




































1 

 ELT FORUM 5 (1) (2016) 

 

Journal of English Language Teaching 

 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

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) 

 

Gisty Listiani  

 

English Department. Faculty of Languages and Arts. State University of Semarang. 

 

Aticle Info 

________________ 
Article History: 

Received in February 

2016 

Approved in March 2016 

Published in April 2016 

________________ 
Keywords: 

Instagram Writing, Recount 

Text, Students with High 

and Low Motivation. 

____________________ 

Abstract 
___________________________________________________________________ 
This final project is based on a study which attempts to examine the effectiveness of instagram writing compared 

to teacher centered writing to teach recount text to students with high and low motivation of SMP Kesatrian 1 

Semarang in the academic year of 2015/2016. This final project has several objectives; to measure how effective 

instagram writing is to teach recount text to students with high motivation, to measure how effective instagram 

writing is to teach recount text to students with low motivation, to measure how effective teacher centered writing 

is to teach recount text to students with high motivation, to measure how effective teacher centered writing is to 

teach recount text to students with low motivation and to measure how effective instagram writing is compared 

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

This study was conducted by using Experimental research with 40 students participated. Those students were 

divided into experimental and control group. The experimental group was taught writing recount text by using 

instagram as a teaching technique, whereas the control was taught by using teacher centered writing. Results 

indicated that the final average score of experimental group was 73. Meanwhile, the control group got a lower 

average score with 67.15. After calculating the significance of the test, the result of the t-value was 2.210 and t-

table was 2.002. With regard to the previous results, it can be concluded that teaching recount text using 

instagram resulted a better achievement. Besides, the t-value of the post test was higher than the critical value 

which meant that the difference was statistically significant. Thus, the higher achievement of experimental group 

indicated that the use of instagram promoted a better understanding for students with high and low motivation 

which improved the quality of their writing. 

 

© 2016 Universitas Negeri Semarang 

 
 Correspondent Address:  

   B3 Building  FBS Unnes  

   Sekaran, Gunungpati, Semarang, 50229 

   E-mail: unnes_english@yahoo.com 

 

 

 

ISSN 2252-6706 



 

Gisty Listiani / Journal of English Language Teaching 5 (1) (2016) 

2 

INTRODUCTION 

Language has four skills to be mastered. 

The four skills are listening, speaking, reading, 

and writing. Those four skills are linked to each 

other, but many students argue that writing is the 

most difficult skill to be mastered because of its 

complexity. However, students must realize the 

essential role of writing skill. Writing is used 

when the spoken communication cannot be done 

in a certain situation. Writing communicates our 

thought or ideas to be understood by someone 

else. Thus, in order to get others’ understanding, 

students must convey their ideas in a good 

concept and arrangement. It includes the 

combination of grammar, diction, vocabulary, 

and also the imagination of the students to make 

a good writing. In line with this, Heaton (1975: 

127) stated that “writing is a task which involves 

the writers in manipulating words in grammatical 

correct sentences, those sentences in form of 

writing which successfully communicates the 

writer’s thoughts and ideas on certain topic.” 

In classroom practice, students tend to be 

unenthusiastic when they are given a command 

to write and many of them neglect the important 

role of writing skill due to its complexity. 

Therefore, as a future teacher, I realize that the 

problem above must be solved immediately.  

I got some experiences related to the 

evaluation of writing skills when I took Language 

Administration Assessment course in the sixth 

semester. That subject required me to observe 

how the teacher compose a test and how students 

did the test. In this case, my concern is how the 

students did the test in writing skill. When 

students were asked to do the multiple choice, 

there was no problem because they just chose one 

of the provided options that was right. However, 

the problem rose when students were asked to 

answer the essay by making a text that tells about 

their past experiences. When students were 

working on their writing, they seemed not 

understand the structure and the language feature 

of the recount text. In addition,  students also lack 

of knowledge in using correct grammar and the 

way of arranging a good recount text. 

 

The experience showed that writing skill is 

still ignored. The reality of this present situation 

is that writing is not a main aspect in a test. A test 

tends to use multiple choice form than essay form 

to measure deep comprehension on the lesson. 

Perhaps, this is one of the reasons why students 

are not trained to develop their thought, to 

express their ideas, or even to practice using 

correct grammar. Thus, writing should be a habit. 

Students sould be taught to write something. 

They can open up their mind by writing, convey 

their opinion about something, or just tell the 

readers what they have experienced.  

The medium must be able to create fun 

situation in writing class. The point is, if teachers 

can develop writing as students’ habitual activity, 

students can find many interesting things inside 

their writing.  

To support this goal, I will use social media 

as a medium because it will provide several 

supporting aspects to enhance student’s writing 

ability. Students need such a technology to 

mantain their attention during the lesson. 

According to McGraw-Hill, President of Higher 

Education, Brian Kibby, "Studying effectively – 

and with the right type of technology – is one of 

the best ways to ensure that students succeed in 

class; however, focus is the key!” (Belardi, 2013). 

Therefore, instagram can be the solution to 

help students working on recount text. Instagram 

is a social network based on sharing pictures and 

fifteen-second videos which can be posted to 

other social media sites. Students can upload a 

picture, fill the caption (a description of the 

picture) in unlimited provided spaces, and give 

comment to others’ pictures. In addition, there 

will be a written communication between one 

student and the others in a limited topic based on 

the picture uploaded. Starting from this point 

hopefully the combination between instagram 

and a good atmosphere of teaching learning 

process can lead students to the development of 

their motivation and their ability in writing 

recount text. 

 

 

 

 



 

Gisty Listiani / Journal of English Language Teaching 5 (1) (2016) 

3 

REVIEW OF RELATED LITERATURE 

There are a number of researchers who 

conducted the study concerned the method of 

teaching recount text. The first belongs to 

Giyatno (2011) who conducted a study entitled 

Improving Students’ Writing Skill on Recount 

Text Using Questioning Technique and 

Facebook Media. The objectives of the study are 

to identify to what extent questioning technique 

and facebook media improve the students’ 

writing skill on recount text and to describe the 

impovement of classroom situation of the 

students’ activities in the process of teaching and 

learning on recount text. The findings showed 

that the program of improving students’ writing 

skill using questioning technique and facebook 

media was successfull viewed from some 

dimensions: (1) the improvement of structure and 

vocabulary, (2) the improvement of organizing 

ideas, and (3) the improvement of using 

punctuation. Then, the findings revealed that the 

classroom situation was also getting improved.  

Then, a study was conducted by Helmi 

(2012) entitled Improving Students Skill in Writing 

Recount Text by Using Personal Letter. The objective 

of the study described the improvement of 

students’ writing skill after being taught by using 

a personal letter. The result showed that there was 

a significance differences between the test result 

during pre-cycle, cycle I, and cycle II. Students’ 

score in the pre-cycle test was 55.5, in the cycle I 

test was 65.7 and in the cycle II test was 72.2. In 

line with this, the researcher concluded that the 

medium was very effective and useful to improve 

students’ skill in writing recount text. 

Furthermore, the personal letter was also in good 

design and good theme, so students are more 

motivated and enjoyed in the learning process. 

Another literature related to the use of 

instagram writing to teach recount text is a study 

conducted by Indah (2010) in her thesis entitled 

Improving Writing Recount Text by Using 

Photographs. The findings of this study explained 

that photographs were able to improve the 

students’ ability in writing recount text because 

students got more motivation to develop their 

ideas, feeling, and opinion. Besides, students 

were more interested in teaching learning process 

using photographs than using a conventional 

method, so that it affected the situation of the 

classroom to be more fun. 

Some statements related to the use of 

teacher centered learning in language class were 

added by Zohrabi, Ali, and Baybourdiani (2012) 

in their journal entitled Teacher-centered and/or 

Student-centered Learning: English Language in Iran. 

The findings obtained in their research supported 

the implementation of teacher-centered process 

for the purpose of developing grammar learning 

in Iranian EFL learners. The data generated by 

this study suggested that implementing student-

centered activities within a communicative 

domain would be interesting to both teachers and 

learners, but could not fulfill the learners’ needs 

on English education in both communicative and 

traditional learning. TCL’s results in pre-test were 

low in comparison to SCL, but there was a steady 

increase in post-test.  

 

Motivation in Learning English 

Learning a new language is not an easy 

thing. It is necessary for students to have such 

motivation to maintain their interest in the 

process of understanding. The role of their family 

and school teacher will be so important to keep 

students’ motivation high. 

Based on some researchers’ definition, 

there are some factors which affect the motivation 

of students in learning English as a foreign 

language such as parental involvement, teachers, 

classroom environment, and peers. 

In discussing the relation of motivation to 

second-language learning, Nida (1956:16) argued 

that “motivation” should be conceptualized in 

terms of an interest in learning particular 

linguistic skills for specific purposes. He 

concluded that there are “two fundamental types 

of motivation which when present to any 

considerable degree tend to guarantee a high 

measure of success in language learning”, the first 

is desire to communicate and the second is 

sensitivity to the out-group. 

Therefore, in gaining a good result of 

learning English, students must have a 

motivation to communicate in order to do an 

exchange of any ideas that will broaden their 



 

Gisty Listiani / Journal of English Language Teaching 5 (1) (2016) 

4 

knowledge. In addition, a sensitivity is needed to 

aware the social situation in which the students 

are able to keep up with the social standard.  

 

Teacher-centered Learning 

Huba and Freed (2000) described teacher-

centered learning as students passively receive 

information, emphasis is on acquisition of 

knowledge, and teacher’s role is to be primary 

information giver and primary and evaluator.  

There is no room for student’s personal growth.    

In teacher-centered classrooms, control is 

primary importance and “authority is transmitted 

hierarchically”, meaning the teacher exerts 

control over the students (Dollard & Christensen, 

1996, p. 3). To help teachers maintain control 

over students, instructional methods that 

promote a focus on the teacher are frequently 

used, such as lectures, guided discussions, and 

demonstrations.  These forms of instruction lead 

themselves to have the teacher stands in the front 

of the classroom while all students work on the 

same task.   

Boston (1991) stated that the physical 

design of the classroom often promotes a focus on 

the teacher and limits student activity that 

disrupts that focus.  In other words, rooms are 

often organized so that desks face toward the 

primary focal point, the teacher. In addition, 

teachers exert their control through a system of 

clearly defined rules, routines and punishments 

that are mandated rather than developed with the 

students.  Finally, in teacher-centered 

classrooms, teachers may rely on extrinsic 

motivation to influence student behavior. Chance 

(1993) mentioned that completion of a task is 

seen as a prerequisite for obtaining something 

desirable such as social rewards (e.g. praise), 

activity rewards (e.g. free time, com- puter time) 

and tangible rewards (e.g. candy and stickers). 

To sum up, teacher-centered learning is the 

teaching technique where the teacher is a sole 

leader. Teacher makes rule and takes 

responsibility for all paperwork and organization. 

This teaching technique can be applied in 

conducting a research of teacher centered writing 

to help students comprehend the recount text. 

Therefore, in doing the research, teacher centered 

writing will use the teacher’s role in managing the 

class and teacher will be the centre of students’ 

attention during the lesson. In teacher centered 

writing, all instruction comes from the teacher 

including discussion and evaluation on students’ 

work. 

 

Social Media Instagram 

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 

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. 

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: 

(1) 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. 

(2) 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. 

(3) The Community 

People’s experience on instagram has been 

extremely enjoyable. Instagram connects people 



 

Gisty Listiani / Journal of English Language Teaching 5 (1) (2016) 

5 

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 recount text. 

(4) 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 

recount 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.  

 

METHODS 

In this study the writer used the form of 

quasi experimental research. In this method the 

writer divided one group as the experimental 

group and another as the control group. Both of 

experimental and control group consist of 

students with high and low motivation. 

The subject of the research were 40 

students of eight graders of SMP Kesatrian 1 

Semarang in the academic year 2015/2016 

randomly. Twenty students as control group and 

20 others as experimental group. 

In this research, the independent variable 

were instagram writing and teacher-centered 

writing. Then the dependent variable was the 

ability in writing recount text of the students with 

high and low motivation. Then, the writer used 

questionnaires and a writing test as an 

instrument. The questionnaire was used to collect 

data from students’ interest, relevance, 

advantage, students’ achievement, and 

sustainability during the teaching learning 

process. Besides, the writer gave students a 

writing test so that the writer could observe the 

students’ writing ability in telling their past 

experience. The test consisted of two parts, pre-

test and post-test. Pre-test and post-test were 

conducted in the beginning and end of the 

research by using writing test. Meanwhile, the 

treatments were given given to the students before 

the post-test was conducted. 

The experimental group utilized instagram 

writing as the teaching technique and the control 

group taught using teacher-centered writing. Both 

groups consist of students with high and low 

motivation. In the experimental group, students 

were asked to upload many pictures and then fill 

the caption or description related to the picture 

uploaded then they were required to give 

comment on their friends’ picture. After 

conducting treatment, post-test was given. I used 

SPSS Program to calculate the data.  

 

FINDINGS AND DISCUSSION 

The course of this study is to answer the 

research problems. Generally, this reserach 

explains how effective instagram writing is to 

teach recount text to students with high and low 

motivation. The second is to find out how 

effective teacher centered writing is to teach 

recount text to students with high and low 

motivation. And the last is the comparison 

between instagram writing and teacher centered 

writing to teach recount text to high and low 

motivated students in the eight grade of SMP 

Kesatrian 1 Semarang. 

In this study, questionnaire was used to 

group students into the category of students with 

high motivation and students with low 

motivation. The validity and reliability of 

questionnaire have been tested to students in 

another class. From the data tabulation, it was 

known that in the control group the high 

motivation level of students range from 67% up 

to 80%, and the rest of it had low motivation level 

that range from 48% up to 61.25%. Meanwhile, 

in experimental group the range of high 

motivation level of students was between 67.5% 

and 90%, and the low motivation level took 

position between 51.25% and 61.25%.  

Based on the questionnaire result, in 

general, it could be summarized that students 

with high motivation level were enthusiastic in 

learning English not only because English is an 

obligatory subject at school, but also due to its 

importance. They think that English will be an 

essential factor in getting a good job. They try any 

ways to improve their English skills, such as listen 

to the English song, try to use English in several 



 

Gisty Listiani / Journal of English Language Teaching 5 (1) (2016) 

6 

social media, even they feel worse when their 

score is not as good as their firends’. Besides, in 

order to support their passion in learning English, 

they are open to any feedback of their works to 

have a better understanding. 

On the contrary, students with low 

motivation level assume that English is a difficult 

subject. Thus, they find it hard to focus on the 

lesson during the English class. Worse than that, 

they had no enthusiasm in doing their English 

assignments. Many of them have the same 

thought with high motivated students that 

English is an important subject, but they had no 

enough effort to prove it.  

Furthermore, pre-test as the first test that 

was conducted became a guidance to know how 

deep of students’ understanding in learning 

recount text. The time of doing pre-test was 80 

minutes for each group. In pre-test, students were 

asked to compose a recount text based on their 

own experience in a student’s sheet. The scoring 

coloumn had also been provided at the back of it 

to make assessment easier. After finishing pre-

test, each of students’ work was collected to be 

assessed. It was corrected by using the rubric of 

Brown and Bailey. Each aspect had range score 

between 5 to 20 and also had score category. 

From the scoring result, students in both 

groups had similarity in grammar errors and 

mechanism. The most mistake was produced 

from the use of grammar and followed by writing 

mechanism. In grammar aspect, students were 

not consistent in using past tense. Meanwhile, in 

writing mechanism aspect, students made errors 

in spelling and punctuation. However, their ideas 

were well-developed eventhough the way they 

organize the text needed to be improved. 

The data tabulation showed that the 

students’ mean score in writing recount text 

either in control or experimental group was 

almost similar. The average score of control 

group was 62.6 and experimental group was 62.8. 

Hence, there was no significant difference in 

students’ grade of achievement. 

After that, treatments were conducted both 

in control group and experimental group. Control 

group taught using teacher centered writing, 

while experimental group used got treatment 

using instagram writing. After conducting the 

research, the writer found that students in 

experimental group seemd excited and interested 

in the use of instagram writing. Consequently, 

they followed the teaching learning process 

enthusiastically. 

After conducting some treatments, both 

groups were tested once more to know how far 

their progress in understanding recount text after 

getting some treatments. The results of the test 

between control group and experimental group 

were compared to measure which one the most 

effective way to teach recount text to students 

with high motivation and low motivation. 

After calculating the score, it was indicated 

that the average score of both groups and both 

categories (high and low motivated students) 

were sharply increased, in which the control 

group got 67.15 and the experimental group got 

73. The improvement of both groups were made 

by the progress of their writing. In post-test, 

students seemed more confidence in writing 

recount text. Their ideas developed well, with 

good grammar using and also diction. 

However, there were several differences 

between the control group’s product and 

experimental group’s product. Students in 

experimental group produced a better writing 

than students in control group. They were able to 

use uncommon phrases and succeed in 

developing their story to be more attractive. They 

also had many different topics and followed the 

right generic structure of recount text. 

Meanwhile, in control group, students seemed 

too monotone in writing recount text. Too many 

students wrote about holiday and still had several 

grammar errors. The use of expression was not as 

good as the experimental group. Hence, from 

those results, it can be analyzed that after getting 

some treatments using instagram writing, the 

experimental group achieved better result than 

the control group which was taught using teacher 

centered writing. 

 

CONCLUSION 

The main objective of this study was to 

determine whether there is any significant 

difference in improvement of students’ progress 



 

Gisty Listiani / Journal of English Language Teaching 5 (1) (2016) 

7 

in writing recount text between students who 

were taught using instagram writing and those 

who were taught using teacher centered writing. 

The progress can be proved by the sharp 

improvement of students’ ability which was 

explained by the scoring system of rubric Brown 

and Bailey. It includes the organization, ideas 

development, grammar, mechanism, and style of 

writing. In addition, their mastery in choosing 

appropriate words was better than before, so that 

it improved the quality of their writing. 

Regarding to the final result, the 

comparation 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. 

Furthermore, the t-test measurement 

obtained 3.251, for α = 5%, with dk = 20 + 20 – 

2 = 38. The ttable score obtained 2.002. This meant 

that the t-test score was higher than the ttable score. 

Since the t-test measurement was higher than 

ttable, it was indicated that the experimental 

group’s achievement in writing recount text was 

better than the control group’s achievement. 

 

SUGGESTIONS 

Based on the conclusions, the writer would 

like to offer some suggestions. First, English 

teachers have to be able to create new atmosphere 

during the teaching learning process in the 

classroom, so that students will be interested in 

learning English. English teachers have to be able 

to combine the materials with various media to 

attract students’ attention and to maintain their 

focus during the lesson. Therefore, they will not 

get bored during teaching learning process.  

Second, in order to improve students’ 

language mastery and writing skill, English 

teachers should encourage students to practice 

writing intensively. Then, teachers should 

provide feedback on every students’ work so that 

students will have a better understanding on the 

lesson. Thus, English teachers optionally could 

use Instagram writing or another interesting 

media in order to make students more motivated 

and enthusiastic in learning English. 

Third, for future researchers, they can use 

this study as a reference to guide them in 

conducting the next similar project. Hopefully, 

the result of this study can help them to find out 

a new strategy about teaching recount to students 

with high and low motivation by using interesting 

strategies.  

  

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