questionnaire. Meanwhile, the qualitative data were the description and discussion of the teaching and learning process and the result of the three instruments tests,
observation sheet, and questionnaire.
3.4 Instrument for Collecting Data
In this research, three instruments tests, observation sheet, and questionnaire
were used to collect the data.
3.4.1 Test
Three assessment tests were given to measure students‟ progress in writing recount text. Those three tests were pre-test, formative-test, and post-test. Pre-test
was given before the treatments to measure students‟ initial performance in writing recount text. Formative-test was given at the end of cycle 1. While post-
test was given after the students had been taught in cycle 2. It functioned to measure the result of teaching learning process in each cycle. The results of these
three tests were compared to see whether there was any improvement or not.
3.4.2 Observation Sheet
According to Schunk, Pintrich, and Meece 2010, “Motivation is a process rather
than a product. As a process, we do not observe motivation directly but rather we infer it from actions e.g., choice of tasks, effort, persistence and verbalizations
e.g., “I really want to work on this””. Based on that statement, an observation sheet in the form of behaviour checklists was functioned to record the students‟
behaviour during the research. The students‟ behaviour was observed to find out
the students‟ motivation in learning writing recount texs. The observation was
done by the observer who was the English teacher of class X 2. The aspects which were observed were
the students‟ attention to the teacher‟s explanation, the students‟ active participation during the lesson, the students‟ positive response
towards the media, the students‟ interest in writing recount text, and the students‟ seriousness in writing recount text.
3.4.3 Questionnaire
The questionnaire was administered to obtain the data about the students‟ perceptions towards the use of Facebook in learning writing recount texts. The
questionnaire was distributed to the students in the last meeting after the post-test was conducted.
The questionnaire consisted of two section: section A and section B. Section A consisted of twenty seven close-ended items. Those items were used to
investigate the students‟ perceptions towards the use of Facebook in learning writing recount texts based on six general aspects. The first aspect was the
students‟ perception towards recount text and English writing. The second aspect was the students‟ perception towards the use of Facebook in their learning. The
third aspect was the students‟ perception towards the use of Facebook in improving their language skills
. The fourth aspect was the students‟ perception towards the efficacy of Facebook supported learning in comparison with
traditional learning . The fifth aspect was the students‟ perception towards the
efficacy of Facebook exercises, and the last aspect was the students‟ perception
towards the use of Facebook in improving their motivation and feedback in writing. Meanwhile, section B of the questionnaire consisted of three open-ended
questions which asked about the benefits the students got from learning writing recount texts using Facebook.
3.5 Procedures of Collecting Data
