PERCEPTIONS ON THE USE OF INTERNET
FOR ACADEMIC PURPOSES
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Asuan
Student Number: 061214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
PERCEPTIONS ON THE USE OF INTERNET FOR ACADEMIC PURPOSES
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Asuan
Student Number: 061214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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BE PROACTIVE
RESPONSIBILITY = RESPONSE-ABILITY
I dedicate this thesis to my beloved parents, family, all academicians, and all
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Asuan. (2010). English Language Education Study Program Students’ Perceptions on the Use of Internet for Academic Purposes. Yogyakarta: Sanata Dharma University.
The Internet has become a good medium of English learning and teaching. This technology facilitates teachers and students to get many benefits e.g. obtaining up-to-date information in which recent information can be opened easily world-wide with little effort and at a very modest cost. The presence of Internet helps to improve the educational process and students’ academic achievements, students can access to learning materials or resources easily. However, some students face problems while using the Internet for academic purposes. Moreover, how do the students themselves perceive the use of Internet in improving their academic achievements?
These were the major reasons that encourage the writer to carry out this research. There were three research questions: 1) What are the students’ perceptions on the use of Internet in improving their academic achievements? 2) What are the major problems students faced in using Internet for academic purposes? 3) What are the students’ and lecturers’ recommendations in solving the major problems that students faced in using Internet for academic purposes?
To answer the research questions, the writer employed survey research. The respondents were 105 sixth semester ELESP students in the academic year of 2009/2010 of Sanata Dharma University and 3 lecturers of ELESP of Sanata Dharma University who teach courses using Internet. The data were obtained by using questionnaire and interview as the instruments.
Based on the result of the questionnaires, the majority of sixth semester ELESP students in the academic year of 2009/2010 of Sanata Dharma University perceived the use of Internet in improving academic achievements positively. They perceived that using Internet for academic purposes was comfortable, interested, motivated, easy, quick, and inexpensive. It was based on their experiences in using the Internet for academic purposes. The students also perceived that Internet gave contributions in improving their academic achievements such as in accomplishing college assignments, finding teaching and learning materials or sources, finding useful on-line articles, journals, papers, and improving English language skills.
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Asuan. (2010). English Language Education Study Program Students’ Perceptions on the Use of Internet for Academic Purposes. Yogyakarta: Universitas Sanata Dharma.
Internet telah menjadi sebuah medium yang baik dalam pembelajaran Bahasa Inggris. Teknologi ini membantu para guru dan siswa mendapatkan banyak keuntungan seperti mendapatkan informasi terkini dimana informasi baru dapat diakses secara luas dan mendunia dengan mudah dan dengan biaya yang sangat murah. Kehadiran Internet membantu meningkatkan perkembangan proses pendidikan and meningkatkan pencapaian akademis siswa, siswa dapat mengakses materi-materi dan sumber-sumber pembelajaran dengan mudah. Akan tetapi, ada beberapa siswa menghadapi beberapa masalah ketika menggunakan Internet untuk kepentingan akademis. Lagipula, bagaimana pandangan para siswa sendiri tentang penggunaan Internet dalam meningkatkan pencapaian akademis mereka?
Inilah yang menjadi alasan-alasan utama yang mendorong penulis untuk menjalankan penelitian ini. Ada tiga rumusan masalah: 1) Bagaimana persepsi para siswa terhadap penggunaan Internet dalam meningkatkan pencapain akademis siswa? 2) Masalah-masalah pokok apa saja yang dihadapi para siswa dalam menggunakan Internet untuk kepentingan akademis? 3) Saran-saran apa saja dari para siswa dan dosen dalam menyelesaikan masalah-masalah pokok yang dihadapi para siswa dalam menggunakan Internet untuk kepentingan akademis?
Untuk menjawab rumusan masalah tersebut, penulis menggunakan penelitian survei. Para responden adalah 105 mahasiswa semester 6 Program Studi Pendidikan Bahasa Inggis, Universitas Sanata Dharma pada tahun ajaran 2009/2010 dan 3 dosen Program Studi Pendidikan Bahasa Inggis, Universitas Sanata Dharma yang menggunakan Internet dalam pengajaran. Data-data diperoleh dengan menggunakan kuesioner dan wawancara sebagai instrumen penelitian.
Berdasarkan hasil kuesioner, terbukti bahwa sebagian besar mahasiswa semester 6 Program Studi Pendidikan Bahasa Inggis, Universitas Sanata Dharma pada tahun ajaran 2009/2010 mempunyai persepsi yang positif akan penggunaan Internet dalam meningkatkan pencapaian akademis mereka. Mereka merasa nyaman, tertarik, termotivasi, mudah, cepat, dan murah dalam menggunakan Internet untuk kepentingan akademis. Ini berdasarkan pengalaman-pengalaman mereka dalam menggunakan Internet untuk kepentingan akademis. Para siswa merasa Internet memberikan kontribusi dalam pencapaian akademis mereka seperti dalam menyelesaikan tugas-tugas kuliah, mencari materi ataupun sumber pembelajaran, mencari artikel-artikel, jurnal-jurnal, tulisan-tulisan on-line, dan juga meningkatkan kemampuan Bahasa Inggris.
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First of all, I would like to express my deepest and great gratitude to dear
GOD for His boundless love and glorious blessings. I realize that I would not be able
to complete this thesis without Him.
I am greatly indebted to my major sponsor, Ag. Hardi Prasetyo, S.Pd., M.A.
I would like to express my heartfelt thanks for all his guidance, patience, valuable
feedbacks, and precious time in completing this thesis. My profound thanks go to all
of my lecturers in ELESP who have taught and guided me during my study.
My sincere thanks go to the lecturers of Sociolinguistics class, Made Frida
Yulia, S.Pd., M.Pd., Carla Sih Prabandari, S.Pd., M.Hum., and Nugraha
Krisdiyanta, S.Pd. for giving me opportunity to distribute my questionnaires on their
classes. Moreover, I would also like to thank to all of the students of Sociolinguistics
classes in the academic year 2009/2010 for being my respondents and their
willingness to complete the questionnaires.
My majestic gratitude goes to my beloved Parents,Barli and Maidiar, who
always support me with their abundant love and care, to my elder sister, Susi, who
always gives me advice, attention, and encouragement, to my younger brother, Johan,
who always stays cool and admirable.
I sincerely express my thanks to Chrysogonus Siddha Malilang, S.Pd.,
Kanina Pramesi, S.Pd., Mega Wulandari, S.Pd., and Agustina Ari Wisudawati,
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given me the chance to continue my study, and also Pandita-pandita in Yogyakarta, drg. Henny, and all of my Vihara friends who have supported and helped me during
my days in Yogyakarta.
Further, I would like to thank my best friends, Lingqing, Yuede, Desia,
Huile; all my remarkable classmates; managers of FRONTS: Ria, Kristin, Ruth,
Dewati, Manda, Wiwit, Dika; all of my friends in PKM 2009, PPL, KKN 39, FEMME (Play Performance); PAK Tutors, PGSD Tutors, my dear boarding house’s sisters, Kanti and Susan, my seniors, my juniors, my friends, my colleagues, and my
students. I would also like to express my appreciation to Secretariat Staffs of
English Language Education Study Program and Library Staffs of Sanata Dharma
University as well as all students of English Language Education Study Program who
know me.
Finally, for all whose names that I cannot mention one by one, thank for
everything. Be Grateful, Be Happy, and Keep Dedicating… ^^
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Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
ABSTRACT ... vi
ABSTRAK ... vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... ix
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
LIST OF APPENDICES ... xviii
CHAPTER I. INTRODUCTION 1.1 Research Background ... 1
1.2 Problem Formulation ... 5
1.3 Problem Limitation ... 5
1.4 Research Objectives ... 6
1.5 Research Benefits ... 6
1.6 Definition of Terms ... 8
CHAPTER II. REVIEW OF RELATED LITERATURE 2.1 Theoretical Description ... 12
xiii
2.1.2.1 Asynchronous Computer-mediated Communication ... 14
2.1.2.2 Synchronous Computer-mediated Communication ... 15
2.1.2.3 Hypertext or World Wide Web ... 16
2.1.3 Web 1.0 and Web 2.0 ... 16
2.1.4 Internet in Language Learning and Teaching ... 18
2.1.5 Internet for Academic Purposes ... 20
2.1.6 Difficulties of Using Internet for Academic Purposes ... 21
2.1.7 Perception ... 23
2.2 Theoretical Framework ... 25
CHAPTER III. METHODOLOGY 3.1 Research Methods ... 27
3.2 Research Participants ... 28
3.3 Research Instruments ... 29
3.3.1 Questionnaire ... 29
3.3.2 Interview Checklist ... 30
3.4 Data Gathering Technique ... 31
3.5 Data Analysis Technique ... 32
3.6 Research Procedure ... 34
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 36
4.1.1 The Result of the Demographic Information of the Respondents ... 36
4.1.1.1 The Level of Students Internet Access ... 37
4.1.1.1.1 The Students who Own Personal Laptop ... 37
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4.1.1.1.4 The Spent Time of Internet Access for
Social Networking Web ... 40 4.1.1.1.5 The Spent Time of Internet Access for
Communication Purpose (E-mail) ... 41 4.1.1.1.6 The Spent Time of Internet Access for
Private Interests ... 42 4.1.1.1.7 The Spent Time of Internet Access for
Academic Purposes ... 43 4.1.1.1.8 The On-line Activities for Academic Purposes ... 44 4.1.2 The Questionnaire Results ... 45 4.1.2.1 The Students’ Perceptions on the Use of Internet
in Improving Students’ Academic Achievements ... 45 4.1.2.2 The Students’ Major Problems in Using Internet for
Academic Purposes ... 52 4.1.2.3 The Students’ Recommendations to Solve the Major
Problems in Using Internet for Academic Purposes ... 53 4.1.3 The Interview Results ... 55 4.2 Discussion ... 57 4.2.1 The Students’ Perceptions on the Use of Internet
in Improving Students’ Academic Achievements ... 57 4.2.2 The Students’ Major Problems in Using Internet for
Academic Purposes ... 58 4.2.3 The Students’ Recommendations to Solve the Major
Problems in Using Internet for Academic Purposes ... 58 4.2.4 The Lecturers’ Recommendations to Solve the Major
xv
5.1 Conclusions ... 62
5.2 Suggestions ... 64
5.2.1 English Teachers or Lecturers ... 64
5.2.2 English Learners ... 65
5.2.3 Other Researchers ... 65
xvi
Page
Table 2.1 Main Internet Features ... 14
Table 3.1 Questionnaire Blueprint ... 30
Table 3.2 Interview Blueprint ... 31
Table 4.1 Questionnaire Distribution ... 36
Table 4.2 Students’ Experiences in Using Internet for Academic Purposes ... 46
Table 4.3 Students’ Perceptions of the Use of Internet for Academic Purposes ... 47
Table 4.4 Students’ Perceptions of the Internet Contributions in Improving the Students’ Academic Achievements ... 49
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Page
Figure 4.1 The Students who Own Personal Laptop... 37
Figure 4.2 The Students’ Access Point ... 38
Figure 4.3 The Frequency of Students Internet Access ... 39
Figure 4.4 The Spent Time of Internet Access for Social Networking Web ... 40
Figure 4.5 The Spent Time of Internet Access for Communication Purpose (E-mail) ... 41
Figure 4.6 The Spent Time of Internet Access for Private Interests ... 42
Figure 4.7 The Spent Time of Internet Access for Academic Purposes ... 43
Figure 4.8 The On-line Activities for Academic Purposes ... 44
xviii
Page
Appendices ... 70
Appendix 1 Research Permission Letters from Sanata Dharma University ... 72
Appendix 2 The Questionnaire Sheet ... 76
Appendix 3 The Interview Guideline ... 83
Appendix 4 The Results of Students’ Responses to the Open-ended Questionnaire Questions ... 85
1
INTRODUCTION
This chapter discusses the general explanation of this study. It includes the
discussion of six sections i.e. research background, problem formulation, problem
limitation, research objectives, research benefits, and definition of terms.
1.1Research Background
English as an International language is learned by many people around the
world including Indonesia. English has become a required language because of
globalization era in which it is used in global communication, interaction, and gaining
information. Some learners who learn English as a foreign language or second
language still face many difficulties. Hence, English teachers are continually
searching for better ways of accessing authentic materials and providing experiences
that will improve students' knowledge and skills. One of the language learning and
teaching strategies nowadays is applying Internet in language classroom or using
Internet as learning and teaching resources. The use of Internet in English learning
and teaching has been discussed and researched for years (e.g., Warschauer, 1996;
Pelletieri, 2000; Adogbeji and Akporhonor, 2005; Chen and Fu, 2009).
Healey (1998: 11) stated that “in such a society, it is safe to assume that the ability to
read, write, and communicate effectively over computer networks will be essential for
success in almost every sphere of life”. The Internet has transformed communication
around the world; it is natural that it should play a major role in the foreign language
classroom (LeLoup and Ponterio, 2000), especially in academic environment where
research is carried out and also students and staffs (lecturers and non-teaching staffs)
compile materials for studies. It becomes pertinent that there should be a quick access
to information, for better decision-making opportunities. The Internet has nowadays
become an important component in academic institutions as it plays a pivotal role in
meeting information and communication needs of institutions (Luambano and Nawe,
2004). The Internet is so vital as information provider source that even recent
information can be opened easily world-wide with little effort and at a very modest
cost. It was also noted by Luambano and Nawe (2004) that the Internet provides
up-to-date information. This is important for researchers, educators, and students in that
every information seeker needs accurate but up-to-date information in order to create
impact in the growth of knowledge.
Adogbeji and Akporhonor (2005: 1) examined the impact of Internet on
research and studies among students in Delta University in Abraka, Nigeria. The
result of the research was
research, it has helped in having quick access to study materials in their field of studies without traveling, and it has helped in having access to all kinds of databases and other sources of information (Adogbeji and Akporhonor, 2005: 1).
Sanata Dharma University is an academic institution of higher education in
Yogyakarta that has been aware of the benefits of the Internet and has provided the
students free Internet access facility. The Internet access in Sanata Dharma University
is provided at various points, such as through faculty and departmental computer
laboratories, the main library, and hotspot areas around the campus. Private owned
Internet cafes within and outside the university are also becoming popular access
points.
College students are supposed to access Internet more for academic purposes.
However, besides accessing the Internet for academic purposes, most of the college
students also access the Internet for communication with their friends, such as
Facebook, one of the most popular global social-networking websites nowadays. The
students also access the Internet for downloading songs, videos, playing on-line
games, emails, chattings, posting comments, and so on. Hence, in order to keep the
main purpose of the campus in providing free Internet access which is for academic
purposes, Sanata Dharma University sets restriction of the Internet access. From
Monday to Friday, during the effective study hours which is from 7 am to 1 pm, all
entertaining and social-networking websites such as Facebook, Friendster, Twitter,
of course has made many pros and cons among the college students. However, this
restriction is helping students to focus on their study or focus on the use of Internet
for academic purposes.
As one of the college students in Sanata Dharma University, the writer
considers the Internet is really helpful for study, it provides lots of information that
students can access anywhere and anytime. There are many useful teaching and
learning sources in the Internet that can be downloaded. Nevertheless, the writer has
some problems in using Internet for academic purposes such as too much time spent
in looking for or browsing materials or sources, difficulties in finding related and
reliable materials, articles, journals, and so on. These problems which have been
mentioned are not only experienced by the writer, but may also the other college
students. Hence, those problems encourage the writer to find out whether other
college students are facing the same problems. Moreover, does the presence of the
Internet especially the free access of the Internet facility which is provided by the
campus help the students? How do the students perceive the use of Internet in
improving the students’ academic achievements? As we know that the Internet usage
is increasing rapidly. Hence, this study aims to identify the students’ perceptions of
the use of Internet for academic purposes. If the students perceive the use of Internet
in improving academic achievements positively, they would have positive attitude in
mind. The positive attitude leads to positive motivation which gives great energy for
behaviors, it can be said that they have responsibilities to do the tasks. In addition,
while using the Internet, there will be many different problems faced by different
students, thus this study will also expose the major problems in using Internet for
academic purposes among the students, and the last is to find out the solutions toward
those problems, or to provide recommendations to solve the problems.
1.2Problem Formulation
As what had been explained in the research background, this research is aimed
to know the use of Internet for academic purposes among the sixth semester ELESP
students in the academic year of 2009/2010 with the following problem formulations:
1. What are the students’ perceptions on the use of Internet in improving their
academic achievements?
2. What are the major problems students faced in using Internet for academic
purposes?
3. What are the students’ and lecturers’ recommendations in solving the major
problems that students faced in using Internet for academic purposes?
1.3 Problem Limitation
In order to focus on answering the problems, the writer will limit the scope of
this study. This study will focus on answering three main questions which are stated
study will only focus on the sixth semester students in the academic year of
2009/2010 of ELESP of Sanata Dharma University and the lecturers of ELESP of
Sanata Dharma University who teach courses using Internet.
1.4 Research Objectives
The objectives of this study are to answer three main problems:
1. To identify the students’ perceptions on the use of Internet in improving their
academic achievements.
2. To identify the major problems students faced in using Internet for academic
purposes.
3. To identify the students’ and lecturers’ recommendations in solving the major
problems that students faced in using Internet for academic purposes.
1.5 Research Benefits
The writer hopes this study will be useful for lecturers, teachers, students,
English education field, and other researchers.
1. Lecturers and Teachers
Hopefully, the results of this study can give information and help lecturers and
teachers, especially Sanata Dharma University lecturers, to organize the courses, to
integrate the courses through making use of the Internet facilities, and to apply
2. Students
This study will help the sixth semester students in the academic year of 2009/2010
of ELESP of Sanata Dharma University in particular and also other students in
general to find out their problems regarding the Internet use and to provide
solutions and recommendations in using Internet for academic purposes. It will be
a helpful reflection too for the students in using Internet.
3. English Education Field
This study explores the students’ perceptions on the use of Internet in improving
their academic achievements. If the students perceive the use of Internet positively,
Internet is recommended to be used to more subjects of study in ELESP of Sanata
Dharma University in various and creative ways.
4. Other Researchers
For other researchers who are interested in finding out the use of Internet for
education or academic purposes, hopefully the results of this study will be useful
1.6 Definition of Terms
1.6.1 Perception
According to Robbins (2001), perception is a process by which individuals
organize and interpret their sensory impressions in order to give meaning to their
environment. Lahey (2009: 124) defines that “the process of receiving information
from the outside world, translating it, and transmitting it to the brain is called
sensation. The process of interpreting that information and forming images of the
world is called perception”. People have different perceptions toward the world,
things, problems and happenings around them. Different perceptions of reality are
influenced by different individual expectations, cultural learning experiences, and
needs. In this study, perception refers to how the students perceive, translate, and
interpret the use of Internet in improving their academic achievements.
1.6.2 The Level of Internet Access
The level of Internet access of this study refers to the background information
of the respondents on Internet access, its usage and frequency of use. Wasserman and
Abbott (2005: 253) examined differences in the use of the Internet by gender, with a
consideration of access to the web, use of communication facilities related to email
and chat rooms, frequency of use, and types of websites used. They stated that “in
this gap: (1) access to the Internet, (2) frequency of use of the Internet, and (3) scope
of use of the Internet”.
Access refers to the opportunity for individuals to use the web because they can utilize a computer in a public or private setting and have connections to the Internet. The frequency of use refers to the amount of time that an individual devotes to the use of the Internet. The scope of use refers to the variety of websites (e.g., financial, health, hobby, commercial) used by an individual. With regard to scope of use, it is necessary to determine whether some sets of sites are more likely to be utilized by certain categories of Internet users (Wasserman and Abbott, 2005: 254).
Ajuwon and Rhine (2008) carried out a study that assessed Internet access
level, use of electronic resources and ICT training among health information
professionals in Sub-Saharan Africa which was published in Health Information and
Libraries Journal. The results were:
a total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafés as alternative access points. Slightly less than two-thirds (61.2%) first learned to use ICT through self-teaching, whilst 70.2% had not received any formal training in the previous year. Eighty-eight per cent of respondents required further ICT training (Ajuwon and Rhine, 2008: 175).
Hence, in this study, the level of Internet access would identify the students’
access points or place of Internet use, frequency and time spent on using Internet, the
use of Internet facilities or purpose of Internet use, such as using Internet for
social-networking web (e.g. Facebook, Friendster, Twitter, etc), for communication
purposes (e-mail), for private interests or entertainment, for academic purposes, and
1.6.3 Academic Purposes
Academic means connected with education, especially studying in schools
and universities, or involving a lot of reading and studying rather than practical or
technical skills (Oxford Advanced Learner’s Dictionary of Current English, 2000).
According to Sullivan and Rosin (2008), the academy is disposed primarily toward
bodies of knowledge. Sullivan and Rosin (2008: 94) stated that “the academy devotes
most of its pedagogical effort to disseminating disciplinary frameworks for arguing
and knowing”. In this study, the academic purposes refer to the purposes which are
intended to be achieved by the college students in their academy. The academic
purposes in ELESP are such as the purposes of searching and downloading useful
teaching and learning resources or materials, materials for college assignments, news,
up-to-date information especially in education, on-line educational articles, journals,
papers, theses, and other information which are related to academy.
1.6.4 Academic Achievements
Academic achievements refer to the achievements that relate to academy, in
which are expected to be achieved by students successfully. As quoted by Brockman
and Russell (2009: 1), “successful students, they maintain, have learned to effectively
balance the social and academic aspects of school, expect to succeed, and may be
Moreover, according to New York State Education Department (2005), in sample
individualized education program (IEP) and guidance document,
when we're talking about "academic achievement," we're talking about the academic subjects a child studies in school and the skills the student is expected to master in each: reading and language arts, writing, math and the various skills expected there, science, history, and so on (IEP, 2005: 1).
Hence, the academic achievements in this study refer to the aims that expected
to be achieved by ELESP students which are stated in the academic guidance book of
Sanata Dharma University (Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie,
2006). ELESP aims to present ELESP graduates who are:
a. professional i.e. having wide and deep mastery of English language study;
b. having pedagogical competence i.e. capable to design, manage, and develop
English language teaching and learning study program as teacher in formal
and non-formal education;
c. having whole personality i.e. dedicated, disciplined, honest, academically
autonomous, and religious;
d. having social competence i.e. capable to communicate and interact
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REVIEW OF RELATED LITERATURE
In this chapter, the writer provides the theories related to this study. It
includes two sections i.e. theoretical description and theoretical framework. The
relevant theories and similar research will be reviewed in theoretical description and
the theoretical framework will provide a summary of all reviewed theories and
similar research related to this study.
2.1Theoretical Description
The theoretical description includes the description of Internet, features of the
Internet, World Wide Web, Web 1.0, Web 2.0, the Internet in language learning and
teaching, the Internet for academic purposes, difficulties of using Internet for
academic purposes, and perception.
2.1.1Internet
The Internet is an association of computer networks which allows data or
messages to be sent from any central computer or host on one network to any
computer or host on other networks (Crystal, 2001). “Just as the development of the
individuals and society, the development of the Internet is doing so today”
(Warschauer, Shetzer and Meloni, 2000: 1). Walker, Davies and Hewer (2010: 2)
described that
the Internet dates back much further, its forerunner being ARPANET, a US military communications network which was set up in 1969. ARPANET was extended (i.e. as the Internet) in the 1970s to include libraries, educational institutions and businesses, and email began to become used as a means of communication (Walker, Davies and Hewer, 2010: 2).
The Internet has changed many aspects of life, such as the way of
communication, interaction, social life, entertainment, education, etc whether in
developed countries or developing countries. Indonesia, as a developing country, is
aware of the great benefit of Internet and Internet is now widely known and used in
the society, whether for getting information, entertainment, commerce, education, etc.
Internet as the advance development of technology is one of successful education
results. Reversely, the advance development of technology supports successful
education. Internet has made easy and practical in doing many daily lives’ activities,
especially in the globalization era, many things have been computerized and done
on-line.
2.1.2 Features of the Internet
The main features of Internet can be categorized as asynchronous
computer-mediated communication, synchronous computer-computer-mediated communication, and
Table 2.1 Main Internet Features
Features Examples What You Can Do
Asynchronous computer-mediated communication
Web bulletin boards
Write a message for others to read later
Communicative in real time with others who are on-line at the same time
Hypertext World Wide Web Access and publish
multimedia documents with clickable links to other documents
(Taken from Internet for English Teaching, Warschauer et al., 2000)
The features of the Internet provide a tool for information processing and
communication whether for asynchronous communication (with a delayed message
system), synchronous communication (with all users logged on and chatting at the
same time), or hypertext information processing (with easy access to an
unprecedented amount of authentic target-language information).
2.1.2.1 Asynchronous Computer-mediated Communication
Warschauer et al. (2000: 2) stated that “asynchronous computer-mediated
communication refers to computer-mediated communication that takes place in a
delayed fashion; in other words, the people communicating do not need to be sitting
communication are e-mail and web bulletin boards. Many places, institutions,
schools, universities, companies, organizations, etc have e-mail address nowadays.
By providing e-mail address, they can have better communication with the others or
worldwide. People can contact them through the e-mail, whether for seeking further
information, complaining, sharing information, etc. We can communicate easily with
our friends by sending e-mail to each other, no need to go to the post office anymore.
E-mail is not only sending messages in text but also can be used to send pictures,
sound files, videos, word-processed documents, and even computer software.
Warschauer et al. (2000: 3) mentioned that “no matter what else you can do on the
Internet, communicating with friends and colleagues remains the most popular
Net-based activity, and nothing beats the convenience of doing so via e-mail”.
2.1.2.2 Synchronous Computer-mediated Communication
On contrary to asynchronous computer-mediated communication,
synchronous computer-mediated communication refers to computer-mediated
communication that takes place the people communicating need to be sitting at the
computer at the same time. Warschauer et al. (2000: 3) stated that “messages are sent
instantly, and communication takes place live, as on a telephone”. This real-time
communication is not only with text but also with voice or video. It has provided
learners authentic communication and interaction, in which it helps language learners
to improve language proficiency.
2.1.2.3 Hypertext or World Wide Web
Many people presume that Internet is identified with World Wide Web
(WWW) or Web. Actually, Internet and Web are not synonymous terms. The Web is
only part of the Internet (Walker et al., 2010). Davies (1999: 2) described the World
Wide Web as “the most powerful and fastest growing Internet service, now known
simply as the Web”. The World Wide Web includes not only textual information and
links but also documents with pictures, graphics, animations, audio, and video.
Warschauer et al. (2000) stated that the World Wide Web includes not only hypertext
documents but also software for sending and receiving e-mail. Comparing with the
other features of the Internet, the hypertext or the World Wide Web is more widely
used for language learning and teaching. It is because of many sites on the Web
include forums for both synchronous and asynchronous communication.
2.1.3 Web 1.0 and Web 2.0
Web 1.0 was the first stage of the web’s evolvement. It referred to the first
version of the web, which was essentially a source of information authored by a small
number of people for a very large number of users. It provided many web pages, but
considered revolutionary. Compared to those first, stumbling steps, Web 2.0 is
immeasurably faster, more functional and more interactive” (Roux, n.d: 44). Roux
also mentioned that in a nutshell, Web 2.0 is the interactive, ‘Read Write Web’ where
users participate and collaborate in the creation and organization of dynamic contents
in various media.
According to Walker et al. (2010), Web 2.0 is widely used recently by many
users because it provides many tools such as discussion lists, blogs, wikis and
podcasts, as well as dedicated social networking websites and virtual worlds or
MUVEs that promote sharing, collaboration, and interaction.
The term dates back to 1999 but only gained popularity following the first of a series of Web 2.0 Summit conferences initiated by Tim O'Reilly in 2004. Web 2.0 suggested a revival of the Web following the dot-com crash in the early 2000s, which had damaged people's confidence in the Web (Walker et al., 2010: 2).
The continuous revitalization of Web, whether Web 1.0 or Web 2.0 has drawn
the attention and motivation of many users to access the Web, especially language
teachers and learners. “It comes as no surprise that the gently persuasive force of
social media also has great potential for education. In fact, it could be argued that the
mutual roles of education and Web 2.0 are crucial to society in the long run” (Roux,
n.d: 16). Moreover, the Web evolves continuously to the terms of Web 3.0, Web 4.0,
and so forth. Thus, to keep updated development of technology as a means of
2.1.4 Internet in Language Learning and Teaching
Chen &Fu (2009: 1) stated that “as a new medium of learning in the
twenty-first century, the Internet has brought unprecedented opportunities to students”.
Many schools, universities, institutions, even families eagerly facilitate the Internet
use, especially the practice of using technology to deliver coursework in higher
education has seen an absolute explosion. In language learning, learners can also
communicate inexpensively and quickly with other learners or speakers of the target
language all over the world.
Warschauer, the author of many books and journals related to Internet and
language teaching, invited Heidi Shetzer and Christine Meloni, two international
leaders in the field of on-line language learning, to write the book titled ‘Internet for
English Teaching’ which was published in 2000. The writer would like to quote from
this book that there are five main reasons to use the Internet for English teaching.
These reasons bring English teaching ALIVE (authenticity, literacy, interaction,
vitality, and empowerment):
1. Authenticity
Language teaching should be in authentic and meaningful contexts. The Internet
provides huge amounts of authentic materials, sources, and information. The
language learners can access the Internet anytime they want to find any topic they
are interested in. The Internet also allows opportunities for authentic
2. Literacy
In 21st century, through combining English and technology, the Internet, in the
classroom will help the students to master the skills for academy and for their
future occupation needs such as the proficiency in reading, writing,
communicating, publishing, and research as the new forms of literacy.
3. Interaction
The Internet provides the students the opportunities to interact with whether native
or nonnative speakers around the world. As we know that interaction is important
in acquiring a language and improving the students’ fluency. The success of the
English learning requires the learners to have a real communication or interaction
in using English.
4. Vitality
Learning a language requires the students to learn its grammar and memorize
vocabulary; integrating the use of Internet can bring the vitality into teaching and
learning process because the Internet is flexible, multimodal, up-to-date, and
contextual.
5. Empowerment
The Internet allows the students and teachers to become more critical and become
autonomous lifelong learners. It can foster someone to find what she or he needs
and collaborates with others to construct new knowledge or create impact in the
2.1.5 Internet for Academic Purposes
In higher learning, the Internet is expected to help the students in their study.
The use of Internet should direct to the academic purposes. The Internet can be used
for completing course assignments, getting information, studying, and learning. Many
researchers had tried to explore the use of Internet regarding to academic purposes,
for example as cited by Vajdieh, Marxen, Baird and Zelin II (1999), Tillotson,
Cherry, and Clinton (1995) conducted an on-line survey at the University of Toronto
and reported that
The majority of the 505 student respondents reported using the Internet for personal use (46 percent), with only 14 percent using the WWW for research and eight percent using it to complete other course assignments. Graduate students reported a higher usage for research compared to undergraduates. Cannon (1996) surveyed several hundred undergraduate students at the University of North Carolina at Chapel Hill and found that 52 percent used the Internet. Of those using the Internet, 73 percent used e-mail, while only 31 percent used the Internet for research (Vajdieh, Marxen, Baird and Zelin II, 1999: 2).
Another interesting survey was carried out byChen and Fu in 2009 regarding
the Internet use and academic achievement among 8th grade students of
middle-school students in northern Taiwan. This study examined how patterns of Internet use
in the 8th grade affect students' performance on their high school entrance exam a
year later.
both boys and girls, online socializing makes girls particularly vulnerable, and online gaming and Internet Cafés hurt only boys' academic achievement (Chen and Fu, 2009: 1).
As Internet provides wide range of information and resources, the uses of
Internet for academic purposes in English language education are for searching
English materials, looking for English teaching and learning lessons/materials,
downloading English teaching and learning tools/softwares, as medium of teaching
and learning activities such as giving students’ web-projects or tasks to post writing
assignments, giving feedbacks or comments, providing on-line English language
courses, collaborative learning, and on-line language learning research.
2.1.6 Difficulties of Using Internet for Academic Purposes
In regard to students who use the Internet for academic purposes, there are
several difficulties which might be faced by the students, such as lack of formal
training on how to browse the Internet, lack of the knowledge of web sites/search
engines to use in searching for information in the Internet, lack of the knowledge of
how to use the computer effectively, lack of time in searching for information in the
Internet, slow speed of the Internet access, and disinterestedness on the part of some
of the students. Students also reported difficulty in finding what they needed when
using the Internet to search for information and also determining the reliability of
information. As cited by Vajdieh et al. (1999: 2), “Tillotson et al. (1995) found that
Internet, with 46 percent finding nothing they were looking for, and only 23 percent
finding at least a satisfactory amount of needed information”. Vajdieh et al. (1999: 3)
also mentioned that
the lack of success in Internet information retrieval and the predominance of e-mail usage could point to a need for Internet-related training on college campuses. Cannon (1996) found that only six percent of students surveyed reported having formal training in Internet use. Kaczor and Jacobson (1996) also found that the majority of users (54 percent) learned the Internet by themselves, while only 14 percent reported having formal instruction on Internet use. Similarly, Lubans (1998) found that 88 percent of student respondents learned to use the Internet mainly by "surfing" on their own (Vajdieh et al., 1999: 3).
In general, from the difficulties in Internet searching for academic purposes
mentioned above, most of the students faced difficulties in efficiency and
effectiveness of Internet searches. The majority of the students learned to use the
Internet by themselves. The students were lack of the knowledge in browsing, using
search engine for searching information, training in using Internet. There were too
much or complicated information in Internet and students needed to spend a lot of
time for searching information in the Internet. Those reasons caused unenthusiastic in
using Internet for academic purposes. Salaam and Adegbore (n.d: 2) quoted that
2.1.7 Perception
Robbins (2001: 134) defines that “perception is a process by which
individuals organize and interpret their sensory impressions in order to give meaning
to their environment”. People have different perceptions toward the world, things,
problems and happenings around them. Different perceptions of reality are influenced
by different individual expectations, cultural learning experiences, and needs.
“Humans are aware of the world because having a number of sense organs which
enable humans to see, hear, taste, smell, touch, balance, and experience such feelings
as body stiffness, soreness, fullness, warmth, pleasure, pain, and movement” (Lahey,
2009: 153). Lahey (2009: 124) defines that “the process of receiving information
from the outside world, translating it, and transmitting it to the brain is called
sensation. The process of interpreting that information and forming images of the
world is called perception”. Thus, the perception is the interpretation of sensations.
Furthermore, Lahey (2009: 163) states that “other factors that enter into the
process of perception are unique to the individual, such as emotional and
motivational states and cultural learning experiences”. Proffitt (2006) as quoted by
Lahey (2009: 162) mentions that “persons who are afraid of heights who are standing
on a balcony estimate the distance to the ground to be greater than do people who are
less afraid”, and “when people are wearing a heavy backpack they estimate the
learning experiences are also the factors that influence perception. Palesh, Saltzman
and Koopman (2004: 554) carried out a research and quoted:
in a study comparing Italian and American students, Sensales and Greenfield determined that cultural differences accounted for more variance in attitudes towards computers and computer technology than did gender or field of study. Brosnan and Lee reported more positive computer-related attitudes among students in Britain than in Hong Kong. Similarly, students in the United States have demonstrated more positive attitudes toward computers than have Kuwaiti students. Li et al. found significant cultural differences between female British and Chinese students in motivation for use. Chinese students used the Internet primarily for “personal interest,” while British students tended to use it for scholarly reasons. One apparent commonality between cultures is the tendency for a gender split with respect to usage and attitude patterns. Women have been reported to engage in “computer-related” behavior less frequently than do men (Palesh, Saltzman and Koopman, 2004: 554).
In addition, based on Lestari’s research result (2007), 65 respondents of sixth
semester students of four writing classes in the academic year of 2006/2007 of
ELESP of Sanata Dharma University had positive perception on the use of Internet
and Internet’s contributions toward their writing proficiency. Internet was considered
as a good supporting medium for English language learning, especially in writing
proficiency.
According to Robbins (2001) in organizational behavior, it is the individuals’
perceptions of a situation that become the basis for their behaviors. “Whether or not a
manager successfully plans and organizes the work of his or her employees and
actually helps them to structure their work more efficiently and effectively is far less
Robbins also mentioned that to be able to influence productivity, it is necessary to
assess how workers perceive their jobs. Hence, in this study, if the students have
positive cultural learning experiences, feel enjoyable, comfortable, interested in using
Internet, and perceive Internet is a useful, effective, and efficient medium in
improving their academic achievements, they may have positive perception. Having
positive perception is important because it will influence the students’ reaction to a
condition and give good impacts on students’ behaviors.
In this study, the writer will conduct a survey of perception on the use of
Internet for academic purposes among the sixth semester ELESP students in the
academic year of 2009/2010 of Sanata Dharma University. The perception refers to
how the students perceive the use of Internet and its contributions toward their
academic achievements, in which the students’ perceptions on the use of Internet will
influence the students’ behaviors and motivations on the use of Internet for academic
purposes.
2.2Theoretical Framework
The Internet is so vast and complex. The use of Internet is increasing rapidly
nowadays. The explanation of the Internet, features of the Internet, Web 1.0, and Web
2.0 serve as basic theories in this study. The Internet in language learning and
teaching and the Internet for academic purposes theories as well as related research to
language learning and teaching. The theory and related research of the difficulties in
using Internet for academic purposes serve as the guidelines to identify the students’
difficulties regarding the use of Internet for academic purposes.
Furthermore, this study aims to know how students perceive the use of
Internet in improving their academic achievements. Based on the theories of
perception that have been discussed in the previous section, we know that there are
factors affect perception such as individual expectations, cultural learning
experiences, needs, and other factors that enter into the process of perception are
unique to the individual, such as emotional and motivational states and cultural
learning experiences. If the students perceive the use of Internet in improving
academic achievements positively, they tend to see it is effective, important,
beneficial, and contributory. Hence, the positive perceptions will influence the
students’ reaction and give good impacts on students’ behaviors in reaching better
academic achievements. In order to know the students’ perceptions, this study uses
survey as the method to explore the students’ perceptions on the use of Internet for
academic purposes in improving their academic achievements, as well as to identify
the problems or difficulties of the use of Internet for academic purposes, and to
provide some solutions which are suggested by the students and lecturers to improve
the effectiveness and efficiency of the Internet use in order to increase the enthusiasm
of using Internet for academic purposes. Furthermore, the research methodology will
27
METHODOLOGY
This chapter describes the research methodology which includes research
methods, research participants, research instruments, data gathering technique, data
analysis technique, and research procedure.
3.1 Research Methods
The methods in this study were both quantitative and qualitative methods. The
data collection involved the numeric information (questionnaire) and textual
information (questionnaire and interview), so that the data gathering or the results
were presented both in quantitative and qualitative information. In order to collect
the information for answering the research problems, a survey was used through
distributing questionnaires and conducting interviews. According to Wiersma (1995:
169), “surveys are used to measure attitudes, opinions, or achievements – any number
of variables in natural setting”. Furthermore, according to Cohen, Manion and
Morrison (2000: 171), “the attractions of a survey lie in its appeal to generalizability
or universality within given parameters, its ability to make statements which are
supported by large data banks and its ability to establish the degree of confidence
3.2 Research Participants
It is often difficult or even impossible for researchers to study very large
populations in a survey. Hence, the researchers need to select a smaller portion, a
sample, of the population for study (Ary, Jacobs and Razavieh, 2002: 375).
The participants of this research were 105 sixth semester ELESP students in
the academic year of 2009/2010 of Sanata Dharma University and 3 lecturers of
Sanata Dharma University who teach courses using Internet. In this case, the writer
employed purposive sampling. Purposive sampling chooses the participants based on
the information that is intended to be acquired. Ary et al. (2002: 169) stated that “in
purposive sampling--also referred to as judgment sampling--sample elements judged
to be typical, or representative, are chosen from the population”. Hence, a set of
questionnaire was distributed to the sixth semester ELESP students in the academic
year of 2009/2010 of Sanata Dharma University since using Internet for academic
purposes would be important whether at present or for their coming semesters for
accessing information, teaching and learning sources, educational articles, journals,
etc. Furthermore, the writer arranged interviews with three lecturers of Sanata
Dharma University who teach courses using Internet in order to ask their opinions,
solutions, and recommendations regarding to the problems faced by the students in
using Internet for academic purposes.
3.3 Research Instruments
The instruments used in this study were questionnaire and interview checklist:
3.3.1 Questionnaire
In order to answer the first and the second research problem, a set of
questionnaire was constructed. The questionnaire was divided into 4 parts. The first
part (Part A) consisted of 8 closed questions about the level of Internet access of the
student, the second part (Part B) consisted of 1 closed question about the problems
that the student faced in using Internet for academic purposes, the third part (Part C)
consisted of 6 open-ended questions about the student’s recommendations to solve
the problems that they faced in using Internet for academic purposes, the fourth part
(Part D) consisted of 20 statements to get responses of Likert scale (totally disagree,
disagree, neutral, agree, totally agree), in order to find out the student’s perceptions
on the use of Internet in improving their academic achievements. The questionnaire
Table 3.1 Questionnaire Blueprint
Part Question Description
A 1 - 8 These 8 questions revealed the level of Internet access of the students (points or place of Internet use, frequency and spent time on using Internet, the use of Internet facilities or purpose of Internet use)
B 1 This question gathered information about the major problems that the students faced in using Internet for academic purposes C 1- 6 These 6 questions gathered information about the students’
recommendations to solve the problems that they faced in using Internet for academic purposes
D 1 – 6 These 6 questions gathered information about the students’ experiences in using Internet for academic purposes
D 7 – 11 These 5 questions gathered information about the students’ perceptions of the use of Internet for academic purposes
D 12 - 20 These 9 questions gathered information about the students’ perceptions of the Internet contributions in improving the students’ academic achievements
3.3.2 Interview Checklist
The use of interview in this study was to find out the opinions of three
lecturers on the problems of the students in using Internet for academic purposes, and
to ask them about possible solutions that they may offer. Each interview was recorded
to prevent distraction of using taking notes only. The interview blueprint can be seen
Table 3.2 Interview Blueprint
Question Description
1 - 6 These 6 questions gathered information about the lecturers’ recommendations to solve the problems that the students faced in using Internet for academic purposes
3.4 Data Gathering Technique
The data of this study were gathered by distributing the questionnaires and
conducting interviews. The questionnaires were used to know the students’
perceptions on the use of Internet in improving their academic achievements, to know
the students’ problems in using Internet for academic purposes and to know the
recommendations of the students to solve the problems. The interviews were used to
know the recommendations and solutions of the lecturers to solve the problems which
were faced by the students in using Internet for academic purposes.
The questionnaires were distributed in April 2010 to the sixth semester
ELESP students in the academic year of 2009/2010 of Sanata Dharma University in
four Sociolinguistics classes in different days after the writer had the permission from
each lecturer of each Sociolinguistics class. Sociolinguistics classes were chosen
because of most of the sixth semester students were taking these classes. Moreover,
Sociolinguistics class is one of the compulsory classes in sixth semester of ELESP.
The students were explained the purpose and significance of this survey and were
token of appreciations to the students. After the data from the questionnaires were
acquired in two weeks, the interviews of three lecturers of Sanata Dharma University
who teach courses using Internet were conducted in different days within a week.
3.5 Data Analysis Technique
According to Wiersma (1995: 176), “especially for surveys using
questionnaires and interviews, background or demographic information about the
respondent is important in that it identifies the individual in terms of classifying
variables for the analysis”. The demographic information of the level of students
Internet access was acquired in Part A of the questionnaire. The data were recorded,
classified, and the percentage of each response was counted. Then, the average was
counted to determine the major response for each question’s response. The data then
were presented in the form of bar graphs and interpreted in words.
Furthermore, in answering the first problem formulation, the writer used five
points of scale to gather the students’ perceptions on the use of Internet in improving
their academic achievements in Part D of the questionnaires. The five points of scale
were:
1 = Totally Disagree
2 = Disagree
3 = Neutral
5 = Totally Agree
After collecting the Part D of the questionnaire, the writer analyzed them by
recording and classifying the data in the form of table and discussed them based on
the percentage. The percentage of the response of each statement was counted and
followed by the calculation of the average. The average of the total of 20 statements’
responses of the questionnaire was depicted as the students’ perception.
The next step after processing the data of Part D of the questionnaire was
analyzing the Part B of the questionnaire to answer the second problem formulation
of this study which was the major problems that students faced in using Internet for
academic purposes. The data were classified and counted. Then, the average was
counted into percentage to determine the major response. The result was presented in
the form of bar graph and interpreted in words.
Furthermore, the following step was analyzing the Part C of the questionnaire
(students’ recommendations or solutions to solve the problems) and analyzing the
result of interviewing the lecturers to answer the third problem formulation of this
study. Qualitative description is used to synthesize the data of students’ responses to
the open-ended questions and lecturers’ interviews. Next, the writer will present the
3.6 Research Procedure
There were six basic steps involved in survey research based on Ary et al.
(2002): (1) Planning; (2) Defining the population; (3) Sampling; (4) Constructing the
instrument; (5) Conducting the survey; and (6) Processing the data. The detailed
research procedures of this study were as follows:
1. Planning
The writer would like to find out the students’ perceptions, problems, and
solutions in using Internet for academic purposes, so a survey was considered as
the most appropriate. Before conducting the survey, the writer reviewed related
literatures in library and browsed related journals, papers, and research to obtain
related theories and studies.
2. Defining the population
The writer tried to focus on a certain group of population who were using the
Internet for academic purposes, so the ELESP students were appropriate. The
writer decided to choose ELESP students of Sanata Dharma University in the
academic year of 2009/2010 and selected the sample.
3. Sampling
The sample was sixth semester ELESP students in the academic year of 2009/2010
of Sanata Dharma University. The students were representative because the writer
would like to survey the use of Internet among the students for academic purposes;
4. Constructing the instrument
The writer chose two basic types of data gathering instruments in survey research
which were the questionnaire and interview checklist. The questionnaire was set in
various structures: the open-ended questions were in completion or fill-in; the
closed-ended questions were in checklists, and Likert-type items. The interview
checklist consisted of semi-structured items which permitted the interviewer to
change the order of the questions and left much more interpretation to the
respondents.
5. Conducting the survey
The questionnaires were distributed on three different days: Wednesday (April 7,
2010), Wednesday (April 14, 2010), and Monday (April 19, 2010). The students
were explained the purpose and significance of this survey and were given more or
less 15-20 minutes to fill in the questionnaires. After the data from the
questionnaires were acquired in two weeks, the interviews of three lecturers of
Sanata Dharma University who teach courses using Internet were conducted in
different days within a week.
6. Processing the data
This was the last step. It included coding the data, analyzing the data, interpreting
36
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the writer presents and analyzes the obtained data. This
chapter is divided into two main parts i.e. Research Findings and Discussion. The
Research Findings consist of the result of the demographic information of the
respondents, the questionnaire results and the interview results. In the last part, the
Discussion, the writer discusses the results of the Research Findings in order to
answer the research problems.
4.1 Research Findings
4.1.1 The Result of the Demographic Information of the Respondents
The writer had distributed the questionnaires to 105 respondents of four
classes: class A, B, C, and D in three days (as the four class schedules). The
following table was the detailed information about the questionnaire distribution.
Table 4.1 Questionnaire Distribution
Date Time Class Total of Respondents
April 7, 2010 10.25 – 10.45 Class D 22
April 14, 2010 11.00 – 11.20 Class C 33
April 14, 2010 09.00 – 09.20 Class B 26
April 19, 2010 07.00 – 07.20 Class A 24
The results of the questionnaires consisted of four parts which were presented
as follows:
4.1.1.1 The Level of Students Internet Access
The first part or part A of the questionnaire revealed the level of students
Internet access. In this study, the level of students Internet access identified the
students who own personal laptop, students’ access points or place of Internet use,
frequency or time spent on using Internet, the use of Internet facilities or purposes of
Internet use, such as using Internet for social networking web (e.g. Facebook,
Friendster, Twitter, etc), for communication purposes (e-mail), for private interests or
entertainment, for academic purposes, and the on-line activities for academic
purposes..
4.1.1.1.1 The Students who Own Personal Laptop
Based on the questionnaires result, there were 68 students (65%) from 105
students who owned personal laptop and the rest of 37 students (35%) did not own
personal laptop. In conclusion, most of the sixth semester ELESP students in the
academic year of 2009/2010 of Sanata Dharma University owned personal laptop.
4.1.1.1.2 The Students Access Point
Figure 4.2 The Students Access Point
There were 58 students (55%) who always accessed the Internet in Internet
or boarding house, library, only a few of the students were accessing in Self Access
Center of the campus. The other access point was using cell phone.
4.1.1.1.3 The Frequency of Students Internet Access
Figure 4.3 The Frequency of Students Internet Access
The students who accessed the Internet everyday and 3-5 times a week were
equal (34%). The other 18% of the students accessed the Internet twice a week and
10% of the students only accessed once a week. There were 3% of the students who
only accessed the Internet for some reasons such as when there were assignments that
4.1.1.1.4 The Spent Time of Internet Access for Social Networking Web
Figure 4.4 The Spent Time of Internet Access for Social Networking Web
Most of the students (31%) spent more or less 2 hours in a day for accessing
social networking web such as Facebook, Friendster, Twitter, etc. There were 8% of
the students who spent more than 3 hours in a day. There were 24% of the students
who mentioned that they only accessed 1 or 2 hours in once or twice a week. The
other 15% of the students spent less than 1 hour and 15% of the students spent more
or less 1 hour. Unexpectedly, there were 7 students (6%) who didn’t spend any time
4.1.1.1.5 The Spent Time of Internet Access for Communication Purpose (E-mail)
Figure 4.5 The Spent Time of Internet Access for Communication Purpose (E-mail)
Most of the students (40%) spent sometimes only (1 or 2 hours in once or
twice a week) for e-mail. There were 36% of the students who spent less than 1 hour
in a day for e-mail. Moreover, there were 8 students (7%) who didn’t spend any time
4.1.1.1.6 The Spent Time of Internet Access for Private Interests
Figure 4.6 The Spent Time of Internet Access for Private Interests
There were 32% of the students who spent sometimes only (1 or 2 hours in
once or twice a week) for accessing private interests. The other 30% of the students
4.1.1.1.7 The Spent Time of Internet Access for Academic Purposes
Figure 4.7 The Spent Time of Internet Access for Academic Purposes
Most of the students (42%) spent more or less 2 hours in a day for accessing
Internet related to academy. There were 12% of the students who even spent more
than 3 hours in a day, 14% of the students spent more or less 1 hour in a day, and
27% of the students spent sometimes only (1 or 2 hours in once or twice a week) for
academic purposes. In addition, none of the student who did not access Internet for
