CHAPTER I

I. The problem and its background

A. INRODUCTION They know social networking sites are widely used by students in BSEd 1 now days at the same point, it helps us to learn English language because, most of those site use English as their default language. They may also learn how to communicate with others and express their selves, although we Filipino students use Filipino language, but through their sites, they learned how to follow English instructions. B. Statement of the problem What is the effect s of social networking site to BSEd 1 in learning English language? What is the reason of some students are addicted to social networking site? What are the website that can help BSEd 1 in learning English language? What is the bad aspects in BSEd 1 ?

C. Significance of the study In terms of social networking site the BSEd 1 is needed to be familiarized in this. As they still studying , social networking site is also developing as it goes apart likes events and for they can follow the advancing of technology. The importance of this study for the BSEd 1 is to exercise their English language skill when they are entrance in the world of social networking site. It contribute the increasing of the student on BSEd 1 in learning English language by the social networking site. D. Scope and Delimitation In this study of the BSEd1 in the subject of the Research it is no connection in the other courses or year level. It was very specific so that, the topic will only focusing in the matter. To be not widening the researcher was give a specific subject to maintain the topic in one area. In the social networking sites they use all networking site because it only the same in terms of English communicating networking site like facebook, twitter, yahoo mail, and etc. E. Background of the study Every person have an ability were they can communicate by the social networking sites. The social networking sites can help, not only in communicating but in learning skills. Thus, the student of BSED 1 is also need to learn thoroughly in this kind of social networking. It must need more attention, because the Bachelor of Secondary Education will be a teacher someday, the networking sites are a big role to there. A lot of social networking sites can provide to BSED 1 to make a deal with English learning. As you can see most affected of social networking is a high school student and college student, because they are very attracted and they are the most getting influences in this cyber world. The appearance of this is the teenager is always known the thing when they get matured at sequence of our life, being adolescence is the stage that approximate in all things when they lives. The social networking site is a tool to provide in learning English language by its purposes. Like when use it in communicating, they use English language to talk, the English language is

the universal language. For that reason this language is can understand where ever they go or wherever they asks for. As the BSED 1 have a project that needed by the help of social networking site, they are not only completed their requirements but they also learned. Like when only they read some articles .Reading are the skills that help their oral and written when we do essays. Hereby, that a big role given to the social networking site in a term the field of English language. They can practice their conversation in an English language by the social networking sites. F. Purpose of the study BSEd will benefits greatly from knowing that they can doing. It they achieve competence through their educational career, iminate the networking site. Considered as important as a skill as being able to used. learned more to used networking site. Help networking site that lets you request help using the sites. Using networking sites professionally created what purpose . Enhancement for your skills. Help you organize and present information through the networking sites. Commonly used by the BSED 1 through teaching .knowing how to used networking site.

CHAPTER 2

II. Theoretical Framework

A. Relevant Theories

1 .Stanley Milgram: Social network theory views social relationships in terms of nodes and ties. Nodes are the individual actors within the networks, and ties are the relationships between the actors. There can be many kinds of ties between the nodes. In its most simple form, a social network is a map of all of the relevant ties between the nodes being studied. The network can also be used to determine the social capital of individual actors. These concepts are often displayed in a social network diagram, where nodes are the points and ties are the lines. 2. Mark Granovetter: The power of social network theory stems from its difference from traditional sociological studies, which assume that it is the attributes of individual actors -- whether they are friendly or unfriendly, smart or dumb, etc. -- that matter. Social network theory produces an alternate view, where the attributes of individuals are less important than their relationships and ties with other actors within the network. This approach has turned out to be useful for explaining many real-world phenomena, but leaves less room for individual agency, the ability for individuals to influence their success, so much of it rests within the structure of their network. 3. J. Barnes: Social networks have also been used to examine how companies interact with each other, characterizing the many informal connections that link executives together, as well as associations and connections between individual employees at different companies. These networks provide ways for companies to gather information, deter competition, and even collude in setting prices or policies. 4. Stephen Krashen: "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding 4.1 According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. 4.2 The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'. (Veja o texto ao lado e tambm outra pgina em portugus sobre Acquisition/Learning).

4.3 Krashen also suggests that there is individual variation among language learners with regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the 'monitor'.

4.3.1 The Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, conditions of exposure, and although the agreement between individual acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

4.3.2 The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.

4.3.3 Finally, the fifth hypothesis, the Affective Filter hypothesis, embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.

B. Related Literature Few years back, usage of social networking sites became popular around the world. Social networking sites are also known as social networking website. Social networking sites (SNSs) are increasingly attracting the attention of academic and industry researchers fascinated by their affordances and reach. Social networking sites are webbase service that building an online community of people that share same interest, or activities and explore others people interest. Social network sites (SNSs) such as FACEBOOK, TWITTER, MYSPACE, CYWORLD, and BEBO have attracted millions of users, many of whom have integrated these sites into their practices.As of this writing, there are hundreds of social networking sites, with various technological affordances, supporting a wide range of interests and practice while their key technological features are fairly consistent, the cultures that emerge around SNSs are

The social networking sites are gaining a lot of popularity these days with almost all of the educated youth using one or the other such site. These have played a crucial role in bridging boundaries and crossing the seas and enabling them to communicate on a common platform. It has become a popular and a potential mean for them to stay friends with the existing ones and to grow up their social circle at least in terms of acquaintances. The question regarding the safety, privacy and the legal issues have been cropping up all this time. Through this research we try to find out the impact of these networking sites on the personal and professional lives of people using them. It is a very subjective question to answer and is very opinion based and the same is reflected in the research methodology adopted by us.