THE USE OF PHOTO SELFIE TO STIMULATE THE

STUDENTS WRITING ENGLISH AT THE

ELEVENTH-GRADE STUDENTS OF
SMK MASTAR MAKASSAR

*Mila Puspita Sari 1, Buhari 2 dan Adriani Jihad 3

*
(Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) Yayasan Pendidikan Ujung Pandang Makassar)1
(Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) Yayasan Pendidikan Ujung Pandang Makassar) 2
(Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) Yayasan Pendidikan Ujung Pandang Makassar)3
Corresponding author:E-mail: mps.mila23@gmail.com/082396592404

Info Artikel Abstrak

Sejarah artikel The objective of the research is to stimulate the students’
Diterima writing English use of photo selfie at SMK Mastar Makassar.
Disetujui Penelitian ini menggunakan pre-test dan post-test sebagai
Dipublikasi instrument penelitian. Penelitian ini melibatkan peserta sebanyak
20 orang siswa dari SMK Mastar Makassar Jurusan manejemen.
Penelitian ini dilakukan secara online selama satu bulan dengan
Keywords: Writing Skills,
satu pertemuan pre-test, tiga pertemuan untuk treatment, dan satu
Stimulate Students, Photo
pertemuan lainnya post-test. Dari penelitian ini peneliti
Selfie
mendapatkan hasil nilai rata-rata pre-test 52 dan nilai rata-rata
post-test 79,5. penelitian ini menggunakan metode pre-
eksperimental design berdasarkan pengumpulan data kuantitatif
pada siswa SMK Mastar Makassar jurusan Bahasa Inggris.

Key words : writing skill, stimulate students, photo selfie.

THE USE OF PHOTO SELFIE TO STIMULATE THE STUDENTS WRITING NGLISH AT

THE ELEVENTH-GRADE STUDENTS OF SMK MASTAR MAKASSAR

Abstract
The objective of the research is to stimulate the students'
writing English use of photo selfie at SMK Mastar Makassar.
This study used writing test consist of pre-test and post-test as an
instrument of this research. This research involved 20 students in
SMK Mastar Makassar from Management Department. This
research was conducted online method for one month with one
pre-test meeting, three meetings for treatment, and one post-test
meeting. From this research, the researcher got the pre-test mean
\
score of 52 and the post-test mean score of 79,5. This study uses
a pre-experimental design method based on quantitative data
collection on students of SMK Mastar Makassar majoring in
English.
Peliminary
Language is one of the most of
important things in our life,it refers to the
function to communicate. Language also play
an important role in human life, almost
everywhere including Indonesia. It has
become a media to communication, so that
humans can socialize with others.
One of the languages used as a tool of
communication in the world is English. But in
Indonesia, English is a foreign language.
English which in fact is an international
language, takes a very important role in almost
all aspects of life such as business, commerce,
education, communication, art, science, etc.
Talk about English, we know that
English has four basic skills, namely reading,
listening, speaking and writing. The first basic
is reading, reading skill is the process to
understand the intent by the writer to the
reader. Second is listening, listening skill is the
process of listen about what the speaker
convey to the listener to get the points of the
conversation. Third is speaking, speaking skill
is the process to deliver an information from
someone to another person or group on direct
process. And the last basic skill is writing,
writing can be interpreted as a communication
tool and self-expression formed in a series of
letters that in the end become a writing.
In this section, researcher be focus on
the one of the basic skills in English namely
writing. Writing skill is very important ability
for students to have, writing also an excellent
communication tool. Through writing,
everyone be able to convey feelings, ideas, and
announcement to others. Writing can clear the
mind and it help to remember new
information. But sometimes, in the process of
writing the writer usually lose them motivation
to write, so stimulation is needed here.
One obstacle that is often experienced
by a teacher in motivating students to wrote
English, because students assume that writing
English is a difficult and boring activity.
Therefore, to make the students more interest
and to increase motivation in the learning
process of writing, it is recommended to use
interesting media and acceptable to students,
so it is possible to them to be more interesting
in learning especially in writing English. To
overcome the students' problems in writing,
researcher used media in the form of images to
solve problems of writing, for example writing
descriptive text.
The researcher think that by using
picture media students be interest in activity
of writing,so it stimulate them in the writing
process, make them to be enjoy in writing on
the target language, and also to increase
student motivation in writing. Used images
can stimulate imagination of students, so they
can show or describe their opinions about a
picture. Image media has an important role in
teaching and learning activities. For example,
pictures can be an interesting media for
students to tell the thing which they observe in
pictures, so they can put in writing.
Image media that researcher used here
as a media to stimulate the students in writing
English was “The activity of take self-portraits
used a smartphone or photo camera”. This
self-potrait activity is commonly called a selfie
activity. Selfie (self-portrait) is usually taken
with a digital camera or smartphone, which
can be held in the hand or supported by a
selfie stick. Selfie (self-portrait) has became a
trend until now, every human likes selfie,
especially among teenagers and students.
Almost all of them like to take photo
especially selfie.
The researcher expected that, with this
selfie photo as a media to stimulate the
students writing Engish, the activities more
interested, so assume that “writing English
activities is a boring activity” does not occur
more. So in this research, researcher choosed
the image media to stimulate students to
writing English by using selfie photo media.
Researchers assume that through selfie photos
of students they were be more interested in
telling themselves to others. Through this
method the researchers got that students was
be able to describe themselves as they were in
their photos through writing as an example
they can describe the clothes their used, their
poses, their background of photos, etc.
The researcher does this research in
eleventh-grade of SMK Mastar Makassar,
because according to the English teacher on
SMK Mastar Makassar “one of the problems
when students learn to write English, because
the students lose motivation to writing
English; Many students complain that writing
English is too difficult and it makes them
bored”. So researcher think if the teacher
makes a selfie to stimulate students to writing
English, it was make students more interested.
Materials and Methods
This reseac covers the research
method and strategy, design,variables,
population and sample, instrument of the
research, procedure of the collecting data and
technique of analysis to stimulate the students’
writing English.
This method used a pre-experimental
design which consisted of three steps namely
pre-test, treatment, and post-test. The steps
purpose to stimulate the students to writing
English using of media selfie photo editor. The
design of this research is presented below :
O1 X O2
Where :
O1 : pre test
X : treatment
O2 : post test
This research haved two variables.
Those were Independent variable and
Dependendent variable. Where the Dependent
variable was the writing skill of students, and
Independent variable of this research was the
selfie photo editor.
The population of this research was
the eleventh-grade students’ of SMK Mastar
Makassar. The population consist of two
classes. The total number of the students are
47 students. A class consists of 23 students
and B class consist of 24 students.
The sample of the research used
purposive sampling technique in determining
the sampling. It means that, the researcher
choose one of the two clasess which was take
as a sample. The researcher selected B class
consist of 24 students.
The writing test of the research,
researcher used as an instrument. The test was
be given to the students as pre-test and post-
test. The pre-test was administer before the
treatment to got data about the knowladge of
students. Meanwhile, the post-test was gave
after the treatment to get data and impact of
the students after the treatment stimulation by
photo selfie.
Pre test was the first step to collecting
data, where is on this step researcher was gave
a test for the students before researcher give
the treatment and the last is post test.
Researcher asked the students’ to wriote a
description text about their self on a selfie
picture . The researcher gave the pre-test to the
students before do the treatment. It aimed to
identify students’ current ability in writing.
Pre-test was giving the first meeting.
Treatment After giving pre-test, the
researcher gave the treatments to the students
to stimulate them to writing English by Selfie
activities. Researcher used zoom meeting
application to monitor the activity of students,
maybe all of them cannot share their screen
simultaneously, so researcher randomly select
students to show their screen on meeting.
Researcer asked them to wrote 70 words for 1
hour. Researcher explained to have three
meetings with students on a week. Researcher
used Photo Caption Application as a media to
write a descriptive text. There were some
activities that does by the researcher, as
follows:
a) Before giving an assignment, the
researcher gave a short explanation about
descriptive text.
b) The researcher gave the explenation about
what they want to do.
c) Then, the researcher asked the students’
to choose a photo and asked them to
 wrote a description text related to the
picture use “photo caption application”.
d) After write a descriptive text, the students
share it by zoom meeting.
e) The students got some feedback from
their peers after they reading in front of
class about their task. They also can
exchange their ideas in the process of
gave feedback.
f) The students got another correction and
feedback from their peers after
developing the paragraph. In this stage,
the researcher also can give correction
and feedback for incorrect grammar and
spelling.
g) The students rearrange the paragraph into
a good piece of writing after getting
correction and feedback.This procedure
divided for three meetings of treatment
with different picture of each meeting.
Post-Test After the treatment, the
researcher gave post-test to the students. The
aim of the post-test to know or find the result
of treatment on writing achievement.
Research Result
In this research, researcher gave
students a pre-test with the aim of measuring
students' ability in writing descriptive text;
After giving the pre-test, the researcher gave
the treatments to the students’ which aim to
stimulate and improve the students' ability in
writing English; After that the researcher give
a post-test which aims to measure the level of
understanding and ability of students after the
researcher give treatment
In the pre-test activity, the researcher
gave questions to students by verbal about the
meaning of descriptive text and examples of
descriptive text. After the students gave their
opinion about the understanding of the
descriptive text, then the researcher give a
brief explanation about the descriptive text
with an example. Then researcher gave a
That the researchers found in this research relates to the description of students' scores in
writing descriptive text based on the frequency and percentage of student scores, pre-test and post-
test scores, five writing components, mean score, t-test score, and hypothesis testing. In this study,
picture to the students then asked them to
wrote a descriptive text in 30 minutes was
consist of 70 words. This learning process was
carry out by online procces through the google
meet application.
After pre-test resercher does the
treatment process, where the first time
researcher explain about the meaning of
descriptive text, examples of descriptive text,
general characteristics of descriptive text, etc.
In the treatment process, the researcher asked
the students to choosed one of their selfie and
then make a descriptive text about it on the
photo caption application. The researcher
asked the students to wrote a descriptive text
about their photo consist of 70 words in 40
minutes.
After does the treatment, the
researcher gave a post-test, where the
researcher asked the students to choose one of
their selfie photos (different from the previous
one) then asked them to make a descriptive
text about the photo consist of 70 words in 40
minutes. Researchers divided the meetings
into: one meeting for pre-test, four meetings
for treatment, and one meeting for post-test.
Researchers does this research at the eleveen-
grade of SMK Mastar Makassar, majoring in
management which consisted of 20 students.
Post-test was the last measurement
indicator used by researchers to evaluate
students' ability and understanding of the
treatment or teaching that has been given. In
this section the researcher only asked students
to choosed one of their photo and then makes a
description of the photo. The description in the
photo may include the photo's background,
clothing, physical features, gender, etc.
After complete the research process,
the researcher classify the data descriptive text
of students', which was the students' score of
pre-test (x1) and post-test (x2), gain
differences between matched pairs (D) and the
square of the gain (D2).
then the findings data were analyzed into a formula, for get the mean score of the students and then
students' scores classification from bad to very good. The t-test use to analyze significant differences
between the pre-test and post-test data. These findings are describe below.
Researcher hold experiments through several students at SMK Mastar Makassar, used a pre-
experimental method through pre-test, treatment, and post-test. This research collected data through
writing descriptive text, used photo seifie media to stimulate the students' to writing English on SMK
Mastar Makassar.
Result of pre-test and post-test.
NO INITIAL PRE-TEST POST-TEST D(X2 - X1) D2
1 AM 40 80 40 1.600
2 AJ 40 85 45 2.025
3 AP 45 80 35 1.225
4 BPS 75 90 15 225
5 DBA 60 85 25 625
6 EK 50 85 35 1.225
7 EA 50 85 35 1.225
8 HS 55 80 25 625
9 LL 50 75 25 625
10 MF 55 80 25 625
11 MS 45 75 30 900
12 MQ 70 90 20 400
13 NN 50 80 30 900
14 PA 50 80 30 900
15 ST 55 70 15 225
16 SH 60 80 20 400
17 AR 45 70 25 625
18 SMPA 40 70 30 900
19 STWN 50 75 25 625
20 QR 45 75 30 900
N = 20 ∑X = 1.040 ∑X2 =1.590 ∑D = 560 D2 = 16.800

As seen on the tabel above, there was a big difference between the mean scores of pre-test
and post-test. Where before giving treatment used the photo selfie, the score of the students’ still
really bad, but after treatment the student's score be increase. Where the mean score of students in
the pre-test was 52 while the mean score of students in the post-test was 79.5. So through the table
above the researcher can conclude that the used a photo selfie to stimulate the students in wiriting
English, the student's score increase.

The mean score of the sctudents pre-test and post-test

Mean score of pre-test Mean score of post-test Mean score of gain
52 79.5 1.375

Comparison diagram between pre-test and post-test

80
60
40
20
0
Pre-Test Post-Test
Discussion
This section intends to discuss the
results of the use of photo selfie to stimulate
the students' writing english at the eleveenth-
grade of SMK Mastar Makassar in relation to
the resercher question that "what is the role of
selfie photos in stimulating students to write
English?".
The pre-test was the first step that the
researcher gave to the students before gave the
treatement, it aims to find out the knowladge
and motivate of students’ in writing
descriptive text. The pre-test was give to
students on November 4, 2020, which was the
day after admission. This study consost of 20
students from class XII, majoring in
Management. The researcher gave the pre-test
to students through online method by used a
WhatsApp group then resercher send a picture
to the students, then to monitor the activity of
students researcher make a meeting room used
zoom app to check student activity.
After giving a pre-test to students, the
next step was to provide treatment. Where in
provide the arrangement the researcher used
the online method in the form of a google
meeting which still used 20 samples from the
same class. At the treatment stage the
researchers make three meetings which discuss
about students' gripe in learning English,
material about descriptive text then
assignments. Where in the first assignment in
writing descriptive text researcher liberate the
students to choose their photo selfie, they was
wrote a description of the photo in English
used the photo caption application and then
make it in the form of an image and then
submit through the WhatsApp group
application. Researchers gave treaments to
students started on November 8, 2020, then on
November 12, then the last treatment was on
November 16, 2020. The time was not too far,
it aim to help the students to be not stress, so
if they used time good time they were does the
best and happy. When gave the treatment to
students, the researcher usually gave a
mandate to the class leader to help to found a
free time, so that the teaching and learning
process carry out by other teachers was not
hamper, so researchers usually got research
around 14.00 WITA when students have
finished learning.
Furthermore, the last step was the post
test, where the researcher gave the task to
students to wrote about one of their photos in
the photo caption application, researcher was
gave time to the students’ about 40 minutes to
make a descriptive text about their photo, at
this time students was choosed a photo and
vocabulary which they were used and then
write it down in a photo application. The
posttest was given in 1 meeting which was the
last meeting in the teaching and learning
process. In this post-test, 20 students attended
the meeting. The post-test was given on
November 20, 2020.
After obtained the results of the above
research, the researcher concluded that the use
of photo selfie to stimulate the students’
writing English at the eveenth grade of SMK
Mastar Makassar was increase students'
interested in writing.
In the research above, the researchers
used the photo selfie as a tool to stimulate
students to write English. The use of photo
selfies is very effective in arousing student
interest because in adolescence, photos are a
form of self-existence. At the time of gave the
pre-test to students, there was one student got
the highest score, that was 75 points and four
students got the lowest score, that was 40
points. Furthermore, after gave treatment then
the researcher given a post-test. where one
student get the highest score that was 90 points
and three students get the lowest score, that
was 70 points. The highest score obtain by
students during the pre-test was 75 and the
highest score on the post-test was 90.
It means that the null hypothesis (HO)
of this research was rejected and the
alternative hypothesis (H1) was accepted,
because there was a significant difference
between students' pre-test and post-test by
photo selfie to stimulate the students' on
writing English.
T-Tabel was bigger then T-test value
on writing of the students. Where the value of
T-Table was (2,093) while T-test (0,804) for
the degree of freedom was (0,05) and df (19).
It can be conclude that there was a significant
difference between the results of the pre-test
and post-test.
There were several facts that the
researcher got when the researcher used selfie
photos as a media of increase students'
knowladge in writing, there were :The first
was to stimulate the interested of students' in
writing English, so that students' perceptions
that writing English is boring and difficult can
be pushed over.
The second was to increase the
students' knowladge of English vocabulary.
When a student given a picture that they were
goes to describe, it make a desire to found new
vocabulary that they uses in describe the
picture in front of them. The third is to
increase the students' creativity in choosing the
narrative to be presented. A student describe a
narrative on their picture, they were required
to choose the right narrative and in accordance
with the picture.
In previous research, Jenni (2016)
conluded that "Picture can translate an abstract
idea into a more realistic form and they are
inexpensive". Chairena (2018) concluded that
the use of picture could to play a role is
motivating students. This was effective to be
used to improve students 'writing skill ability
because there was a significant difference
between the processes in writing of the
students' who was though by using picture. In
contrast to previous studies, in this study the
researchers concluded that the use of photo
selfies to stimulate the students not only could
translate an abstract idea but also stimulate the
students' in writing because the selfie photos
used were directly related to students
personally.
Another difference was that the
previous researchers used free images related
to students, whereas in this study, researchers
used a more specific image media, namely
selfie photos. Meanwhile, the similarities
between previous research and this research
were used photo as a media of attracting
students' interest in writing so that learning can
be more effective and interesting.
Through findings the data by the
researchers above, it concluded that the use of
photo selfie to stimulate the students at the
eleveenth-grade of SMK Mastar Makassar can
improve the writing skills of the students'
specially of writing descriptive text.
Conculusion
Language is one of the basic aspects
that must be own especially for humans.
Language is also very closely related to
writing, where writing is a tool of comunicate
consist of symbols and lines that can be
provide information to others in this case to
readers. In Indonesia, writing English is still a
very difficult thing to do because of the attach
understanding on citilizen and students’ that
English is difficult. So that thleveenth grade of
SMK Mastar Makassar get a very good
response from students.
Through the results that researchers
has found in findings in the prevous chapters,
researchers can conclude that the use of photo
selfie to stimulate the students' writing english
at the eleveent grade of SMK Mastar Makassar
is effective to solve problems of students who
think that writing English is difficult and not
attractive.
Suggestion
In this research, the researcher realizes
that there are many deficiencies in both
writing and compilation. Therefore,
researchers expect constructive criticism and
suggestions from all parties so that they can
become a reference for researchers and also in
subsequent research
Thank You Note
The researcher expresses his gratitude to all
those who help especially the STKIP-YPUP
Makassar lecturers and also the respondents at
SMA Mastar Makassar so that this thesis can be completed properly.
Referensi

Aurelius. (2019). Duke Law Journal, 1(1), 1–13. https://doi.org/10.1017/CBO9781107415324.004

Accessed on Juny 30, 2019, 09:52 AM.

Azizah, N., Harputra, Y., & Tambunan, E. E. (2016). The Influence Of Using Picture To The Students
’ Mastery In Writing Descriptive Text To The Eighth Grade Students Of Smp Negeri 3
Gunungtua in 2015-2016 academic
year.http://jurnal.ugn.ac.id/index.php/ESTUPRO/article/download/248/221 Accessed on
December 15, 2019, 15:52 PM

Broadman, C.A and Frydenberg. 2008. Writing to Communicate. California: Person Education, Inc

Brown, H. Dougas. “Principles of language learning and teaching.” (2000)

Chairena, M. S. (2007). The Use of Pictures To Teach Preposition of Place.

Gaith, Ghazi. 2002. Teaching writing. accessed from http://www.nadasisland.com/gaithwriting.html.

on may 22, 2020, 14;13

Harmer, Jeremy. 2001. The Practice Of English Language Teaching, Third Edition. New York :
Longman Publishing.Accessed on May 22, 2020, 16:35 PM
Harmer, J. (2007). The Practice of English Languag Teaching.; In Journal student writing (2017).
http://182.160.97.198:8080/xmlui/bitstream/handle/123456789/1237/Chapter%206-
%2010.pdf?sequence=4 Accessed on May 03, 2020, 14:52 PM.

Hasmira, H. (2018). Meningkatkan Keterampilan Menulis Karangan Sederhana Melalui Penggunaan

Media Gambar Seri ; Pedagogik Journal of Islamic Elementary School, 1(1), 47–56.
https://doi.org/10.24256/pijies.v1i1.379
http://ejournal.iainpalopo.ac.id/index.php/PiJIES/article/viewFile/379/289 Accessed on May
03, 2020, 15:00 PM.

Hyland, Ken. 2003. Second Language Writing. Cambridge: Cambridge University

Press.

Jenni.2016.The Implementation of Put Yourself in the Picture Strategy to Improve

Writing Ability at the First Year Students’ of SMA Negeri 1 Sumarorong: Unpublished
Thesis.January 19, 2020, 10:20 AM.

Jones, D. S., & Quinn, S. (2014). Introduction to Functional. (December).

Retrieved from.
https://www.functionalmedicine.org/files/library/Intro_Functional_Medicine.pdf Accessed on
May 04, 2020, 08:52 AM.

Journal, V. N. U., & Foreign, O. F. (2016). Tạp chí nghiên cứu nước ngoài.

Kemendikbud. 2017. Panduan Penilaian oleh Pendidik dan Satuan Pendidikan.

Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat.Accessed on June 22, 2020,
11:20 AM.

M, P. (2001). JournE Volume 2 Number 2 English Education Study Program.

2(2), 194–200.
Package, C. (2013). Course Package ENG 101 English composiiton I. 0007.
Septiana, M. W., Kurnia, D., & Irawati, R. (2017). Pengaruh Penggunaan Metode
Picture and Picture. 2(1), 2181–2190.
http://ejournal.upi.edu/index.php/penailmiah/article/download/12448/7395 Accessed on May
21 2020, 14:34 PM.

Septiana, Kurnia, & Irawati, (2017); Studi, Pendidikan, Perkantoran ; Surabaya,

(2018); Implementasi Pembelajaran Sains dengan Media Fotonovela untuk Meningkatkan
Motivasi Belajar SiswaSD/MI. Journal of Primary Education.
https://journal.unnes.ac.id/sju/index.php/jpe/article/download/12886/7024 Accessed on Juny
29, 2019, 12:00 AM.

Trudy, Winifred, Wallace & Herbert J. 2004. Teaching Speaking, Listening, and
Writing. Geneva: International Bureau of Education

Weigle, S.C. 2002. Assessing Writing. Cambridge: Cambridge University Press