Summary of Cycle II

and involvement in the writing learning process in the Facebook group. The following table is the comparison between some actions in the Cycle I and Cycle II. Table 7: The Comparisons of the Actions in the Cycle I and Cycle II Cycle I Cycle II The difficulty level of the handouts based on the pre-test result. The difficulty level of the handouts based on the characteristics and students‟ response during the Cycle I. Improving students‟ motivation in the teaching and learning process by applying a group quiz and giving rewards in the form of chocolates. Improving students‟ motivation in the teaching and learning process by making new groups and their new names to change the class atmosphere and giving rewards in the form of some gifts that were useful for learning; dictionaries and pencil cases. Implementing the Facebook group in the writing learning process by providing extra materials beside handouts, giving individual, pair and group tasks to students as a medium for students to practice writing. Implementing the Facebook group in the writing learning process by providing extra materials beside handouts, giving individual, pair and group tasks to the students as a medium for students to practice writing and giving some additional tasks for students in order to improve the students‟ involvement in joining all activities in the Facebook group. Then, the table below shows the research findings. It described changes occurring in the teaching and learning process from the pre-action, Cycle I, and Cycle II. Table 8: The Results of the Action Research Study No Pre-Condition Cycle I Cycle II 1. The teaching method used in writing activity was not interesting. The teaching method became interesting. However, there were some students who did their The teaching method became interesting. All students involved in the teaching and learning own business while the teaching and learning process. activity. 2. Some students were not involved in the Facebook group learning process. Most of the students were involved in the teaching and learning process in the Facebook group. However, some students were passive. They did not join the writing learning process. All students were involved in the teaching and learning process in the Facebook group. 3. The writing activities were boring. The activity was interesting. The students got pleasure in this cycle. But, there were some instructions that made the students confused. The activity was interesting. The students got pleasure in this cycle. All the instructions were understood by them. 4. The students made a note when the teacher was explaining the materials. The students could focus on the teacher‟s explanation instead of making notes. The students could focus on the teacher‟s explanation instead of making notes. 5. The students lacked of writing practice. Most of the students used Facebook group as a medium to practice writing. All the students used Facebook group as a medium to practice writing. 6. Most of the students had Facebook Account but they only used it for entertainment The students had a new behavior that Facebook was not only used for entertainment but also for education. They learnt and practiced writing through Facebook group. The students learnt and practiced hisher writing through Facebook group. Before the implementation of the actions, the teaching and learning process were less interesting and less attractive. The activities did not motivate the students to be actively practice writing every time.