THE CLOSED DISCUSSION OF ENGLISH LEARNING GROUP WITH WRITING BASED IN FACEBOOK

This study investigated the participants’ performance in the closed discussion of English learning group. This research purpose is to know the distinction between the official and un-official discussion of English learning in writing based. The taking notices is the instrument of this research that adopted from the recommended previous articles. The results, the most participants really respect on the daily topics and grammar. The daily topic is displaied in humorous caption that can activate participants to give some different comments. Absolutely, it can enrich the participants’ vocabularies . The grammatical skill is also performed in posting and commenting technique, it enables participants to personally practice their grammar knowledge, and this technique encourages the participants’ self-confident to write a sentence in the correct tenses.


INTRODUCTION
Social media consistently becomes an interesting tool in English language teaching, the affordable platform is Facebook to assist an English mastery in writing skill (Jassi & Dzakiria, 2019). Nowadays, Facebook is still relevant to drill English skill, the number of teachers integrate this platform in many reasons such as most of students get a wide opportunity to practice, easiness, and no limitation for the participants of group (Ariantini et al., 2021). For instance, teacher informally conducts English learning via Facebook to collaboratively treat students to share some information, posting and commenting writing task each other, (Hasan & Labonya, 2016) and integrating grammar, vocabulary (Al-Jarrah et al., 2019;Sumakul, 2014). Similarly, Facebook also magnifies the students' motivation and applicable platform for all of students and context (Friatin, 2018). It means, it enables to accommodate the teachers' intention, practice, media and, students' interest and writing skill. The fact shows there are many Facebook users who actively apply it to improve their English skill by making a closed and opened group discussion such as Linguistics, English Academy and English Teaching Group. The participants from a cross countries, it can be said as an international English group. Interestingly, some participants join two or more groups at once, because they can directly communicate with the native and non-native English writers to assist their communicative and collaborative course (Handayani & Handayani, 2020).
In contrast, Facebook innovatively developed the role of language learning around the world, it dynamically adopted the user intension to mastery English through its feature because the students' communication is not limited by material, partners, time and class. It regularly presents the update, knowledgeable and practical information of English skill, and also the affordable platform for writers (Slim & Hafedh, 2019). In this context, the English mastery doesn't require an official management, but an appointment of learners whose similar purposes in improving English skill. They only join a Facebook group to communicate, discuss, and interact each other in the group (Arif, 2019).
Facebook is not a part of English language teaching but it is an entertained English language learning environment which un-officially managed by teacher and students in a good curriculum, then it is called an opened discussion through written collaborative learning (Yoke, 2016). The participants of group independently and flexibly post the topic relating with writing skill such as words written, grammar mistakes, and spelling mistakes to be discussed in the wall of group by commenting each other (Ahmed, 2016;Yu, 2018). This environment truly supports the participants to autonomously learn English because they prepare what will be posted and commented based on their motivation, knowledge and English skill (Dweikat, 2016). In this case, the participants of this group have no administrative and temporary limitation instead of personal awareness to improve their writing skill.
The grammar and vocabularies are integrative writing aspects which need an understanding to practically enhance like verb, noun, and preposition. Those parts of speech requires a knowledge to identify the ordinary form and meaning in and soon (Altenberg & Vago, 2018). Therefore, the closed discussion via Facebook group is effectively activate the participants to drill a grammatical knowledge with writing based in English learning group (Friatin, 2018).
This article analyzes and reports the participants' activities in Facebook group namely English Learning Group which focuses on grammar and vocabularies aspect in writing skill.

Research Design
This descriptive research design to investigate the participants' group discussion of English Leaning group in Facebook to enhance their knowledge of grammar and vocabularies with writing based, and its link is https://www.facebook.com/groups/985358911516857/permalink/4950319338354 108/?app=fbl. The role of this group is generally similar with the others Facebook groups like be kind and courteous: creating a welcoming environment and respect the opinion each other, no hate speech and bullying: every participants joining this group safely and degrading comments about race, religion, culture, sexual orientation is not allowed, and respecting everyone's privacy: trusting each other through authentic, expressive and great discussion, and also privacy and private one to stay share in the group only.

Research Participants
The participants of this research were the members of the English Learning Group in a Facebook consisting more than one million from across countries and different background such as English teacher, linguist, students. The selected participants were 4 participants, they were the most active members in the group to share a topic. Researcher had been joining this group since seven months ago, and investigated the posted and commented topic on the wall of this group. The participants has different point of view to ask, answer, pro and con in the discussion.

Research Instruments and Data Collection
The researcher collectively gained the data into two instruments including the observation and documentation. Observing the participants' by immersing in a the verified data to be reported and analyzed in the discussion. The documentation is used to neglect the bias of this research.

Data Analysis
The obtained data displayed descriptively and deductively identified into the instrument points. Then, synthesizing the verified data using the previous theories of writing activities and texts. Next, interpreting the data into sub-category to conclude the analysis result (Ahmed, 2016).

English Learning Group
This group is a closed English learning group which inclusively and easily join it. The participant who are interested in English mastery can click "Join". After immersing into the group, the participant automatically able to discuss by posting and commenting the sentence on the wall of Facebook.  they dislike to the caption in spite of incorrect word or un-contextual messages, they response based on own situation in a good sentence and correct grammar (Friatin, 2018). Similarly, the knowledge of English that delivered in the group is an daily topic and supported by appropriate pictures to stimulate participants in commenting the posted text each other (Hasan & Labonya, 2016). The writer humorously tries to greet the reader in English, and to know the readers' response on the caption, but the readers seriously reply it in any situations. So. The other participants gain some new vocabularies such as human, blanket and meaningless Figure .3a English problem Figure.3b Speaking, grammar and writing problems Figure.3b Speaking, grammar and writing problems The flexibility to discuss is one of the extraordinary factors for members to participate in this group well. The participants can post and comment in any situation and condition to make a meaningful spare time in English mastery because of variety of social background and countries (Ahmed, 2016). Therefore, the participants freely determine each time to collaboratively discuss about English skill in a welcoming English environment around the world (Arif, 2019). Mostly, there are 70% of participants selects the interested topic in English skill to be discussed in this group is speaking skill and grammar, 20% are speaking, writing and grammar, and 10 % of the them chose the other skills like reading and listening.
The speaking activity temporally conducted in synchronous class with other platform but this group consistently discuss in written communication based on the participants' intention (Dweikat, 2016;Yoke, 2016). In many discussions, the topic is truly the main point to encourage participants to discuss actively. Usually, the debatable title presented by tutor to warm them up in the group, and tutor has many reasons, ways, tools and purpose to make an effective communication among the participants. Therefore, it personally requires a simple strategy to integrate the topic and practical technique to know the participants' English knowledge and skill especially in writing based, because writing skill has many aspects including grammar, content and vocabulary (Al-Jarrah et al., 2019;Arif, 2019;Sumakul, 2014). In this closed group discussion, the participants digitally appear their writing activities in some performances. participants of this group is interesting more to practice writing skill including grammar usage, vocabulary enrichment and content knowledge (Friatin, 2018).

Figure 5d. Comments
Marcus just give a comment that the correct answer is "I was born in 1994", the use of "was" that said by the second teacher is right, but he doesn't have reasonable answer. In contrast, Land grammaly explains that the word "born" is a finite verb and the incident is in the past. So, "I was born in 1994" uses a correct grammar.
From the explanation above, the discussion in writing based needs knowledge of grammar usage, the participants of the closed discussion of English learning group in Facebook enrich their understanding from the expert by sharing and commenting, because the beginners of English have some problems in grammar mastery, their basic understanding is only from their teacher without reading many references of grammar, and they confidently discuss in international group. In this case, it can be concluded that the participants' self-confident in this group discussion enriches the grammar mastery especially in simple past tense (Altenberg & Vago, 2018;Handayani & Handayani, 2020;Slim & Hafedh, 2019).

CONCLUSION
The Facebook group discussion focuses on practice based English learning.
The participants' activities digitally appear in determining a particular skill like writing and they are more interested in vocabulary and grammar. The most participant really respect on the daily topics and grammar which is the debatable subject to be posted and commented in the group. The daily topic is display in