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.
1. The implementation of Facebook group was effective in improving writing learning process. Facebook could be a media for the students to explore the extra
materials. In addition, they had a new behavior that Facebook was not only for playing but also for learning especially learning English by joining and
practicing all the activities and tasks inside it. It also could motivate the students to practice writing more than only join the writing activities in the English class
that only provided 2X40 minutes in each meeting. They imply that the teacher can implement Facebook group to improve writing learning process.
2. The implementation of giving handout helped the students learn the learning materials. The handout was an outline of the lesson so that the students knew
what they would learn and it was also more complete from the teacher‟s copies
which were usually distributed only when they studied in the English class, so they could prepare and learn it before the English class began. In the classroom
activity, the students could be more focus on the teacher‟s explanation instead of making notes. It implies that the teacher can provide a handout as the learning
sources for the students. 3. The implementation of applying group quizzes helped the students to learn the
learning materials. The mixed ability group which was well arranged could help and encourage the slow learners in doing the writing tasks. It implies that the
teacher has to encourage the students to work in pairs or groups so that they have friends to discuss the learning materials and do the writing tasks.
4. The implementation of giving rewards in the form of giving good comments and gifts to the best and the most active students and groups encouraged all students
to do their best. They were more motivated to follow the teacher‟s instructions such as asking some questions and answering by raising their hand. It implies
some rewards given by the teacher can give motivation to the students in learning English.
C. Suggestions
Based on the conclusions and implications that have been previously explained, some suggestions can be directed toward the English teachers and other
researchers. The suggestions are as follows: 1. For the English teachers
It is better to use Facebook group as one of the media during the process of the teaching and learning of writing, since it brings many benefits. All writing
activities could be implemented through Facebook group. It depends on the teacher‟s creativity to provide the interesting materials and tasks in the Facebook group.
During the implementation, the teacher should control all activities in the Facebook group and should be ready to give comment or feedback every time.
2. For other researchers Other researchers could use this study as a reference for conducting further
research of the relevant topics. Because of the limitations that the research has, other researchers may conduct other researches on the use of Facebook group in other
materials to improve the writing learning process.
