c. Giving some rewards
I gave some rewards in the form of good comments not only for the students who were active in the teaching and learning process but also for the students who
were less active. Both comments aimed to motivate them in learning. I gave the rewards in the form of snacks to all students every meeting
whereas some dictionaries and pencil cases were given in the end of Cycle II meeting. Some dictionaries and pencil cases were given as special gifts from me for
the students who were the most active in joining all activities posted in the Facebook group but I never talked or promised the rewards to them.
d. Implementing the Facebook Group in the teaching and learning process
Same as the action in the Cycle I, I began using a Facebook group as a learning medium to improve writing learning process by giving the students extra
materials. Besides learning materials from the handouts, the students could explore their understanding by joining this activity. After reading the materials that I posted
in the Facebook group, the students gave their comments or asked some questions in the comment side below it.
In the Cycle II, I still used the same tasks that were individual, pair and group tasks. In these tasks I only maximized my role as a controller, so if the students made
some mistakes in writing, I would give them feedback. The feedback was not only given directly in the Facebook group by mentioning the students‟ name, but also in
the classroom in order to make all students understood and did not repeat the mistakes in the next occasion.
In additional, I gave some interesting tasks in order to encourage students ‟
participation to practice writing in the Facebook. The tasks were replying the teacher‟s message, and chatting with the teacher. Both tasks aimed as a special
treatment for the students who were still passive in joining the activities in the Facebook group.
Because the material in this cycle was about a short letter that contained expressions of giving instruction, giving prohibition, asking for permission, and
giving invitation, I wrote a short message that contained one of those expressions and mentioned the student‟s Facebook name. By doing this action, I encouraged the
students to involve in the learning process. The task could be seen below.
Figure 11: The First Additional Task in the Cycle II
Besides mentioning the student to reply a short letter in the Facebook group, I also used Facebook Messenger to encourage the students to involve in the learning
process. I sent the student a message directly in the Facebook Chatting, and the notification would be got by the student. The student who got a message would reply
the message like heshe chatted with hisher friend. The topic of the message was about the student‟s life. The example of the message could be seen below.
Figure 12: The Second Additional Task in the Cycle II
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