13 73
93 20
14 83
90 7
15 63
76 13
16 73
86 13
17 76
80 4
18 60
76 16
19 86
93 7
20 83
86 3
21 63
76 13
22 73
80 7
23 70
86 16
24 56
80 24
25 53
83 30
Ʃ 1648
2065 417
Mean 65.9
82.6 16.7
As mentioned in the table, it can be clarified that the mean score of pre-test in experiment class was 65.9, while the mean score of post-test was 82.6. The total
gained score in this class was 417. It can be concluded that there was significant difference in the pre-test and post-test.
To strengthen the students’ data gained in post-test and to know whether the advantages of using FB and peer feedback in recount text writing were proven or not,
another data gained in experimental class was from students’ interview. The writer chose three students from the highest score student 1, middle score student 2, and
the lowest score student 3 to be interviewed. Here are the interview specifications with the learners’ responses in table as follows:
Table 4.2 Interview Specification and the Students’ Response
No. Interview Specification
Students’ Response
1. To know the students
’ perception
about the
importance of Facebook FB in teaching writing of
recount text. a.
The three of them strongly agreed that using media in teaching writing were very
important. b.
After practicing recount text writing by using FB, student 1 and 2 said that it
positively affected to their writing skill and it increased their score but on the
other hand, student 3 did not really get the positive effect.
2. To know the students’
perception about the use of FB in learning of recount
text. a.
Student 1 and 2 felt interested while practicing their writing through FB
because they could share their writing and read their friends’ writing. Meanwhile,
student 3 felt uncomfortable because he was lazy to see his FB.
b. FB eased them in learning recount text
because they could learn more either from their own writing or their classmates’
writing or from interaction through comment and personal chat with others
and teacher stated student 1 and 2. In contrast, student 3 believed that paper-
based task and class-based interaction was more interesting.
c. All of them agreed that learning recount
text through FB as a media gave them
much additional
information about
recount text. 3
To know the students’
perception about
peer feedback through FB.
a. Student 1 thought that peer feedback was
really good because it told the mistakes that they had made and the excellence of
their writing. Student 2 and 3 said that they did not really like to give comment to
others. b.
Peer feedback developed their writing skill because they could correct their
writing into the right form stated student 1 and 2 while student 3 stated it did not
influence his writing skill. c.
They all said it was beneficial in developing
critical thinking,
learner autonomy and social interaction among
students even though the student 3 did not feel the effect.
From the result of interview above, the highest and middle score student student 1 and 2 gave the positive response to the treatment but the lowest score
student student 3 gave the negative response although he admitted the benefit of peer feedback through Facebook. It can be concluded that the advantages of using
Facebook as a media in writing and doing peer feedback through Facebook was beneficial for them.
b The Data of Controlled Class
In the following table is the score of pre-test and post-test in controlled class.
