Data Interpretation RESEARCH FINDINGS AND INTERPRETATION

networking site. Besides it is interesting for them, it can decrease their anxiety in interacting with the teacher and students. 2. The writer hopes social networking sites SNS can be useful for the students. Because it can be used not only for sharing, updating status, uploading and downloading the fun things only but also as a media of foreign language teaching and learning. 3. The writer needed a longer time during implementing Facebook as a media in teaching writing of recount text. Hopefully there will be further researcher that will conduct a better research about other social networking site. 4. For school, it can be better if the computer laboratory can be optimized for teaching and learning facilities because sometimes the teachers need to use the internet for media of their students. So, the learning process may be not so boring. 48 BIBLIOGRAPHY Ako, Wahanga W. Assessment Matters: Self-Assessment and Peer Assessment. New Zealand: Teaching Development Unit, 2012. Anderson, Mark and Katy Anderson. Text Types in English Type 1. Australia: Macmillan, 2003. Bijami , M. “Peer Feedback in Learning English Writing: Advantages and Disadvantages”. Journal of Studies in education 3, No. 4 2013, p. 93. Braine, G and Claire May. Writing from Sources: A Guide for ESL Students. California: Mayfield Publishing Company, 1996. Chatrand, R. “Social Networking for Language Learners: Creating Meaningful Output with Web 2.0 Tools”. Knowledge Management E-Learning: An International Journal 4, No. 12012, p. 99. Clause, Barbara F. The Student Writer-6th Ed. New York: McGraw-Hill, 2004. Davies G., Walker R., Rendall H. Hewer S. “Introduction to Computer Assisted Language Learning CALL; Module 1.4 in Davies G. ed. ”. Information and Communications Technology for Language Teachers ICT4LT. Slough: Thames Valley University. 2012. Available at: http:www.ict4lt.orgenen_mod1-4.htm, accessed on 23-01-2014. El-Koumy, Abdel S. Teaching and Learning English as a Foreign Language: A Comprehensive Approach, USA: Educational Resources Information Center ERIC. 2004. Eren , O. “Students’ Attitudes towards Using Social Networking in Foreign Language Classes: A Facebook Example”. International Journal of Business and Social Science 3. No. 20 Special Issue – October 2012: 288. Feiler, J. How to Do Everything: Facebook Application, New York: The McGraw- Hill Companies, 2008. Fraenkel, Jack R., and Norman E. Wallen, How to Design and Evaluate Research in Education- 5 th Ed., New York: McGraw- Hill, 2003. Harrison, R., and Michael Thomas, “Identity in Online Communities: Social Networking Sites and Language Learning”, International Journal of Emerging Technologies Society 7, No. 2, 2009: 111. Hedge, T. Resource Book for Teachers: Writing. New York: Oxford University Press, 1998. Herdisty, D and Windeatt, S. CALL: Resource Books for Teachers. Oxford: Oxford University Press, 1989. Hughes, A. Testing for Language Teachers-2 nd Ed. UK: Cambridge University Press, 2003. Hyland, K. Second Language Writing. Cambridge: Cambridge University Press, 2003. Kumar, R. Research Methodology -3 rd Ed., London: SAGE Publications Ltd., 2011. Langan, J. College Writing Skills with Readings-6th Ed. New York: McGraw-Hill, 2005. Langan, J. Exploring Writing: Sentences and Paragraphs-2nd Ed. New York: McGraw-Hill, 2010. Mardi, Teni. “The Effectiveness of Using ICT Information Communication and Technology on Students’ English Achievement”, skripsi, Jakarta: not pblished, 2011. McBride, K. “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: 35. Nurohmah, I. “An Analysis of Students’ Recount Text by Using Systemic Functional Grammar”. Passage 1, No. 2 2013: 90. Rigby, B. Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0. San Francisco: Jossey Bass. 2008.