Giving some rewards Reflection of Cycle II

After the implementation of Cycle II, I distributed questionnaires to know the students‟ opinion about the implementation of Facebook group during the teaching and learning activity. The questionnaire ‟s result was shown below. Figure 13: The Diagram of Students’ Opinion in the Questionnaire’s Result In the diagram, 92.4 of VIII E students agreed that Facebook group could improve the writing learning process, 7.6 of them disagreed that Facebook group 0.30 7.30 19.60 72.80 Facebook Group Can Improve Writing Learning Process Disagree Less Agree Agree Srongly Agree Continue For some students, writing was a boring activity, but if it was packed through Facebook, it will be more interesting and I think it is a new writing innovation Moreover, some students had high activities in the Facebook, so while they opened Facebook Website, they could also practice writing. Although I heard yesterday there were some students who had problems with their Facebook account, now I think those students also have participated actively. Interview Transcript 19 could improve it. By referring to the diagram, we could conclude that most of the students assumed that they enjoyed practicing writing through Facebook group.

4. Summary of Cycle II

Based on the reflection above, the collaborator and I agreed that the implementation of Facebook group and its accompanying actions in Cycle II were successful. The summary of the implementation of those actions were as follows. a. Giving some handouts to the students was effective to help them learning the materials. The students could learn the materials not only in the English class but also at home. Moreover, the steps of Curriculum 2013 in each handout‟s task could improve the learning process. b. Creating new groups were successful to make a new atmosphere in the teaching and learning process. It was happened because there were not all active students only in one group. The used of rewards in the form of good comments and gifts really made the students had more spirit to join the learning activity. They were more involved to practice writing and did the tasks that were provided by the teacher. c. Giving some additional tasks in the implementation of Facebook group could make the passive students became active in practicing writing. Although they did not participate actively in the Facebook Group, but they could improve writing by chatting with the teacher through Facebook Messenger.