i
STUDENTS’ PERCEPTION ON THE USE OF THE INTERNET
IN LEARNING ENGLISH AT SMA NEGERI 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Widyarti Manunggal Jati Student Number: 041214104
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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ABSTRACT
Jati, Widyarti Manunggal. 2011. Students’ Perception on the Use of the Internet in Learning English at SMA Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This research is about the students’ perception on the use of the Internet in learning English at SMA Negeri 2 Yogyakarta.
This research aims to answer the research questions, namely, (1) “what are authenticity, literacy, interaction, vitality, and empowerment. This research involved the second grade of IPA 5 students of SMA Negeri 2 Yogyakarta of academic year 2008/2009 as participants.
There are several research findings of the analysis of this research. First, the students possessed positive perception on the use of the Internet on authenticity, literacy, interaction, vitality, and empowerment. The students experienced many advantages and positive effects after they used the Internet. They could improve their skills especially on reading and writing and their knowledge about technology. Moreover, they were more motivated, confident, and independent in learning English. However, they still found difficulties on using the Internet; accessing listening and speaking materials and being unconfident to practice English with native speaker.
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ABSTRAK
Jati, Widyarti Manunggal. 2011. Students’ Perception on the Use of the Internet in Learning English at SMA Negeri 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini berkaitan dengan persepsi siswa terhadap penggunaan Intenet dalam pembelajaran bahasa Inggris di SMA Negeri 2 Yogyakarta.
Penelitian ini bertujuan menjawab dua pertanyaan penelitian, yaitu (1) bagaimana persepsi siswa terhadap penggunaan Internet dalam belajar bahasa Inggris di SMA Negeri 2 Yogyakarta?, (2) apa saran-saran untuk meningkatkan penggunaan Internet dalam belajar mengajar Bahasa Inggris di SMA Negeri 2 Yogyakarta?.
Metode yang digunakan dalam penelitian ini adalah penelitian survey. Data diambil dari hasil kuesioner dan interview berdasarkan authenticity, literacy, interaction, vitality, dan empowerment. Penelitian ini melibatkan murid kelas sebelas IPA 5 di SMA Negeri 2 Yogyakarta tahun ajaran 2008/2009 sebagai peserta.
Ada beberapa penemuan dari hasil penelitian ini. Pertama, sebagian besar siswa memiliki persepsi positif terhadap penggunaan Internet pada authenticity, literacy, interaction, vitality, dan empowerment. Mereka mendapat banyak manfaat dan pengaruh positif setelah menggunakan intenet. Mereka dapat meningkatkan kemampuan Bahasa Inggris khususnya untuk keterampilan membaca dan menulis serta pengetahuan tentang teknologi. Selain itu, mereka juga termotivasi, percaya diri dan mandiri dalam belajar Bahasa Inggris. Akan tetapi, mereka masih menemukan kesulitan dalam penggunaan internet; mengakses materi untuk mendengarkan dan berbicara serta tidak percaya diri untuk berkomunikasi dalam Bahasa Inggris menggunakan Internet dengan penutur asli.
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I do my thing, and you do your thing.
I am not in this world to live up to your expectations, and you are not in this world to live up to mine.
You are you, and I am I.
And if by chance we find each other, it’s beautiful. (Frederick E. Perl).
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to God for the enormous blessing, grace, and guidance during the accomplishment of this research.
My deepest gratitude goes to my thesis advisor, Gregorius Punto Aji, S.Pd., M.Hum. I thank him for his guidance, patience, encouragement, and worthy suggestions so that I could finally finish this research. Also, I would like to address my sincere gratitude to my former thesis advisor, Ouda Teda Ena, S.Pd., M.Pd. for his intelligent advice as well as his encouragement. Their comments, corrections, and suggestions for this research were the biggest contribution. Without their help, I would not be able to finish this research.
I would like to thank all of the lecturers and staffs of English Language Education Study Program for their support and guidance.
My special gratitude goes to R. Heru Adi Prasetyanta, S.Pd. for permitting me to distribute the questionnaire and interview his class, and for the willingness to help me whenever I got confused. And, for his family, I thank for the warmth whenever I was at his home. For the students of IPA 5, I sincerely thank for their willingness to be the respondents of this research.
I am very grateful to have my best family. My greatest and deepest gratitude delivers to my mother, my father, and my brothers for their understanding, encouragement, prayer, support and endless love.
I warmly thank my friends in PBI (Catherine Andriani Octavia, S.Pd., Agnes Kartika, S.Pd., Eveline Christina, S.Pd., Rini Widiastuti, Agung Tri
Haryanta, S.Pd., Yanu Armanto, Ari Wijayanto, S.Pd., Yulistyo Adi
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Finally, I would like to thank others whose names could not be mentioned in this page. God bless them all.
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... v
ABSTRACT ... vi
A. Theoritical Description ... 8
1. Theory of Perception ... 8
2. Theory of Motivation ... 11
a. Definition of Motivation ... 11
b. Motivation to Learn ... 12
xii
d. The Relationship of Perception, Motivation,
and Learning... 14
3. Theory of Cognitive Development ... 15
a. Sensorimotor Stage ... 15
b. Preoperational Stage ... 16
c. Concreate Operational Stage ... 16
d. Formal Operational Sate ... 17
4. Theory of Learning English Using the Internet ... 17
a. Definition of the Internet ... 17
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 31
A. Students’ Perception on the Use of the Internet in Learning English ... 32
1. The students’ Perception on the Authenticity on the Use of the Internet in Learning English ... 32
2. The students’ Perception on Literacy on the Use of the Internet in Learning English ... 36
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4. The students’ Perception on Vitality
on the Use of the Internet in Learning English ... 41
5. The students’ Perception on Empowerment on the Use of the Internet in Learning English ... 44
B. The Recommendations on the Use of the Internet in Learning English ... 47
CHAPTER V: CONCLUSIONS ... 48
REFERENCES ... 50
APPENDICES ... 52
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LIST OF TABLES
Page
Table 4.1 Questionnaire Result of Authenticity ... 33
Table 4.2 Questionnaire Result of Literacy ... 36
Table 4.3 Questionnaire Result of Interaction ... 39
Table 4.4 Questionnaire Result of Vitality... 42
Table 4.5 Questionnaire Result of Empowerment ... 44
Table 4.6 The Raw Data of the Questionnaire ... 56
Table 4.7 The Frequency of the Students’ Responses to Each Statement of the Questionnaire ... 57
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LIST OF APPENDICES
Page
Appendix A The Questionnaire ... 54
Appendix B The Raw Data of the Questionnaire ... 56
Appendix C The Frequency of the Students’ Responses to Each Statement of the Questionnaire ... 57
Appendix D The Percentage of the Students’ Responses to Each Statement of the Questionnaire ... 58
Appendix E The Interview Guide... 59
Appendix F The Interview Data ... 61
1
CHAPTER 1
INTRODUCTION
The researcher elaborates six underlying issues in this chapter. They are research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
English is important to learn since it is used as a compulsory subject in schools. Therefore, mastering English becomes a necessity for students in which they have to be able to master English in both written and oral skills. Thus, there is an expectation to have successful English learning.
2 Therefore, it is very important that teachers should be able to lead the students to have good perception and motivate them so that their learning is successfull.
There are a lot of ways to lead students to have good perception and motivation in learning English. One of them is through the Internet. According to Dudeney and Hockly (2007:8), “learners increasingly expect language school to integrate technology into teaching”. On the other words, the use of the Internet
can lead the students to have good perception since they are interested in using the Internet to learn language. Warschauer as cited in Warshauer and Wittaker (1997) adds that the use of the Internet can increase the students’ motivation.
Moreover, there are advantages of integrating the Internet into language teaching and learning. According to Dudeney and Hockly (2007), the use of the Internet presents new opportunities for authentic tasks and materials, it can give learners exposure to and practice in all of the four language skills; reading, wrtiting, listening, and speaking, and it leads students become independent learners. Warschauer (1997) adds that integrating the Internet into language teaching leads students to master computer skill. It is essential for students’ future success that mastering computer skill is needed in globalization era.
3 Internet for different purposes. Some students use the Internet for communication through chatting while other students use it for exchange any information through uploading and downloading.
This condition is very interesting to be investigated since it raises some questions; whether the use of the Internet can help the students to learn English or not, whether it can fullfil the students’needs or not, whether it can motivate the
students or not. In order to answer the questions, it is very important to know the students’ perception on the use of the Internet in learning English. Through the students’ perception, we can understand the real situation that the students face. So that hopefully, we will have a better picture on the use of the Internet in learning English and we can apply it optimally.
B. Problem Formulation
There are two questions formulated in this research. These questions will guide the researcher in finding the result of the research. They are:
1. What are the students’ perceptions on the use of the Internet in learning English at SMA Negeri 2 Yogyakarta?
2. What are the recommendations on the use of the Internet in order to have better teaching-learning English at SMA Negeri 2 Yogyakarta?
C. Problem Limitation
4 based on authenticity, literacy, interaction, vitality, and empowerment since the Internet can provide those five elements that leads the students to have successful learning English. Besides, it will focus on the recommendations to improve and maximize the use of the Internet in learning English.
D. Research Objectives
Based on the problem formulation this research has two objectives: 1. To know the students’ perceptions on the use of Internet in learning English. 2. To find out the recommendations on the use of the Internet in learning English
in order to provide better teaching-learning English using the Internet.
E. Research Benefits
This study means to give benefits to English teacher and senior high school students especially at SMA Negeri 2 Yogyakarta and university students. 1. English teacher at SMA Negeri 2 Yogyakarta and other English teachers in
Indonesia:
a. This research will help teachers to understand how the students perceive the use of the Internet as the facilitator in English learning, whether the Internet can fulfill the students’ needs or not, whether it can motivate them or not, and whether it can help the students to improve their English or not.
5 better picture on the use of the Internet especially for English teaching-learning in Indonesia.
c. It will stimulate other English teachers in Indonesia to use the Internet into their teaching-learning process.
2. SMA Negeri 2 Yogykarta and other students in Indonesia:
a. This research will help the students of SMA Negeri 2 Yogyakarta improve their learning through the Internet.
b. Expectantly, it will encourage other students to use the Internet into their learning process.
3. University student
The results of the research are to help university students who are interested in conducting research on learning English using Internet:
a. They can conduct or develop similar research related to the use of the Internet in learning English.
b. Other researcher can also enrich the existing research and provide further discussion on the use of the Internet.
F. Definition of terms
1. Perception
6 give meaning to specific knowledge about the use of the Internet to learn English, whether it can fulfill their need or not, whether it can motivate them or not, and whether it can improve their English or not.
2. Internet
Internet or interconnected-networking is a network of people and information, linked together by telephone lines and connected to computers (Teeler and Grey, 2000:1).
3. Authenticity
According to Warshcauer, Shetzer, and Meloni (2000), authenticity means internet provides interesting authentic materials in meaningful contexts that can be accessed twenty four hours a day.
4. Literacy
According to Warscuaer et.al (2000), literacy means internet provides the ability to read, write, communicate, research, and publish.
5. Interaction
According to Warscuaer et.al (2000), Interaction means internet provides opportunities for students to interact 24 hours a day with native and nonnative speakers from around the world.
6. Vitality
7 7. Empowerment
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CHAPTER II
REVIEW OF RELATED LITERATURE
This research discusses the detail description of the related theory into theoretical description. Also, it discusses the theoretical framework in order to explain the cycle of the theories to formulate the point of reference of the research.
A.Theoretical Description
There are four key concepts discussed in this chapter; they are theory of perception, theory of motivation, theory of cognitive development, and theory of the Internet.
1. Theory of perception
9 Negeri 2 Yogyakarta have positive perception, they tend to have good behavior or attitudes toward the internet.
Perception, however, does not solely involve sensory process for it is also a mental process. Hardi and Heyes as cited in Kurniyati (2006: 85) add that the basic form of perception is born talent, meanwhile perceptional ability is the result of learning, which is determined by environment. It means that perception is not only influenced by personal factor but also surroundings. As stated by Altman (1985:86-91) that there are four of the most important factors which influence a person‟s perception:
a. Selection of stimuli
10 However, the same person may have different threshold at different time. The hum of printer may distract a person in the office for a while, but the noise soon disappears. This phenomenon is called sensory adaptation that is each person has different sensitivity to stimuli. Therefore, each person selects specific cues and filters out others based on his or her threshold.
b. Organization of stimuli
The second factor influencing perception is organization. It is any information that has undergone the screening process and arranged to become meaningful. The mind tries to bring order the sensory data from the disorder data by selecting certain items and putting them together in a meaningful way based on experience. For example, there is one figure. One person might see the picture as a goblet while others sees as twins are facing each other. Different people might have different interpretation about the same picture. The interpretation is based on the way they see thing before or they usually pay attention to.
c. Situation
11 d. The person‟s self concept
They way we see ourselves affect our perception of the world around us. The way we feel about and perceive ourselves is known as our self-concept. Self-concept is important because his/her mental picture of himself/herself determine what that person perceives and does. If a person sees himself/ herself as a competitive person, he/she will be likely to attend to those stimuli in the environment that relate to opportunities to be competitive. In psychological cases, the person is considered has positive self-concept. It is because his or her picture of himself or herself is positive. If a person has positive self-concept, he or she will have positive perception. It is because self-concept influences a person‟s perception of the world around him or her.
2. Theory of Motivation in Learning
a. Definition of motivation
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b. Motivation to learn
Motivation involves the attitudes and affective states that influence the degree of effort that the learners make to learn language especially English as a second language. There are four kinds of motivation that have been identified by Ellis (1997:75-76). The first is instrumental motivation that is defined as the learners‟ efforts to learn English because of some functional reasons, to pass an examination, to get a better job, or to get a place at university. The second is integrative motivation that is learning English because of social identity of the language learning. The learners learn English because they are interested in the people and culture. The third is resultative motivation that refers to the cause of English achievement, the result of learning. A person who experiences success in learning English may become more or less motivated to learn. The last is intrinsic motivation that is explained as the learners‟ arousal or maintenance of curiosity about their personal feeling in learning English.
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c. Motivation to learn in school
According to Woolfolk (1995:330), motivation focuses on the three basic questions. First, what causes a person to do some action? For example, why does some students start with their homework as soon as they can while others wait until the last minute or never start at all? Second, what is the level of involvement in the chosen activity? For example, the teacher asks the students to open the book, are they interested and focused on the reading activity or just going through the motions? Third, what causes a person to persist or to give up? For example, will the students read the entire a novel assignment or just read some pages at the end? They may read the novel every page until the middle of the book but they do not read afterwards. It indicates that students‟ motivation is not always stabile. The students may consistently persist in some action whereas not to the next activities.
Knowing that students‟ motivation to learn is unstable, we as teachers should be able to encourage or fill the students with motivation to learn. It is intended to make the students are able to persist not to give up. As stated by Brophy as cited in Woolfolk (1995), that motivation to learn does not only involve wanting or intending to learn but also the quality of the students‟ mental efforts.
For example, the students persist in the reading activity about ten minutes but they may less motivation to the other activities, summarizing, paraphrasing, and discussion. It can be concluded that motivation is not always stable.
14 unimportant. Therefore, Woolfolk (1995:336) suggests that teachers should have three major goals. First is to create a state of motivation to their students. Teacher should be able to ask the students to be productively involved with the work of the class. The second is to develop the trait of being motivated to learn so that the students will be able to educate themselves throughout their lifetime, Bandura as cited in Woolfolk (1995). The third is to make our students to think deeply about what they study so that they become thoughtful. Therefore, they are to be cognitively engaged, Blumenfeld as cited in Woolfolk (1995).
d. The Relationship of Perception, Motivation, and Learning
Psychology‟s “big three” says that learning, perception, and motivation are in a constant state of interaction. One is affecting and being affected by the others. Not only motivation affects learning but learning also affects motivation, Sprinthall and Sprinthall (1987:462-463). The students learn English because they are interested in the people and culture of western people. It indicates that their motivation to know the people and culture affects them to learn. Whereas, some students are more or less motivated because of the process of learning. They enjoy learning through media while they feel bored learning English with reading text continuously. Indeed, the students who experience fun learning will persist or be more motivated to learn. Those who experience distasteful learning will be less motivated. It shows that their learning affects their motivation.
15 motivated. If they perceive something as interesting, they will be motivated. It can be said that if the students have negative perception, they will have no or be less motivated. Otherwise, if the students have positive perception, they will have high motivation.
Thus, perception, motivation, and learning are affecting by the other two. Not only motivation predisposes learning but also learning affects motivation likewise perception influences motivation.
3. Theory of Cognitive Development
Cognitive development is the children‟s process of making sense of the world around them based on the function of age and experience; it seeks to explain the intellectual abilities that occur during the development. Jean Piaget as cited in Slavin (1991) divides the children progress through four stages. These four stages are:
a.Sensorimotor Stage
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b. Preoperational Stage
The approximate age is two to seven years. In this stage, children gradually develop the use of language and ability to think in symbolic form. Their thinking is influenced by fantasy. They create their own imagination. For example, they can pretend their toy car across the couch as a bridge. They also learn to represent ideas and thought in ways of imitation, drawing, mental image, and through spoken language. They also have difficulties to see another person‟s
point of view.
c. Concrete Operational Stage
The age is about seven to eleven years old. The children at this stage develop the capacity for logical reasoning. They begin to think abstractly and conceptualize. They create logical structures that explain his or her physical experiences. The fundamental difference between preoperational and concrete operational stage is that the children in preoperational stage respond to perceived appearances, whereas, the children in concrete operational stage respond to inferred reality.
d. Formal Operational Stage
17 consider alternatives, identify all possible combinations, and analyze one‟s own
thinking. Moreover, they become very focused on their own ideas. Although, they also do not deny that other people may have different perception and belief. Piaget as cited in Woolfolk (1995) also adds that adult may be able to use this formal-operational thought in areas in which they have greatest experience or interest. It means that teachers should be able to facilitate fun learning or attractive teaching-learning process to their students. In addition, teaching children or adolescents in this stage may be wide ranging because he/she will be able to consider many possibilities from several perspectives.
4.Theory of Learning English using the Internet
a. Definition of the Internet
According to Teeler and Gray (2000:1), the Internet is as a network of people and information, linked together by telephone lines which are connected to computers. The Internet is also called „the Net‟ where people can get information or communicate from any other computer.
18 Asynchronous Computer-Mediated Communication or Asynchronous CMC refers to commmunication that takes place in a delayed fashion in which people communicating do not need to be sitting at the computer at the same time, messages are to be read later. The most common form of asyncronous CMC are electronic mail or E-mail and Web bulletin board. E-mail is usually used to send simple text messages but can also be used to exchange formatted documents including word-processed document, sound files, pictures, computer software, and even full-motion video as attachments. Another form of asynchronous CMC is Web bulletin board. It is a place for people to meet online where they can post messages and respond to each other. These usually are set up to discuss a specific topic.
2) Synchronous Computer-Mediated Communication
Synchronous Computer-mediated communication or synchronous CMC is on line communication that takes place not only with text but also with voice or radio. Here, all participants must be sitting at the computer at the same time while the message are sent instantly and communication takes place live. The examples of this form are chat room, instant messaging, and video conferencing. Communication through this types can be either one-to-one or many-to-many. 3) Hypertext
19 and communications tool where people can acces any textual information, view pictures, or download video and audio files.
b. The Internet and English teaching
Learning language especially English is not only a matter of how to remind words of English but also how to speak and write correctly. Occasional way, however, is considered incapable to facilitate learning English in both written and oral. Therefore, the Internet is needed to support it.
As stated by Warschauer and Wittaker (2007:27-33) that the use of the Internet is an effective facilitator of English learning. There are four main reasons of it. One rationale is that the Internet provides online communication to the learner. This chance supports promoting language learning in fluency rather than accuracy, since accuracy is considered more complex. The second possible reason for using the Internet is that it can create optimal condition in written communication by accommodating authentic audience. Third, it can increase students‟ motivation. Fourth, learning computer skill is essential to students‟
future success. In other words, the students are not only expected to use the Internet to learn English but also learning English to be able to function well on the Internet. It is because mastering computer skill in this globalization era is significant to prepare students in a working world.
20 1) Authenticity
According to Warschauer et.al, the theory of authenticity shows us that language learning is considered most successful when it takes place in authentic, meaningful contexts. This could be achieved through the use of the Internet. It is because the Internet provides learners 24-hours access for vast amounts of authentic material on any topic they are interested in and allow opportunities for authentic communication and publishing.
Moreover, this theory is also proposed by Dudeney and Hockly (2007:7-8) that internet presents new opportunities for authentic tasks and materials. Besides, the use of the Internet can give learners exposure to and practice four language skills, listening, writing, listening, and speaking. It means the use of the Internet lead the students to be more independent learners since they can learn language by accessing the materials through the Internet. Finally, their learning process will become student-centered, Warschauer as cited in Aydin 2009.
2) Literacy
According to Warschauer et.al, the Internet provides new chances to express or practice the ability to read, write, communicate, research, and publish. Moreover, English and technology are both significant. By combining them in the classroom, it will help the students master the skills they will need for academic and occupational success.
21 supplemental language activities in specific areas of language learning. Means and Olson as cited in Aydin 2009 add that the Internet helps students to improve their computer skills, such as keyboarding skills, opening and storing files, and internet searching. The internet is also very helpful for academic and occupational success, Warschauer et.al.
3) Interaction
According to Warschauer et.al, interaction is major means of acquiring a language and gaining fluency. All effective English teaching needs to integrate some kind of interactive communication in curriculum. The Internet can fulfill the need by providing opportunities for students to interact twenty-four hours a day with native and nonnative speakers from around the world. In line with Warshauer et.al, Singhal as cited in Aydin 2009 states that the Internet is useful medium for communication with native speaker in real situations, improving writing skill, and teaching of culture.
4) Vitality
Warschauer et.al state that teaching English with no obvious reason often takes place in classrooms which makes students get bored in memorizing grammar rules or vocabulary. The internet, however, can inject an element of vitality into teaching. It also can motivate students because it is flexible, multifunction, constantly changing, and connected to their real life needs.
22 materials. Moreover, it increases students‟ motivation since learners can choose materials based on their interest and needs, (Warshauer as cited in Aydin 2009). 5) Empowerment
Warschauer et.al explain that Mastery of the Internet can increase the personal power of teachers and learners. It allows them to become autonomous lifelong learners in which they can find what they need in the Internet. Moreover, it helps them to collaborate with others in constructing new knowledge. In line with the theory, Warschauer as cited in Aydin 2009 says that the Internet makes learning more student-centered because it leads the learner more active and teachers less talk. Besides, it also gives opportunities for collaboration and socialization in learning process (Means and Olson as cited in Aydin 2009). Moreover, the studies indicate that the Internet has positive effects on motivation (Muehleisen as cited in Aydin 2009).
B. Theoritical Framework
23 never acts apart from either learning or perception. The theory of motivation used in the research is proposed by Woolfolk (1995), Kleinginna as cited in Huitt (2001), Luthans (1995), Ellis (1997), Brophy as cited in Woolfolk (1995), Blumenfeld as cited in Woolfolk (1995), and Sprinthall and Sprinthall (1987: 463). She also presents the theory of cognitive development to give explanation about the children‟s process of making sense of the world around them based on
the function of age and experience; it seeks to explain the intellectual abilities especially for senior high school students at SMA Negeri 2 Yogyakarta as the participants in this research that they are included in formal operational stage; children or adolescent in this stage have the ability to think hypothetically, be more critical, and become very focused on their own ideas. The related theory is proposed by Jean Piaget as cited in Slavin (1991). Last, she presents the theory of internet in learning English since this research is to seek and explain the implementation of the use of the Internet for SMA Negeri 2 Yogyakarta students in learning English. Also, it is to dig out the contribution of the use of the Internet that supports teaching-learning English. The theory addressed is proposed by Teeler and Gray (2000), Warschauer (2000), Warschauer and Wittaker (2007), Warschauer et.al (2000), Dudeney and Hockly (2007), Warschauer as cited in Aydin 2009, Singhal as cited in Aydin 2009, Means and Olson as cited in Aydin 2009, Warschauer (2000:7), Muehleisen as cited in Aydin 2009. In addition, all the theories explained were to answer the first and second question as stated in the problem formulation.
24
CHAPTER III
METHODOLOGY
This chapter presents detailed information about methods used to answer the two major questions stated in chapter one. The discussion involves Research Participant, Research Instrument, Data Gathering Technique, Data Analysis Technique, and Research Procedure.
A. Research Method
25
B. Research Participants
This research implemented cluster sampling. The rationale was the impossibility to survey the entire population of the second grade students of SMA Negeri 2 Yogyakarta as the participants since only one class was accessible for conducting the research. According to Ary, Jacobs, and Razavieh (2002), “cluster sampling is a group of individuals who are naturally together. And, these individuals have characteristics relevant to the variables of the study”. The research participants were the second grade of IPA 5 students of SMA Negeri 2 Yogyakarta of academic year 2008/2009. The participants for questionnaire were forty four students. And, the participants for interview were six students chosen by random sampling. According to Gay (1992:126), “random sampling is the process of selecting a sample in such a way that all individuals in the defined population have an equal and independent chance of being selected for the sample”. In other words, every individual has the same probability of being selected to be interviewed.
C. Instrument
This research used two instruments to gather data, questionnaire and interview. The uses of the instruments were to obtain the reliable data and to answer the research questions in the problem formulation.
1. Questionnaire
26 (or interview ask questions) about behavior, opinion, attitudes, beliefs, or any of number of other psychological or sociological qualities. The questionnaire was used to obtain information about students‟ perceptions and their obstacles on the use of the internet. There are two types of questionnaire: closed form and open form. This research used close from that allows the participants to select two or more options by circling or crossing alternatives of answers (Wiersma, 1995:181). The research used close form because it can be answered easily and quickly by respondents and it ensures that all subjects have the same frame of reference in responding (Ary, Jacob, and Ravazieh, 2002:390). Moreover, the high response rate of questionnaire could reach 100%.
There were nineteen closed questions covering five categories in the questionnaire. The first category (I) was about the students‟ perception on the authenticity of the internet in learning English. It covered four questions from number one up to number four. The second category (II) was about the students‟
perception on the literacy of the internet in learning English. It covered four questions from number five up to number eight. The third category (III) was about the students‟ perception on interaction of the internet in learning English. It
27 The questionnaire used Likert Scale that is to ask an individual to rate their level of agreement whether she or he strongly agrees (SA), agrees (A), undecided (U), disagrees (D), or strongly disagrees (SD) based on various statements. If the students did not have a good perception, they tend to choose disagree or strongly disagree. It indicated that the students have negative perception or attitude. If the students neither have positive nor negative perception, they tended to choose undecided. These responses could be categorized to have average perception. If the students tended to choose agree or strongly disagree, they could be categorized have a good perception.
2. Interview
28 can be used to strengthen data. Also, it can be used to check the participants‟ consistency in selecting alternative anwsers on questionnaire.
D. Data Gathering Technique
There are two steps in gathering the data. In the first step, the researcher distributed a questionnaire on June 10, 2009. The questionnaire was used to obtain the students‟ perception on authenticity, literacy, interaction, vitality, and empowerment on the use of the Internet. It took fifteen minutes for students to fill the questionnaire. In the second step, the researcher used interview in order to obtain more information from the students. She took the interview on the same day of the distribution of questionnaire in which there were six students to be interviewed.
E. Data Analysis Techniques
After the data gathered, the researcher then analyzed them to answer the questions as stated in the problem formulation. The researcher used two instruments: questionnaire and interview which strengthened one another.
First, the researcher analyzed the questionnaire that consists of nineteen questions. The questionnaire used Likert Scale, a scale with point values to determine individual‟s score. The point values are SA=5, A=4, U=3, D=2, SD=1.
The students‟ total response score to the questionnaire could reflect the
29 a. The students were considered to have „very good‟ perceptions if their score is
between 77 and 95.
b. The students were considered to have „good‟ perceptions if their score is between 58 and 76.
c. The students were considered to have „midle‟ perceptions if their score is between 37 and 57.
d. The students were considered to have „bad‟ perceptions if their score is between 20 and 38.
e. The students were considered to have „very bad‟ perceptions if the score is between 1 and 19.
The categories of making the classification above were based on the consideration:
a. The maximum score of point value of strongly agree was 95 (5x19). b. The maximum score of point value of agree was 76 (4x19).
c. The maximum score of point value of undecided was 57 (3x19). d. The maximum score of point value of disagree was 38 (2x19).
e. The maximum score of point value of strongly disagree was 19 (1x19).
The students‟ response to the statements indicated the students‟
perception. The students who had „very good‟ and „good‟ perception were
included as students who had positive perception on the use of the internet in learning English. The students who had „middle‟ perception included as students
30 negative perception on the use of the Internet in learning English. Those responses were used as the data of this research.
Second, the researcher analyzed the interview. The interview questions were quite similar to the questionnaire but it was developed. The purpose is to verify the answer to the questionnaire and obtain depth data. The researcher did the interview and the questionnaire twice in order to obtain reliable data.
F. Research Procedure
This part presents the procedure of conducting this study. It involves the following steps. First, the resercher conducted the review of related literature. The purpose is that to find some theories related to this study. The researcher conducted this by reading some books and articles concerning perception and internet. This is the base of developing the questions on the questionnaire and the interview. Second, the researcher asked the permission letter from the English Language Education Study Program of Sanata Dharma University to conduct this research. Afterwards, she asked permission the English teacher of SMA Negeri 2 Yogyakarta to distribute the questionnaire and interview his students as the research participants, second grade students of IPA 5 SMA Negeri 2 Yogyakarta.
31
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents research findings and discussion to show the process of obtaining and analyzing the data. Also, it aims to answer the research questions. It is divided into two sections; part (A) the students’ perceptions and part (B) the recommendations on the use of the internet in learning English.
A. The Students’ Perception on the Use of the Internet in learning English
In order to find out the students’ perception on the use of the Internet in
learning English, the researcher distributed questionnaires on June 10, 2009. She also did an interview to obtain further data. The data, then, was analyzed into five parts; authenticity, literacy, interaction, vitality, and empowerment based on the questionnaire and interview.
1. The Students’ Perception on the Authenticity on the Use of the Internet in
Learning English.
32
Table 4.1 Questionnaire Result of Authenticity
No I. Authenticity
Percentage
5 4 3 2 1
1 I can access authentic materials
independently through the Internet as the supporting English material
26.5 70.6 2.9 0 0
2 I can access authentic materials for listening and speaking skill independently through the Internet
11.8 32.4 52.9 2.9 0
3 I can access the authentic materials for reading and writing skill independently through the Internet
17.6 76.5 5.9 0 0 4 I can access more meaningful materials
independently through the Internet 26.5 64.7 8.8 0 0
Total % 20.6 61.1 17.6 0.7 0
33 agree and agree on the statements. It sustained the theory of Faisal as cited in Christina 2009 that explains the students are considered to have positive perception if they tend to choose strongly agree and agree.
In order to obtain reliable data, the researcher provided the data of interview to check the students’ consistency in giving the answers on the
34 there were 52.9% of the students chose doubt on the statement. The students said that the Internet provided more meaningful materials that they could access independently. This data verified the data of questionnaire where there was 64.5% of the students chose agree on the fourth statement, “I can access more meaningful materials independently through the Internet”. Furthermore, since the Internet provided authentic materials in four language skills where the students could learn independently, it helped their learning process to be more student-centered. The related theory is proposed by Warschauer as cited in Aydin 2009 that internet makes learning process become student-centered because it provides authentic materials in four language skills. From the available data, the researcher concluded that the data of interview verified the data of questionnaire.
Based on the data analysis, the researcher summarized some points on the authenticity. The following were the summary:
a. Most of the students possess positive perception.
b. Most of the students could access the authentic materials independently to support their learning English.
c. Most of the students were difficult to obtain listening and speaking materials since they had a difficulty to access the materials.
d. The Internet is helpful for the students since they could obtain reading and writing materials to learn English.
35 f. The students would become more student-centered since the Internet provides them authentic materials in four language skills that lead them to learn independently
2. The Students’ Perception on the Literacy on the Use of the Internet in
Learning English.
The second part of the questionnaire was literacy. The first part provided the data of result of questionnaire on literacy as presented in the following table.
Table 4.2 Questionnaire Result of Literacy
No II. Literacy
Percentage
5 4 3 2 1
5 Learning English through the Internet as the same as learning two things, the
English and technology 50 44.1 5.9 0 0
6 Nowadays, mastering English and technology is very important for academic as well as occupational success
79.4 20.6 0 0 0
7 The Internet helps me improve my
English passive skill 23.5 70.6 5.9 0 0
8 The Internet helps me improve my
English active skill 17.6 47.1 26.5 8.8 0
Total % 42.6 45.6 9.6 2.2 0
The table 4.2 showed that there was 50% of the students chose strongly agree and 44.1% of the students chose agree on the fifth statement, “Learning
36 on the sixth statement, “Nowadays, mastering English and technology is very important for academic and occupational success”. There was 70.6% of them chose agree on the seventh statement, “The Internet helps me improve English passive skill”. There was 17.6% of them chose strongly and 47.1% chose agree on the eighth statement, “The Internet helps me improve my English active skill”. From the data of questionnaire, the researcher concluded that most of the students possess positive perception on authenticity since they tend to choose strongly agree and agree on the statements.
37 materials. Besides, it could strengthen the previous data on the third statement of authenticity where listening and speaking materials were difficult to be gained. Yet, principally the internet was helpful to improve the students’ active skill since they knew that the Internet provides the related materials. This data verified the data of questionnaire on the eighth statement, “The Internet helps me improve my English active skill”, where there were 47.1% and 17.6% of the students chose agree and chose strongly agree. Also, this data sustained the theory proposed by Dudeney and Hockly (2007:7-8) that internet presents new opportunities for authentic tasks and materials; reading, writing, listening, and speaking. Furthermore, the students said that the use of the Internet was helpful for them to master technology which was very important for their academic and working world. The data sustained the theory of Means and Olson as cited in Aydin 2009 that the Internet helps students to improve their computer skills, such as keyboarding skills, opening and storing files, and internet searching. Moreover, mastering English and technology were important for their academic occupational success since English is a compulsory subject in Indonesia and technology were needed in their working world. From the available data, the students were consistent in answering the questions on the interview and the questionnaire.
Based on the analysis data of questionnaire and data of interview, the researcher summarized some points on the literacy. The following were the summary:
38 b. By learning English through the Internet, the students were helped to master
English and technology.
c. Both English and technology are important for their academic and occupational success.
d. The Internet helped the students to improve their passive skill.
e. Principally, the Internet was helpful to improve the students’ active skill. Yet, it was difficult for them to access listening and speaking materials.
3. The Students’ Perception on the Interaction on the Use of the Internet in
Learning English.
The third part would analyze the students’ perception on the use of the Internet on the interaction. The following is the data result of questionnaire in a form of table.
Table 4.3 Questionnaire Result of Interaction
No III. Interaction
Percentage
5 4 3 2 1
9 I can practice my English with native
speaker directly through the Internet 5.9 17.6 41.2 32.4 2.9 10 In my opinion, the Internet is an
effective way to communicate English 11.8 52.9 29.4 5.9 0 11 The Internet helps me to improve my
English fluency 14.7 64.7 20.6 0 0
Total % 10.8 45.1 30.4 12.8 0.9
39 native speaker directly through the Internet”. There was 52.9% of the students chose agree on the tenth statement, “In my opinion, the Internet is an effective
way to communicate English”. There was 64.7% of the students chose agree on
the eleventh statement, “The Internet helps me to improve my English fluency”. From the available data, the researcher concluded that the students possessed positive perception since they tend to choose strongly agree and agree for the statements of interaction.
40 Warschauer, Singhal as cited in Aydin states that the Internet is useful medium for communication with native speaker in real situations, improving writing skill, and teaching of culture. From the available data, the students were consistent in answering the questions. Also, it showed that principally the student knew that Internet is effective to practice English. Yet, they were unconfident to communicate English with native speaker.
Based on the analysis data of questionnaire and data of interview, the researcher summarized some points on the interaction. The following were the summary:
a. Most of students possess positive perception.
b. Most of the students were unconfident to communicate or interact with native speaker.
c. Basically, most of the students knew that the Internet is effective to practice English with native speaker.
d. Principally, most of the students knew that the use of the Internet helps them to improve their fluency.
4. The Students’ Perception on the Vitality on the Use of the Internet in
Learning English.
41
Table 4.4 Questionnaire Result of Vitality
No IV. Vitality
Percentage
5 4 3 2 1
12 I can learn English through the Internet
anytime 20.6 61.7 11.8 5.9 0
13 I can learn English through the Internet
anywhere 17.6 55.9 17.6 8.9 0
14 I can choose my own English material
through the Internet 32.3 55.9 11.8 0 0
15 The Internet helps to motivate me in
learning English 14.7 58.9 23.5 2.9 0
Total % 21.3 58.1 16.2 4.4 0
Table 4.4 Questionnaire Result of Vitality showed that there was 61.7% of the students chose agree on the twelfth statement, “I can learn English through the Internet anytime”. There was 55.9% of the students chose agree on the thirteenth
statement, “I can learn English through the Internet anywhere”. There was 55.9%
of the students chose agree on the fourteenth statement, “I can choose my own English material through the Internet”. There was 58.9% of the students chose
agree on the fifteenth statement, “The Internet helps to motivate me in learning
English”. The result of the questionnaire on vitality showed that the students possessed positive perception since the students tend to choose strongly agree and agree on the statements of vitality.
42 verified the data of questionnaire on the fifteenth statement, “The Internet helps to motivate me in learning English”. There were 58.9% of the students chose agree on the statement. The data sustained the theory of Warschauer (2009) states that the use of the Internet can increases students’ motivation to learn. The students said that they could learn English in a flexibility of time and place through the Internet. It verified the data of the twelfth and thirteenth statement of the questionnaire, “I can learn English through the Internet anytime” and “I can learn English through the Internet anywhere. There was 61.7% and 55.9% of the students chose agree on the statements. The data were sustained the theory of Dudeney and Hockly (2007:8) state that internet is mobile that can be used anywhere and anytime. Moreover, they said that they enjoyed the learning process since they could choose materials based on their interest and needs. This data verified the data of questionnaire on the fourteenth statement, “I can choose my own English material through the Internet”. There was 55.9% of the students chose agree on the statement. The data sustained the theory which is proposed by Warschauer et.al (2000:7) that the Internet provides any materials that the students could choose based on their interest and level. From the available data, the researcher concluded that the students were consistent in answering the questionnaire and interview.
Based on the analysis data of questionnaire and data of interview, the researcher summarized some points on the vitality. The following were the summary:
43 b. The students had flexibility of time and place to learn English through the
Internet since the Internet is mobile.
c. The students enjoyed the learning process since they could choose their own materials based on their need and interest.
d. The students were motivated to learn English through the Internet.
5. The Students’ Perception on the Empowerment on the Use of the Internet
in Learning English.
The fifth part of the questionnaire was to obtain data of the students’
perception on the empowerment. The following table was the questionnaire result of the empowerment.
Table 4.5 Questionnaire result of Empowerment
No VI. Empowerment
Percentage
5 4 3 2 1
16 The Internet helps me to be more
Independent in learning English 20.6 67.6 11.8 0 0 17 I am more enthusiastic in cooperative
learning by using the Internet 2.9 35.3 50 11.8 0 18 I am more confident in learning English
by using the Internet 8.8 44.1 47.1 0 0
44 learning English”. There was 50% of the students chose doubt on the seventeenth
statement, “I am more enthusiastic in cooperative learning by using the Internet”.
There was 8.8% of the students chose strongly agree, 44.1% of the students chose agree, and there was 47.1% of the students chose doubt on the eighteenth statement, “I am more confident in learning English by using the Internet”. Based on the result of the questionnaire on vitality, it showed that the students possessed positive perception since the students tend to choose strongly agree and agree on the statements of vitality.
45 with the theory that was proposed by Means and Olson as cited in Aydin add that the use of the Internet also gives opportunities for collaboration and socialization in learning process. Yet, the students said that they became more confident and motivated since they could learn independently through the Internet. It verified the data of questionnaire on the eighteenth statement, “I am more confident in learning English by using the Internet”. It sustained the theory proposed by Warschauer et.al that mastery of the Internet can increase the personal power of teachers and learners. Moreover, the study indicates that the use of the Internet has positive effects on motivation (Muehleisen as cited in Aydin 2009). In addition, the students said that the Internet provides a lot of materials which they could choose materials based on their needs and difficulty. This data verified the data of questionnaire on the nineteenth statement, “I can choose the material based on the need and difficulties by using the Internet”. It sustained the theory that proposed by Warschauer et.al, the Internet allows learners to become autonomous lifelong learners in which they can find what they need in the Internet.
Based on the analysis data of questionnaire and data of interview, the researcher summarized some points on the empowerment. The following were the summary:
a. Most of the students had positive perception.
b. Most of the students became more independent to learn English through the Internet.
46 d. Most of the students became more confident to learn English through the
Internet.
e. The Internet leaded the students to have autonomous learning since most of the students could choose English materials based on their need and level through the Internet.
B. The Recommendations on the Use of the Internet in Learning English
Based on the research finding, it was obtained that the use of the Internet in learning English gave positive effects to the students. However, the students still found difficulties on the use of the Internet; accessing materials especially for listening and speaking and being unconfident to practice or communicate English using the Internet with native speaker. Therefore, this research wanted to provide recommendations to maximize the use of the Internet in learning English and improve teaching-learning English. The recommendations were derived from the students and the researcher. The following were the recommendations:
1. The students recommendations were categorized into two things, they are: a. The students recommended that the teacher would give more information
how to access materials especially for listening and speaking.
b. They expected that the government will provide formal English site to learn English. The English site is appropriate with curriculum and available for discussion forum.
47 a. Since learning English using the Internet had potential to the students, the English teacher is expected to continue integrating the Internet to teaching-learning process. However, he also should open more discussion so that the students will have more opportunities to share their obstacles and find the solutions.
b. The teacher should encourage and facilitate the students to maximize the use of the Internet especially for English communication. For an example, the students are encouraged to communicate with native speaker using the Internet because it could help them to improve their fluency.
c. The government is expected to provide English site which is appropriate with curriculum. Hopefully, the teaching-learning English become more successful.
48
CHAPTER V
CONCLUSIONS
This chapter presents conclusion of this research based on the data previously discussed in the Chapter IV. The primary principle is to present important points derived from the research result.
A. CONCLUSIONS
This research discussed the students’ perception on the use of the Internet in learning English at SMA Negeri 2 Yogyakarta; whether it can fulfill the students’ needs or not, whether it can motivate them or not, and whether it can
help to improve their English or not. Also, it discussed the recommendations on the use of the Internet in learning English.
49 helped them to be more motivated. Fifth, the students were more confident and more independent since they had opportunities to choose materials based on their interest and level.
50
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52
53
APPENDIX A
Kuesioner
Kuesioner ini dibuat dengan tujuan untuk mencari persepsi siswa terhadap penggunaan Internet sebagai penunjang dalam pembelajaran Bahasa Inggris. Nama/ umur: Jenis kelamin:
Dalam seminggu, saya menggunakan Internet untuk belajar Bahasa Inggris: a. selama: ……….jam
b. di : !) warnet 2) rumah 3) sekolah
Berikan tanda centang ( ) pada kolom yang tersedia dibawah ini sesuai dengan tanggapanmu pada setiap pernyataannya!
5: sangat setuju 2: kurang setuju 4: setuju 1: sangat tidak setuju 3: ragu-ragu
No Statement
5 4 3 2 1
I Authenticity
1 Melalui Internet, saya dapat mengakses sendiri materi otentik (dari penutur asli) sebagai penunjang Bahasa Inggris 2 Melali Internet, saya dapt mengakses
sendiri materi otentik (dari penutur asli) untuk keterampilan listening & speaking 3 Melalui Internet, saya dapat mengakses
sendiri materi otentik (dari penutur asli) untuk keterampilan reading & writing 4 Melalui Internet, saya dapat mengakses
sendiri materi yang lebih bermakna
II Literacy
5 Belajar Bahasa Inggris melalui Internet sama dengan belajar dua hal
sekaligus:penguasaan bahasa Inggris itu sendiri dan penguasaan teknologi 6 Di jaman sekarang, pengusaan Bahasa
Inggris dan teknologi sangat dibutuhkan, baik dalam dunia pendidikan maupun dunia kerja.
7 Dengan Internet, kemampuan Bahasa Inggris pasif saya meningkat
54
No Statement 5 4 3 2 1
III Interaction
9 Melalui Internet, saya dapat praktek Bahasa Inggris secara langsung dengan native speaker
10 Menurut saya, Internet merupakan sarana efektif untuk berkomunikasi dengan Bahasa Inggris
11 Internet sangat membantu saya untuk meningkatkan kelancaran Bahasa Inggris
IV Vitality
12 Dengan Internet, saya bisa belajar Bahasa Inggris kapan saja
13 Dengan Internet, saya bisa belajar Bahasa Inggris dimana saja
14 Dengan Internet, saya bisa memilih sendiri materi untuk belajar Bahasa Inggris 15 Dengan Internet, saya jadi bersemangat
untuk belajar Bahasa Inggris
IV Empowerment
16 Melalui Internet, saya bisa belajar Bahasa Inggris dengan lebih mandiri
17 Dengan Internet, saya menjadi lebih tertarik untuk belajar kelompok bersama teman saya
18 Internet membuat saya lebih percaya diri untuk belajar Bahasa Inggris
56 APPENDIX C
Table 4.7
Frequency of the Students’ Responses to Each Statement of the Questionnaire
No Statement Percentage
Authenticity
5 4 3 2 1
1 Authentic material 9 24 1 0 0
2 Authentic material for listening & speaking
4 11 18 1 0
3 Authentic material for reading & writting
6 26 2 0 0
4 Authentic material in meaningful contexts
9 22 3 0 0
Literacy
5 Internet for combining English and technology
17 15 2 0 0
6 The importance of English and technology for academic and
9 Opportunities to interact with native speaker 19 Opportunity to choose material based
