INDEX

CHAPTER I GENERAL OUTLINES ...................................................................................................... 2 1.1 INTRODUCTION ................................................................................................................. 2 1.1 PROBLEM STATEMENT ...................................................................................................... 2 1.3 JUSTIFICATION .................................................................................................................. 2 1.4 OBJECTIVES ...................................................................................................................... 3 1.4.1 GENERAL OBJECTIVE ..................................................................................................... 3 1.4.2 SPECIFIC OBJECTIVES ................................................................................................... 3 1.5 HYPOTHESIS ..................................................................................................................... 3 1.6 TYPE OF RESEARCH ......................................................................................................... 3 CHAPTER II THEORETICAL FRAMEWORK ........................................................................................ 4 2.1 ENGLISH AS A UNIVERSAL LANGUAGE ............................................................................. 4 2.2 TECHNOLOGY IN OUR SOCIETY ........................................................................................ 5 2.3 SOCIAL LEARNING AND TECHNOLOGY ............................................................................. 5 2.4 TEACHING ENGLISH WITH TECHNOLOGY ......................................................................... 6 2.5 ACQUIRING VOCABULARY: WHAT DOES IT MEAN TO KNOW A WORD? ............................. 6 2.6 THE NATURE OF WORDS FOR HUMAN BEINGS ................................................................. 8 2.7 THE RETENTION OF VOCABULARY .................................................................................... 9 2.8 VOCABULARY ACQUISITION STRATEGIES: SOME SUGGESTED TECHNIQUES ................. 10 2.9 SOURCES TO HELP IN THE ADQUICITION OF LANGUAGE ................................................ 10 CHAPTER III METHOD OF INVESTIGATION ...................................................................................... 12 3.1 TYPE OF RESEARCH ........................................................................................................ 12 3.3 REACH OF THE RESEARCH .............................................................................................. 12 3.4 DATA COLLECTION ........................................................................................................... 12 3.5 VARIABLES ....................................................................................................................... 13 3.6 POPULATION AND SAMPLE .............................................................................................. 16 3.7 RESEARCH INSTRUMENT ................................................................................................. 16 3.8 VALIDITY OF THE QUESTIONNAIRE .................................................................................. 16 3.9 ACTION PLAN ................................................................................................................... 17 3.10 METHOD OF DATA ANALYSIS ......................................................................................... 17 BIBLIOGRAPHY ................................................................................................................................ 18 GLOSSARY ...................................................................................................................................... 19 ANNEX ............................................................................................................................................. 21

CHAPTER I GENERAL OUTLINES 1.1 INTRODUCTION

Since the beginning, human being always tried to communicate ideas by drawings. This manner of expression started in caves where people drew some animal figures to represent specific messages or ideas. However, those drawings were developed more and more according to necessities. The alphabet is one of that drawings representations to communicate messages with other. We cannot live without alphabet because the uncountable combinations of them help us to express any concept. Human society always tries to unify their writing communication and that reason carries English as kind of universal language to share information in the world. Specifically on topics related to computer because a language code, a program instruction, is usually written in that Anglo-Saxon language. A particular characteristic of that language is the phenomenon that people do not show problems to understand and learn that new informatic term. Related to previews concepts this study presents how English language is influencing through informatic terms on Spanish written text. This theme is considered according to the following criteria: 1) English is considered as a foreign language, 2) Spanish is the mother or native tongue and 3) Informatic terms is took into account as words that have parallel representation in English and Spanish language. To sum up, we tries to describe the level of Anglo-Saxon language incorporation on Spanish.

1.1 PROBLEM STATEMENT

Day by day informatic terms are present in La Paz city. Some of them are used in banners, notices, and advertisements. We can realize that those terms are applied by society without any problem. Besides, most of the time, people are not conscious if their native language, which is Spanish, has a parallel meaning for those informatic terms. For this reason this study wonders: What is the influence level of English language through informatic terms on Spanish written text in La Paz city?

1.3 JUSTIFICATION
Nowadays more and more people are involved in technology through the Internet. That is why informatic terms are learned naturally by the community because technological revolution cannot be stopped. That new phenomenon brings a lot of advantages for any science. However, it is not the same for Spanish language which is spoken in La Paz city. People prefer to refer a term which 2

has a parallel meaning in Spanish with the Anglo-Saxon term. For this reasons this study is going to provide important theories related to this phenomenon, is going to display our social attitude and is going to be a useful tool for next studies.

1.4 OBJECTIVES 1.4.1 GENERAL OBJECTIVE

To describe the influence level of English language through informatic terms that is present on Spanish written text in La Paz city.

1.4.2 SPECIFIC OBJECTIVES

To identify the different media where English language, informatic terms, appears and to choose the most representative one. To classify those terms or datas with the following patterns: Only terms that are related to informatics and only terms that have a parallel meaning in Spanish. To analyze datas according to form and function based on the selected text. To make conclusions based on the previews analysis.

1.5 HYPOTHESIS
The frequently apparition of English terms related to informatics causes the adoption of those terms instead of Spanish because people is constantly with computer.

1.6 TYPE OF RESEARCH

In order to achieve the objectives of this study, we need to specify the type of research. The current study is focused on qualitatively. Hernndez Sampieri (2006) mentions that this kind of research has tree principal characteristics: a) data collection, b) usage of numeral measures and c) statistic analysis. According to this theory this study is considered qualitative because it collect datas which is written text related to informatic areas where terms are present and those datas are collected in order to prove the hypothesis with statistic analysis.

CHAPTER II THEORETICAL FRAMEWORK

To support this study, the author does a literature review related to the topic of this study that is about the characteristics of English informatic terms that our society used. That is why this section presents concepts about: The Elements of acquiring vocabulary, manners of learning vocabulary and the process of teaching new words. All those theories were evaluated according to the relationship with the study.

2.1 ENGLISH AS A UNIVERSAL LANGUAGE

English is without a doubt the actual universal language. It is the world's second largest native language, the official language in 70 countries, and English-speaking countries are responsible for about 40% of world. English can be at least understood almost everywhere among scholars and educated people, as it is the world media language, and the language of cinema, TV, pop music and the computer world. All over the planet people know many English words, their pronunciation and meaning. The causes for this universality are very well known and understandable. English first began to spread during the 16th century with British Empire and was strongly reinforced in 20th by USA world domination in economic, political and military aspects and by the huge influence of American movies. The concept of a Universal Language is more significant only now, in the era of world mass communication. Before this era Greek, Latin, French were to some extent universal languages, though mainly in Europe. By a lucky coincidence due to factors above English, the Universal language is one of the simplest and easiest natural languages in the world. The only other simple and easy languages are constructed ones. Of course the concept of easiness is relative, and it depends on which language you know already. However the concept of simplicity is undeniable: English in an easy language to learn understand and speak. A complex language such as Hungarian would be a very unlikely candidate for a universal language. First of all, English Language uses Latin alphabet, the most universal, simple and short one (only the Greek alphabet is shorter and simpler). In addition, in English, the Latin alphabet presents its most "clean" form as a true alphabet with only 26 basic letters and no diacritics; Verb conjugation is very simple and easy. Even for irregular verbs, there is almost no variation in person (except

3rd singular in present tense). Regular verbs have only four forms: Infinitive + Present, Past Tense + Past Participle, 3rd person singular Present Indicative, Present Participle. There are almost no Inflections. No number or gender inflection for adjectives, articles, adverbs. For adjectives there is only comparative and superlative, almost only number for nouns. English is one of the most analytical languages, with no significant synthetic, fusional or agglutinative characteristics.

2.2 TECHNOLOGY IN OUR SOCIETY

When we speak of technology, many people automatically think of computers. While there is no question that computers offer great educational opportunities and benefits, technology can be much more broadly defined as any tool or medium that helps people accomplish tasks or produce products more efficiently. Educators can also take advantage of the many other tools of technology that are widely available and useful in the classroom. These tools include digital cameras, tape recorders, portable keyboards, a wide range of graphics and multimedia pro-grams, and more. The National Research Council has explored ways that new technologies can be used in the classroom. Among the councils findings are several specific ways technologies can be used to support learning.

2.3 SOCIAL LEARNING AND TECHNOLOGY

Technology is sometimes perceived as being at the opposite end of the spectrum from social interaction and personal engagement. Yet, we know that social interaction early in life is critically important for language development. No wonder, then, that researchers have paid particular attention to technologys effect on the social interaction of children. Researchers consistently report high levels of spoken communication and cooperation as children interact at computers. Young children are able to and even prefer working with one or two partners at the computer. Young children initiate interactions more frequently and in different ways at computers, and primary students collaborate more while working on the computer than they do when using pencil and paper. Computers can also contribute to the social interaction of young children with disabilities; involving, interactive software programs become a topic for conversations and communication, even for children who tend not to communicate. The teacher plays a central role in the process of using technology, encouraging collaboration among students and independence in activities. Computers, like crayons or blocks, are tools for learning and problem solving. Teachers play a critical role in determining the manner in which 5

these are used. Just like books or any other resources, technology is used within a social environment, and mediated by interaction with peers and teachers. Learning is never solely a matter of hardware and software.

2.4 TEACHING ENGLISH WITH TECHNOLOGY

Technology in Language Teaching is not new. Indeed, technology has been around in language teaching for decadesone might argue for centuries, if we classify the blackboard as a form of technology. Tape recorders, language laboratories and video have been in use since the 1960s and 1970s, and are still used in classrooms around the world. Technology is the broad term used to address any kind of media (electronic or otherwise) which help support learning. Technology is used for teaching primarily the same knowledge and skills that teachers teach in the classroom. What is special about technology is that it provides opportunities to supplement familiar teaching strategies in important ways. Now let us check some advantages that Wallace (1988) mention: allows students to vary the amount of time they spend the help they request the path they take through a learning activity enables the teacher to tailor instruction specifically to individual learners provides individualized interaction helps learners develop learning strategies that will benefit them beyond the language classroom. provides authentic material in a quick, accessible way

2.5 ACQUIRING VOCABULARY: WHAT DOES IT MEAN TO KNOW A WORD?

Wallace (1988) argues that knowing a word in the target language at the native competence level is the ability to: a) recognize it in its spoken form; b) recall it at will; c) relate it to an appropriate object or concept; d) use it in the appropriate grammatical form; e) in speech, pronounce it in a recognizable way; f) in writing, spell it correctly 6

g) use it with the words it correctly goes with, i.e. in the correct collocation h) use it at the appropriate level of formality; i) be aware of its connotations and associations.

To Richards (1974) in Carter & Mc Cathy (1988 ) knowing a word means : 1. Knowing the degree of probability of encountering it and the sorts of words most likely to be found associated with it (frequency and collocability ). 2. Knowing its limitation of use according to function and situation (temporal, social, geographical; field, made, etc.). 3. Knowing its syntactic behaviour (e.g. transivity patterns, cases). 4. Knowing its underlying forms and derivations. 5. Knowing its place in a network of associations with other words in the language. 6. Knowing its semantic value (its composition). 7. Knowing its different meanings (polysemy). Jeremy Harmer (1992) summarises knowing a word in the following way: WORD USE WORDS WORD INFORMATION WORD GRAMMAR Meaning in context Sense relations Metaphor and idiom Collocation Style and register Parts of speech Prefixes and suffixes Spelling and pronunciation Parts of speech Prefixes and suffixes Spelling and pronunciation

MEANIG

These assumptions made in the light of descriptive linguistics, psycholinguistics and computational linguistics reveal the fact that knowing a word means more than just understanding its meaning. 7

They reveal the complex nature of the vocabulary learning process. Then, the lexical part shouldn't be ignored in language teaching. Carter & McCarthy (1988) quote Wilkins stating the centrality of meaning: "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed." Carter & McCarthy also quote Rivers stating that vocabulary can be presented and explained but ultimately it is the individual who learns: "Students must learn how to learn vocabulary and find their own ways of expanding organizing their word stores." Then individualisation and self-management seem to be a necessary ingredient in language learning. By involving the learner actively in the vocabulary acquisition process, it is possible to increase efficiency. Having learned L1 learners have an experience of language learning, which is a great advantage on the part of the learner. So learners have a lot to contribute from themselves. They must be involved in this process and they must organize their own learning and form their own lexicon. Willis (1990 P.130) also argues that the job of the teacher is to help learners manage their own learning, discover for themselves the best and most effective way for them to learn. To understand an utterance, Widdowson argues, we have to use the linguistic signs as indicators to where meaning is to be found in the context of the immediate situation of utterance, or in the context of our knowledge and experience. In language use, meaning is achieved by indexical and not symbolic means. Giving the following expression:"The liquid passed down the pipe" Widdowson (1986) asks: Why is that we understand the pipe referred to here as a length of tube, rather than a device for smoking tobacco or a Musical Wind instrument? Because the association of liquid and pipe calls up a familiar frame of reference, is indexical of a conventional schema. Wallace (1988) distinguishes between form and meaning by giving the following example: Jack was sitting on the bank of the river, I am going to the bank to cash a cheque and He calls them different lexical items because they have different meanings. So learners must be aware of such indexical meaning in order to be able to use them.

2.6 THE NATURE OF WORDS FOR HUMAN BEINGS

Most of the time learners complain about forgetting the words they have learned. Gairns and Redman (1990) mention two theories of forgetting:
We need to practise and revise what we learn otherwise the new input will gradually fade in the memory and ultimately disappear. This is called the decay theory. Cue-dependent forgetting, which asserts that information does in fact persist in the memory but we may be unable to recall it. In other words, the failure is one of retrieval rather than storage.

Gairns and Redman (1990) argue that the second theory is supported by a number of experiments. In one of these, subjects were given lists of words to learn and then tested on their powers of 8

recall. Later they were tested again, only this time they were given relevant information to facilitate recall. For example, if a list contained the words "sofa", "armchair" and "wardrobe" the subjects would be given the super ordinate "Furniture" as a cue to help them. These experiments showed that recall was considerably strengthened by appropriate retrieval cues, thus suggesting that the information was not permanently lost but only "mislaid". But in both cases one thing is very clear: learners' active involvement is needed to keep the vocabulary active and this seems to be possible with adequate strategies. Carter (1987) mentions a research reported in Cornu (1979) which indicates that individuals tend to recall words according to the categories or semantic fields in which they are conceptually mapped. Then, if learners study the vocabulary in terms of categories and semantic fields, they will be able to retain more vocabulary for a longer time.

2.7 THE RETENTION OF VOCABULARY

If one wishes to find an answer to the question Do we store and retain vocabulary randomly? the answer must be "no". Otherwise it would take a long time to recall words as Gairns & Redman (1990) state:
Our "mental lexicon' is highly organized and efficient. Were storage of information haphazard, we would be forced to scan in a random fashion to retrieve words; this simply is not feasible when one considers the speed at which we recognize and recall.

Carter & McCarthy (1988) argue that learners make semantic, phonological and associational links between L1 and L2. It seems that learners can store and retain vocabulary more easily if they study items relating by topic, forming pairs etc. That is, they do it in a systematized way. When we think of the number of words in our mental lexicon, the speed is incredible. Gairns and Redman (1990 p.88) cited Freedman and Loftus (1971): the subjects were asked to preform two different types of tasks. 1. Name a fruit that begins with a P 2. Name a word beginning with P that is a fruit. The subjects were able to answer the first type of question more quickly than the second. When they are in the fruit category they can remember other fruits more quickly. Semantically related items are stored together in a series of associative networks. Gairns and Redman consider word frequency as another variable which affect storage. Items which occur most frequently are also easily recognized and retrieved.

2.8 VOCABULARY ACQUISITION STRATEGIES: SOME SUGGESTED TECHNIQUES

Ur & Wright (1992) mention a technique which helps vocabulary acquisition and retrieval: brainstorming round a word. One powerful side of this technique is that learners are trying to relate the word semantically. Other variations of the same technique are quite useful in that they help the learner to think hard on collocability of words. Once learners try to use this technique, believe, they will be actively involved in the learning process, which, in the long run, will help them acquire more vocabulary. Brainstorming round a word: Take a word that you have recently learnt, write all the words associated with it. Also, With a line joining it to the original word in a circle. If the original word was "clothes", for example you might get:
DRESS JEANS SCARF

SOCKS

CLOTHES

SKIRT

HAT SHIRT

COAT

Variation 1: Limit association in some way. For example, write only adjectives that can apply to the central noun so "clothes" might get words like: black, old, smart, warm and beautiful. Variation 2: A central adjective can be associated with nouns, for example, "warm" could be linked with: day, food, hand, personality. Or a verb can be associated with adverbs, for example, "speak" can lead to: angrily, softly, clearly, convincingly, sadly.

2.9 SOURCES TO HELP IN THE ADQUICITION OF LANGUAGE

Hartman stresses the importance of finding the meaning of a word as an essential ingredient of dictionary use in Bailer (1989). He lists some of the difficulties which pupils experience at every stage: searching for an appropriate headword, understanding the discourse structure of the entry, identifying the relevant part of the definition, relating the appropriate sense to a given context, and

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paraphrasing the word by merging it with the source text. This indicates that the learner should be able to overcome such problems if he is to take advantage of dictionary use. Hartman also warns that learners will often fail to find the information they seek if they lack the required constituent skills. Then, students must be taught the proper use of the dictionary. For example, students can be given some exercises which require rearranging words in alphabetical order, finding derived forms under another headword, finding out pronunciation, checking spelling and so on. The dictionary can also give them useful grammatical information. Wallace (1988) diagnoses a choosing the meaning appropriate to a given context when several meanings are defined as the major problem in the use of the dictionary. What type of dictionary to use is another point to be considered. At early stages a bilingual dictionary can be used, but it is a fact that monolingual dictionaries encourage students to think in the target language. Harima (1991) states that there is nothing wrong with bilingual dictionaries except that they do not usually provide sufficient information for the students to be able to use. The entries for the following English words in an English - Turkish bilingual dictionary are all the same:
float (v): yzmek skin (v): yzmek swim (v): yzmek

There is no doubt, then, learners need more than that. They must be offered a better alternative. Because of the advancements in computer technology, learners are lucky to find a monolingual dictionary as Collins Cobuild dictionary (1990). This dictionary presents a real break away from the traditional ones: It gives examples of real language i.e. how they are used in actual situations with all types of usages.

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CHAPTER III METHOD OF INVESTIGATION

In this chapter the writer discusses about data collection, population and sample. Also is presented the instrument of the research, action plan and the analysis method that is applied through this research. Those important aspects are relevant to simplify the field of the study.

3.1 TYPE OF RESEARCH

This research tries to describe how informatics terms are used in the La Paz City. This means that the focus that is going to follow is quantitative, where we will relocate information in order to prove the hypothesis. We will go to consider some statistical sources and some other instruments. This kind of research helps us to explain some particular phenomenon that is present in the society that is informatic terminology on Spanish.

3.3 REACH OF THE RESEARCH

We are conscious that there is a reality to investigate and we are motivated to discover the manner of presence. However, is impossible to cover everything and that is why is necessary to specify a aim point that will depend of the strategy that we will follow. The descriptive study is a kind of research where people try to answer the hypothesis with the manipulation of variable (Sampieri, 2007). We chose this kind of study because its interest is to describe the reason of the phenomenon and the conditions. In addition, is important mention that the literature revised said that there are investigation that prove that a language can influence other one by use of it constantly (Tim, 1996).

3.4 DATA COLLECTION

Data are facts we have about people, situations, events, things, and relationships (Tripp, 1996: 15). Like other researchers, in carrying out a context action research one has to collect the data containing some information for ones undertaking. In doing research (Walker, 1985) and in A Teachers Guide to Society Action research (Hopkins, 1985) as quoted by Mc Niff (1992) there are various methods of data collection: field notes, audio tape recording, pupil diaries, interviews and discussions, video tape recording, questionnaires, goniometry, documentary evidence, slide/ tape photography and case study.
All the techniques have the advantages and disadvantages. In order to make it clear, here is the taxonomy of the techniques:

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Techniques

Advantage(s) Simple, ongoing, personal

Disadvantage(s) Subjective, need practice Transcription difficult, time consuming, often inhibiting Subjective

Use(s) Specific issue Case study General impression Detailed evidence Diagnostic Diagnostic Triangulation Specific in information depth

Field notes

Audio tape recording

Versalitile, accurate, provide sample data Provides pective pupil pers-

Pupil diaries Interviews and discussions Video tape recorder

Can be teacher-pupil, pupil-pupil Visual comprehensive Highly specific, easy to administer, comparative Easy administer, provides guides to action Illuminative Illuminative, discussion promote

Time consuming Awkward and expensive, can be distracting Time consuming analyze, problem right answer to of

Visual material Diagnostic Specific information and feedback Analyses social relationships Provides context and situation

Questionnaires

Goniometry

Can threaten isolated pupils Difficult to obtain, time consuming Difficult to obtain superficial

Documentary evidence Slide/Tape photograph

Illustrates critical incidents Comprehensive overview of and issue. Publishable format

Case study

Accurate, representative, uses range of technique

Time consuming

In doing this study is obtained data by using questionnaires and field notes. Also, used audio tape recording to record the data obtained because by audio tape recording technique an accurate and detailed data is needed to gain the data of populations opinion about informatic terms. Stringer (1996) asserts that the use of a tape recorder has the advantage of allowing the researcher to record accounts that are both detailed and accurate.

3.5 VARIABLES
The variables are elements that have some particular characteristic of being measured and provable with criteria (Tamayo, 1999). This concept helps us to understand that our variable in this research are closely related with the hypothesis. It means that hypothesis is going to direct to complete the instrument. This research presents the following variables:

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VARIABLES INDEPENDENT VARIABLE

DIMENSION CONCEPTS

TERMINOLOGY OF INFORMATIC OR COMPUTERS

TERMINOLOGY: It is the set of technical words or expressions used in a particular subject with particular meaning. INFORMATICS: It is the study of processed for storing and obtaining information COMPUTER: An electronic machine that can store, organize and find information, do calculations and control other machines

SUBDIMENTATION INDICATORS VALUES Knowledges degree of informatic Some , many and a lot terms Young people Kind of people familiarize with Teenager people those terms (age) Adult people Elderly people Male Genre Female Common words (Computers/ Internet) Special word (Informatic terms) Kind of informatic terms Particular terms (Expressions like slangs and others) People learn them at school People learn them by social interaction People learn them naturally With colleagues With friends With any kind of person With relatives Hour per day that people interact with computers Kind of material that people look for or use in the computers The languages sources

Media of acquisition of informatic terms

Circumstance when people use those terms

People and computer interaction

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Other media to be in contact with informatic terms DEPENDANT VARIABLE ADOPTION OF INFORMATIC TERMS INSTEAD OF SPANISH ADOPTION: The act of adopting or choosing words in order to use like proprietor. The reasons to prefer to use English informatic terms instant of Spanish The reasons to be in contact with those terminology

Magazines Newspapers Book Social movements Common expression Medias language words volunteer Obliged

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3.6 POPULATION AND SAMPLE

The subjects of this study are the population who lives in La Paz City in the year 2012/2013. There are about 2.350.466 habitants. This study took the sample according section or like Sampieri (2007) say Muestra Estratificada that is to collect sample by particular characteristics. However, the selection, into the sample, was done randomly; all the group of people will have a chance to be chosen. The researcher wrote the name of the society group on small pieces paper then she rolled the paper and put it into a bottle. He then shook the bottle and let the one rolled paper out. Finally, he will get specific group of people as the sample of the study.

3.7 RESEARCH INSTRUMENT

To get the empirical data of the population in English words, the writer uses questionnaires that are a number of written questions used to get information from respondents (Arikunto, 1998). In constructing the questionnaire, the writer uses close questionnaire. It means that the respondents answer the questions by choosing one of answered given by the researcher or like other author says multiple choice. Those kind of answers are easily analyzed be some parameters that is classified by computer softwares like SPSS. In this study, it is used questionnaire to get additional information about the people reflection toward the preferences to use informatic terms. There were different information questions about them. They are created in order to follow the indicators that were indicated on variables. Those indicators have some values that represent the principal point of the phenomenon.

3.8 VALIDITY OF THE QUESTIONNAIRE

Harris (1969) states that empirical validity is used to prove that scores or information have a high correlation to some outside criterion such as mark or grades that were obtained. This study deals with the people preferences to use some specific terms. So, the study does a statistical computation to check the validity. It means that at the end of the study we can find a possible answer to the phenomenon. Solutions are not always good and that is why we are conscious that the people can have negative comments. However, the principal reason to make this research is and will be to contribute to the theories with our revolution technological that we are living nowadays. In addition, this research tries to describe the phenomenon and make a possible solution or consequences.

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3.9 ACTION PLAN

The study is planned to six steps of action research in doing the action. The step was begun from selecting focus until continue or modify. In order to be clear, it would like to present the Glanzs model of action research: (1) The first step was selecting focus. The focus of this study was the population of society. (2) The second step was collecting data. (3) The third step was analyzing and interpreting the data. (4) The fourth step was taking action. (5) The fifth step was reflection. (6) The last step was the continuation / modification. After conducting a post-test and giving questionnaire, the writer made the analysis. As the writer only took one action research cycle, it means that the study was complete.

3.10 METHOD OF DATA ANALYSIS

Sampieri (2007) states that there are different methods that we can be used. One of them is descriptive method. This kind of method is used to describe what actually happens in a certain situation or condition. It provides the analysis of certain facts, for instance, the analysis of data collection result. Also, is important to mention that the research conducted by the writer in this study is a descriptive research. The kind of analysis will be the product of using some statistical formulas where the researcher selected them in order to get information with validity. The study of linguistic information systems, linguistic informatics, may be regarded as a humanistic research. It investigates the possibilities to facilitate and enhance advanced processing and analysis of linguistic data in order to find hidden patterns which are difficult for humans to uncover. This information may then again be used to enrich the current knowledge of linguistics and languages. Electronic tools that facilitate linguistic data exploration will enable researchers to do more efficient and in-depth research on these phenomena, because it will facilitate and speed-up the gathering of extensive, relevant data to test hypotheses, or even to prompt new hypotheses.

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BIBLIOGRAPHY
Crystal, David (2001) El LENGUAJE E INTERNET. Cambridge University Press. pp. 11-37.

ORELLY & ASSOCIATES, INC. (1997) The Harvard Conference on the Internet and Society. Harvard University Press. pp. 27-38 (Bill Gates). Posteguillo, Santiago (2003) Netlinguistics. Castello de la plata: Publicaciones de la Universitat Jaume I. Ramelan (1992) An Introduction to Language Analysis. Semarang: IKIP Semarang Press. Sampieri, Roberto (2006) METODOLOGIA DE LA INVESTIGACION. Mexico: Mc Graw Hill. Stringer, E.T. (1996) ActionResearch: A Handbook for Practitioners. London: Sage Publication Ltd. Syafei, A. (1988) English Language:Theory And Practice. Jakarta: Depdikbud, Dirjen Dikti. Tripp, D. (1996) SCOPE: Supporting Work Place Learning Education Department of Western Australia. Eaglewood Ur, P. and A. Wright. (1993) Teaching Listening Comprehension. Cambridge: University Press.

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GLOSSARY
Acrolect NOUN a dialect (=way of speaking a language) that is considered better than all others Basilect NOUN a dialect (=way of speaking a language) that is considered lower in status than other dialects Creole NOUN a language that is a mixture of a European language and one or more other languages, spoken as the first language of a people Dialect NOUN a way of speaking a language that is used only in a particular area or by a particular group Diglossia NOUN a situation in which a language exists in two forms, one formal or literary and the other informal, and you use the form that is suitable for a particular situation First language NOUN the first language that you learn to speak First language NOUN the main language that people speak in a region or country Heritage language NOUN in English-speaking countries, a language other than English that is the main language someone learns as a child Home language NOUN Someones native language Interlanguage NOUN a mixture of two languages, especially one used by someone learning a new language, that contains features of the persons first language mixed with those of the language they are learning Interlingual ADJECTIVE Involving two languages Interlingual ADJECTIVE relating to an interlanguage Language NOUN the method of human communication using spoken or written words Langue NOUN a language considered as a system of communication that belongs to the people who speak it Lingo NOUN a language, especially one other than your own Lingua franca NOUN a language that people use to communicate when they have different first languages Litotes NOUN the use of a negative statement to say something positive, for example by describing something as not unreasonable Metalanguage NOUN a set of words used for describing and discussing language Metonymy NOUN expressions in which you refer to something using the name of something else that is closely related to it, as, for example, when journalists use the expression Downing Street to refer to the British Prime Minister Mother tongue NOUN the main language that you learn as a child Natural language NOUN a language that has developed in a natural way, rather than being created for a specific purpose Parole NOUN language considered as the way that individual people use it Patois NOUN

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a type of spoken language used by people in a particular area, that is different from the main language in a country Pidgin NOUN a language made up of two or more languages, used as a way of communicating by people whose first languages are different from each other Prose NOUN written language in its ordinary form, as opposed to poetry Register NOUN the type of language that you use in a particular situation or when communicating with a particular group of people rhyming slang NOUN a way of talking in which you replace the normal word for something with a word or phrase that rhymes with it. An example is dog and bone instead of phone. Rhyming slang is used especially by cockneys (=people from East London). second language NOUN a language that you can speak but which is not your main language signing NOUN the use of sign language to communicate, instead of speaking or writing sign language NOUN a way of communicating with people who cannot hear, using hand signals instead of words Sociolect NOUN a type of language spoken by people in a particular social class or group Speech NOUN spoken language, not written language Stress-timed ADJECTIVE in a stress-timed language, there is a regular pattern of stressed syllables Syllable-timed ADJECTIVE in a syllable-timed language, each syllable has a regular rhythm and there are no stresses Tone language NOUN a language such as Chinese in which the meaning of some words changes when you say them in a different tone Tongue NOUN a language Vernacular NOUN the language spoken by a particular group or in a particular area, when it is different from the formal written language A living language a language that people still speak and use in their ordinary lives Plain English/language/wording language that is easy to understand because it does not use difficult or technical words

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ANNEX
INSTRUMENT OF COLLECTING DATA
QUESTIONNAIRE Genre: Male / Female / Teenager person / Adult person / Elderly person

Kind of people: Young person

1.

In your opinion, how many informatic terms do you consider that is frequently used by yourself? a) b) c) Some terms Many terms A lot of terms

2.

What kind of informatic terms do you consider that is used? a) b) c) d) Terms that appear on the Internet Terms that appear on computers Terms that are informatics terms Some particular terms like common word (Facebook)

3.

When do you thing that those terms were learned? a) b) c) At school By social interaction Those terms were learned naturally

4.

When do you use them? a) b) c) d) With colleagues With friends With any kind of person With relatives

5.

In your opinion, how many hours do you spend with a computer? a) b) c) d) e) 1 to 2 hours per day 2 to 4 hours per day 4 to 6 hours per day 6 to 8 hours per day More than 8 hors

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6.

How do you use the computers? a) b) c) d) To study To work To entertainment To investigate

7.

Do you have any difficulty with language sources like finding information on English? a) b) c) Yes, Because all on internet is in English No, Because I understand the most common terms Other ____________________________________

8.

What kind of media contribute to be in contact with informatic terms? a) b) c) d) Magazines Newspapers Books Other _____________________________________

9.

Why do you prefer to use English informatic terms instant of Spanish? a) b) c) Because is a social movement Because is a common expression Because is the medias language

10.

Why you are in contact with that terminology? a) b) c) d) Volunteer Obliged Everyone used them I cannot avoid them

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