Giving some rewards Implementing the Facebook Group in the teaching and learning process
Figure 6: My Particular Facebook Account for Teaching and Learning
The particular Facebook account was used only for teaching and learning process, so there were not status, photos and videos that shared about my and family
life in this account. Selecting the profile and cover photo were also important in order to give a good example to the students. By choosing the photo when I was
studying for the profile photo and giving a speech as a cover photo would give them
an inspiration to do the same things like what I did.
The second step was creating a Facebook group. I chose 8E English Club as the name of the group to identify the members of the group that were the students of
VIII E. Same as a Facebook account, the Facebook group needed a cover photo, so I chose the attractive picture which could make them interested to open and join all of
the activities contained in the Facebook group.
Figure 7: The Display of VIII E English Club Facebook Group
After creating a Facebook group, I invited the group members to join the activities that I had provided during the teaching and learning activities in the
Facebook group. Because the members of the group were the students of VIII E, so I got their Facebook account by asking the students when I gave them a questionnaire
several weeks before I implemented it in the teaching and learning activities especially writing. The information of their Facebook account that I asked was not
only from their Facebook name, but also from the e-mail which they used. Most of the students had a Facebook account, but there was one student who
did not have it. I asked the student to create a Facebook account immediately and explained to her if it was important for the next teaching and learning activity. The
student agreed and promised to create it.
I ensured all student s‟ Facebook account were invited and were ready to join
all activities in the Facebook group before I started to implement it in the teaching and learning activity. Finally, the student who did not have a Facebook Account had
created it and added my Facebook account to be her friend. I confirmed and invited her account immediately to join the Facebook group.
To welcome VIII E students as the members of the Facebook group, I wrote some sentences to greet them. By the same post, I also hoped the students to
participate well in every activity and motivate them. As I said before, Facebook group was used to solve some problems in the
writing learning process. I began to implement it from the first meeting in the Cycle I. The implementation of Facebook group in the teaching and learning of writing was
begun when I gave the extra materials in the recently meeting by posting them in the wall of Facebook group. Immediately, Facebook would give the members a
notification when there were new posts in the Facebook group, the students also could open it directly. After reading my explanation in the Facebook group, the
students who had understood the materials could explore the materials deeper and the students who still confused them could ask some questions or give their opinions in
the comment side in the below of my explanation. I, as the teacher here, could answer
or respond directly to the students‟ questions or comments also by writing it in the comment side with mentioning hisher name. Automatically, Facebook would
send the students notifications when I or hisher friend wrote something in the comment of my expl
anation‟s post.
The next step, I wrote some tasks in the wall of the Facebook group. I divided the tasks that were posted in the Facebook group in to three types. They are
individual, pair, and group task. In Individual task, I asked the students to write a short sentence and to upload
photo to make the task more attractive. This activity was aimed for the students to use the sentence structure and to write individually a sentence that contained the
expressions that had been taught by the teacher. In the Cycle I, I asked the students to write a sentence that contained two
expressions in the different tasks; they are expressions of stating and asking about ability and showing willingness. The students were free to write some sentences
more than one. In the implementation, the students wrote around three sentences in these tasks. Moreover, there was a student who wrote more than six sentences.
Figure 8:
The Examples of Individual Students’ Work in the Facebook Group
In pair task, the students created short messages related to the material given by the teacher. In the Cycle I, the materials related to the expression of stating or
asking about ability and willingness. In pairs, the first student created a short message and the other student replied it and this action repeat continuously.
Figure 9:
The Examples of Pair Students’ Work in the Facebook Group
The students were also asked to form a group that consisted of four students. These groups were mixed heterogeneously in terms of gender and students
performance. The arrangement of small heterogeneous groups encouraged students to help,
share, and support each other‟s learning. These groups were same as the group which had been made before in the group quiz activities. In a group, students
analyzed some sentences or short messages from their friends that were re-posted by me in the Facebook group wall.
These activities were aimed at maintaining good working relationships among members and helped the students to share one‟s knowledge to others. In
doing the task, the teacher gave permission to the students to discuss with their friends through Facebook Chat.
Figure 10:
The Examples of Group’s Work in the Facebook Group