The fifth criterion of effective learning process was providing many opportunities for students to write Sokolik in Nunan, 2003:92, Facebook group
could be a medium for students to practice writing. It can be seen when the students could write some sentences every time and everywhere as long as they had internet
connection, although they did not meet each other. Even though there was no meeting in the classroom, the students still got the
feedbacks from the teacher. As a facilitator, the teacher provided and facilitated the students some various tasks for writing practice. As a controller, the teacher
controlled all students‟ writing and gave them some feedbacks if the students did some mistakes in writing. The feedbacks from the teacher could be in the form of
direct feedback by mentioning hisher name below hisher post in the Facebook and could be in the form of giving feedbacks during the English class in order to explain
the mistakes that they made and reminded the students not to repeat them in the next occasion. This finding was similar with the last criterion that was getting meaningful
feedback Hyland, 2003:177.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter presents about the conclusion of the research, implication and suggestion for the English teacher and the other researchers.
A. Conclusions
The action research was conducted at the VIII E students of SMPN 1 Pleret. It was carried out from August to September 2014. The objective of this research
study was to improve the writing learning process of the VIII students through the use of Facebook group.
Facebook group could improve writing learning process by the following steps.
1. Creating a private Facebook account for teacher 2. Creating a Facebook group
3. Writing a materials review of the previous meeting 4. Asking the students to write many sentences every time in the Facebook
group 5. Giving a homework to the students
6. Providing a group discussion room for the students 7. Giving feedbacks
to the students‟ writing In line with the discussions in the previous chapter, there were some changes
to assume that Facebook group, handouts, group quiz, and rewards could improve the writing learning process. By considering those changes in the field, I concluded that
the use of Facebook group, handouts, group quiz, and rewards could solve the problems and improve the writing learning process. Those considerations are
presented below. 1. The students had a new behavior that Facebook could not only be used for
entertainment but also for education. They learnt and practiced their writing through Facebook group and did not depend on the teaching and learning
activity in the English class that was only 2 X 40 minutes in each meeting. In the Facebook group activity, the teacher became a controller who could
control the students‟ writing and give feedback to them. It was in contrast to the first time when I came to the VIII E class and they lacked of writing
practice because it took only 2X40 minutes in one meeting for them to practice writing during the English class, whereas they did not try to practice
their writing while they were at home. The teacher also did not create exciting writing activities and use any interesting media to engage the
students with the lesson even most of the students had a Facebook Account. All those problems changed in the end of Cycle II. By using Facebook group,
the teacher could create interesting writing activities and the questionnaire result mentioned that 92.4 of students agreed that Facebook group was an
interesting medium to learn English especially to learn writing. Some students also added that learning writing through Facebook group was more
interactive and not monotonous. 2. Giving handouts made the students learnt the materials not only in the
English class but also at home. The students were also happy because they
had more materials sources and could learn them not only in the English class but also at home without making some notes. Before the actions, the students
could only learn the materials from the copy of the main course book that was only provided during the English class. These improvements were caused by
distributing handouts during the teaching and learning. 3. The students got more motivation to involve in the teaching and learning
activities. It was different from before when I found many students got bored with the classroom activities. It happened because the teaching and learning
activities in the writing class were monotonous. There were not any activities that motivated the students to join the teaching and learning. So the students
chose to play or talk loudly with their friends during eth English teaching and learning. This problem could not be found during the implementation of the
actions. During the implementation , the students followed the teacher‟s
instructions with high motivation and they enjoyed their writing. They happened because the result of conducting group quiz and giving some
rewards for the best and the most active students and groups.
B. Implications
The research findings showed that the writing learning process had improved. It was related to the actions given in the classroom such as implementing the
Facebook group to the writing learning activity, giving a handout of today‟s material
as a brief guideline, applying some group quizzes and giving rewards to the best and the most active students and groups. Both successful and unsuccessful actions have
some implications. They are described below.
