This research deals with the use of Facebook to improve Indonesian migrant workers’ ability in writing recount text. The objectives of this research are: (1) to find out whether or not and to what extent Facebook can improve the migrant workers' skills in writing recount texts, (2) To describe the ongoing migrant workers’ activities over time in the process of teaching and learning on recount text through Facebook and (3) to find out the factors that support or hinder the development of migrant workers’ skills in writing recount texts in the twelfth grade at the Package-C school. The participants are Indonesian migrant workers in the twelfth grade at the Indonesian Economic and Trade Office in Taipei. Action research was conducted in two cycles which consisted of seven meetings. Each comprises four steps: planning, acting, observing and reflecting. To analyze the migrant workers’ recount test, the researcher applied an inferential statistic to describe the migrant workers’ writing recount text improvement. For the qualitative data analysis (QDA), interviews and observations of the physical activities in the classroom and closed ended questions were carried out to discover the factors that support or hinder the development of migrant workers in writing recount text. The results revealed that the use of Facebook to improve Indonesian migrant workers’ abilities in writing recount text was successful. The ongoing migrant workers’ activities over time in the process of teaching and learning on recount text through Facebook were also successful. This can clearly be seen from the migrant workers’ feedback on the migrant workers’ writing recount text performance, messages to reach out to each other, and reminders and notifications of deadlines to encourage them to reach a passing grade. The factors that support the development of migrant workers’ skills in writing recount texts are: (1) practical teaching materials, (2) reflection and creativity. The factors that hinder the migrant workers’ in writing recount text are: (1) migrant workers’ negative thoughts about English, and (2) continuity, exam culture and school materials that really hinder them. It can thus be concluded that the use of Facebook contributes to the migrant workers’ skills in writing recount text.

ACKNOWLEDGMENTS i
ABSTRACT iii
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES xi
LIST OF APPENDICES xiii
CHAPTER 1 1
INTRODUCTION 1
Background of the Study 1
Purpose of the Study 5
Research Questions 6
Delimitation of the Study 6
Significance of the Study 7
Definition of terms 7
Migrant Worker 7
Package-C 8
Indonesian Economic and Trade Office in Taipei 8
Facebook 8
Recount Text 9
Organization of the Study 9
CHAPTER 2 11
LITERATURE REVIEW 11
Writing 11
Teaching Writing 11
Writing Assessment 12
Recount Text 14
Facebook 15
Facebook as media 16
Action Research 16
Planning 18
Acting 18
Observing 18
Reflecting 19
CHAPTER 3 21
RESEARCH METHOD 21
Research Method and Paradigm 21
Action Research 21
Critical Theory 22
Research Design 22
Context 23
Participants 24
Migrant workers 24
Teacher as a Researcher 25
Data Collection and Instrumentation 26
Recount Test 26
Interviews 27
Observations 28
Questionnaires 28
Procedures 29
Data Analysis 29
Qualitative Data Analysis 29
Quantitative Data Analysis 30
CHAPTER IV 35
RESULTS OF THE STUDY 35
First Cycle 36
Planning 36
Action 37
Observing 43
Reflecting 44
Second Cycle 46
Revised Planning 46
Action 47
Observing 49
Reflecting 49
Using Facebook to improve classroom activities 51
Feedback on Performance through Facebook 51
Facebook messages to reach out to each other 51
Reminders and notifications of deadlines 52
Factors that support or hinder Migrant workers’ in writing recount text 52
Factors that support migrant workers’ in writing recount text 52
Factors that hinder migrant workers’ in writing recount text 53
CHAPTER V 57
DISCUSSION OF THE RESEARCH FINDINGS 57
RQ1: To what extent can the use of Facebook improve migrant workers’ writing skills on recount text? 57
RQ2: How do the migrant workers’ activities change over time in the process of teaching and learning recount text through Facebook? 58
RQ3: What are the factors that support or hinder the development of migrant workers’ skills in writing recount texts? 60
CHAPTER VI 63
CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS 63
Conclusion 63
Implications and Recommendations 64
REFERENCES 66

Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to. International Journal of Humanities and Social Science, 254-266.
Anderson, M., & Anderson, K. (1998). Text types in English. Australia: Macmillan education Australia.
Arhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Merrill/Prentice Hall .
Arsyad, A. (2011). Media pembelajaran. Jakarta: Rajawali Pers.
Backer, E. (2010). Using smartphones and Facebook in a major assessment: The student experience. e-Journal of Business Education & Scholarship of Teaching, 19–31.
Bani-Hani, N. A., Al-Sobh, M. A., Rahman, A., & Melhim, A. (2014). Utilizing Facebook groups in teaching writing: Jordanian EFL Students' perceptions and attitudes. International Journal of English Linguistics, 27-34.
Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational, 146–149.
Barnet, Sylvan, & Stubbs, M. (1983). Practical guide to writing: Fourth Edition. USA: Brown & Company.
Bijami , M., Kashef, S. H., & Nejad , M. S. (2013). Peer feedback in learning English writing: advantages. Journal of Studies in Education , 91-97.
Brown, D. H. (2001). Teaching by principles: An interactive approach to language. NY: Addison Wesley Longman.
Brown, D. H. (2004). Language Assessment: Principles and classroom practices. New York: Pearson Education.
Brown, D. H. (2007). Principles of languange learning and teaching. New York: Pearson Education.
Bryman, A., & Bell, E. (2007). Business research methods, 2. Oxford: Oxford University Press.
Byrne, D. (1991). Teaching writing skills. Harlow: Longman Group UK Limited.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action. London: Falmer Press.
Cheng, H.-i. (2016). On migrant workers’ social status in Taiwan: A critical analysis of mainstream news discourse. International Journal of Communication, 2509–2528.
Cliffwatt. (1998). Targeting text: Recount, procedure, exposition middle primary. Singapore: Green Giant Press.
Coklar, A. N. (2012). Evaluations of students on Facebook as an educational environment. Turkish Online Journal of Qualitative Inquiry, 42–53.
Creswell, J. W. (2009). Research design. London: Sage.
Crocker, L. M. (1986). Introduction to classical and modern test theory. Orlando: Holt, Rinehart, and Winston, Inc.
Depdiknas. (2006). Peraturan menteri pendidikan nasional No. 22 tahun 2006 tentang standar isi. Jakarta: Depdiknas.
Djuharie, O. S. (2008). Genre Text. Bandung: Yrama Widya.
Edge, J., & Richard, K. (1998). May I see your warrant please? Justifying outcomes in qualitative research. Applied Linguistic, 334-356.
Eni , Y., Clarry , S., & Dewi , N. (2015, 11 23). Improving students’ recount text writing. Retrieved from rockyview.ab.ca: http://schoolblogs.rockyview.ab.ca/wp-content/uploads/sites/120/2014/04/1642-5305-1-PB.pdf
Ferrance, E. (2000). Themes in Education: Action Research. Providence: Brown University.
Finocchiaro, & Brumfit. (1983). The Functional National Approach. New Yorrk: Oxford University.
Friedman, L. W., & Friedman, H. H. (2012). Using social media technologies to enhance online learning. Management Online Review, 1-20.
Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar. Sydney: Gerd Stabler.
Grabe, W., & Kaplan, R. B. ( 1996). Theory and Practice of Writing: An applied linguistic. London: Longman.
Green, O., & Ayalon, L. ( 2015). Whom do migrant home care workers contact in the case of work-related abuse? An exploratory study of help-seeking behaviors. Journal of Interpersonal Violence, 1–21.
Greenhow, C. (2011). Online social networks and learning. On the Horizon, 4–12.
Harmer, J. (1991). The Practice of English Language Teaching. New York: Longman.
Harmer, J. (1998). How to Teach English: An Inroduction to the Practice of English. UK: Pearson Education.
Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
Harmer, J. (2004). How to teach writing. Essex: Longman Group. Ltd.
Hedge, T. (1988). Resource Books for Teachers Writing. Hongkong: Oxford University Press.
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
Hyland, K. (2004). Genre and Second Language Writing. The United States of America: The University of Michigan Press.
Hyland, K., & Hyland, F. (2006). Feedback in Second Language Writing: Context and Issues. Cambridge: Cambridge University Press.
Kabinawa, Nyoman, L., & Wagiswari, R. (2013). Economic and socio-cultural relations between Indonesia and Taiwan: An indonesian perspective, 1990-2012. Journal of ASEAN Studies, 140-163.
Kemmis, S., & McTaggart, R. (1990). The action research planner. Victoria: Australia:.
Khalsa, D. K., Maloney-Krichmar, D., & Peyton, J. K. (2007). Theory and Research: Interaction via Computers. Alexandria: VA: Tesol.
Knaap, P. ( 2005). Genre, text, and grammar. Sydney: University of New South Wales.
Lai, Y. C. (2010). The effect of migrant workers on labor in the manufacturing industry in Taiwan . Journal of International and Global Economic Studies, 39-52 .
Lenhart, A., & Madden, M. (2007). Teens, Privacy & Online Social Networks: How teens manage their online identities and personal information in the age of MySpace. Washington, DC: Pew Internet & American Life Project.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills. CA: Sage.
Loveband, A. (2003). Positioning the Product: Indonesian migrant woman workers in contemporary taiwan. South, 1 - 15.
Majid, A., Stapa, S., & Keong, Y. (2012). Blended scaffolding strategies through Facebook to aid learning and improving the writing process and writing performance. Journal of Humanities and Social Science, 36-40.
Martin, J., & Nakayama, T. (2013). Intercultural communication in contexts. New York: McGraw-Hill.
Mcniff, J. (1988). Action Research: Principles and Practice. New York: Routledge, Chapman and Hill, Inc.
Mertens, D. M. (2008). Mixed Methods and the Politics of Human Research. California: Sage.
Ngabut, C. Y. (2003). Instructional Material of Writing II. Palangkaraya: The Faculty of Teacher Training and Education of University.
O’Toole, J. M., & Absalom, D. J. ( 2003). The impact of blended learning on student outcomes: is there room on the horse for two? Journal of Educational Media, 179-190.
Patten, M. L. (1998). Questionnaire research: A practical guide. Los Angeles: CA: Pyrczak.
Ping, N. S., & Maniam, M. (2015). The effectiveness of Facebook group discussions on writing performance: A study in matriculation college. International Journal of Evaluation and Research in Education (IJERE), 30-37.
Plutsky, S., & Wilson, B. A. (2004). Comparison of the three methods for teaching and evaluating writing: A quasi-experimental study. The Delta Pi Epsilon Journal, 50−61.
Rivers, T. (1971). A practical guide to the teaching of english as a second or foreign language. New York: Oxford University Press.
Ruddel, M. R. (2005). Teaching Content Reading and Writing. NJ: John Wiley & Son, Inc.
Sadler, D. H., & Hayllar, T. A. (2000). Texts in Action 2: an English Workbook. South Yarra: Victoria: Macmillan.
Salehi, h., Sun, c. h., Yen, J. y., Li, l. k., & Yunus, m. m. (2012). Using Facebook groups in teaching ESL writing. Recent researches in chemistry, biology, environment and culture, 75-80.
Saragih, N., Silalahi, R., & Pardede, H. (2014). The effectiveness of using recount text to improve writing skill for grade III students of Kalam Kudus elementary school 2 Pematangsiantar. Journal Of Humanities And Social Science, 56-64.
Schmuck, R. A. (1997). Practical Action Research for Change. Oxford: SAGE Publications.
Scott, J. (1990). A Matter of Record, Documentary Sources in Social Research. Cambridge: Polity Press.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education. New York, NY: Teachers College Press.
Siemens, G., & Tittenberger, P. (2009). 2005. Winnipeg: University of Manitoba.
Skinner, B. F. (1948). Walden Two. New York: Macmillan.
Smaldino, S., & Russel, J. (2005). Instructional Technology and Media for Learning, Eight Edition. New Jersey: Pearson.
Stead, T., & Hoyt, L. (2011). A Guide of Teaching Nonfiction Writing. Portsmouth: Greenwood Publishing Group.
Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL Students. Electronic Journal of Foreign Language Teaching, 194–214.
Tandukklangi, A., Siam, & Tahir, K. (2015). Using web blog to teach personal recount text. International Journal of Science and Research, 1365-1370.
Tripp, D. (1993). Critical incidents in teaching: The development of professional judgement. London and New York: Routledge.
Tuckman, B. W. (1975). Measuring Educational Outcomes Fundamental of Testing. USA: Rutgers University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambride: Harvard University Press.
Walkabayashi, R. (2013). The effects of the peer feedback process on reviewer' own writing. English Language Teaching, 177-192.
Wen, Y. (2013). Teacher written feedback on L2 student. Journal of Language Teaching and Research, 427-431.
Whitehead, J. (2017). Practice and Theory in Action Research: Living Theories as Frameworks for Action. US: Palgrave Macmillan.
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in chinese EFL writing class. Journal of Second Language Learning, 179-200.
Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: students’ perceptions. International Journal of Education And Information Technologies, 87-96.
Zuber-Skerritt, O. (2011). New Directions in Action Research. Stroud: Hawthorn Press.