AN ANALYSIS OF WRITING ABILITY ON INSTAGRAM CAPTION AS

TEACHING MEDIA AT SMA N 1 SIMO IN ACADEMIC YEAR 2019/2020

THESIS

Submitted as a Partial Requirements For the Degree of Undergraduate in

English Language Education

By:

NOVI NUR HIDAYAH

SRN. 15.32.2.1238

ENGLISH LANGUAGE EDUCATION

CULTURES AND LANGUAGES FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2020

i
 ADVISOR SHEET

Subject : Thesis of Novi Nur Hidayah

SRN : 15.32.2.1.238
To:
The Dean of Cultures and Languages Faculty
IAIN Surakarta
In Surakarta

Assalamualaikum Wr. Wb.

After reading throughly and giving necessary advices, herewith, as the advisors,
we state that the thesis of
Name : Novi Nur Hidayah
SRN : 15.32.2.1.238
Title : An Analysis of Writing Ability on Instagram Caption as
Teaching Media at SMA N 1 Simo in Academic Year 2019/2020
has already fulfied the requirements to be presented before The Board of Examiners
(munaqosyah) to gain Undergraduate Degree in English Languages Education of
IAIN Surakarta.

Thank you for your attention.

Wasalamualaikum Wr. Wb.

Surakarta, 16 November 2020

Advisor,

Habibi Nur Hidayanto, M.Pd

NIP. 19800622 201701 1 130

ii
iii
 DEDICATION

This thesis is dedicate to:

My beloved mother and father

My beloved sister

My beloved friends and all people that helped and suported

iv
 MOTTO

“Bismillahhirohmanirohim”
(Qs Al-Faatihah: 1)

Don’t despair and never lose hope, cause Allah is always by your side
( Maher Zain)

No one can help you but yourself. Sometimes the only person you have is
yourself, and you have to help yourself
(Hujandisenja)

v
 PRONOUNCEMENT

Name : Novi Nur Hidayah

SRN : 15.32.2.1.238

Study Program : English Language Education

Faculty : Cultures and Language Faculty

I here by sincerely state that the thesis titled “An Analysis of Writing
Ability on Instagram Caption as Teaching Media at SMA N 1 Simo in
Academic Year 2019/2020” is my real masterpiece. The things out of my master
piece in this thesis are signed by citation and referred in the bibliography.

If later proven that my thesis has discrepancies, I am willing to take the

academic sanctions in the form of repealing my thesis and academic degree.

Surakarta, November 30th 2020

Stated by,

Novi Nur Hidayah

SRN. 15.32.2.1.238

vi
 ACKNOWLEDMENT

Alhamdulillah, Praise is to Allah who gives us the mercy and the blessing,
thanks for answering my prayers for giving me the strength and giving all which I
need. Sholawat and Salam for the prophet Muhammad SAW, the great inspiration
of revolution. The writer could complete this thesis with the title An Analysis of
Writing Ability on Instagram Caption as Teaching Media at SMA N 1 Simo in
Academic Year 2019/2020. The researcher wishes to express her special gratitude
to:

1. Prof. Dr. H. Mudofir, S.Ag., M.Pd., as the rector of the State Islamic Institute
of Surakarta.
2. Prof. Dr. Toto Suharto, M.Ag as the dean of Islamic Education and Language
Faculty of the State Islamic Institute of Surakarta.
3. Budiasih, S. Pd, M.Hum as the Head of the English and Letter Department of
Islamic Education and Language Faculty of the State Islamic Institute of
Surakarta.
4. Habibi Nur Hidayanto, M.Pd as the first advisor for her unfailing support in
providing guidance, helpful correction, and advice as well as suggestion and
encouragement.
5. Mrs. Maria Wulandari, M.Pd as my validator. Thanks for supporting and
guiding the researcher.
6. All of the great Lecturers and official employees of Cultures and Languages
Faculty.
7. The family of class X MIPA 1 and the English teacher for faciliting, helping,
and participating in this research.
8. Eka Legawa, S.Pd as the head of SMAN 1 Simo, thanks for giving permission
to the researcher to do the research.
9. Eri Novianti S.Pd as the English teacher of SMAN 1 Simo, thanks for your
patience to help the researcher in doing research.
10. All the teachers and official employees of SMAN 1 Simo, thanks for helping
and supporting.
11. My beloved parents for their everlasting love, unlimited patience, pray and
wonderful support.

vii
12. My Brother, Sister and her child (Arif yogyanto, Nova Hidayati and mb Bita)
who always support her to finish study, thanks for your support.
13. My Brother (Ajid) who always gives her unlimited patience, pray, support and
steadfast encouragement to complete this study.
14. Her best friends Bala-Bala Minceu est.2015 and G English Education 2015 etc,
thanks for your help and togetherness.
15. OASE HANDCRAFT thanks for giving experience.
16. KKN Margosanten Sepanjang Squad, Thanks for giving inspiration in
friendship.
17. PPL MTs N Bendosari, Thanks for giving inspiration in friendship.
18. All my family and friends who cannot be mentioned one by one, thanks for
everything.
The researcher realizes that this thesis is far for being perfect. Hence, the
researcher hopes for corrections, suggestions, criticism to correct and improve it.
Finally, the researcher hopes that this thesis is useful for the researcher especially
and the readers generally.

Surakarta, November 30th 2020

The Reseacher

Novi Nur Hidayah

viii
 TABLE OF CONTENT

TITLE ............................................................................................................. i

ADVISOR SHEET ......................................................................................... ii

RATIFICATION ............................................................................................ iii

DEDICATION ................................................................................................ iv

MOTTO .......................................................................................................... v

PRONOUNCEMENT .................................................................................... vi

ACKNOWLEDGEMENT ............................................................................. vii

TABLE OF CONTENT ................................................................................. ix

ABSTRACT .................................................................................................... xii

LIST OF CHART .......................................................................................... xiii

LIST OF FIGURE ......................................................................................... xiv

LIST OF TABLE .......................................................................................... xv

LIST OF APPENDICES .............................................................................. xvi

CHAPTER 1: INTRODUCTION ................................................................. 1

A. Background of Study ................................................................ 1
B. Identification of Problem .......................................................... 5
C. Problem Limitation ................................................................... 5
D. Problem Formulation ................................................................ 6
E. The Objective of Study............................................................. 6
F. The Benefit of Study ................................................................ 6
G. Definition of the Key Terms..................................................... 7
CHAPTER II: THEORITICAL REVIEW ................................................. 9
A. Review of Writing ................................................................... 9
1. The Definition of Writing .................................................... 9
2. The Purpose of Writing ...................................................... 10

ix
 3. The Writing Process ............................................................ 12
4. Writing Assesment............................................................... 14
5. Definition of Grammar ........................................................ 19
6. Definition og Mechanics ...................................................... 28
B. Review of Instagram................................................................. 34
1. The Definition of Instagram ................................................ 34
2. The Definition of Caption .................................................... 38
3. The Features of Instagram ................................................... 39
4. Advantages and Disadvantages Using Instagram ................ 42
5. The Use Instagram to Teach Student ................................... 43
6. The Procedure of Teaching Instagram in Classroom .......... 44
C. The Previous Related Study ..................................................... 46
CHAPTER III: RESEARCH METHODOLOGY ..................................... 52
A. Research Design ....................................................................... 52
B. Setting of Research ................................................................... 52
C. Populate, Sample and Sampling ............................................... 54
D. Research Subject ...................................................................... 56
E. Source Data .............................................................................. 56
F. Technique of Collecting Data ................................................... 57
G. Technique of Analysing Data ................................................... 58
H. Data Trustworthiness ................................................................ 61
CHAPTER IV: FINDINGS AND DISCUSSIONS ..................................... 65
A. Research Finding ..................................................................... 65
1. An Analysis of Writing Ability on Instagram Caption as
Teaching Media at SMA N 1 Simo in Academic Year
2019/2020 ............................................................................ 66
2. Most Dominant Error of Grammar and Mechanic in Writing
Instagram Caption ................................................................ 73
B. Discussions .............................................................................. 75
CHAPTER V CONCLUSION AND SUGGESTION ................................. 77
A. Conclusion ................................................................................ 77
B. Suggestion ................................................................................ 78

x
BIBLIOGRAPHY .......................................................................................... 79

APPENDICES ................................................................................................ 85

xi
 ABSTRACT
Novi Nur Hidayah. 2020.”An Analysis of Writing Ability on Instagram Caption as
Teaching Media at SMA N 1 Simo in Academic Year 2019/2020”.Thesis. Thesis,
English Language Education, Cultures and Languages Faculty, State Islamic
Institute of Surakarta.
Advisor : Habibi Nur Hidayanto, M. Pd
Key words : Writing ability, Instagram, Teaching media
This research described an analysis of writing ability on instagram caption
as teaching media at SMA N 1 Simo in academic year 2019/2020. The objective
were of this research was to describe the students writing ability on Instagram
caption at SMA N 1 Simo in writing English on Instagram caption and to describe
the dominant aspect in students writing ability at SMA N 1 Simo. The research was
carried out SMA N 1 Simo in March 2020.
The research method was qualitative design. This research was held at SMA
N 1 Simo. The subject was of the research that consist of the tenth grade students
of SMA N 1 Simo, consist of 36 students. The collecting data, researcher used
students’ worksheets as data source. The data were analyzed using the presenting
data and data conclusion. The reseacher used credibility, transferability,
dependability and confirmability
From the research finding, the researcher found the result of an analysis on
the students writing ability at tenth grade students of SMA N 1 Simo. The result of
this study showed that most dominant aspec in writing especialli on grammar and
mechanic error consisted of punctuation, capitalization, and spelling. The text made
by students was descriptive text. The total numbers of the grammar and mechanic
errors were 242 errors out of 36 writing caption in descriptive text. The most
dominant errors were grammar with 117 errors or 48,35 %, the second was
punctuatiaon 72 errors or 29,75%, the third was capitalization with 44 errors or
18,18 % and the last was spelling with 9 errors or 3,72 %.

xii
 LIST OF CHART

Chart 4.1 of students frequency in composing caption ................................... 74

xiii
 LIST OF PICTURE

Picture 1 Instagram Logo ................................................................................. 37

xiv
 LIST OF TABLE

Table 2.1 the Scoring Rubric of Writing .......................................................... 16

Table 2.2 Previous Study ................................................................................. 50

Table 3.1 Research Schedule ........................................................................... 54

Table 3.2 Classes at Tenth Grade of MIPA ..................................................... 55

Table 3.3 Range Score ..................................................................................... 61

Tabel 4.1 Clasification of the Sudents Result .................................................. 74

xv
 LIST OF APPENDICES

1. Appendix 1 List of Students ........................................................................ 85

2. Appendix 2 Analysis Students’ Writing Worksheet .................................... 86

3. Appendix 3 Validation ................................................................................. 153

xvi
 CHAPTER I

INTRODUCTION

A. Background of the Study

Writing is one of the essential skills that have to be mastered by the

students. Based on Brown (2004:218), writing was a skill that was the

exclusive domain of scribes and scholars in educational or religious

institutions. Almost every aspect or everyday life for "common” people was

carried out orally. Business transactions, records, legal document, political

and military agreements – all were written by specialist whose vocation it

was to render language into the written word. Business transactions, records,

legal document, political and military agreements – all were written by

specialist whose vocation it was to render language into the written word.

As brown said that “In the field of Second Language Teaching, only a half-

century ago experts were saying that writing was primarily a convention for

recording speech and for reinforcing grammatical and lexical features of

language. According to Harris (1993:18) writing is used to communicate

experiences, and to tell someone’s story through words. Even everyone

cannot always communicate in spoken language to communicate with the

other. It means that when someone cannot show their idea or feeling by

spoken language, they do not know whom they want to share their feeling

so they can use written language. Moreover, in global era, there are social

network media appear that almost of them using written form.

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Based on the syllabus the standard competence of English writing at

the first grade of senior high school is to express meaning on the short

simple written functional texts and essays through narrative, descriptive,

and news item form in daily context. Moreover, the basic competence of

writing for the first grade is to express meaning of the simple short

functional written text accurately dealing with surrounding environment;

and to express meaning and rhetorical procedure of the simple essays

accurately dealing with surrounding environment in the form of description,

narrative, and news item texts. From the standard and basic competence

above, it can be concluded that ideally in writing the students should be able

to: (1) use grammars, vocabularies, punctuation, and spelling accurately; (2)

write main idea; (3) elaborate main idea; (4) make draft, revise then editing;

(5) create short functional texts.

In learning writing, students face some problems. Based on Langan

(2005:13) many people find the difficult to do the intense on writing, active

thinking that clear writing demands. Based on the researcher’s observation

on pre-research, some of the students had difficulty in writing, there are in

grammatical structure, words spelling and punctuation. The mistakes in

using tenses and passive sentence were also found in the students’ writing.

Besides, lack of vocabulary and lack of information make them feel

difficult in brainstorming and developing the ideas. Mostly, they only write

the same ideas and always repeat the same word in the text. Students cannot

develop the ideas because students’ have stuck on the one idea. When the

students cannot develop the idea, it means that the students need some
 3

innovative methods, innovative media and innovation in teaching learning

process. Teaching learning process will be helped by the innovative method

and media.

From pre-research, the researcher already observed, the teaching

learning process in writing class. In writing class, Mrs. EN used Instagram

application to make the students enjoy and active with her in teaching

learning process. In Instagram application students can collect assignment

easier. Students can use Instagram application to make writing more

creative, imaginative and conceptualized in the classroom through picture

and caption. Instagram application have more benefit in teaching learning

process especially in writing class.

Based on the researcher’s observation, teacher used Instagram as the

supporting media in writing class. Instagram are used to give the material

then the students should post and tag the Quiz in teachers Instagram account

in order to enhance students’ understanding and gain active learning

process. Based on the explanations above, the researcher is curious:

Instagram as one of the media to the students’ ability on writing descriptive

text. The teacher uses caption on Instagram to improve the students’ ability

on writing. Caption is brave explanation or description accompanying the

illustration in photograph. Beside that Instagram is considered as

inappropriate media, because by using Instagram it is supposed that

students’ would more enthusiast and more motivate in writing.

According to Santyasa (2007:3), media is a tool that can use for

transferring the learning material thereby it can stimulate attention, interest,

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thought, and students’ feeling in learning process in gaining the purpose of

learning. In teaching learning process, media is much needed. Media did not

only send learning message but also sometimes made student easy in

learning. Media can be called as a tool for delivering information and it

expects someone who receive the information will understand. Thus, it will

stimulate to the learning process.

Instagram is one of the most popular social media channels for teens

and tweens today. Kessler (2013: 615) states that Instagram works as a

unique way for teachers and students to connect and share information. In

fact, Instagram is developing a regular presence in classrooms around the

world and teachers are finding creative ways to put it to good use. Teachers

can also use Instagram with their students for educational benefits. Instead

of adding photos to Instagram themselves, teachers can task students with

documenting what is going on in the classroom, including experiments,

projects and hands-on activities.

Some researchers conduct studies on writing a caption on Instagram

such as Cut Rosi Maulina in 2018 from Siah Kuala University, Banda Aceh.

The title of her thesis is “An Analysis of Students’ Ability in Writing Caption

Through instagram”. In her research focused on explaining the result of

students’ writing caption in five elements of Clarity, Conciseness, Relevant,

and Attractiveness (Grayam, 2010). The subject of this research were 24

students from XII-IA 2 whom the researcher followed their Instagram. The

data were analyzed formula adopted from (Rozak, 2012). To conclude, the
 5

students’ abilities in writing caption on Instagram are fairly good, even

though there were elements need to be improved.

The researcher wanted to describe and analysis the teachers

strategies in using Instagram as the supporting media in teaching learning

process. Thus, the research that carry out by the researcher entitled “An

Analysis of Writing Ability on Instagram Caption as Teaching Media

SMA N 1 Simo in Academic Year 2019/2020”.

B. Identification of the Problems

Based on the classroom observation and interview with several

students and the English teacher, there were several problems that the

students and teacher faced in the writing class, such as;

1. The students had low motivation in writing.

2. The students seemed do not understand the structure and the language

feature of the text.

C. Problem Limitation

This study focused on the student’s ability writing English on

Instagram caption in grammar and mechanics. The subject of the research

was at SMA N 1 Simo. The researcher limited it on language used by

students writing English caption bassed on Basic Principles of good writing

by Brown (2001: 4)
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D. Problem Formulation

Based on the research background mentioned earlier, the problems

can be identified in this study as follows:

1. How are the students writing ability on Instagram caption at SMA N 1

Simo?

2. What are the most dominant aspect in students writing ability in

Instagram caption?

E. The Objectives of Study

The objective study are as follows:

1. To describe the students writing ability on Instagram Caption at SMA N

1 Simo in writing English on Instagram caption.

2. To describe the dominant aspect in students writing ability at SMA N 1

SIMO.

F. The Benefits of Study

The benefits of study are:

1. Theoretically benefit

a. Giving a description of An Analysis of Writing Ability on Instagram

Caption at SMA N 1 Simo.

b. Giving a useful description for any further researcher who wants to

study the same case hopefully, this study source of information and

reference.
 7

2. Practical Benefit

A. Teacher

Hopefully, the result of study will give more information about An

Analysis of Writing Ability on Instagram Caption at SMA N 1 Simo.

B. Students

Hopefully, they more understand about teaching writing using

Instagram caption that used by the teacher and they can imply their

Writing.

C. Other Researcher

The result of this research can be used as references for other

researcher in improving writing skill. This study expected to be able

to give practical contributions to the researcher on how to improve the

student ability in writing skill.

G. Key Term

There are some definition of terms in this research, it used to avoid

possible misunderstanding or misinterpretations about the variables are

involved in this study:

1. Writing

According to Brown (2001:335), writing is a written product of

thinking, drafting, and revising procedures that require specialized skills.

The nature of writing focuses students on how to use discourse markers

and rhetorical conventions to put them cohesively in a written text, how

to revise text for clearer meaning, how to edit text for corresponding

grammar, and how to produce a final product.

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2. Instagram

Instagram is currently one of the most popular SNSs (Social

Network Sites) in the world with over 300 million active users (Instagram

Press, 2015). Prichard (2013) notes that the focus of Instagram is for

users to post individual images or videos with a description on their

profile, some 70 million images and videos are posted daily.

3. Teaching media

Kelly (2015: 89) states that photo essays can be created in nearly

every subject area, with students posting photos to show their

understanding of a subject and adding captions to include key facts or

other pieces of information. The photos found on Instagram can also be

used to inspire creativity, having students choose a photo and then write

a short story, description their story or on what they see.

 CHAPTER II

THEOROTICAL REVIEW

A. Review of Writing

1. The Definition of Writing

They are many definitions about writing. According to Brown

(2001:335), writing is a written product of thinking, drafting, and

revising procedures that require specialized skills. The nature of writing

focuses students on how to use discourse markers and rhetorical

conventions to put them cohesively in a written text, how to revise text

for clearer meaning, how to edit text for corresponding grammar,

and how to produce a final product.

Based on Harris (1993:10), writing is a process over period of

time; particularly if we take into account there sometimes extended

periods of thinking that precede creating an initial draft. Meanwhile,

based on Westwood (2004:100) defines that writing as a process that

combines the brain mechanism or cognitive ability and other specific

ability. Ghaith (2002:1) states that writing is a complex process that

allows writers to explore thought and ideas, and make them visible and

concrete. Writing encourages thinking and makes thought available for

reflection. When thought is written down, ideas can be examined,

reconsidered, added, rearranged, and changed. A statement by Westwood

further elaborates that writing needs the writer to formulate ideas,

organizing and sequencing them in logical order, selecting vocabulary,

9
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checking for grammatical correctness, spelling word correctly and

finally, applying correct punctuation as well as writing legibility.

Moreover, according to Langan (2005:14) writing as a process of

exploration and continuing discovery. As the writer, he or she may

suddenly switch back or double back. He or she may work on a topic

sentence and realize that it could be his or her concluding thought. He or

she may develop a supporting idea and then, decide that it should be the

main point of his or her paper.

Considering the definitions provided by some experts above,

writing can be understood as a combination between mental process and

physical process of committing one’s ides and thoughts and written

letters, words, signs, and sentences or the combination of the four with

the purposes to express one’s ideas and thought expressed by the writer.

Writing is a communicative act and a way of sharing observation,

information, thought, or ideas and others in written form through the

writing processes as generating ideas, planning, goal setting, monitoring,

and evaluating.

2. The Purpose of Writing

According to Harris (1993:18-19), the purposes of writing are: (a)

to get information to someone, (b) to solve the problem of volume, of

having to store more than the human brain can remember, (c) to filter

shape our experience. Meanwhile, based on Harmer (2004:39), there are

three main categories of learning which it is worth considering:

 11

a. ESL (English as a second Language) - the describe students who are

living in the target language community and who need English to

function in that community on a day-to-day basis. For example:

refugee or recent immigrant will have specific writing needs such as

the ability to fill in a range of form or write particular kinds of letters.

b. ESP (English for Specific Purposes) - people who are going to

particular work need concentrate in that profession. For example

business students will concentrate on the language management and

commerce.

c. EFL (English as a Foreign Language) - this is generally taken to

apply to students who are studying general English at school and

institutes in their own country or as transitory visitors in a target-

language country.

The purpose of writing is also explained by Fulwiler (2002:4). He

says that the writers’ explicit or stated reason for writing is their writing

purpose consisting of why they are writing in the first place and what

they hope their word will accomplish. The general purpose of writing is

usually specified by the assignment: to explain report, analyze, argue,

interpret, reflect, and so on. Most papers will include secondary purpose

as well; for example, an effective argument paper may also need

explaining, defining, describing and narrating to help advance the

argument. Considering those theories above, it can be inferred that the

purpose of writing can get the information, to entertain, explain, argue,

persuade, and narrate something to the readers and also have main
 12

categories: ESL, ESP and EFL. Every piece of writing will do at least

one of these purposes.

3. The Writing Process

Langan (2005:13) stated that writing is seldom an easy. Writing

is a process of discovery involving a series of steps. It takes study and

practice continually to develop this skill. According to Oshima and

Hogue (1991) as cited in Karnedi (2014:1.3), Writing is actually a

process, and not a “product”. Writing is a process that involves at least

four distinct steps: prewriting, drafting, revising, and editing.

1. Prewriting

Prewriting is anything we do before we write a draft of the

document. According to Oshima and Hogue (1991) as cited in Karnedi

(2014:1.3), there are two steps in prewriting. The first step is choosing

and narrowing a topic. In this step, if we have free choice of subject

and write about topic something that we are interested in, then we

must narrow the subject to a particular aspect that general subject, and

we have to make specific one. The second step of prewriting is

brainstorming. Brainstorming is step to generate the idea. Although

these brainstorming activities may seem unnecessary at first, after

doing them a few times, we will realize their usefulness.

Brainstorming for ideas can get we started writing more quickly and

save our time in the later steps of the writing process. Three useful

brainstorming techniques are listing, free writing, and clustering.

 13

Listing is a brainstorming technique in which we think about

our topic and quickly make a list of whatever words or phrase come

into your head. The purpose is to produce as many ideas as possible

in a short time and to find a specific focus for our topic. The

procedures are written down the general topic at the top of paper.

Then, make a list of every word or phrase that comes into your mind

about the topic. Use words, phrases, or sentences.

Then, free writing is a practice writing process to generate

ideas. The aims are to generate as many ideas as possible, to write

them down without worrying about appropriateness, grammar,

spelling, logic, or organization. The last technique is clustering.

Clustering is activity to generate ideas that draw in balloon. The center

of balloon is the core and balloon around them is richest idea.

2. Drafting

Drafting occurs when we put the ideas into sentences and

paragraphs with our own words. We have to write the sentences and

paragraphs even if they are not perfect. Here the concentration is

explaining and supporting the ideas fully. Besides that, begin to

connect the ideas. Regardless of how much thinking and planning we

do, the process of putting the ideas in to the words; often the very

words we select evoke additional ideas and implication. Don’t pay

attention to such things as spelling at this stage. This draft tends to be

writer-centered: it is we telling our self what we know and think about

 14

the topic. Then, read what we have written and judge if it says what

we mean. Finally, show the draft to others and ask for suggestion.

According to Oshima and Hogue (1991) as cited in Karnedi

(2014:1.3), there are 4 steps in the outlining/ drafting stages to

generated ideas by brainstorming: brainstorming by listing, grouping,

writing the topic sentence and simple outlining.

3. Revising

After brainstorming and outlining, is write and revise a couple

of drafts (Oshima and Hogue, 1991) as cited in Karnedi (2014:1.3).

Revision is the key to effective document. We might remove whole

sections, rewrite entire paragraphs, and add in information which

we’ve realized the reader will need. At this stage we also refine we

prose, making each sentence as concise and accurate as possible

between ideas explicit and clear.

4. Editing

The editing stage is distinct from revision, and needs to be

done after revising. Editing involves the close-up view of individual

sentences and words. It needs to be done after we’ve made revisions

on a big scale: or else we could repair over a perfect sentence, only to

end up cutting that whole paragraph from piece. Check for such things

as grammar, mechanics, and spelling. The last thing we should do

before printing our document is to spell checks it.

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4. Writing Assesment

Assessment is a very necessary thing as a reference in knowing

and determining the outcome of achievement in a learning process.

Assessment is concerned with pupil’s learning or performance and then

provides one type of performance that might be used in evaluation.

a. Definition of Assessment

Brown (2001: 4) states that assessment is a popular sometimes

misunderstood term in current educational practice. You might be

tempted to think of testing and assessing as synonymous term, but they

are not. Test are prepared administrative procedures that occur at

identifiable times in curriculum when learners master all their

faculties to offer peak performance, knowing theta their response are

being measured.

In this research, the research used analytic scoring to assess the

students writing task. Analytic scoring of composition offers writers a

little more wash back than single holistic or primary score. Score in

five or six major elements will help to call the writer’s attention to

areas of needed improvement. Practically is lowered in that more time

is required for teachers to attend to details within each of the

categories in order to render a final score or grade, but ultimately

students receive more information about their writing.

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Table 2.1 the Scoring Rubric of Writing

No Categories Score Description
1 Content 10 Excelent to very good:
Through development of thesis relevant to
assigned topic, have varieties of topic, the
number of grammatically true sentences are
among piece of paper.

9 Good to average:
Limited development of thesis, mostly
relevant to topic but lack detail, the number
of gramatically true sentences about a half of
piece of paper.

8 Fair to poor:
Little substance, in adequate development of
topic.

7 Very poor:
Does not show knowledge of subject, or not
enough to evaluate.

2 Organization 5 Excellent to very good:

Ideas clearly stated, well organized, logical
sequencing, cohesive.

4 Good to average:
Loosely organized but main idea stand out,
limited support, logical but incomplete
sequencing.

3 Fair to poor:
Ideas confused or disconnected, lack logical
sequencing and development.

2 Very poor:
Does not communicate, no organization or
not enough to evaluate.

3. Vocabulary 10 Excellent to very good:

Effective word/dictation choice and usage,
word form mastery, appropriate register.

9 Good to average:
Occasional errors of word/ dictation and
usage but meaning not obscured.
 17

8 Fair to poor:
Frequent errors of word/dictations choice
and usage, meaning confused.

7 Very poor:
Essentially translation, little knowledge of
English vocabulary, dictation, word, form,
not enough to evaluate.

4. Language use 10 Excellent to very good:

Few errors of agreement/tense/number/word
order/articles/pronouns/preposition.

9 Good to average:
Severals errors agreement/tense/word
order/articles/pronoun/preposition but
meaning seldom obscured.

8 Fair to poor:
Frequent errors of
agreement/tense/number/word order/
articles/pronoun/preposition but meaning
seldom obscured.

7 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, paraphrasing.

4 Good to average:
Occasional errors of spelling, punctuation,
capitalization, paraphrasing, but meaning
bot obscured.

3 Fair to poor:
Errors of speling, punctuation,
capitalization, paraphrasing, and meaning
confused.

2 Very poor:
No mastery convention, dominated by errors
spelling, punctuation, capitalization,
paraphrasing not enough to evaluate.
 18

For clearer explanation, the following are the criteria for

scoring writing which are used in this study:

1) Content : the agreement with the title chosen

2) Organization : paragraph unity, coherence, cohesion.

3) Vocabulary : the precision of using vocabulary

4) Language use: tenses and pattern

5) Mechanics : spelling and punctuation

The researcher chose analytic scoring to analyze the students

score. In analytic scoring, there are five elements will help to call the

students’ and teachers’ attention to areas of needed improvement. For

students, it provides feedback on specific aspect of their writing, while

for teachers, it gives diagnostic information for planning the following

instruction.

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

most difficult skill for the English learners as the second language to be

mastered. The difficulties are life the structure, grammar, ideas and many

more. The skill in writing includes the competence of punctuation and

capitalization. The components that can be assessed in writing skill are

selecting appropriate vocabulary, organizing information, generating

ideas, making grammatical sentence, punctuation spelling and

mechanics.
 19

5. Definition of Grammar

Grammar has always been an important issue in second and

foreign language learning and teaching. It is also an area of some

controversy as there is much debate regarding its role in language

learning and teaching. Some hold the view that grammar is not essential

for second/foreign language learning and therefore have a ‘zero position’

regarding grammar teaching (Azad, 2013). Harmer (2001:12) explains

grammar as the description of the way in which words can change their

forms and can be combined into sentences in the language.

Cowan and Cowan (1980: 611-612) states that checking over

your sentences to catch careless syntactical and grammatical errors is an

important part of the completing stage.

Grammatical error is the erroneous grammatical form. It exists in

the students’ English composition. It involves the error of English

sentence tense, pronouns, preposition, and word order, etc.

a. Agreement (Subject-Verb Agreement)

Cowan and Cowan (1980: 612) say that rules of agreement

affect the relationship between subject and verb and between pronoun

and antecedent. They add that agreement means that a singular subject

must have a singular verb and that a pronoun must match its

antecedent (the word it refers to) in number (singular or plural), in

gender (masculine, feminine, or neuter) and in person (first, second,

or third).
 20

Kolby, in his book, says that within a sentence, there are

certain requirements for the relationship between the subject and the

verb.

a) The subject and verb must agree both in number and person.

Example: “We have surpassed our sales goal of one million

dollars.”

Here, the first person plural verb have agrees with its first person

plural subject we.

b) Interviewing phrases and clauses have no effect on subject-verb

agreement.

Example: “Only one of the President’s nominees was confirmed.”

Here, the singular verb was agrees with its singular subject one.

The prepositional phrase word of of the President’s nominees has

no effect on the number or person of the verb.

c) When the subject and verb are reserved, they still must agree in

both number and person.

Example: “Attached are copies of the contract.”

Here, the plural verb are attached agrees with its plural subject

copies. The sentence could be written as: “Copies of the contract

are attached.”

Furthermore, in fact, sometimes the learners tend to simplify

and leave together the third person singular inflection. For example,

the learners might write down such statements “He live in Bandung”
 21

and “She say she will come to Sumedang” instead “He lives in

Bandung” and “She says she will come to Sumedang.”

Occasionally, some learners will over-generalize the inflection

and apply it to uninflected-forms such as modal auxiliaries, for

example: “Dandy cans play a guitar well” instead “Dandy can play

a guitar well,” and “Jack wills go to Australia” instead “Jack will

go to Australia.”

b. Tense

Kolby says that a verb has four principal parts:

1) Present tanse

According to Team Yayasan Pendidikan Haster Bandung (2004: 1-

2), the used of simple present tense is as follow:

a) Used to express general truths.

b) Used to express something habitually.

c) Used with will or shall to express future time.

2) Past Tanse

Team Yayasan Pendidikan Haster Bandung (2004: 4-5) state that

the used of simple present tense is as follow:

a) Used to express an event happened in past in certain time.

b) Used to express an event which its time is not known but it has

already finished at this time.

c) Used to express something habitually in past time.

 22

3) Past Participle

Kolby says that past participle is:

a) Used to form the present perfect tense, which indicated that an

action was started in the past and its effect are continuing in the

present (using have or has and past participle of the verb).

b) Used to form the past perfect tense, which indicates that an

action was completed before another past action (using had and

past participle of the verb).

c) Used to form the future perfect tense, which indicates that an

action will be completed before another future action (using will

have or shall have and the past participle of the verb).

4) Present Participle

Kolby says that present participle is:

a) Used to form the present progressive tense, which indicates that

an action is ongoing.

b) Used to form the past progressive tense, which indicates that an

action was in progress in the past.

c) Used to form the future progressive tense, which indicates that

an action will be in progress in the future.

Furthermore, in fact, some English students sometimes make

an error in determining the present perfect tense and progressive

aspect, for example:

* He is here since June. (wrong)

He has been here since June. (right)

 23

* I am seeing a tree behind the house. (wrong)

I see a tree behind the house. (right)/sensory

perception)

* We are desiring an explanation. (wrong)

We desire an explanation. (right)/ (emotion)

They may use the past tense after “did” instead of the

infinitive without “to”.

* Did you went to school every day? (wrong)

Did you go to school every day? (right)

They also use the third person singular verb after “does”

instead of the infinitive without “to”.

* Does the gardener waters the flower? (wrong)

Does the gardener water the flower? (right)

They use the third person singular verb after “can, must,

etc.” instead of the infinitive without “to”.

* He can speaks English very well. (wrong)

He can speak English very well. (right)

d) Word Order / Function

Some English learners often make errors in ordering the

words. They are confused to order the words in sentence. They also

misplace the words in the sentence. They put the wrong position of

adverb, verb, subject, object, adjective, etc, for example:

* We gave the name to the baby John. (wrong)

We gave the name John to the baby. (right)

 24

* My uncle has a garden very large (wrong)

My uncle has a very large garden (right)

e) Pronoun

Kolby states that pronoun is a word that stands for a noun,

known as the antecedent of a pronoun. Pronoun must agree with

their antecedents in both number (singular or plural) and person

(1st, 2nd, or 3rd). A pronoun usually refers to something earlier in

the text and it must agree in number with the thing to which it

refers.

Cowan and Cowan (1980: 594) state that pronouns are

usually defined as noun substitutes because they frequently replace

nouns mentioned earlier in a sentence or in a previous sentence. As

noun substitutes, pronouns are important in reducing redundancy

in sentences, for example: “John broke his leg as he was climbing

down the mountain.”

1) Personal pronoun

Cowan and Cowan (1980: 594) say that personal pronoun

occurs in the same positions as nouns, but notice that the form

of the pronoun changes with its function in the sentence. There

are two kind of personal pronoun, subject pronoun and object

pronoun.

a) Subject pronoun

Subject pronouns occur in the subject position of a sentence

or after the verb be, and sometimes learners make errors in

 25

this case. The subject pronouns are: I, we, you, he, she, it, and

they. For example:

Him and I have seen this movies before. (wrong), and

He and I have seen this movies before. (right).

b) Object pronoun (complement pronoun)

Complement pronouns are: me, us, you, him, her, it, and

them. Complement pronouns occur in complement position,

whether they complement a verb or a preposition, for

example, learners may write down:

“She called he on the telephone” instead

“She called him on the telephone”.

2) Possessive pronoun

Possessive pronoun words are: my, mine, our, ours, your,

yours, his, her, hers, its, their, and theirs. Cowan and Cowan

(1980: 595) say that as indicators of ownership or possession,

these pronouns function just as possessive nouns do. Essentially,

they modify the nouns with which they appear, for example:

This is my book. That is yours.

She forgot her homework. I forgot mine.

Their story is well written in this book.

3) Reflexive pronoun

The words of reflexive pronoun are: myself, ourselves,

yourself, yourselves, himself, herself, itself, and themselves.

Cowan and Cowan (1980: 595) say that two pronouns in the
 26

same simple sentence or clause clearly refer to the same

antecedent. This is why the pronoun is called reflexive: it is

grammatically and semantically bound to the noun or pronoun

it refers to.

For instance, some learners sometimes produce the errors

when applying such the word hisself and theirselves, as the

following:

* She sent the letter to hisself.

She sent the letter to himself.

* They were talking among theirselves.

They were talking among themselves.

4) Relative pronoun

The words are who, whose, whom, which, that, when,

where, and wherever. Cowan and Cowan (1980: 595) state that

this set of pronouns replaces the noun in a relative clause. They

add that like all other pronouns, relative pronouns are referent;

that is, there is always a noun to which the pronoun refers. For

example:

The dress which I worked on yesterday is still not finished

The street where Joan lives is hard to find.

In the first sentence, which refers to dress; in the second,

where refers to street.

 27

5) Demonstrative pronoun

The words are this, that, those, and these. Cowan and

Cowan (1980: 595) say that demonstrative pronouns function as

nouns or as modifier. In the context of longer passage of speech

or writing, demonstrative pronouns always refer to a specific

noun. For example:

Those flowers are the freshet ones on the shop.

If you like exciting mysteries, read this book.

f) Preposition

Cowan and Cowan (1980: 608-609) state that prepositions

are words or groups of words that indicate relationships between

the object of the preposition and some other words in the sentence.

They function as indicators of time, place, cause, manner, agency,

association, or other relationships. Usually, prepositions occur in

phrases that function as adverbs or adjectives.

They add that when the object of the preposition is

separated from the preposition, the sentence may end in a

preposition. This construction is one of the worst grammatical sins

in the English language. There is really no logical reason for

claiming that it is incorrect to end a sentence with a preposition.

They also say that the objection to ending the sentences

with a preposition is that it makes the sentence sound informal and

casual. Ending a sentence with a preposition is not a grammatical

but a stylistic matter, for example:

 28

“Who are you going to the party with?”

“Who are you mailing that to?”

Both sentences above are not grammatically arranged, it is

better if those sentences rewrite as follow:

“With whom are you going to the party?”

“To whom are you mailing that?”

Regarding explanation above, a well-placed preposition is

useful for writers in order to deliver what they want to intend in

their writing.

6. Mechanics

Cowan and Cowan (1980: 676) state that mechanics are rules that

standardize certain things in writing. They are simply convention that

standardize things like capitalization, etc.

Memering and O’Hare (1980: 401) say as an occasional error may

be excused, but writers cannot afford to ignore the effect of mistakes on

the reader. At the least, mistakes are distracting and interrupt thought;

faulty punctuation, a mistaken spelling, even a word not capitalized may

create a meaning unintended by the writer. Careful writers take pains to

ensure that the effect of their words is not distorted by faulty mechanics.

Regarding explanation above, mechanical errors is the second

main point of errors in writing which needs more attention of teachers

and students who engage the writing process. The mechanical errors are

merely as harmful as the grammatical errors. Mechanical errors in

general involve the errors of spelling, punctuation, and capitalization.

 29

a) Spelling

Memering and O’Hare (1980: 423) say that misspelled words

are distraction to the educated reader. They add that a poor speller’s

first step should be to learn to proofread composition carefully for

misspellings.

Many learners of English find the spellings difficult to

remember. However, to spell well is something that cannot be ignored.

The followings are examples for misspelled words: Academiy for

academy, _alloon for address, adverticement for advertisement,

archetect for architect, _alloon_e/asociate fot associate, autum for

autumn, _alloon/ballon for balloon, between for believe, between for

between, braught for brought, curiculum/curicullum for curriculum,

devlop.

b) Punctuation

Cowan and Cowan (1980: 660-661) states that punctuation is

very important in indicating the writer’s purpose. It is a series of rules

that are applied in sentences.

They add that correct punctuation is effective punctuation. The

more the writer writes, the more he / she will discover that punctuation

marks can work for him / her in directing the readers in the same way.

Memering and O’Hare (1980: 401-421) state that one of the best

tools a writer has is punctuation. They add that with a view small

signal, the writer can tell the reader how to interpret the ideas on the

page and how to understand the relationships among them. There are
 30

dozen significant marks in the punctuation system, they are: comma,

semicolon, colon, parentheses, dash, bracket, italics (underlining),

apostrophe, quotation marks, abbreviations, etc.

Example:

1) Period (.): Open the window, please.

2) Question mark (?): Is he a student?

3) Exclamation mark (!): Be careful!

4) Comma (,): Mary, by the way, received your mail last night.

5) Semicolon (;): The pianist was very ill, therefor, the concert was

cancelled.

6) The following words are conjunction: and, but, or)

7) Quotation mark (“…”): “I am going for a walk,” she said.

8) Apostrophe (‘): Can’t you run faster?

9) Parentheses ((…)): If it rain (and we hope it doesn’t), the picnic

will be cancelled.

10) Dash (---): There are four skills in English—listening, speaking,

reading, and writing.

11) Triple dots (…): The most important part of speech is the verb …

12) Hyphen (-): Forty-three plus twenty-nine equals seventy two.

Sometimes learners produce two patterns that exemplify over-

generalization of the “of” form; for example, “The car of my friend is

new” and “My friend car is new”. Both sentences are wrong, they

should be “My friend’s car is new”.

 31

3) Capitalization

Memering and O’Hare (1980: 438) says that the basis rule, to

which there are very few exceptions, it to capitalize “first” words and

words that are considered proper names or titles.

The followings are some rules of using capitalization as quoted

from Cowan and Cowan (1980: 676-677):

a) Capitalize the first word of every sentence

Example: “The University is one of the most famous universities in

the world.”

b) Capitalize proper nouns:

1) Names of persons

Example: “James Frank Harper”

2) Names of places

Example: “Washington, D.C.”

3) Events and periods

Example: “the Civil War”

4) Names of vessel

Example: “Apollo 8”

5) Monuments, museums, buildings, etc.

Example: “the Library of Congress”

6) Capitalize name of deities.

Example: “Krishna”

7) Capitalize titles before and after names.

Example: “Dr. John Smith, Ph.D.”

 32

8) Capitalize the first word and all other words except prepositions,

conjunction, and articles in the titles of literary works, movies,

and works of art.

Example: “The Catcher in the Rye”

9) Capitalize name of recognize groups and organization

Example: “National Organization for Muslims”

10) Capitalize specific course names.

Example: “Phycology 441”

11) Capitalize direction when they refer to specific geographical

areas.

Example: “She’s from West Java”

3) Spelling

Spelling error usually occurs because the students cannot

distinguish between letters and sound of the words when they write.

According to Peveen and Akram (2014:260), “sound letters, word

parts, word meaning, and word history are those elements which play

the important role in learning to spell the word of English language”.

In addition, a single sound (more correctly, a single phoneme)

may have many different spelling (paw, poor, pour, daughter) and the

same spelling may have different sound (word, information, worry,

correspond), (Harmer, 2000:256).

According to Elliot and Johnson (2008:6), there are several

types of spelling error as following:

 33

a) Sound-based (homophones, incorrect consonant, and e for y, vowel

sound, and morpheme error).

b) Rules based error (doubling or singling, text-speak).

c) Omission, commission, transposition (single or paired letters

added, omitted or transposed).

d) Writing error (spacing, end of word missing).

e) Multiple errors.

Bestgen and Granger (2011:5) state, there are 9 categories of

spelling errors. They are letter, word, boundary, apostrophe, single

letter addition, omission, substitution, transposition, and multiple

errors letter as seen in the following table:

Table 2.2. Categories of Spelling Errors

Categories of Example Explanation
spelling error
Omission of a completely – completely Omit of “e” letter
letter concious – conscious Omit of “s” letter
distinc – distinct Omit of “t” letter
throughout – throughout Omit of “u” letter
Addition a develope – develop Add of “e” letter
Letter youngs – young Add of “s” letter
eightheen – eighteen Add of “h” letter
envolves – evolves Add of “n” letter
Single letter Especialy – especially Less of “l” letter
instead of double Robed – robbed Less of “b” letter
letter Adicts – addicts Less of “d” letter
Carots – carrots Less of “r” letter
Ocurred – occurred Less of “c” letter
Double letter of Appartment – apartments Double of “p” letter
single letter Allmighty – almighty Double of “l” letter
Detailled – detailed Double of “l” letter
Loosing – losing Double of “o” letter
Proffessors – professors Double of “f” letter
 34

Substitution of Lifes – lives Subtitut “f ” letter

one letter Dependend – dependent Subtitut “d” letter
Confortable-comfortable Subtitut “n” letter
Engeneering–engineering Subtitut “e” letter
Uncredible – incredible Subtitut “u” letter
Interchange of Concieved - conceived Adjacent letter “ie”
two adjacent Birht – birth Adjacent letter “ht”
letter Lfie – life Adjacent letter “fi”
Adjacent letter “el”
Peopels – peoples
Adjacent letter “tr”
Entreprises – enterprises
Involving an Its – it’s Involve ‘ sign
apostrophe Womans – woman’s Involve ‘ sign
Childrens’ – children’s Involve ‘ different
Position
Erroneous Business_man –
splitting or businessman
joining of Every_one – everyone
words (word)

Source: “Bestgen and Granger’s Categorizing in Spelling Errors to

Asses L2 Writing (2011:5)”

B. Review of Instagram

A. The Definition of Instagram

Instagram is currently one of the most popular SNSs (Social

Network Sites) in the world with over 300 million active users (Instagram

Press, 2015). Prichard (2013) notes that the focus of Instagram is for

users to post individual images or videos with a description on their

profile, some 70 million images and videos are posted daily. Therefore,

Instagram seems to provide an ideal environment for L2 learners to

produce descriptive writing. Instagram is a fun and quick way to share

one’s life with his or her friends through a series of pictures, snap a photo

with a mobile phone, then choose a filter to transform the image into a
 35

memory to keep around forever. Instagram was created by Kevin

Systrom and Mike Krieger, and was launched in October 2010. The

service rapidly gained popularity, with over 100 million active users as

of April 2012 and over 300 million as of December 2014.

The students are familiar with Instagram as online social

communities. Instagram is one of social network platforms in which the

students usually use it to share their personal information, such as

uploading their pictures or videos and writing Instagram captions.

Alhabash and Ma (2017) state: Instagram is a photo-sharing mobile

application that allows users to take pictures, apply filters to them, and

share them on the platform itself. Instagram has over 400 million active

monthly users who shared over 40 billion pictures.

Based on (Ali:2014), Instagram has many functions, such as

create accounts, post content (pictures or 15-second videos), apply filters,

add captions, tag users, add locations and many more. By 'following' each

user allows them to see the content posted on this profile and respond in

the form of comments or 'likes'. A ‘like’ is a tag users can place on images

to indicate they view them favorably. Once a user follows other users, all

postings from these users will be collected and presented on the user’s

‘News Feed’. Instagram members also have the ability to message each

other privately using ‘Direct message’. These facilities allow users to

engage in communication, both publicly and privately. Instagram profiles

with default settings can be viewed publicly by anyone who visits the
 36

site; there are also privacy settings which can restrict the access to one’s

profile to approved followers only.

Instagram is impressive with its amazing features to support

people’s purposes related to daily needs and education. Moreover,

Instagram can be used as learning media due to its supporting features,

such as:

a. Photo Sharing

Instagram allows the user to take pictures within the

application or use photos that already exist in user’s camera roll.

Users can give their photo a title, which is helpful and fun. The title

itself can make people curious about what is actually going on.

b. Social

Instagram, like any other social network, is based on having

friends or followers. On Instagram, users ‘follow’ people. At the

top of the profile (or anyone’s profile) the user will see the

username, profile pic, how many photos have been uploaded, how

many followers the account has, and how many they are following.

When users follow someone, their photos show up in their stream.

The other things people can do here are like photos and comment

on them. Both are appreciated. People ask questions in the

comments, like “where was this taken” or “what app did you use

for that?” It’s currently a very friendly community.

 37

1) The Community

People’s experience on Instagram has been extremely

enjoyable. Instagram connects people around the world. It’s a very

global community and has many advantages for students to express

their feeling by writing something. It means when students are

involved in a community they will try to make better move, in this

case is their product in writing descriptive text.

2) An Education on our Shared Humanity

Those features of Instagram are great opportunity to teach

students writing skill. Students involve in a good atmosphere of

writing descriptive text because when working on their project they

will get better insight from the picture uploaded. Pictures make

them think wider and will support them in arranging a text in

provided space because what they write is based on their personal

life’s experience.

Picture 1.1 Instagram Logo

From the explanation above it can be concluded, Instagram is

teaching media refers to any process in which the learner uses a mobile

phone/computer to improve foreign language competence. Instagram is

 38

innovative teaching medium in which there are features that help teachers

deliver materials with great innovation and fun.

B. The Definition of Caption

A caption, also known as a cut line, is text that appears below the

image. Most captions draw attention to something in the image that is not

obvious, such as its relevance to the text. According to Grayam (2010),

caption is a brief descriptionaccompanying an illustration, the part of a

legal document that gives the important details of a photograph.

In journalism, the caption is also called as Lead because it has the

same criteria. Grayam (2010) mentions several criteria for a good

caption: Clearly identifies the subject of the picture, without detailing the

obvious. Be as unambiguous as practical in identifying the subject.

Concise/ succinctness mean using no superfluous or needless words. It is

not the same as brevity, which means using a relatively small number of

words. Succinct captions have more power than verbose ones. More than

three lines of text in a caption may be distracting. Establishes the picture's

relevance to the article. Provides context for the picture. Draws the reader

into the article.

The maximum character count for an Instagram caption (2.200

characters) is basically a formality. But the important thing to note is that

captions cut off in users’ feeds after three to four lines of text. Users can

see 100% having to click “more.”

The definition of caption and its application and examples of its

use in our daily lives:

 39

a. In the world of journalists

In accordance with the translation in Indonesian write a caption id

defined as a description/short article that will describe an object or

image displayed.

b. In data processing based on Ms. Word

The caption is a form of command used to add information to an

image, table, or other objects.

c. In Instagram

In Instagram, caption is not unfamiliar to the Instagram users, the use

of this word commonly even almost always used on every post images

or video uploaded to Instagram account.

3. The Features of Instagram

Instagram is a photo sharing app and take pictures or photos that

apply digital filters to change the appearance of photo effects, and shared

it with various social media services, including Instagram's own.

Instagram has five main menus all located at the bottom (Atmoko, 2012:

28) are as follows:

a. Home Page

Home page is the main page that displays (timeline) photos the

latest from fellow users who have been followed. How to view photos

is just that by sliding the screen from bottom to top like when scrolling

mouse on computer. Approximately 30 recent photos loaded when

users access the app, Instagram just limit the latest photos. (Atmoko

2012: 28)
 40

b. Comments

As a social networking service Instagram provides a

commentary feature, photos of photos in Instagram can be commented

on in the comments column. Way to press icon marked with a

comment balloon under the photo, then written impressions about the

photo in the box provided after that press send button.

c. Explore

Explore is the view of the most popular photos favored

Instagram users. Instagram uses a secret algorithm for determine

which photos are included in the explore feed.

d. Profile

User profiles can know in detail about user information, either

from users or other fellow users. Profile page can be accessed via the

business card icon in the far right main menu. This feature displays

the number of photos that have been uploaded, the number of

followers and the number following.

e. News feed

News feed is features featuring a notification to the variety of

activities conducted by the user Instagram. News feed has two types

of the tabs that "following" and "news". Tab "following" featuring

recent activity in the user has users follow, then tab "news" featuring

notification the most recent on activities users Instagram to the user

Photo, leave a comment or follow then the notification will appear in

this tab. According to Atmoko (2012), there are some parts that should
 41

be filled in order Photo in upload more has the meaning of

information, parts of the namely:

1) Title

Title or a caption photo is to strengthen the character or messages

who want to be delivered in the user.

2) Hastag

Hashtag is symbol marked fence (#), features fence this is very

important because it is very easy users to find photos on

Instagram with hashtag certain.

3) Location

Location is features showing the location where users taking a

picture. Although Instagram called services photo sharing, but

Instagram is also a social network because the user can interact

with each other users. There are some activities to do in

Instagram, which is as follows:

1) Follow

Follow is followers, from users Instagram users one to follow

or friends with other users who use Instagram.

2) Like

Like is an icon where users can love picture or photos on

Instagram, by pressing like bottom caption adjacent to the

comment or with a double tap (knock twice) on the photo a

preferred.
 42

3) Mentions

This feature is to add another user, how to add an arroba sign

(@) and enter the Instagram account of the user.

Based on the features of Instagram, it was seen as a perfect

medium to provide such space for students to articulate, share engage

others and reflect on other students thoughts through cooperative and

collaborative feedback and discussions (Miers 2004).

4. Advantages and disadvantages Using Instagram

a. Advantages

Some advantages of using Instagram are:

1) Can share vidio.

2) Sharing info and knowledge.

3) Instagram is a platform that very subtly lets people experience all

sorts of feelings, thoughts, and ideas.

4) Market literacy technology. One of excess selling through

Instagram is users Instagram already 'guaranteed' literacy

technology. That is, they are active in Instagram must active also

on Twitter and may also Facebook. Therefore, it is the right when

you promote your products through Instagram and assisted other

social networking.

5) In Instagram, most photos using the hashtag. Therefore, it is

recommended to use the hashtag in order to facilitate the

prospective buyers find the product you.

 43

b. Disadvantages

Some disadvantages of using Instagram are:

1) Videos that we upload only lasted approximately 1 minutes.

2) Not Everyone Is on Instagram.

3) Must use a capable network.

4) Because the smartphone-based, the photos on display Instagram

small and often not seen clearly.

5. The Use of Instagram to Teach Students

Teacher can use Instagram as media when to teach descriptive

text. Instagram gives students access to thousands of photographs every

day and allows them to add their own photographs to the mix. By taking

and responding to photographs and make the descriptive text as the

caption, students learn to communicate in a different way and have the

opportunity to boost their critical thinking and creative skills. Teachers

can also get in on the Instagram action, using the photographs to share

all of the great things they are doing in the classroom and share their

experiment to other friends through Instagram.

For teachers who want to boost students’ creative and critical

thinking skills, Instagram can also be a helpful tool. Instead of writing

descriptive text or narrative essays, students can share the results of their

stories through photos. Kelly (2015: 89) states that photo essays can be

created in nearly every subject area, with students posting photos to show

their understanding of a subject and adding captions to include key facts

or other pieces of information. The photos found on Instagram can also

 44

be used to inspire creativity, having students choose a photo and then

write a short story, description their story or on what they see. Using

Instagram’s search feature, students can also search for photos by hash

tags and find photos to help them learn more about a particular topic or

to use as part of a report or research project.

6. The Procedure of Teaching Instagram in Classroom

According to Spencer (2012), there are different activities that

teachers can use to implement Instagram in their classes; utilizing digital

storytelling, practicing grammar on photo captions, doing

photojournalism, creating photo prompts for themselves, finding

metaphors within chosen photos, creating photo blogs, finding and

documenting context within photos, doing an ethnographic study,

sharing art, and exercising creative and artistic expression through taking

their own pictures.

There are some procedures in implementing Instagram in

classroom. They are as following:

a. The teacher created a separate group page. On this page students can

find their classmates and can communicate with them as well as with

the teacher.

Firstly, before using Instagram into classroom activities,

teachers are encouraged to create a teacher account. It is a separate

account to use exclusively for interacting with students. Teachers also

need to consider about user name used in the Instagram. Teachers

 45

should choose the username professional, simple, and familiar to the

students.

b. The teacher built knowledge of the topic.

One of the students’ problems in writing is the difficulty in

discovering the idea Instagram can be used an inspiration fairy that

can serve as prompt for students’ writing. Teachers can post an

interesting photo and ask students to write a descriptive caption in the

comments. The photo can help students in giving ideas about what to

write.

c. The teacher gave a sample of descriptive text.

The teacher uploads picture related about descriptive text.

Teacher can share useful materials in learning English. Teachers can

post everything that can guide students to learn language effectively.

Teachers can also share sources and knowledge from other Instagram.

d. The teacher gave some questions to guide students to write descriptive

text.

While posting the picture, teacher encourages students by giving

questions related to the picture. Students are assigned to comment and

give their opinion about this picture. Question students about the

photo are useful as a prompt for a creative writing task.

e. The students wrote their descriptive text based on their answer on

Instagram.

Students are free to give their ideas from what they see in the

photos. From this activity, teacher can know the way students develop
 46

ideas based on the picture given. The teacher guided a discussion of

descriptive text they had written and gave some feedback.

f. The teacher asked students to draft the text, edit and post their text on

group.

Teacher can ask students to share series of picture. Students are

assigned to write stories based on the picture by using language

structure that had been covered in class. This activity will make

student chance to practice their writing skill.

g. The students did peer assessment in classroom.

Teachers can post an interesting photo and ask students to write

a descriptive caption in the comments. Students are assigned to

comment and give their opinion about this picture. Question students

about the photo are useful as a prompt for a creative writing task.

h. The teacher gave the final score of students’ writing.

Teacher asks students to write their caption using specific

sentence types, different parts of speech, clauses, prepositional phrase,

and their current vocabulary words. Finally, the teachers can give

reward for the best caption wins a prize. Students are afforded the

chance to practice spelling, grammar, and sentence structure, and are

likely to be more careful about their writing if they know the whole

world can see (Mette:2009).

B. The Previous Related Studies

The research about “Using Instagram to Motivate Students’

Writing Descriptive Text at Second Grade in SMAN 1 Gresik Academic

 47

Year 2016/2017” (qualitative analysis) has been done by Arzaqillah

Mubarokah. In her study she focused on how to using Instagram in

motivate students’ writing descriptive text at second grade student of

SMAN 1 Gresik. The result of the research showed that Instagram can

motivate in writing descriptive text to the second grade students of SMAN

1 Gresik in academic year 2016/2017. It is showed from the improvement

of students in doing each task in Instagram and the result interview that

most of them show their positive response for using Instagram in writing

descriptive text.

The similarity between Arzaqillah Mubarokah’ research with this

research is using instagram in study writing descriptive text. And the

difference are the researcher study in analysing about writing ability using

instagram takes tenth grade students of SMA N 1 Simo. And this research

studied about instagram to motivate students.The second research about

“The Use of Facebook to Improve Students’ Skill and Increase Their

Motivation in Writing Recount Texts” (An Action Research of the Tenth

Grade Students of SMA N 1 Kajen in the Academic Year of 2012/2013)

was done by Dafi Khusnita (2013).

The result of the research shows that the use of Facebook as

learning media improved the writing skill of X 2 graders of SMA N 1

Kajen in the academic year of 2012/2013. The improvement of the

students’ writing skill can be seen from the average score of pre-test which

was 67.75; formative test which was 74.5, and post-test which was 79.25.

The similarity between Dafi Khusnita’ research with the researcher study
 48

about social media as learning media improved writing skill. And the

difference are in Writing Recount Texts. Dafi Khusnita’ study was focus

in writing recount text, it different with my study that focus in writing

descriptive text

The third research about “The Effectiveness of Instagram Writing

Compared to Teacher Centered Writing to Teach Recount Text to Students

with High and Low Motivation” (The Case of Eight Grade Students in

SMP Kesatrian 1 Semarang in the Academic Year of 2015/2016) by Gisty

Listiani (2016). The result of the research showed that the comparison of

the average score of post-test in experimental group and control group

were significant different. The experimental group achieved higher mean

score with 73. Meanwhile, the control group only got 67.15. It meant that

Instagram writing was more effective than teacher centered writing to

teach recount text to students with high and low motivation. The similarity

between Gisty Listiani researches with this research about instagram as

learning media improved writing skill. And the difference is this research

using qualitative as research design and Gisty Listiani’ using quantitave as

research design.

The four reasearch about “Writing Caption on Instagram as Media

for Student’s Motivation and Writing Skill Improvement” by Devy Angga

Gunantar , Tatas Transinata. This study aimed to describe the use of

caption on Instagram to improve students' writing skill and motivation.

The results showed that the use of caption on Instagram can improve

student’s motivation and writing skill. In the first cicle of the pre-tests that
 49

have been conducted, it was known that only 2 students (6,5%) got scores

between 60 - 64. While 28 students (93%) got scores below 60. The

number of students who scored above 60 increased in in the post-test I,

there were 19 students with an average score of 69,5. The score of students

rose significantly in the post-test II, it was found that there was a

satisfactory increase in scores with the highest score of 87 and the lowest

score of 66 (1student).

The similarity between Devy Angga Gunantar Tatas Transinata

and this research is instagram as learning media improved writing skill.

And the difference Devy Angga Gunantar Tatas Transinata focuses in

Writing Caption on Instagram as Media for Student’s Motivation and

Writing Skill Improvement and the reseacher focuses on analysis writing

ability in isntagram caption.

The five research about “ Students’ Prespective Toward The Use

of Instagram” by Candradewi Wahyu Anggraeni. This study presented the

students perspectives of using Instagram in doing their writing assignmnts.

Qualitative research method in the form of case study is conducted to

obtain the data. Sixty students of writing class are employed as participants

in this study. The result revealed that the students perspectives cover two

aspects that include benefits and barriers of using Instagram. One of the

benefits shows that participants have positive perspectives of using

Instagram in their writing assignments. Participants view that Instagram is

a valuable social network platform that motivate them to write better.

However, the participants face challenges in using Instagram for their

 50

writing assignments. The overall contribution of this article is to build on

theoretical, practical, and pedagogical significances for students‟

perspectives toward using Instagram in writing class. The similarity

between Candradewi Wahyu Anggraeni and this research used an online

media named Instagram as an alternative medium to teach and increase

students in writing skill. And the difference Candradewi Wahyu

Anggraeni focused in Students’ Prespective Toward The Use of Instagram

and this research focused on analysis writing ability in isntagram caption.

Table 2.3 Previous Study

No Titles Similarities Differences

1. A thesis entitles “Using Study using This research

Instagram to Motivate Students’ instagram in study about writing
Writing Descriptive Text at writing ability And
Second Grade in SMAN 1 Gresik descriptive text. Arzaqillah
Academic Year 2016/2017” Mubarokah’ study
(qualitative analysis) has been about instagram to
done by Arzaqillah Mubarokah. motivate students.

2. A thesis entitles “The Use of Study about social This researcht

Facebook to Improve Students’ media as learning focus in writing
Skill and Increase Their media improved descriptive text
Motivation in Writing Recount writing skill. and Dafi
Texts” (An Action Research of Khusnita’ study
the Tenth Grade Students of was focus in
SMA N 1 Kajen in the Academic writing recount
Year of 2012/2013) was done by tex.
Dafi Khusnita
3. A thesis entitles “The Study about This research used
Effectiveness of Instagram instagram as qualitative as
Writing Compared to Teacher learning media research design
Centered Writing to Teach improved writing and Gisty Listiani’
Recount Text to Students with skill. using quantitave
High and Low Motivation” (The as research design.
Case of Eight Grade Students in
SMP Kesatrian 1 Semarang in
the Academic Year of
2015/2016) by Gisty Listiani
 51

4. A journal entitles “Writing Study about This research

Caption on Instagram as Media instagram as focused on
for Student’s Motivation and learning media analysis writing
Writing Skill Improvement” by improved writing ability in
Devy Angga Gunantar , Tatas skill. isntagram caption
Transinata Devy Angga
Gunantar Tatas
Transinata focuses
in Instagram as
Media for
Student’s
Motivation and
Writing Skill
Improvement,
5. A journal entitles “Students’ Uses an online This research
Prespective Toward The Use of media named focused on
Instagram” by Candradewi Instagram as an analysis writing
Wahyu Anggraeni alternative ability in
medium to teach isntagram caption
and increase and Candradewi
students in writing Wahyu Anggraeni
skill. focuses in
Students’
Prespective
Toward The Use
of Instagram.
 CHAPTER III

RESEARCH METODOLOGY

A. Research Design

An important factor that must be considered before carrying out the

research is the research method. Actually, there are several kinds of method

that can be used in a research and what method should be used depends on

the aim of the research. This research used descriptive qualitative method.

Margono (1997:8) states that the aims of descriptive method are to

solve the current actual problem and to collect the data, analyze them, and

draw the conclusion. According to Denzin and Lincoln in the book Emzir

(2012:1) Qualitative research is multimethod in focus, involving an

interpretive, naturalistic approach to its subject matter. This means that

qualitative study in their natural setting, attempting to make sense of or

interpret phenomena in terms of the meanings people bring to them.

Qualitative research involves the studied use and collection of a variety of

empirical materials-case study, personal experience, introspective, live

story, interview, observational, historical, interactional, and visual texts-that

describe routine and problematic moment and meaning in individuals lives.

In this research, the researcher use descriptive qualitative method to answer

the problem statements. The researcher focused on describing about the

result of an analysis on the students writing ability.

B. Setting of Research

Setting of this research would give explanation about the setting of

place and setting of time

52
 53

1. Place of the research

This research conducted in SMA N 1 Simo Jl. Ngadenan No.549,

Kebayanan 3, Pelem, Simo, Boyolali. This school location is strategic in

front of big street. So, students can easily get transportation to find

school. The environment and condition of school is good enough because

in the south side there is rice field, in the west side there is a field, in the

south there is main street, and the east side there is small village. So the

students can learn well.

There were three grades, tenth grade, eleventh grades, and

tweleveth grades. Every class had thirty until thirty-four students. The

school facilities are well-enough. There were a language laboratory, two

computer laboratory, a sciences laboratory (physic laboratory, chemist

laboratory, and biology laboratory), and a library. The laboratory was not

enough to students in the SMA N 1 Simo. It’s why process teaching and

learning cannot run well-enough. Every class has facilities, like tables,

chairs, LCD, gallon, equipment of cleanness, active speaker, whiteboard,

and watch. In addition there are also have a large hall and two courtyards

(main and basket yard.

The subject of the research was the first grade students of SMA N

1 Simo class X-MIPA 1 that consist of 36 students. There were 10 boys

and 26 girls. This class had various characteristic of the students.

2. Time of research

This research conducted in the academic year of 2019/2020 at

SMA N 1 Simo. The complete of this research timeline include asking

 54

permission, pre-research, writing research proposal, collecting the data,

data analysis and writing the thesis. The research timeline will be stated

in the table below:

Table 3.1 Research Schedule

No. Activity Month 2019-2020

Jan Feb Mar Jun Aug Sep Okt Nov
1. Observation and Pre-
Research
2. Seminar on Proposal

3. Conducting the
research

4. Analyzing data

5. Examination of
Munaqosyah

C. Population, Sample and Sampling of the Reseach

1. Population

Population is all the data that becomes attention in the scope and

specify time (Purwanta in Winarno, 2011:80). Ibnu in Winarno (2011:80)

states that all of the subject or object of the research target. Therefor, the

researcher concludes that population is the whole subject being

researched by the researcher. The population of this research is student

of tenth grade MIPA 1 of SMA N 1 Simo in academic year 2019/2020.

There are five classes at the tenth grade of MIPA in SMA N 1 Simo.

Thoses classes are follows:

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Table 3.2 Classes at the Tenth Grade of MIPA

No Class Students
1 X-MIPA-1 36
2 X-MIPA-2 36
3 X-MIPA-3 36
4 X-MIPA-4 36
5 X-MIPA-5 36
Total 180

2. Sample

Sample is group of individuals, items, or events that represents

the characteristic of the larger group from which the sample is drawn

(Gray et al, 2012:192). In this reserach, the researcher takes one clasess

as the sample from the total number of five classes at the tenth grade of

MIPA in SMA N 1 Simo in academic year 2019/2020, where the class of

tenth MIPA 1 consist of 36 student. The sample will be taken taken by

purposisive sampling. In deciding the sample, the class was taken a class

that could represent the population, the researcher took class tenth MIPA

1 as the research object because the class was considered capable of

representing the desired population. Then the researcher came to the

school and met the English teacher who taught in the class X-MIPA 1.

The teacher asked for the students’ attendance list from the teacher and

Instagram ID from each student. After she obtained all the students’

Instagram ID, the researcher followed and observed their English caption

only.
 56

3. Sampling

Sampling is the process of selecting a small number of individuals

for a study in such a way that the individuals chosen will be good key

who will contribute to the researchers understanding of a given

phenomenon (Gay et al, 2012:142). The sampling technique that will be

taken by purposive sampling. Purposive sampling is the process of

selecting sample by taking subject that is not based on the level or area,

but it is taken based on the specific purpose (Arikunto 2010:183). The

sampling technique was taken a class that could represent the population.

D. Research Subject

The subject of this research was eleventh grade students of SMA N

1 Simo in The 2019/2020 Academic Year. The researcher focused on X

MIPA 1 class at SMA N 1 Simo. That class consists of 36 students.

E. Source Data

Merriam stated that (1998:69), data are nothing more than ordinary

bits and pieces of information found in the environment. They can be

concrete and measurable, as in class attendance, or invisible and difficult to

measure, as in feelings. Data is an attribute attached to a particular object,

serves as information that can be accounted for, and obtained through a

method/instrument data collection. According to Emzir (2012:64-65) data

are special parts that form the foundations of analysis and evidence once

cues.

Lofland which is quoted by Moeloeng (2007:157), states that the

main sources of the data in qualitative research are words and actions, and
 57

other things are as the additional data like documents and many others.

According to Arikunto (2006:129), is the source of the data in the study is

the subject of where the data can be obtained. The data of this research was

taken from students’ worksheet. It was about An Analysis of Writing Ability

on Instagram Caption as Teaching Media SMA N 1 Simo in Academic Year

2019/2020.

F. Technique of Collecting Data

This part will tell about the ways to collect data systematically.

According to Creswell (2014), there are four techniques to collect the data,

namely: observation, interview, documentation, and questionnaire. Here are

the methods of collecting data along with the research instruments used in

this research as follows:

1. Documentation

The technique of data collection is documentation. The

documentation is record of events that had passed. It can be organized

like a record, report, print forms, picture, latter’s, series, diaries, book,

etc. The documentary study is complementary to the observation and

interview method in qualitative research Sugiyono (2016:329).

Meanwhile Sukmadinata (2012:221) defines that documentary study is a

technique of collecting data with analyzing documents, such as written

document or electronic document. The researcher got the data from

English teacher. The researcher collected the document worksheets

student to analyze the writing in caption through Instagram.

 58

2. Observation

This research used observation to observe the teachers for doing

teaching-learning process in classroom. Creswell (2012: 213) defines

observation is the process of collecting information by observing people

and place opened-ended at the research site. Meanwhile, Sugiyono

(2016) stated that observation is observing and recording the activity of

data source. In order to collect the data that deal with the ability of

students’ in writing caption through Instagram, here the researcher

explained the procedure of data collection as follows:

The researcher came to the school and met the English teacher

who taught in the class X-MIPA 1. The teacher asked for the students’

attendance list from the teacher and Instagram ID from each student.

After she obtained all the students’ Instagram ID, the researcher followed

and observed their English caption only.

G. Technique of Analyzing Data

After collecting the data, data analysis was done to analyze the whole

obtained data. The Technique of analyzing the data cannot be separated

from the definition of data analysis. Bogdan in Sugiyono (2015:335-336)

states that data analysis is the process of systematically searching and

arranging the interview transcripts, field notes, and other materials that you

accumulate to increase your own understanding of them and enable you to

present what you have discovered to others.

Based on the definitions above, data analysis is the process of

systematically searching and arranging the student’s worksheets that a

 59

researcher accumulates to increase his own understanding of them and to

enable her to present what she has discovered to others by sifting,

organizing, and synthesizing the data so as to arrive at the results and

conclusion of the research.

The technique of data analysis which used in this research is

interactive model of analysis. The model of data analysis is according to

Brown, the processes of data analysis in this research are; analyze the data,

presenting the data and drawing conclusion.

1. Analyze the Data

When the researcher collected and gets the data, she got the data

from students‟ worksheet. The next step, in the process of collecting the

data, the researcher analyzed by using Brown theory and then classified

the category of students’ comprehension towards writing ability.

2. Presenting the Data

The last step the researcher describes the data form of description

or narration. The description of the data was presented in logic and

systematic order, which can show the strength of the presenting data.

3. Drawing Conclusion

In this case, the researcher writes not only what has seen each day

during observation but also her interpretation of her observation.

a. Coding

In the data analysis process, the researcher applied coding system.

According to Miles and Huberman (1994:65) coding is “efficient data-

labeling and data-retrieval devices”. The purpose was not to number

 60

the data, but was to make the researcher easier in selecting and

classifying the data from the data sheet. The coding system was as

followed:

N-1/NN/A1

Note:

N-1 : Number of Text

AW : Initial of Student

A1 : Class

b. Categorizing Data

The researcher determined the students capabilities in writing

descriptive text with percentage from the students compose in

descriptive text. The researcher used formula from Sudijono

(1987:20) to get percentage of the students’ capability.

The formula use by Sudjono following:

𝐹
𝑃 = 𝑁 x 100%

(Sudijono, 1987: 20)

Notes:

P = the percentage of correct answer

F = the frequency of student’s correct answer

N = the sum of the items

c. Range Score

The researcher used the percentage formula to check for the levels of

the students’ capability in composing the descriptive text genre. The

researcher used Abbas standard (1992:107), there are:

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Table 3.3 Range Score

Interval Percentage Compatibility

86-100% Very Good

71-85% Good

56-70% Fair

10-55% Poor

H. Data Trustworthiness

The research conducted by applying qualitative research, therefore

it concerned with the trustworthiness the data or information gathered from

the research findings are credible or not. It should be checked. According to

Guba in Shenton (2004: 63), trustworthiness divided into four criteria.

These are credibility, transferability, dependability, confirmability.

1. Credibility

Credibility establishes whether or not the research findings

represent plausible information drawn from the participants’ original

data and is a correct interpretation of the participants’ original views

(Graneheim & Lundman, 2004; Lincoln & Guba, 1985). There are 6

criteria of credibility, the researcher used 2 criteria of credibility in this

research. These are triangulation and peer scrutiny of the research

project.

Triangulation of data is data will be collected through multiple

source to include interviews, observations, and document (Cresswell,

2009:199). While according to Sugiyono (2010:372) there are three types

of triangulation. They are a triangulation of source, triangulation of

 62

technique and triangulation of time. This research used two types of

triangulation. These are:

a. Triangulation of technique of collecting the data.

Triangulation used many techniques to validate data. Here, the

data taken from the observation was compared to the data study

document which has the same source. The data from the observation

and documentation are the same as the list of students, condition of

the class and the technique.

b. Triangulation of the source data.

It is triangulation used many sources of data to validate it. The

data taken from informant. Here, the researcher takes data from Mrs.

EN as an English teacher. The data about technique from the teacher

and the students are the same.

In this research, the researcher used data source triangulation to

compare and recheck the validation of the information. While,

triangulation of techniques is used by the researcher to check the data

validation challenge. The researcher took the data from English

teachers who teach in tenth grade classes. Furthermore, in validating

the data, the researcher has to compare several technique of collecting

the data based on the finding during observation and the

documentation.

Peer debriefing provides inquirers with the opportunity to test their

growing insights and to expose themselves to searching questions (Guba

in Anney, 2014: 276). The data of this research was analyzed by some
 63

collages with the researcher for checking the quality of data are required

to include the voices of respondents in the analysis and interpretation of

the data. The purpose of doing member checks is to eliminate researcher

bias when analyzing and interpreting the results. This means that the

analyzed and interpreted data is sent back to the participants for them to

evaluate.

2. Transferability

Transferability refers to the degree to which the results of

qualitative research can be transferred to other contexts with other

respondents – it is the interpretive equivalent of generalizability (Bitsch,

2005; Tobin & Begley, 2004). There are 2 criteria of transferability, the

researcher use do theoretical/purposive sampling.

Purposive sampling is the technique mainly used in naturalistic

inquiry studies, and is defined “as selecting units (e.g., individuals,

groups of individuals, or institutions) based on specific purposes

associated with answering a research study’s questions” (Teddlie & Yu,

2007: 77). The researcher used purposive sampling to determine the

sample of the research. From the population, the class that demand of

criteria is tenth grade of MIPA 1 of SMA N 1 Simo because from the

average of the English writing score is higher than the other class.

3. Dependability

Dependability involves participants evaluating the findings and

the interpretation and recommendations of the study to make sure that

they are all supported by the data received from the informants of the
 64

study (Cohen et al., 2011; Tobin & Begley, 2004). There are 4 criteria of

dependability, the researcher use an audit trail.

An audit trail involves an examination of the inquiry process and

product to validate the data, whereby a researcher accounts for all the

research decisions and activities to show how the data were collected,

recorded and analyzed (Bowen, 2009; Li, 2004). The researcher came to

the school and met the English teacher who taught in the class X-MIPA

1. The teacher asked for the students’ attendance list from the teacher and

Instagram ID from each student. After obtained all the students’

Instagram ID, the researcher followed and observed their English caption

only. The researcher got the data from the English teacher. The

researcher collected the document worksheets student to analyze the

writing in caption through Instagram.

4. Confirmability

Confirmability is concerned with establishing that data and

interpretations of the findings are not figments of the inquirer’s

imagination, but are clearly derived from the data (Tobin & Begley,

2004:392). The researcher use reflexive journal or practice.

Reflexive journal as reflexive documents kept by the researcher

in order to reflect on, tentatively interpret, and plan data collection

(Wallendorf and Belk (1989:77). In this research, the researcher used

data source triangulation to compare and recheck the validation of the

information. While, triangulation of techniques is used by the researcher

to check the data validation challenge.

 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter discussed two things namely research findings and discussion.

The description of the data was presented in the research findings. While in the

discussion, the researcher discussed the finding in the research with the theories that

have been presented previously.

A. Research Finding

In this sub-chapter the researcher presented the research findings that

have been collected from observation of students Instagram. Based on the

formulation of the problem, the aims of this study were to showed the students

ability of writing at first semester students of SMA N 1 Simo in Accademic

year 2019/2020. The analyzed student’s writing ability in sentence

classifications on descriptive text based on Brown (2001: 4) the good

composition of text are include contents, organization, vocabulary, language

use, and mechanics.

The subject of the research is the tenth grade students of SMA 1 Simo.

There are only 36 students in X MIPA 1this grade. After the data was collected,

the researcher got the result of students‟ writing ability in sentence

classification from students. Based on Brown (2001: 4) in rating scale of

writing there are five elements of writing such as: contents, organization,

vocabulary, language use, and mechanics. So the researcher used their theory

to evaluation the students’ writing ability in setence classifications on

descriptive text.

65
 66

1. An Analysis Writing Ability on Instagram Caption as Teacing

Media at SMA N 1 SIMO in Academic Year 2019/2020

Based on the results of analysis on students’ writing

descriptive text, it was found that there were some errors made by

students.

a. N-5/BT/A1

1) Grammar

In this part, the researcher explained the analysis of

students’ errors on using grammar. They were confused to use

the grammatical feature. Kinds of error on grammar made by

students in writing descriptive text were on the use of “tense”.

From the students student’s worksheet, it could be

known that the there is 2 error in making the verb. In this

writing, there was one error in grammar of tense such as “One

thing that makes me so excited when going to school is my best

friend.” As the pattern of simple present tense the verb should

 67

be “go”. The correct writing was “One thing that makes me so

excited when go to school is my best friend.”.

There was also other error, “she also a very friendly and

polite...”. In the pattern of simple present tanse, the sentece was

not false , but it should be used “is” as a verb to identify personal

apperance. And there is an error in article that use “a” it should

be disapear. So, the correct writing was “she is also very friendly

and polite...”

2) Mechanics

In this part, the research explained the findings of

analysis on mechanic. There is no error in student worksheet.

Student have good ability in writing caption especially in

spelling, punctuation and capitalization.

b. N-9/FNH/A1
 68

1) Grammar

In this part, the researcher explained the analysis of

students’ errors on using grammar. They were confused to use

the grammatical feature. Kinds of error on grammar made by

students in writing descriptive text were on the use of

“pronoun”.

From the student’s worksheet, it could be known that

there is 3 errors in pronoun. First, the writing had some error in

using word order such as: “I and my friend...”. It should be

changed “Me and my friend...”.Second there was error in the

structure of sentence in “usually call Ber” the correct writing it

should be better if put pronoun her as indirect object “usullay

call her Ber”.

Another error in using subject “Me’s skin color is bright

brown” is not suitable with the name of the subject. So, the

correct writing, it will be better if “Me’s” changed “Ber’s/Her”

as the subject it becomes “Ber’s skin color is bright brown”

because the subject is described was girl.

2) Mechanics

In this part, the research explained the findings of

analysis on mechanic errors made by students. There is no error

in student student worksheet. The student using punctuation,

capitalisation and speling is good enough.

 69

c. N-1/FNM/A

1) Grammar

In this part, the researcher explained the analysis of

students’ errors on using grammar. They were confused to use

the grammatical feature. Kinds of error on grammar made by

students in writing descriptive text were on the use of “number”,

“article” and “tanse”.

From the student worksheet there error in writing the

number of the date “She born on 26 july 2004”, in writing

number also has a differance when compared to number that are

used with other than dates. To write the date is using “st”,”nd”,

“rd” or “th” are added after the number as a marker. So, the

correct writing was “She born on 26th july 2004”.

Second, the researcher found the error in student

worksheet in article becase the student using “She is also a

 70

polite,...”. It is better not to use article “a” in sentence. So the

correct writing is “She is also polite,...”

Third, in the student worksheet there is error tanse in

“She has three sibling,...”, it should be “She has three

siblings,...” because in addition of using “s” or “es” which

functions as an explanation and differentiator between singgle

sentece (wich only have one number) and plural sentence

(which have more than one number).

2) Mechanics

In this part, the researcher explained the analysis of

students’ errors on using mechanic aspects. Kind of error on

mechanic aspect was on capitalization in sentence “She born on

26 july 2004”. In capittal latters are used as the first latters of

the name of the yeara, mont, day and celebration. So, the correct

in capitalization is “She born on 26 July 2004”.

d. N-30/SIDN/A1
 71

1) Grammar

In this part, the researcher explained the analysis of

students’ errors on using grammar. They were confused to use

the grammatical feature. Kinds of error on grammar made by

students in writing descriptive text were on the use of

“tanse”.There is error in tanse in sentence “I often called her...”.

It should be “I often call her...”. “Ed” in sentence that use

various types of tenses. Usually endings accompany the verb

(verb) used in tenses.

Second, in sentence “She was very thin...” and “She was

very patient...” should be “She is very thin...”and “She is very

patient...”. Because is as tobe for this sentence tahat using

simple present tanse.

There was also other error, “She’s a very annoying...” it

should be “She’s very annoying...” . The use “a” in english can

be used for the same thing. Only circumtanses can tell when to

use the article word.

2) Mechanics

In this part, the research explained the findings of

analysis on mechanic errors made by students. There is no error

in student student worksheet. The student using punctuation,

capitalisation and speling is good enough

 72

e. N-31/TW/A1

1) Grammar

In this part, the researcher explained the analysis of

students’ errors on using grammar. They were confused to use the

grammatical feature. Kinds of error on grammar made by students

in writing descriptive text were on the use of “number” and

“tanse”.

In the student worksheet there was error in number of the

date “She born on 26 February 2004”, in writing number also has

a differance when compared to number that are used with other

than dates. To write the date is using “st”,”nd”, “rd” or “th” are

added after the number as a marker. So, the correct writing was

“She born on 26th Februatry 2004”.

Second, there is error in tanse in sentence “her hobby

listening music”. It should be “her hobby listening to music”.

Depending on the verb there is nothing different only to be which

is in the sentence.
 73

Third, , in the student worksheet there is error tanse in

“She love,...”, it should be “She loves,...” because in addition of

using “s” or “es” which functions as an explanationjhsdh and

differentiator between singgle sentece (wich only have one

number) and plural sentence (which have more than one number).

2) Mechanics

In this part, the research explained the findings of analysis

on mechanic errors made by students. There is no error in student

student worksheet. The student using punctuation, capitalisation

and speling is good enough.

2. Most Dominan Error of Grammar and Mechanics in Writing

Instagram Caption.

Based on discussion above, the researcher calculated data with

percentages the data in every kind of Grammar and Mechanic error.

Percentages of Grammar and Mechanic error in Writing Instagram

Caption:
𝐹
𝑃 = 𝑁 x 100%

a. Precentages Grammar
117
P = 242 x 100% = 48,35%

b. Precentage Punctuation
72
P = 242 x 100% = 29,75%

c. Precentage Capitalization
44
P = 242 x 100% = 18,18%
 74

d. Precentage Spelling
9
P = 242 x 100% = 3,72%

Tabel 4.1 Clasification of the Sudents Result

No. Category Number of Error Precentages

1. Grammar 117 48,35%
2. Punctuation 72 29,75%
3. Capitalization 44 18,18%
4. Spelling 9 3,72%
Total 242 100%

Chart 4.1 of students frequency in composing caption

35

30

25 48,35
20

15 29,35
10 18,18
5
3,72 3,72
0
Grammar Punctuation Capitalization Spelling

In this research the researcher took 36 at the tenth grade as subject of the

study. The object of the study is composing descriptive text by students. Based

on the analysis above, the student mad three kind error in grammar and

mechanic aspecs. They were punctuation, capitalization and spelling. The

dominant error on students writing was grammar with 117 error or 48,35%.

B. Discussion

After analyzing the data, it can be conclude that total number of errors

the students writing is 242 error in writing descriptive text it can divide in to
 75

grammar and mechanic error. Mechanic errors cosist of punctuation,

capitalization and spelling. Based on the data above the researcher concluded

that there are 48,35% for 117 student make error in grammar. 29,75% for 72

student that make error of capitalization. 18,18% for 44 student that make error

in capitalization. 3,73% for 9 student that make error in spelling.

Based on students worksheet it means that they are able to write a

descriptive text although some of them still making some error in grammar and

mechanics. It is important aspect in writing ability. Example of error in

grammar was in the sentece such as “One thing that makes me so excited when

going to school is my best friend.” As the pattern of simple present tense the

verb should be “go”. The correct writing was “One thing that makes me so

excited when go to school is my best friend.”.

According to Brown (2001:335), writing is a written product of

thinking, drafting, and revising procedures that require specialized skills. The

nature of writing focuses students on how to use discourse markers and

rhetorical conventions to put them cohesively in a written text, how to revise

text for clearer meaning, how to edit text for corresponding grammar, and

how to produce a final product. From the data the reasearcher found many

studens have a problem to use English Language in writing descriptive text.

The student confused to practice English hass different in writing and speaking

the word.

Based on the research finding above the researcher stated the students

of the tenth grades especially in class MIPA 1 have difficulties in composing

in grammar also mechanics. In the punctuation student make error in using of

 76

period punctuation to end the sentence, spacing and comma for conjungtion of

sentence. Them, the student make error in using capitalization in first paragraph

in caption; capital latter in name place; capital latter in name of person; capital

name of city; capital later in subject pronoun. For spelling students make error

in writing the verb. They do not complete in writing a correct verb or miss

writing the caption.

 CHAPTER V

CONCLUSION AND SUGESTION

In this chapter, the researcher divided the content into two points. They are

conclusion and suggestions. The explanation of each poin is presented below.

A. Conclusion

This research was concerned with the writing analysis of the basic

principles of good writing in writing English on Instagram caption. The

researcher draws the conclusions based on the result of the research that had

been done in the research entitled An Analysis of Writing Ability on Instagram

Caption as Teaching Media at SMA N 1 Simo in Academic Year 2019/2020.

From the result of An Analysis the researcher found that some student,

had dificulties in writing, especially in grammar and mechanics. From the

identification of grammar and mechanics errors. The reseacher found 242 the

total number of error from 36 students worksheets of writing instagram caption

in descriptive text.

The students made three kinds of errors in mechanic aspects. They were

punctuation, capitalization, and spelling. The students also made errors in

grammar. The most dominant errors were grammar with 117 errors or 48,35

%, the second was punctuatiaon 72 errors or 29,75%, the third was

capitalization with 44 errors or 18,18 % and the last was spelling with 9 errors

or 3,72 %.

The student had problem in understanding of first language and second

language; however, they had error in writing English text. To comunicate daily

77
 78

with their friends student only use their javanese language, meanwhile to be

mastered in English they should lerned and seldomly practice in their daily

comunication with their friends it is important. In adition, the student tenth

grade of SMA N 1 Simo had many errors in writing because they were not

carefully in writing descriptive text in instagram caption, because they were

confused in using second language to write in to aparagraph. They also had

minimum knowledge in punctuation, capitalitation and spelling to write some

paragraphs. So they could not make a good paragraph in writing.

B. Suggestion

Based on the conclusion and implications that have been explained

above, some suggestions will be directed toward the students and the other

researchers.

1. To the Students

The students should increase their motivation in learning English and

in developing their language. They should practice English inside and

outside class. Learn and practice more about speaking, reading and writing

English. The students should study more in writing by always trying to make

a text to improve their ability in writing skill. The students have to interest

in English first, so they will feel enjoy along learning English especially

writing. So finally, students are able to write a qualify text.

2. To the other researchers

First the subject of the research were the application basic principles

of good writing by students. The students’ skill such as speaking reading

and listening have not been investigated. The next researchers, therefore,
 79

may enlarge the subject of their research. Second other researcher may

conduct further analysis consider this topic with a larger scope of

respondent, to examine students writing.

 80

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 84

APPENDICES
 85

APPENDIX 1
List of Student in X MIPA 1

NO NIS NAME
1 8240 Adi Wibowo
2 8241 Ardiyan Chandra Aufa R
3 8242 Asri Rosita Sugianti
4 8243 Azriel Febrian Devara
5 8244 Berlian Titasari
6 8245 Daffa’ Alifadika
7 8246 Dania Valensia
8 8247 Eva Rosita
9 8248 Fatimah Nur Hidayah
10 8249 Firdayanti Nurmila M
11 8250 Galuh Citra Wati
12 8251 Gilang Wahyu Nugraha/
13 8252 Hendra Wijaya
14 8253 Hesti Puji Lestari
15 8254 Ifhwa Vembi Pradana
16 8255 Ista Dian Pramesti
17 8256 Krisna Satria Indra Jaya
18 8257 Luthfia Laili N
19 8258 Meilia Nur Aini
20 8259 Miftakhur Rohman
21 8260 Nabila Mu’afi Agustin
22 8261 Nahla Fizi Azizah
23 8262 Niftakhatun Nisa
24 8263 Nisrina Ammatul F
25 8264 Raditya Febri Puspitasari
26 8265 Rahma Anargya Putri
27 8266 Reni Fitria Widiastuti
28 8267 Rifda Nabila Indriani
29 8268 Rifqy Adi Prambudi
30 8269 Septiana Isna D N
31 8270 Tanti Wijayanti
32 8271 Tarisa Firda S
33 8272 Venita Syavera
34 8273 Wahyu Indah Lestari
35 8274 Yoan Nauval Saputra
36 8275 Yusuf Cahyo Utomo
 86

APPENDIX 2 : Analysis on Students’ Writing Worksheet

A. N-1/AW/A1

1. Capitalization

a. My best friend is ardiyan chandra aufa and he is my classmate. Be

better My best friend is Ardiyan Chandra Aufa and he is my

classmate.
 87

B. N-2/ACAR/A1

1. Grammar

a. Four years ago from now. Be better For years ago until now.

b. She lives in the village. Be better He lives in the village.

c. She is the first child. Be better He is the first child.

d. In school he follow the choir. Be better In the school he follow the

choir.

e. He has a very fat body posture. Be better He has very fat body

posture.

f. A pretty tall body. Be better Pretty tall body.

g. He’s also one of the fattest people. be better He’s also one of the

fattest people.
 88

2. Punctuation

a. Hello friends this time i will tell you about my classmate be better

Hello friends this time i will tell you about my classmate.

b. He named Cahyo be better He named Cahyo.

c. His full name Yusuf Cahyo Utomo be better His full name Yusuf

Cahyo Utomo.

d. 22nd May two thousand four be better 22nd May two thousand

four.

e. He is very unique, be better He is very unique.

f. And brown tanned skin, be better And brown tanned skin.

g. He’s someone who is quiet thick and complicated be better He’s

someone who is quiet thick and complicated.

h. He’s also one of the fattest people be better He’s also one of the

fattest people.

i. Maybe that’s all I tell you thanks for hearing the story from me

until i see you be better Maybe that’s all I tell you thanks for

hearing the story from me until i see you.

3. Capitalization

a. hello friend this time i will tell you about my classmate. Be better

Hello friend this time i will tell you about my classmate.

b. he is named Cahyo. Be better He is named Cahyo.

c. his full name is Yusuf Cahyo Utomo. Be better His full name is

Yusuf Cahyo Utomo.

 89

d. i kown him since I was in seventh grade fours years ago. Be better

I kown him since I was in seventh grade fours years ago.

e. she lives in the village in Tegalrayung, Simo, Boyolali, Central

Java, Indonesia be better She lives in the village in Tegalrayung,

Simo, Boyolali, Central Java, Indonesia.

f. she is the first child of two siblings be better She is the first child

of two siblings.

g. in the school he follows the choir extraculicular be better In the

school he follows the choir extraculicular.

h. he has very fat body posture be better He has very fat body posture.

i. he is some one who is fun to talk to be better He is some one who

is fun to talk to.

j. he’s also one of the fattest people be better He’s also one of the

fattest people.

k. maybe that’s all I tell you thanks for hearing the story from me until

i see you be better Maybe that’s all I tell you thanks for hearing the

story from me until i see you.

 90

C. N-3/ARS/A1

1. Grammar

a. She was born in Boyolali, 14 february 2004 on Saturday. Be better

She was born in Boyolali, 14th february 2004 on Saturday.

b. She is a fat person and she is average height. Be better She is a fat

person and she has average heigh.

2. Capitalization

a. Her name is Nahla Fizi Aziza. But i call her Nahla. Be better Her

name is Nahla Fizi Aziza. But I call her Nahla.

b. Ok, i think enough. Be better Ok, I think enough.

3. Speeling

a. She is fiveteen years old. Be better She is fifteen years old.

b. Her favorite food is meatball and her favorite drink is coffe. Be

better Her favorite food is meatball and her favorite drink is coffee.
 91

D. N-4/AFD/A1

A. Grammar

a. He studies in senior high school of 1 simo, and he is my classmate,

because we are X science 1, grade 10, he is a cleever student and

kind student. Be better He studies in senior high school of 1 simo,

and he is my classmate, because we are X science 1, grade 10, he is

a cleever and kind student.

b. When we were playing that game his job is support and sniper,he is

a profesional sniper in that game, so if i play with him,we will win

with easily. Be better When we were playing that game his job is

support and sniper,he is a profesional sniper in that game, so if I

play with him,we will win easily.

 92

B. Punctuation

a. Hi,i would like to describe to you about my friend,his name is yoan

nauval saputra,he lives in Tegalrayung,Pelem,Simo,Boyolali. Be

better Hi, I would like to describe to you about my friend, his name

is yoan nauval saputra. He lives in Tegalrayung, Pelem, Simo,

Boyolali.

b. Boyolali.He has curly hair,ponted nose,and gaunt cheeks. Be better

Boyolali. He has curly hair, ponted nose, and gaunt cheeks.

c. gaunt cheeks.He is 165cm tall and 48kg height.He studies in senior

high school 1 simo,and he is my classmate,because we are X science

1,grade 10,he is a cleever student and kind student. Be better gaunt

cheeks. He is 165cm tall and 48kg height.He studies in senior high

school 1 simo, and he is my classmate, because we are X science 1,

grade 10, he is a cleever and kind student.

d. kind student.His hobbies are playing guitar and playing game,He

usually plays PUBG or Player Unknown Battle Ground with me and

Gilang. Be better kind student. His hobbies are playing guitar and

playing game, He usually plays PUBG or Player Unknown Battle

Ground with me and Gilang.

 93

e. Gilang.When we were playing that game his job is support and

sniper,he is a profesional sniper in that game,so if i play with him,we

will win with easily. Be better Gilang. When we were playing that

game his job is support and sniper,he is a profesional sniper in that

game, so if i play with him, we will win with easily.

 94

E. N-5/BT/A1

A. Grammar

a. One thing that makes me so excited when going to school is my

best friend. Be better One thing that makes me so excited when go

to school is my best friend.

b. She also a very friendly and polite. Be better She a also very

friendly and polite.

 95

F. N-6/DA/A1

1. Gammar

a. I have a friend, his name is Ardiyan, he is one of the student of

SMAN 1 simo just like me. he likes watching Japanese anime. Be

better I have a friend, his name is Ardiyan, he is one of the student

of SMAN 1 simo seems like me. he likes watching Japanese anime.

b. He also joined the student council organization and he also joined

the extracurricular Rohis be better He is also joins the student

council organization and Rohis extracurricular.

c. He also likes playing game mobile legend and honkai Impact 3. Be

better he also likes playing mobile legend game and honkai Impact

3.
 96

d. Ardiyan is also a diligent student, he never late to school and

always does his homework on time. Be better Ardiyan is also a

diligent student, he never lates to school and always does his

homework on time.
 97

G. N-7/DV/A1

1. Grammar

a. She was a brown-skinned girl, not too tall but also not short, and

she is wearing a hijab. Be better She is a brown-skinned girl, not

too tall but also not short, and she is wearing a hijab.

b. I cant tell you what genre he likes. Be better I cant tell you what

genre she likes.

c. She is funny and can make me laugh when talking to her or just by

looking at her ugly face. Be better She is funny and can make me

laugh when talk to her or just by look at her ugly face.

 98

2. Capitalization

a. she was a brown-skinned girl, not too tall but also not short, and

she was wearing a hijab. Be better She was a brown-skinned girl,

not too tall but also not short, and she was wearing a hijab.
 99

H. N-8/ER/A1

1. Grammar

a. Verry angry easly, be better Easy to get angry.

b. She really like to sing, be better She really like to singing.

c. she likes things that smell kpop. Be better she likes something that

smell kpop.

d. She often fantasizes being his gilfriend oppa oppa korea. Be bettre

She often fantasize being oppa korea grilfriend.

2. Spelling

a. She often fantasizes being his gilfriend oppa oppa korea. Be better

She often fantasy being his gilfriend oppa oppa korea.

 100

I. N-9/FNH/A1

1. Grammar

a. I and my friends usually call ber. Be better Me and my friends

usually call Ber.

b. Me’s skin colour is brown. Be better Ber’s skin colour is brown.

2. Speeling

a. One of my closest classmate is Berlian Titasaru. Be better One of

my closest classmate is Berlian Titasari.

 101

J. N-10/FNM/A1

1. Grammar

a. She was born 26 july 2004. Be better She was born 26th july 2004.

b. She is also a polite, be better She is also polite.

c. She has three sibling, be better She has three sibling.

2. Capitalization

a. She live in sambi. Be better She live in Sambi.

b. She was born on 26 july 2004. Be better She was born on 26 July

2004.
 102

K. N-11/GCW/A1

1. Grammar

a. Althought we’ve just meet for few month, she is really kind to

me. Be better Althought we’ve just meet for few months, she is

really kind to me.

b. She come from congol wetan,bendungan ,simo be better She

comes from congol wetan ,bendungan ,simo.

c. She was born on 10 february 2004. Be better She was born on 10th

february 2004.

d. That’s why see has a reading comics. Be better That’s why see

has a reading comics.

e. Not only pretty she also very friendly and polite person. Be better

Not only pretty she is also very friendly and polite person.
 103

2. Punctuation

a. Going to school.is my best friend her name is Berlian Tita Sari.

Be better Going to school. Is my best friend her name is Berlian

Tita Sari.

b. Tita Sari .althought we’ve just meet for few month ,she is really

kind to me. Be better Tita Sari. Althought we’ve just meet for few

month, she is really kind to me.

c. 2004 .she come from congol wetan ,bendungan ,simo be better

2004. She come from congol wetan, bendungan, simo.

d. Her body is slim and tall.she loks cute face.her skin colour is

white .she looks cute with her little nose and baby face .that’s why

see has a sweet smle .her hobbies are swimming and eading a

comic.not only pretty she also very friendly and polite

person.when some body says hi,she always replies it by smilling

at her or him be better Her body is slim and tall.she loks cute face.

her skin colour is white .she looks cute with her little nose and

baby face. that’s why see has a sweet smle. her hobbies are

swimming and eading a comic. not only pretty she also very

friendly and polite person.when some body says hi, she always

replies it by smilling at her or him.

 104

3. Capitalization

a. Going to school.is my best friend her name is Berlian Tita Sari.

Be better Going to school. Is my best friend her name is Berlian

Tita Sari.

b. Tita Sari .althought we’ve just meet for few month ,she is really

kind to me. Be better Tita Sari. Althought we’ve just meet for few

month, she is really kind to me.

c. 2004 .she come from congol wetan ,bendungan ,simo be better

2004. She come from Congol Wetan, Wendungan, Simo.

d. Her body is slim and tall.she loks cute face.her skin colour is

white .she looks cute with her little nose and baby face .that’s why

see has a sweet smle .her hobbies are swimming and eading a

comic.not only pretty she also very friendly and polite

person.when some body says hi,she always replies it by smilling

at her or him be better Her body is slim and tall. She loks cute

face. Her skin colour is white .she looks cute with her little nose

and baby face. That’s why see has a sweet smle. Her hobbies are

swimming and eading a comic. Not only pretty she also very

friendly and polite person. When some body says hi, she always

replies it by smilling at her or him.

 105

L. N-12/GWH/A1

1. Grammar

a. He was born in boyolali in July and now lives Simo. Be better He

was born in boyolali on July and now he lives in Simo.

b. Iam older than him but he is taller than me and bigger. Be better

Iam older than him but he is taller and bigger than me.
 106

M. N-13/HW/A1

1. Grammar

a. His father is enterpreanur and his mother also enterpreanur. Be

better His father is an enterpreneur and his mother also

enterpreneur.

b. Miftah has a thin body. Be better Miftah has thin body.

c. He inspired me to work harder. Be better He inspires me to work

harder.

d. He keps me away from bad company. Be better He keeps me away

from bad company.

e. I love to have friend like that. Be better I love to have friend like

him.
 107

2. Punctuation

a. I have a good friend.His name is Miftah and he is my

classmate.Miftah come from Godea,Pelem,Simo.He is 16 years

old.His father is an enterpreanur and his mother also enterpreanur.

Be better I have a good friend. His name is Miftah and he is my

classmate.Miftah come from Godea, Pelem, Simo. He is 16 years

old. His father is an enterpreanur and his mother also

enterpreanur.

b. He is punctual, well educated,and has good manners.He works very

hard.He always does his home work.He also dressed well and

behaved well.All teachers have high opinions about it.Miftah has a

thin body.He is gentle toward everyone.In addition,miftah

participates in all sporting activities,and mountain claimbing

because he follow ashphalt extracuricular.He has kind heart be

better He is punctual, well educated, and has good manners. He

works very hard. He always does his home work. He also dressed

well and behaved well. All teachers have high opinions about it.

Miftah has a thin body. He is gentle toward everyone. In addition,

miftah participates in all sporting activities, and mountain

claimbing because he follow ashphalt extracuricular. He has kind

heart.

c. Unfortunately he can’t play guitar,but he makes his parents very

proud.He got good grades.He inspired me to work harder.He kept

 108

me away from bad company.I love to have friend like that Be better

Unfortunately he can’t play guitar,but he makes his parents very

proud. He got good grades. He inspired me to work harder. He kept

me away from bad company. I love to have friend like that.

 109

N. N-14/HPL/A1

1. Grammar

a. Me and my friends usually call her Atun. Be better My friends

and I usually call her Atun.

b. Her hobby is dancing, she likes to dance modern. Be better Her

hobby is dancing, she likes modern dance.

c. Her favorite food and drink are meatball and orange juice. Be

better Her favorite food and drink is meatball and orange juice.

d. She has a friendly and easy to get along with people around she

is one of the most talkaktive student in my class. Be better She

has a friendly and easy to get along with people around her, she

is one of the most talkaktive student in my class.

 110

2. Punctuation

a. She has a friendly and easy to get along with people around she

is one of the most talkaktive student in my class be better She has

a friendly and easy to get along with people around her, she is

one of the most talkaktive student in my class.

 111

O. N-15/IVP/A1

1. Grammar

a. His hobbies were reading, especially rading comics. Be better His

hobbies is reading, especially rading comics.

b. I often saw him, reading comics in class. Be better I often see him,

reading comics in class.

c. Besides, he was also a member student council at school. Be better

Besides, he is also a member student council at school.

2. Capitalization

a. I often cal him ardiyan. Be better I often cal him Ardiyan.

3. Spelling

a. He is fourthteen years old. Be better He is fourteen years old.

 112

P. N-16/IDP/A-1

1. Grammar

a. Hai guys, I want to tell you about my friend, her named is Eva

Rosita. Be better Hai guys, I want to tell you about my friend, her

name is Eva Rosita.

b. Even we alwayss Sitting down, I am bored, but I love her. Be

better Even we alwayss sit down, I am bored, but I love her.

c. She has a stratue like me, tal but not too tall still tall me, pug nose

that makes it look cute, he also wears the same veil as me, our

friendship is always covered by many problems, be better She has

a stratue like me, tal but not too tall still tall me, pug nose that

makes it look cute, he also wears the same veil as me, our

friendship is always covers by many problems.

 113

2. Punctuation

a. Even we always sitting down, iam bored, but i love her be better

Even we always sitting down, iam bored, but i love her.

b. But we always make peace in the end, what a wonderful

friendsship, I love her be better But we always make peace in the

end, what a wonderful friendsship, I love her.

3. Capitalization

a. Even we always Sitting down, I am bored, but I Love her. Be

better Even we always sit down, I am bored, but I love her.

b. But we always make peace in the end, what a wonderful

friendship, I Love her. Be better But we always make peace in the

end, what a wonderful friendsship, I love her.

4. Spelling

a. She has stature like me, tall but not to tall still tall me. Be better

She has structure like me, tall but not to tall still tall me.
 114

Q. N-17/KSIJ/A1

1. Grammar

a. I want to introduce my close friends to all of you, be better I want

to introduce my close friend to all of you.

b. His father’s job is an English teacher in junior high school 1 simo

and thats is my school at in junior high school, be better His father

job is an English teacher in junior high school 1 simo and thats

is my school at in junior high school.

c. He is a very disciplined person, be better He is a very discipline

person.

d. He was born on February 24, 2005 and is now 14 years and over

a year younger than me, be better He was born on February 24th,

 115

2005 and now he is 14 years old and over a year younger than

me.

e. He joined the student council and he became chairman of two be

better He joins the student council and he became chairman of

two.

2. Punctuation

a. He lives with his parents and two older sissters at ngreni simo

simo Boyolali, be better He lives with his parents and two older

sissters at Ngreni, Simo, Simo, Boyolali.

b. He joined the student council and he became chairman of two be

better He joined the student council and he became chairman of

two.

3. Capitalization

a. In the name of rifqy adi Prambudi, be better In the name of Rifqy

Adi Prambudi.

b. He lives with his parents and two older sissters at ngreni simo

simo Boyolali, Be better He lives with his parents and two older

sissters at Ngreni, Simo, Simo, Boyolali.

c. His father’s job is an English teacher in junior high school simo

and that my school at in junior high school, be better His father’s

job is an English teacher in junior high school Simo and that my

school at in junior high school.

 116

d. His mother is aslo Engish teacher in junior high school 2 simo

and now i will to introduce my friend who is a little who he is

rifqy, be better His mother is aslo Engish teacher in junior high

school 2 Simo and now i will to introduce my friend who is a little

who he is Rifqi.
 117

R. N-18/LLN/A1

1. Grammar

a. Her name is Nisrina Ammatul Firdausa, but i usually called her

Nana. Be better Her name is Nisrina Ammatul Firdausa, but i

usually call her Nana.

b. Although her body is tiny Nana is one years older than me. Be

better Although her body is tiny Nana is one years older than me.

c. Nana has short hair and fat fingers that makes me very exasperated

with her. Be better Nana has short hair and fat fingers that make

me very exasperated with her.

d. She like english lessons. Be better She like english lesson.

 118

2. Punctuation

a. I very love her be better I very love her.

3. Capitalization

1) She like english lessons. Be better She like English lesson.

 119

S. N-19/MNA/A1

1. Grammar

a. She like chemistry and mathematics. Be better She like chemistry

and mathematic.

b. People are moody, easly bored, do not like small talk, and the spech

hurts the hearts. Be better She is moody, easly bored, do not like

small talk, and the spech hurts the hearts.

c. She really likes footballs shows but her hobby is reading novels, be

better She really likes footballs mates but her hobby is reading

novels.
 120

2. Capitalization

a. I used to call her isnak. Be better I used to call her isnak.

b. She like Chemistry and Mathematics.. Be better She like Chemistry

and Mathematic.
 121

T. N-20/MR/A1

1. Grammar

a. Hendra is a thin man but hee is tall. Be better Hendra is thin man

but hee is tall.

b. Hendra has black hair and glasess. Be better Hendra has black

hair and wear glasess.

c. He always gets top 10 in class. Be better He always gets top 10

grades in class.

d. He also usually treats his friends if he has more money. Be better

He also usually treats his friends if he has much money.

 122

U. N-21/NMA/A1

1. Grammar

a. One of my closest classmates is Fatimah Nur Hidayah, me and my

friends usual call her “Hida”. Be better One of my closest

classmates is Fatimah Nur Hidayah, my friends and i usual call her

“Hida”.

b. Iam very happy to be a friend with her and i hope could be friend

with her forefer. Be better Iam very happy to be a friend with her

and i hope could be friend with her forefer.

2. Punctuation

a. One of my closest classmates is Fatimah Nur Hidayah,me and my

friends usual call her “Hida”.She has one sister and one brother.She

lives in Nogosari,Boyolali. Be Better One of my closest classmates

 123

is Fatimah Nur Hidayah, me and my friends usual call her “Hida”.

She has one sister and one brother. She lives in Nogosari, Boyolali.

b. She is a girl who is slim and not too tall,her skin color brown

hair,she has a pair of tin eyebrows,oval face,and slightly snub

nose.She is a good person who threats all her friends well,allthough

sometimes she is also ignorant.she is also polite,diligent,and

friendly person.Her hobby is drwing and she relly likes to drink

mixed ice. Be better She is a girl who is slim and not too tall, her

skin color brown hair, she has a pair of tin eyebrows, oval face,

and slightly snub nose. She is a good person who threats all her

friends well, allthough sometimes she is also ignorant. She is also

polite, diligent, and friendly person. Her hobby is drwing and she

relly likes to drink mixed ice.

c. Fatimah is an active student in the school ,she likes to follow the

organization in the school that is “intra school organization

(OSIS)”.she has god self confidance be better Fatimah is an active

student in the school , she likes to follow the organization in the

school that is “intra school organization (OSIS)”. She has god self

confidance.

3. Capitalization

a. She is a good person who threats all her friends well, allthough

sometimes she is also ignorant.she is also polite, diligent, and

friendly person. Be better She is a good person who threats all her
 124

friends well, allthough sometimes she is also ignorant. She is also

polite, diligent, and friendly person.

b. Fatimah is an active student in the school ,she likes to follow the

organization in the school that is “intra school organization

(OSIS)”.she has god self confidence. Be better Fatimah is an active

student in the school ,she likes to follow the organization in the

school that is “intra school organization (OSIS)”. She has god self

confidance.
 125

V. N-22/NFA/A1

1. Grammar

a. She was is my friend in class 10 grade since 1, be better She was

is my friend in since class 10 grade 1.

b. She was born in Boyolali on July 12, 2004 wich mean means she

is she is 15 years old, be better She was born in Boyolali on July

12th, 2004 it mean means she is she is 15 years old.

c. Then i acquainted with her and she also acquainted with me

initially we did not to talk much to each other but overtime we

talked to each other, be better Then i acquainted with her and she
 126

also acquainted with me initially we do not to talk much to each

other but overtime we talk more to each other.

 127

W. N-23/NN/A1

1. Grammar

a. And i usually cal her is Dania. Be better And i usually cal her

Dania.

b. But we don’t in same class. Be better But we don’t in the same

class.

c. He is someone who is very fond of people. Be better They are is

someone who are very fond of people.

d. She is also smart people. Be better She is also smart person.

e. And usually we are study together. Be better And usually we are

studying together.
 128

2. Capitalization

1) I knew her was in Junior High School. Be better I knew her was

in junior high school.

 129

X. N-24/NAF/A1

1. Grammar

a. She called Luthfia, but usually I caled her Lutfi. Be better She as

called Luthfia, but usually I caled her Lutfi.

b. She very smart in count many number. Be better She is very smart

in count many number.

c. She really kind, I love her so much. Be better She is very smart in

count many number.

 130

Y. N-25/RFP/A1

1. Grammar

a. One thing that unique from her, she has a voice like a child. Be

better One thing that unique from her, she has a voice seems like a

child.

b. When she reding, all friend wll laugh and say if her voice is like a

child. Be better When she reads, all friend wll laugh and say if her

voice seems like a child.

2. Punctuation

a. Tanti is a funny, smart,and talkaktive person. Be better Tanti is a

funny, smart and talkaktive person.

 131

Z. 26/RAP/A1

1. Grammar

a. She was born in Boyolali, 12nd December 2003. Be better She

was born in Boyolali, 12th December 2003.

b. Her hobby are watching movie and listen music. Be better Her

hobbies are watching movie and listening to music.

c. She is the first child of 2nd children. Be better She is the first child

of 2 children.
 132

2. Punctuation

a. I would like to describe to you about my chairmate and my close

friend be better I would like to describe to you about my chairmate

and my close friend.

b. She was born in Boyolali, 12th December 2003. So, she is 15 y.o

righ now. Her hobby are watching movie and listen music. Be

better She was born in Boyolali, 12th December 2003. So, she is

15 y.o righ now. Her hobby are watching movie and listen music.

c. Her favourite colour is Lavender.Her favorite subject is English.

Be better Her favourite colour is Lavender.Her favorite subject is

English.

d. She live with her and her litlle sister.She is the first child of 2nd

children. Be better She live with her and her litlle sister. She is

the first child of 2nd children.

3. Capitalization

a. She was studied in Elementary School of 2 Pelem and the in

Junior High School of One Simo, now she is studying in Senior

High School of On Simo. Be better She was studied in elementary

school of 2 Pelem and the in junior high school of 1 Simo, now

she is studying in senior high school of 1 Simo.

 133

AA. N-27/RFW/A1

1. Grammar

a. She was born on April 18, 2004. Be better She was born on April

18th, 2004.

b. She wears glasses, that makes she look funny for me. Be better

She wears glasses, that make her looks funny for me.

c. She is one of my classmates she is diligent child, every time she

has a task she always does it on me. Be better She is one of my

classmates she is diligent person, every time when she has a task

she always does it on me.

d. She is determined child. Be better She is determined person.

 134

2. Capitalization

a. Her hobby is singing and her favourite subject is biology. Be

better Her hobby is singing and her favourite subject is biology.

 135

BB. N-28/RNI/A1

1. Grammar

a. I have a friend. her name is nahla Fizi Azizah,I call her nahla she

live in kedunglengkong, simo, boyolali she hasbrown eyes, long

hair, big body. Be better I have a friend. her name is Nahla Fizi

Azizah, I call her nahla she live in kedunglengkong, Simo,

Boyolali she hasbrown eyes, long hair, big body.

b. She hass two siblings, one older sister and younger brother she

like lesson Mathematic and English she is smart, and huble. Be

better She hass two siblings, one older sister and younger brother

she like lessons Mathematic and English she is smart, and huble.
 136

2. Punctuation

a. I have a friend. her name is nahla Fizi Azizah,I call her nahla she

live in kedunglengkong, simo, boyolali she has brown eyes, long

hair, big body. Be better I have a friend. Her name is Nahla Fizi

Azizah, I call her Nahla. She live in Kedunglengkong, Simo,

Boyolali. She has brown eyes, long hair, big body.

b. Her body is fat and tall, She has cute face her favorite food is

steak Her hobbies are swimming and gardening. Be better Her

body is fat and tall, She has cute face her favorite food is steak.

Her hobbies are swimming and gardening.

c. She hass two siblings, onne older sister and younger brother she

like lesson mathematic and English She is smart,and huble. Be

better She hass two siblings, onne older sister and younger

brother she like lesson mathematic and English. She is smart and

huble.

3. Capitalization

a. I have a friend. her name is nahla Fizi Azizah, I call her nahla she

live in kedunglengkong, simo, boyolali she has brown eyes, long

hair, big body. Be better I have a friend. Her name is Nahla Fizi

Azizah, I call her Nahla. She live in Kedunglengkong, Simo,

Boyolali. She has brown eyes, long hair, big body.

b. She hass two siblings, one older sister and younger brother she

like lesson mathematic and English. She is smart and huble. Be

 137

better She hass two siblings, one older sister and younger brother

she like lesson Mathematic and English. She is smart and huble.
 138

CC. N-29/RAP/A1

1. Grammar

a. I want to introduce my friend since attending junior high school

named Krisna Satria Indra Jaya, he lives in Ngaglik, Suren,

Sambi, Boyolali. Be better I want to introduce my friend since

attend in junior high school named Krisna Satria Indra Jaya, he

lives in Ngaglik, Suren, Sambi, Boyolali.

b. He was born on 30 March 2004. Be better He was born on 30th

March 2004.

c. He has hobby of swimming and he really likes games. Be better

His hobby is swimming and he really likes gaming.

 139

d. Usually he goes to school on a motorcycle. Be better Usually he

goes to school by motorcycle.

2. Capitalization

a. He is part of the board of Intra School Student Organizations or

often referred to as the Student Council at our school. he goes to

school at 6.10 in the morning and gets to school at 6.20 in the

morning. Be better He is part of the board of Intra School Student

Organizations or often referred to as the Student Council at our

school. He goes to school at 6.10 in the morning and gets to

school at 6.20 in the morning.

 140

DD. N-30/SIDN/A1

1. Grammar

a. She was named Melia Nur Aini, but i often called her Meil. Be

better She was named Melia Nur Aini, but i often call her Meil.

b. She was very thin, and not too short. Be better She was very thin,

and not too short.

c. She’s a very annoying but plesant women. Be better She’s very

annoying but plesant women.

 141

d. She was very patient with my attitude. Be better She is very

patient with my attitude.

e. She like the color blue, like me. Be better She like the blue colour,

like me.
 142

EE. N-31/TW/A1

1. Grammar

a. Se was born in Boyolali, 26 February 2004. Be better Se was born

in Boyolali, 26th February 2004.

b. She love her cat very much. Be better She loves her cat very much.
 143

FF. N-32/TFS/A1

1. Grammar

a. She was born on july 29, 2004. Her hobby is listening music, and

her favorite food is meetball. Be better She was born on july 29th,

2004. Her hobby is listening music, and her favorite food is

meetball.

b. Her body is small and short, her hair is black and short, her eyes

is big, her eyelhashes are long and her skin is brown. Be better

Her body is small and short, her hair is black and short, her eyes

was big, her eyelhashes are long and her skin is brown.
 144

2. Punctuation

a. I have a friend, her name is mila. She lives in

Jatisari,Sambi,Boyolali.She was born on july 29,2004.Be better I

have a friend, her name is mila. She lives in Jatisari, Sambi,

Boyolali. She was born on july 29th, 2004.

b. Her hobby is listenng music, and her favorite food is meetball.She

is my junior high school friend and now also in high school.Mila

is smart student. Be better Her hobby is listenng music, and her

favorite food is meetball. She is my junior high school friend and

now also in high school. Mila is smart student.

c. Her body is small and short, her hair is black and short, her eyes

is big,her eyelhashes are long,and her skin is brown. Be better Her

body is small and short, her hair is black and short, her eyes is

big, her eyelhashes are long, and her skin is brown.

d. She is my best friend be better She is my best friend.

3. Spelling

a. Her hobby is listenng music, and her favorite food is meetball. Be

better Her hobby is listenng music, and her favorite food is

meatball.
 145

GG. N-33/VS/A1

1. Punctuation

a. Hi everyone, i would like to tell you about my chairmate, she is

one of my best friend. Be better Hi everyone, i would like to tell

you about my chairmate, she is one of my best friend.

 146

HH. N-34/WIL/A1

1. Grammar

a. We already know each other since the junior high school and now

we are classmates, but not tablemates. Be better We already know

each other since the junior high school and now we are classmate,

but not tablemate.

b. She has a noise that is not too sharp. Be better She has a nose that

is not too sharp.

c. Sometimes, when we are together, we singing along. She is likes

to english lessons. Be better Sometimes, when we are together, we

singing along. She is likes to english lessons.

d. She is likes to english lessons. Be better She likes english lessons.

 147

e. According to her, a lesson english was fun. Be better According

to her, a English lesson is fun.

f. I’am glad to be friend with her. Be better I’am glad to be her

friend.

2. Capitalization

a. She is likes to english lessons. Be better She is likes to English

lessons.

b. According to her, a lesson english was fun. Be better According

to her, a lesson English was fun.

 148

II. N-35/YMS/A1

1. Grammar

a. Hi, i would like to introducing my friend. Be better Hi, I would

like to introduce my friend.

b. He was born in Boyoalali, February 2th 2005. Be better He was

born in Boyoalali, February 2nd 2005.

c. His hobby is playing instrument music and playing game. Be

better His hobbie are playing instrument music and playing game.
 149

2. Spelling

a. His favourite food is “Bidtik Lidah” from Harjo Bistik. Be better

His favourite food is “Bistik Lidah” from Harjo Bistik.

b. And his favourite drink is minerale. Be better And his favourite

drink is mineral.
 150

JJ. N-36/YCU /A1

1. Grammar

a. I will introduce my classmate who is quite unique, his name is

ardiyan chandra aufa rafiqi he is a classs x mipa student in a high

school 1 simo. Be better I will introduce my classmate who is

quite unique, his name is ardiyan chandra aufa rafiqi he is x mipa

in a high school 1 simo.

b. his house is in banaran trosobo sambi boyolali and he goes to

school usually on a motorcycle he is the second of three siblings.

Be better his house is in banaran trosobo sambi boyolali and he

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goes to school usually by motorcycle he is the second child of

three siblings.

c. ardiyan has tall body and is not too fat, he has curly hair and he

among the smart students in the class. Be better ardiyan has tall

body and not too fat, he has curly hair and he among the smart

students in the class.

d. the thing that makes it unique is that his behaviour cannot be

silent, be better the thing that makes it unique is his behaviour

cannot be silent.

2. Punctuatiaon

a. I will introduce my classmate who is quite unique, his name is

ardiyan chandra aufa rafiqi he is a classs x mipa student in a high

school 1 simo Be better I will introduce my classmate who is quite

unique, his name is ardiyan chandra aufa rafiqi he is a classs x

mipa student in a high school 1 simo.

b. his house is in banaran,trosobo,sambi,boyolali and he goes to

school usually on a motorcycle he is the second of three siblings

be better His house is in Banaran, Trosobo, Sambi, Boyolali and

he goes to school usually on a motorcycle he is the second of three

siblings.

c. he has curly hair and he among the smart students in the class be

better he has curly hair and he among the smart students in the

class.
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d. he always walks to his classmates and invites him to talk and he

always does it when he is out of work and thats a brief descrtion

of ardiyan be better he always walks to his classmates and invites

him to talk and he always does it when he is out of work and thats

a brief descrtion of ardiyan.

3. Capitalization

a. I will introduce my classmate who is quite unique, his name is

ardiyan chandra aufa rafiqi he is a classs x mipa student in a high

school 1 simo. Be better I will introduce my classmate who is

quite unique, his name is Ardiyan Chandra Aufa Rafiqi he is a

classs x mipa student in a high school 1 Simo.

b. his house is in banaran trosobo sambi boyolali and he goes to

school usually on a motorcycle he is the second of three siblings.

Be better His house is in Banaran, Trosobo, Sambi, Boyolali and

he goes to school usually on a motorcycle he is the second of three

siblings.

c. ardiyan has tall body and is not too fat be better Ardiyan has tall

body and is not too fat.

d. he always walks to his classmates and invites him to talk and he

always does it when he is out of work and thats a brief descrtion

of ardiyan Be better He always walks to his classmates and invites

him to talk and he always does it when he is out of work and thats

a brief descrtion of Ardiyan.

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APPENDIX 3 : Validation