Enhancing Accounting Students’ Writing Skill through Instagram
Fenny Thresia, Nedi Hendri, Eko Susanto, Yuni Novitasari
Available Online February 2019.
- https://doi.org/10.2991/icoelt-18.2019.12How to use a DOI?
- accountant, instagram, writing
- Instagram is one of the social media used to share activity or experience on photo or video with the caption as information. Thisarticlepresentsresults of a study onInstagram photo as the media to improve accounting students motivation in writing. The aim of this study wasto enhance accounting students’ writing skill especially in writing arecount text by using the Instagram photo. The study was classroom action research taking 34 accounting students asthe population. Observation and interview were conducted to get the qualitative data and atest to get the quantitative data. There are 5 meetings in this research, the first meeting as the pretest, the next two meeting was cycle 1 and another two meeting as cycle 2. In the pretest, the average of students score was 57, 46. The average of students score in posttest 1 was 70, 40 and the average of students posttest 2 was 74.20. For the students’ motivation, the result increases from the first meeting of cycle 1 to the last meeting of cycle 2. It means that the student's achievements in the writing recount text improved because the students’ post test result was better than the pre-test result. The use of the Instagram in teaching writing recount text is considerably effective for enhancing students’ ability in writing a recount text.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Fenny Thresia AU - Nedi Hendri AU - Eko Susanto AU - Yuni Novitasari PY - 2019/02 DA - 2019/02 TI - Enhancing Accounting Students’ Writing Skill through Instagram BT - Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018) PB - Atlantis Press SP - 85 EP - 92 SN - 2352-5398 UR - https://doi.org/10.2991/icoelt-18.2019.12 DO - https://doi.org/10.2991/icoelt-18.2019.12 ID - Thresia2019/02 ER -