The Language Features of Recount Text

D. Social Networking Sites

As can be seen above, social networking sites SNs is one of CALL types which involves in web-based learning programs. Rigby said that social networks have become places where young people spend a considerable part of their lives. 20 In these places, they create identities, make friends, share the idea, and so on. Moreover, Boyd and Ellison in Harrison and Thomas ‟ article define SNs as web-based services that allow individuals to: 1 construct a public or semi-public profile within a bounded system, 2 articulate a list of other users with whom they share a connection, and 3 view and traverse their list of connections and those made by others within the system. 21 Hence, SNs is web sites for everyone who has same interest in particular things where they can create their own profile, discuss their favourite topic, and connect by making connections through individual or groups. The term “same interest” can also be used for “same objective” in foreign language classes. There are self-expression and social interaction in SNs, some of the most important contexts for language use, which can be created or imitated by teachers in foreign language FL classrooms to enhance language acquisition. SNs are also popular among the learners. This makes SNs attractive possible sites for FL practice. If the teachers involve the pedagogic material in SNs activities as FL experiences, students can be more motivated and spend more time on the FL tasks. Then, it can be used for communicating and connecting with others in the second language L2 or FL through a class which learners will become well poised to establish relationship with other speakers of L2 via SNs in the future and to become 20 Ben Rigby, Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0, San Francisco: Jossey Bass, 2008, p. 59. 21 Richard Harrison and Michael Thomas, “Identity in Online Communities: Social Networking Sites and Language Learning ”, International Journal of Emerging Technologies Society 7, No. 2, 2009, p. 111. autonomous, lifelong learners. 22 SNs therefore are a promising tool for FL education in their capacity to be used by learners as FL practice. Teachers may use one or more than one SNs as a media. It depends on the needs and goal of learning. From various kinds of SNs such as Facebook, MySpace, Twitter, Path, YouTube, and so on, the writer chose Facebook because it provides a group application which lets the teachers use the internal elements to manipulate groups for FL class.

E. Facebook as Computer-Assisted Language Learning CALL

In this research, the writer will talk about Social Networking Sites SNs especially Facebook which is included in Web-based learning programs. According to Stelter‟s definition in Suthiwartnarueput and Wasanasomsithi‟s article, “Facebook is a one of the most popular social networking sites which allow users to post any information, chat with friends or other users, and collaborate within the system ”. 23 It is also a technological tool which can nurture the student-teacher relationship by creating positive learning experiences for both parties stated Mazer, Murphy and Simonds. 24 So, Facebook is one of social networking sites that can be used by everyone all over the world to post any updates or information, share photos, chat or argue with other users, and also to be a media for learning some subjects or many things. Students not only have greater chances to collaborate with many people in the world but also can learn English at the same time if they use Facebook as a tool for their study by spending time browsing profiles, meeting new people, and exploring relationships using the English Language. Students use Facebook primarily for „social searching.‟ That is, students use Facebook to learn more about a person they have met. It is also used for social and 22 Kara McBride, “Social-Networking Sites in Foreign Language Classes: Opportunities for Re-creation ”, www.slu.edu, Internet, available from http:www.slu.edu~kmcbrid8McBride09_SNS.pdf, accessed 3o September 2014, p. 35. 23 Suthiwartnarueput and Wasanasomsithi, op.cit., p. 195. 24 Eren, op.cit., p. 289.