research is the generating of knowledge, translation of the research design in this research.
Project- plant into speech, and editing or reviewing based learning is the approach that applied the plant.
The process is also dynamic and during this research, which researcher give The process of writing is a project for students to make a descriptive hierarchically organized with a component writing product and publish on their Instagram account.
The objective of this research are :
Learning writing for English as a To explore the utilization Instagram foreign language (EFL) learners have a platform can promote students self- different difficulty if compare with the efficacy in writing learners which English as a native language To explore the implementation of Instagram Platform (ENL), for EFL convert their first language to English word is a hard thing, moreover students in writing descriptive text for learning writing which have a different structure, context, grammar and many Review Related Literature Writing is a complex activity that Kaweera .
states that the requires the writer to manage their distinctive differences of linguistic L1&L2 knowledge and explore their ability to are linguistic proficiency, intuition about genuinely, the writer need big effort to get language, learning experience, classroom a great writer result and success to enjoy the Sidek organizing text.
EFL writing is generally .
state that writing is a difficult skill shorter, less cohesive and fluent and for those in the process of picking up a contains more errors.
Al-Hammudi, language, the learners require to process a Descriptive writing is the activity to certain degree of pre-existing awareness of write a descriptive text to present some the language they are learning such as object and make the reader can imagine the vocabulary, accurate word phrase usage object clearly.
Savage.
Shafiei .
state and rhetorical technique with which to that descriptive writing is the activity where Journal of English Teaching and Learning ] 3 the writer use word that creat an image and language learning has been a primary focus.
help the reader see, touch, feel, smell, or Gonulal .
state that MALL broadly taste the topic that the writer describing, the refers to anytime anywhere language descriptive organization consist of the topic learning activities are undertaken through the mobile device without being limited to concluding sentence.
Sinaga .
also a physical location or determine the time.
state that descriptive writing is an activity Instagram is the social media to descript a thing by personal experience, platform that very famous and used for perception, and feeling, the result of the every single people, mostly user of descriptive text give a mental picture for the Instagram is the young generation.
Every reader to know what the writer point of second and time mostly students or users view about a look feel, taste, smell, or sense will be posting on their social media.
The of a thing as a person, object or any topic.
users of social media can access using a Descriptive writing in practice for senior smartphone, tablet or computer.
So they can hight school can utilized on scientific paper access everywhere.
This phenomenon is competition , study tour paper and also very interesting to be investigated.
to the situation, the writer utilizes this Descriptive writing can be influence by phenomenon to apply in learning writing.
some factor such as learning media.
Rousseau & Foulk .
state that Nasution .
state that media is one of Instagram is a social media app that can the tools that can help the teacher in allow the user to share their picture, video teaching and learning process, especially from their live, add a caption, edit filters, for EFL classroom, where the media can engage with others and so much other fun encourage the student to take more There are some feature that can responsibility, media can classify into some utilized for learning descriptive text and type such as audio, print, audio print, influence students self-efficacy , such as coloum comment which can give more projection silent, visual motion, audiovisual space for other user for give comment and The environment, computer, and digital media.
appreciate what user apploade, colom Osifo .
argue that MALL is a subarea caption can utilize for students to give of mobile learning in which integration of caption about the description from theiir new mobile technologies into teaching and Akhiar.
Mydin & Kasuma .
Journal of English Teaching and Learning ] 4 argue that learning by utilizing Instagram the idea, put down the idea, descript the can give a hight positive perception in idea, they can found their original idea, and improving students writing skills.
Shazali, know the right place of the idea.
Shamsudin&Yunus is the second dimension on writing self- Instagram is an effective tool that can give efficacy, the convention provides the shape a positive attitude while learning writing.
to recognize the plan for show the idea .
state Writing self-efficacy is the student's successfully, the set of express idea will be ability to know how far their capability on supported depend on students knowledge.
students must have their self-regulation to Topukanamis&alkuntaya,.
Argue that complete their writing self-efficacy because writing self-efficacy is similar to writing if just about ideation and convention they attitude in another concept of affective will fil difficult and bored.
self-regulation is dimension, writing self-efficacy is the the writer confident about their ability to personal judgment of their ability to arrange direct themselves successfully thought the step and complete their activity to writing on many cases.
The function of self- conduct their goals.
Chou .
states that regulation not only to generate and produce self-efficacy is the self-appraisal of their an idea but also for distracting the anxiety ability, self-efficacy as a basic motivation and control emotion during writing.
and self-confidence to accomplish learning sometimes it can up and down, it is based important role in the learning process as an on how can students maintain their personal effort, choice a task, complete task, and factor, as a performance accomplishment degree of persistence.
Tilfarlioglu .
and convenience external factor as a social state that students who have high self- persuasion and others experience.
Dinther, efficacy they will be aware of their abilities Dochy & Segers .
argue that enactive and they will be more autonomous.
mastery experience, vicarious experience, writing self-efficacy there is a three-part social persuasion, and physiological & component to measure student's self- psychological states is the part source that efficacy, there is ideation, convention, and can create self-efficacy.
self-regulation.
Self-efficacy Bruning.
Writing self-efficacy is unstuck.
Dempsey.
Instagram is a phenomenal platform Kauffman.
McKim & Zumbrunn,.
that attracts people or students to write.
state that Ideation is the part of a student's These media provide so many features that ability to believe that they can think about can utilize as a medium to learning writing.
Journal of English Teaching and Learning ] 5 Uploaded picture, give a caption and write the comment is a feature that very useful to Oc = n x 100 % apply for learning descriptive, which gives a detailed picture to strengthen the Notes :
Soviyah and Etikaningsih Oc : The Percentage of students who get .
state that two main Instagram score Ou 70 in writing test and writing self- .
hoto, video sharing, and networkin.
are efficacy questionnaire surely good resource to make use of in n: The Number f students who get score Ou teaching and learning, particularly in 70 in writing test and writing self-efficacy learning writing, it is because by writing a N: Number of students in writing class Instagram communication user learn to .
otal participan.
think and communicate their feeling and (Adopted from Ali, 1.
opinion to other people effectively and Research Methodology The research will conduct classroom action research in SMAN Darussholah Singojuruh Banyuwangi in the 2020/2021 Classroom Action Research (CAR) academic year.
The subject of the research is the method that applying to this research.
is all students of X MIIA1.
The class consists Classroom action research is the research of 36 students.
There are 15 boys and 18 method that focuses on finding the girls .
ange from 15 to 16 years ol.
appropriate method that can be a problem- Researcher used writing descriptive test , solving in the class, and this research has a questinnaire and also observation for getting target for every cycle.
This research sometimes can be applied on several cycles, trianggulation for data validity test technique.
based on the target.
In every cycle begin The result of the observation is analyzed by with planning, action plan, observing and using the following formula to find the reflection of the plan.
percentage of the students who achieved the Finding & Discussion Researcher writing test in learning writing descriptive In this cycle, a researcher focused to and students'progress in writing self- give an action based on the problem found efficacy scale in learning writing by using in the previous observation, the first cycle Instagram.
Journal of English Teaching and Learning ] 6 covered three meetings in that teaching and % students got range score 56-69, 61% learning activity was done virtually due to students got range the COVID-19 pandemic outbreak.
The students got range score 86-100.
The topic researcher made the plan by arranging in from the first writing test are general and the lesson plan for the detail activity in students choosed topic animal, people, and tourist attraction.
The writing score guided learning materials.
PowerPoint, video and of scoring rubric that consist of five aspects online video meeting.
Furthermore, the such as content 30%, organization 20%, researcher prepared and installed all grammar 20%, vocabulary 15%, and applications used for learning activity such as Instagram .
or writing descriptive tex.
STUDENTS WRITING DESCRIPTIVE SCORE
"CYCLE ONE "
Google classroom for forum discussion, gave learning material, and collect the Zoom meeting application for online meeting, youtube to share the video material that researcher-made, google drive score 70-85, 5 % to collect the self-efficacy questionnaire.
After Figure 4.
Students Writing Descriptive Score in researcher found the result on first cycle cycle one showed that :
The result of students writing selfThe result from the third meeting efficacy in cycle one also showed that 66% applications phone owed that 66% of of students .
also passed the students .
was successful to minimum passiing grade that was 70 for complete and got a minimum score that was self-efficacy 70 for writing descriptive text by utilizing questionnaire and collected by google form the Instagram platform from the target 61%.
and connected with google drive.
The students who can complete the task in cycle students who reach 70 score the writing one has been complete to collected photo, descriptive also the same students who can draft, and descriptive text in google reach 70 score in this writing self-efficacy classroom students also uploaded the The question of the studentsAo Instagram self-efficacy on questionnaire consist of 15 The detailed score showed that questions involve about ideation ( consist of 28% of students got range score 40 -55 , 6 students capability on got an idea.
Journal of English Teaching and Learning ] 7 generated ide.
, convention .
onsist about deficiency, the researcher made planned spelling, grammar, punctuatio.
, and self- activity in lesson planned that arrange by regulation .
onsist of students capability to discussed with an English teacher, in other control their emotio.
The data showed hand researcher planned to make more that 33% students felt that their capability good communicate and discussed with on writing descriptive on range score 40-55, students, so researcher made more good almost of students .
%) felt that their athmosphere and bonding in group forum capability on the standard score that range disscussion application such as in google on 70-85.
classroom and whatsapp.
Students could shared their obstacle while learning process
STUDENTS SEL-EFFICACY SCORE
"CYCLE ONE"
Score , students also could ask the researcher Score For the learning material researcher gave more focus topic namely Au Score Score the most lovely peopleAy, but students still had their freedom to decided sub topic for Figure 4.
Students Self-Efficacy score in cycle their descriptive task such as parents , sister, brother sub-topic.
The result from cycle two The result of reflection in cycle one showed that target can be increased if the topic from the material focused more on one topic that always appears on students environment in daily activity.
On the other hand, even the target can be reached in cycle one, the researcher tried and explore the studentAos ability in writing descriptive and self-efficacy by utilized Instagram platform with upgrade the media, approach and method to know the maximum studentAos ability.
The activity applied on cycle two and researcher hope that the achievement can be increased.
After reflecting the result in cycle one can completed the researcher target, but the achievement from cycle two not too far from the first cycle which in cycle one 66% of students can got a score minimum of 70 for writing descriptive and self-efficacy In cycle two show that 69% of students .
can got a score minimum of 70 on the writing descriptive.
The significantly because of the students' character in this class showed that just the same participant who always activated and increased the score, and 3 % of students try to be active.
On cycle one, there is positive progress for students who can complete the and founded some obstacle and some Journal of English Teaching and Learning ] 8 writing test in cycle one they got more big score in cycle two.
The result from this research shows that utilizing the Instagram platform as a pedagogical tool to promote students self-
STUDENTS WRITING DESCRIPTIVE SCORE CYCLE
TWO
efficacy in writing the descriptive text was score 86-100 score 40-55 successful and the result can be showed from the data which in cycle one 66% .
from 36 can reach the passing grade 70 for writing descriptive text.
Figure 4.
Students writing descriptive score in Students can made descriptive text in an easier way which starts from choosed a topic that related to their knowledge or their environment, then took a picture from the cycle one The result of students writing self- topic, made draft, and completed became efficacy in cycle two shows that 69% of descriptive text.
the result from cycle two students .
got the minimum shows that there is no enhancement passing grade that was 70 on the students significantly, the progress grow 3% from writing self-efficacy scale.
Students who cycle one, in cycle two 69% .
can reach 70 scores of self-efficacy are the of 36 can reach the passing grade 70 for same students who can reach 70 scores of writing descriptive text, but the result writing descriptive test.
In this cycle already qualifyed from the research target, even it not to significant, and it is not an easy situation in the pandemic era to did online learning, some of them had their Students Sel-Efficacy Score "Cycle Two" 22% 3% Score 86-100 Score 70-85 Score 56-69 Score 40-55 Figure 4.
Students Self-Efficacy score in cycle Journal of English Teaching and Learning ] 9 obstacle.
the students' participated which students Descriptive Writing Score Comparison psychology in online learning while pandemic era.
Self-Efficacy Score Comparison Cycle 1 Cycle 2 Score 40-55 Score 56-69 Score 70-85 Score 86-100 Figure 4.
Descriptive writing score comparison StudentsAo self-efficacy in writing Cycle 1 descriptive was successful as the researcher used the Instagram platform as pedagogical tools in learning writing descriptive text.
Cycle 2 Score 40-55 Score 56-69 Score 70-85 Score 86-100 the students' self-efficacy was calculated by Figure 4.
Self-Efficacy Score comparison questionnaire and the result show that in Discussion cycle one 66% .
from 36 categorize great progress for students writing self-efficacy passed the 70 points in the questionnaire.
The questionnaire also helps students to try to assess their selfefficacy while writing descriptive, in other hands, cycle two also show that the students writing self-efficacy qualifyed the research target, cycle two showed that 69% .
progresed for students writing self-efficacy passed the 70 points in the questionnaire, even the progresed did not showed the significantly but researcher still appreciated Completed pandemic era because of covid 19 it is very chalengging which learning activity did by Researcher should prepared the matery in great contex because researcher have responsibility for made students easy understood about material ,on the other hand researcher made comfortable learning atmosphere to made actived participant while learning processed and gave great achievment in writing descriptive and their slef-efficacy.
This is also the same finding from Atmojo.
Nugroho .
which in Journal of English Teaching and Learning ] 10 their previuous research they found that video material , build communication and many problems emerge from the students shared about the participant felt.
Lestiyani, ,the teacher , and the students parents along Widyantoro .
also used three teaching with the valid reason.
Therefore the online strategy that can applied by teacher are learning did not run well since was lack of applying online chat, video conference, and preparation and planning.
The participant in this research had conference o their research.
On the other a different capability which some of hand researcher also tryed to modifyed the students was actived are dominant with action in cycle two which researcher gave female and some of male students was specific topic to made students more focus Students who active and completed and developed their descriptive writing the assignment are the students who had The treatment also same to utilized positive attitude and spirit to learn about Instagram learning material descriptive text.
They The action also impacted on always fight to completed and did the task in right ways.
In generally students could Segerr .
found that social persuasion bring their positive effort to joint online is the source that can help students learning class.
Students character show that developed their believe of self-efficacy, student who active in first meeting they was persuasive communication and evaluative actived and got progressed till the last and feedback most effective when people students who are passive was did passive provide knowledge, reliable, realistic, and stag on their ability till the end of the positive persuasive feedback can made self- Students who actived also can efficacy being strong.
self-efficacy.
Either.
Dochy, made descriptive text in great way and their The media that used in this research self efficacy also had positive progress while pandemic era also gave impacted on followed their capability.
Students who was generally , the researcher was required to passive didnt completed their descriptive utilized technology as learning media that text in right way and their self efficacy also can connected the students and researcher in lowed score.
that unlimited time and distance, researcher Researcher give some treatment and focus to utilized social media platform and action to make sure students joined online learning application that also useful for learning in positive vibes and interested.
online learning era, researcher used some Researcher did some activity as shared media like zoom aplication for video Journal of English Teaching and Learning ] 11 meeting , youtube for shared video material the students struggle and difficulty that that researcher made , used google students felt.
On the other hand researcher classroom for shared material script or link, tryed to understood the students character completde assignment, and also discussion to know the best treatment for them.
,Instagram Participant showed their positive attitude to descriptive project.
It is support with the jointed the learning activity eventhough previous finding from Wahyuni.
Arifin, they had their own obstacle, they also can Wardah .
that social media could be a completed the writing descriptive test, good planner and instructional tools for the students self-efficacy on the first and teacher to boost students confidence in writing, social media had an influence on Lestiyanawati.
Widyantoro language learning especially in writing.
got same point on their finding the other hand researcher also used which in conducting the e-learning some whatsapp for communication.
on the other information and technology products can be hand utilized social media or learning utilized in supporting online classroom application researcher found that not all ,such as whatsapp, google classroom , students had great facility of technoloy such social media and other aplication as Zoom, as the lack of internet connection , the google meet,etc.
The result showed that the passived Muslimin.
Harintama .
students still stag on their comfort zone and also write on their finfing that students didnt had progressed for their writing faced some obstacle or challenges that descriptive ability, they didnt had big might obstruct the learning progress, the ambision to be better.
On the other hand for challenges including stability of internet the actived students they was growed better connection ,simultaneous agendas, and students anxiety.
progressed on their self-efficacy, they more Delivered descriptive text material confident and trusted with their ability in and promote students self-efficacy material writing descriptive.
Researcher tryed to in online learning it was not easy, maximalized their effort to make sure researcher focused to delivered material on easy way such as made video example progressed for their writing descriptive and about material in detail, builded great influenced their students self-efficacy, but communication and interactive to respond there was some internal factor from some Journal of English Teaching and Learning ] 12 students who passived in learning activity, show that collaborative online learning there were the personality and attitude still stag and didnt had great spirit to joined and completed writing assignment , there were lack of motivation beside of impact from On another hand self-efficacy online learning.
from pre and post-test have a significant self-efficacy This reseach also proved that correlation with their progression on Classroom action research methodology Charver .
Finding from the still can be applied while pandemic era, study show that the image on Instagram depend on the how the researcher utilize platform give a beneficial comprehend for and maximilize the learning source and students writing, give freedom for students tools for optimizing english learning to write the interesting topic and make them be more interact each other to comment The method to utilized instagram as each posting.
a pedagogical tools to promote students self-efficacy in writing descriptive text was succesfull can made students reach the researcher target around 66-69% can reach the target.
The result of this research also supported with previous research from Hilman .
show that the experimental group outperformed from the control group in term of writing descriptive , furthermore the experimental group had a positive attitude toward the utilizazion of the instagram account.
It is also supported with Handayani .
Cahyono.
Widiati .
the conclusion of their research show that the writing ability from the students get better and also had a positive response toward the implementation of Instagram.
On the other hand this research result also support with Thai .
that the result from his research Conclusion This research are suitable with this era and can applied event thought pandemic still happening this research with title AuUtilizing Instagram as a pedagogical tool to promote students self-efficacy in writing descriptive text in the first grade of senior high schoolAy.
This research did in ten grade of senior high school in Banyuwangi with 36 participants.
The research did on 17 October until 28 November 2020.
The research used classroom action research and did in two-cycle.
The data collected by writing test, questionnaire and observation.
The indicator in this research 61% .
of students out of 36 categorize great progress for students writing selfefficacy passing the 70 points in the Journal of English Teaching and Learning ] 13 questionnaire and 61% .
of great progress for students writing self- students out of 33 reach the passing grade efficacy passing the 70 points in the The result from this research shows Researcher that utilizing the Instagram platform as a research was completed and succesed pedagogical tool to promote students self- passed the target , event thought there is efficacy in writing the descriptive text was some obstacle while action.
This research successful and the result can be showed also impacted for english learning activity from the data which in cycle one 66% .
which students can utilized the social media student.
from 36 can reach the passing for learning descriptive text , students can grade 70 for writing descriptive text and combine their activity for learning and got 66% .
from 36 categorize great entertaint, on the other hand this research progress for students writing self-efficacy are suitable on pandemic era which all of passing the 70 points in the questionnaire.
education activity did on online and The result from cycle two shows that there is no enhancement significantly, the progress grow 3% from cycle one, in cycle two 69% .
of 36 can reach the passing grade 70 for writing descriptive text, 69% .
from 36 categorize maximalized and update technology.
The action in this research also made the learning writing actifity more colorfull and Students can founded more idea for their writing by maximalized their social media.
Reference