AT SMAN 1 TANDUN
BY
YELDA OKTRIVIANI SIN. 11810423221
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
STUDENTS’ PERCEPTION OF USING E-DICTIONARY IN E- LEARNING ENGLISH DURING PANDEMIC
AT SMAN 1 TANDUN
By
YELDA OKTRIVIANI SIN. 11810423221
A Thesis
Submitted as partial fulfilment of the Requirements for Bachelor Degree of English Education (S. Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
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ACKNOWLEDGMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “Students’ Perception of Using E-Dictionary in E-Learning English During Pandemic at SMAN 1 Tandun”.
It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last messenger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to my beloved parents, Jasmedi and Yuni Elita, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and hlessings in the world and in the hereafter for the kindness that has given to the researcher. Thank you so much Dad, Mom. Please keep becoming my inspiration.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing this research. They are:
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H. Mas’ud Zein, M. Pd., as Vice Rector II, Edi Erwan, S. Pt., M. Sc., Ph.
D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragement.
3. Dr. Faurina Anastasia, M. Hum, the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Kurnia Budiyanti, M.Pd, the Academic Supervisor for his guidance to the students.
6. Drs. H. M. Syafi’i S, M.Pd, my beloved supervisors who has given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. All lecturers and staffs of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau who has given knowledge, and supports during the sources from semester one until now.
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8. Nurhidayati, S.Pd, the Headmaster of SMAN 1 Tandun, and also my beloved English teacher, Wisyawali, S. Pd and all staffs who have helped me in accomplishing this research.
9. My husband Andri Yustian as my support system for all moments in my life.
10. My beloved siblings Yoska Yandrico and Yoggi Febri Andika as my mood booster in my life time.
11. My beloved all of my family, thank you for always giving support.
12. My best friends Sovie Lindaita Dersa, Khofifah Aznel, Nursyafida, Seva Asrita, and Nurphatonah who always give me a lot of love and support.
Thank you for making my life full of happiness.
13. My lovely friends Amanda Sely Utami, Nurina Adinda, Destrya Nadiya Anzelina, Alpiz Wahyudi, Zikri, and Rizal Fahmi who always support me to finish this thesis .
14. And all of the people contributed during the thesis processed.
15. Last but not least, I wanna thank me, I wanna thank me for believing in me, I wanna thank me for doing all this hard work, I wanna thank me for never quitting, for just being.
Ultimately, the comments, constructive critiques and suggestions for the completeness of this thesis will be kindly appreciated. Hopefully this thesis can give the meaningful contributions to further writers.
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Yelda Oktriviani SIN. 11810423221
vii ABSTRACT
Yelda Oktriviani (2022): Students’ Perception of Using E-Dictionary in E- Learning English During Pandemic at SMAN 1 Tandun
This research was conducted based on a preliminary study in the class X SMAN 1 Tandun shows some of the problems related to the use of E-Dictionary.
Some problems are many students use E-Dictionary to help them in finding translations of words and sentences, but some do not use E-Dictionary and they prefer to use paper dictionaries. So, the researcher wants to examine how is students' perception of using E-Dictionary.
This research was a descriptive quantitative that aimed to identify students' perception of using e-dictionary in e-learning English during the pandemic at SMAN 1 Tandun. The population of this research was tenth grades students of SMAN 1 Tandun which consists of 6 classes. Technique sampling in this study used simple random sampling. So, the total sample in this study was 34 students from the total population. The questionnaire used as a tool for data collection in research consists of 20 statements adapted from research conducted by Wati (2020) and Marjun (2021).
In this study, researcher used the SPSS program to analyze the data.
Results of data analysis showed students' perception of using E-Dictionary found in the very positive category with a percentage of 53%.
Key words: Students’ Perception, E-Learning, and E-Dictionary
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Dictionary dalam E-Learning Selama Pandemi di SMAN 1 Tandun
Penelitian ini dilakukan berdasarkan studi pendahuluan pada siswa kelas 10 SMAN 1 Tandun yang mana itu menunjukkan beberapa permasalahan terkait penggunaan E-Dictionary. Beberapa permasalahannya adalah banyak siswa yang menggunakan E-Dictionary untuk membantu mereka dalam mencari terjemahan kata dan kalimat, namun ada juga yang tidak menggunakan E-Dictionary dan lebih memilih menggunakan kamus kertas. Oleh karena itu, peneliti ingin mengkaji bagaimana persepsi siswa terhadap penggunaan E-Dictionary.
Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk mengidentifikasi persepsi siswa terhadap penggunaan E-Dictionary dalam E-Learning Bahasa Inggris selama pandemi di SMAN 1 Tandun. Populasi dalam penelitian ini adalah siswa kelas 10 SMAN 1 Tandun yang terdiri dari 6 kelas.
Teknik pengambilan sampel dalam penelitian ini menggunakan simple random sampling. Jadi, jumlah sampel dalam penelitian ini adalah 34 siswa dari total populasi. Kuesioner digunakan sebagai alat pengumpulan data dalam penelitian yang terdiri dari 20 pernyataan yang diadaptasi dari penelitian terdahulu yang dilakukan oleh Wati (2020) and Marjun (2021).
Dalam penelitian ini, peneliti menggunakan program SPSS untuk menganalisis data. Hasil dari analisis data menunjukkan persepsi siswa terhadap penggunaan E-Dictionary berada pada kategori sangat positif dengan persentase 53%.
Key words: Students’ Perception, E-Learning, and E-Dictionary
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صخلم
( ،ينايفيرتكوأ ادلي 2222
يف ينورتكللإا سوماقلا مادختسا لوح ذيملاتلا ءارآ :) ةيوناثلا ةسردملا يف ةحئاجلا ءانثأ ينورتكللإا ملعتلا
ةيموكحلا 1
نودنات
نم رشاعلا فصلا ذيملات ىلع ةيلوأ ةسارد ىلع ًءانب ثحبلا اذه ءارجإ تم
ةيموكلحا ةيوناثلا ةسردلما 1
ةقلعتلما تلاكشلما نم ديدعلا ترهظأ تيلاو نودنات
لاكشلما ضعب لثمتت .نيوتركللإا سوماقلا مادختساب ذيملاتلا نم ديدعلا نأ ي ت
،لملجاو تاملكلل تاجمرت ىلع روثعلا ي متهدعاسلم نيوتركللإا سوماقلا نومدختسي .يقرولا سوماقلا مادختسا لضفيو نيوتركللإا سوماقلا مدختسي لا رخلآا ضعبلا نكل .نيوتركللإا سوماقلا مادختسلا ذيملاتلا كاردإ ةسارد ةثحابلا ديرت ،كلذل
ثحبلا اذه ذيملاتلا كاردإ ديدتح لىإ فدته ةيمك ةيفصو ةسارد نع ةرابع
ي ةحئالجا ءانثأ ةيزيلنجلإا ةغلل نيوتركللإا ملعتلا ي نيوتركللإا سوماقلا مادختسلا ةيموكلحا ةيوناثلا ةسردلما 1
فصلا ذيملات نم ثحبلا اذه ي ناكسلا ناك .نودنات
ةيموكلحا ةيوناثلا ةسردلما ي رشاعلا 1
دنات نم نوكتي يذلاو نو 6
تمدختسا .فوفص
تانيعلا ددع ،نذإ .ةطيسبلا ةيئاوشعلا تانيعلا ذخأ ثحبلا اذه ي تانيعلا ذخأ ةينقت ثحبلا اذه ي 43
عملج ةادأك نايبتسلاا مادختسا تم .ناكسلا ددع لياجمإ نم اذيملت
نم نوكتت تيلا ثحبلا ي تانايبلا 02
هارجأ قباس ثبح نم ةسبتقم ةرابع تياو
( 0202 ( نوجرامو )
0201 .)
ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا جمانرب ةثحابلا تمدختسا ،ثحبلا اذه ي
سوماقلا مادختسلا ذيملاتلا كاردإ نأ تانايبلا ليلتح جئاتن ترهظأ .تانايبلا ليلحتل ةبسنب ةياغلل ةيبايجإ ةئف ي تناك نيوتركللإا 34
.٪
x
EXAMINER APPROVAL ... ii
ACKNOWLEDGMENT... iii
ABSTRACT ... v
ABSTRAK ... vii
LIST OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF FIGURES ... xiv
LIST OF APPENDICES... xv
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Problem of the Research ... 5
1. Identification of the Problem ... 5
2. Limitation of the Problem ... 5
3. Formulation of the Problem ... 5
C. Objective and Significance of the Research ... 6
1. Objectives of the Research ... 6
2. Significance of the Research ... 6
D. Definition of the Key Term ... 6
CHAPTER II LITERATURE REVIEW A. Theoritical Framework ... 8
1. The Nature of Perception... .. 8
2. The Nature of E-Learning ... 15
3. The Nature of Dictionary ... 21
B. Relevant Research ... 33
C. Operational Concept ... 37
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CHAPTER III RESEARCH METHODOLOGY
A. Research Design ... 39
B. Time and Place of the Research ... 40
C. Subject and Object of the Research ... 40
D. Population and Sample of the Research ... 40
E. Technique of Collecting the Data ... 42
F. Technique of Analyzing the Data ... 43
CHAPTER IV DATA PRESENTATION A. Data Presentation... ... 47
B. Data Analysis ... 62
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 64
B. Suggestion ... 64 REFERENCE
APPENDICES
xii
Table III.2 Likert Scale ... 42
Table III.3 The Blue Print of the Questionnaire Items ... 43
Table III.4 The Level of Percentage Questionnaire ... 44
Table III.5 Validity Statistics ... 45
Table III.6 Reliability Statistics ... 46
Table IV.1 E-Dictionary helps me to understand the importance of learning English ... 47
Table IV.2 E-Dictionary are easy to be carried ... 48
Table IV.3 Internet access in my neighborhood makes it easier for me to use E-Dictionary ... 48
Table IV.4 E-Dictionary design is more practical, modern and attractive than other dictionaries ... 49
Table IV.5 E-Dictionary makes me enjoy studying English ... 49
Table IV.6 E-Dictionary are appropriate to my English level ... 50
Table IV.7 E-Dictionary helps me enhance the efficiency of my English study ... 50
Table IV.8 It is easy for me to use E-Dictionary ... 51
Table IV.9 The features in E-Dictionary convince me to always use it ... 52
Table IV.10 Detailed definitions are provided in E-dictionary ... 52
Table IV.11 E-dictionary gives me enough information ... 53
Table IV.12 Using E-Dictionary will encourage me to use a different learning style and search strategy ... 53
Table IV.13 The use of E-Dictionary improves my English learning ... 54
Table IV.14 Many of my friends use E-Dictionary ... 54
Table IV.15 I need an E-dictionary to interpret words and sentences wherever and whenever I need ... 55
Table IV.16 My English teacher recommends me to use the E-dictionary instead of other dictionaries ... 56
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Table IV.17 I feel motivated when learning English with E-dictionary ... 56 Table IV.18 I feel the E-dictionary is very important in learning English .. . 57 Table IV.19 Because access in E-Dictionary is free so my friends and I
feel it's affordable ... 57 Table IV.20 I feel enthusiastic about learning English by using E-
dictionary ... 58 Table IV.21 Students’ Perception Score ... 59 Table IV. 22 The Frequency and Percentage of Students’ Perception ... 61
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Figure VI.2 The Percentage of the Interval Score Distribution of the Students’ Perception ... 61
xv
LIST OF APPENDICES Appendix 1 Lesson Plan
Appendix 2 Instrument Appendix 3 Students’ Answer
Appendix 4 Thesis Supervision Activity Report Appendix 5 Recommendation Letter
Appendix 6 Documentation
1 A. Background of the Research
Coronavirus is infectious diseases that are transmitted from animals to humans. Covid-19 pandemic first appeared in the city of Wuhan, China at the end of December 2019 and began to plague Indonesia in early March 2020. As a result of the COVID-19 pandemic, the whole framework that runs such as the economy, government, counting education in Indonesia is disturbed. BBC News Indonesia (2020) reported that the Governor of DKI Jakarta has chosen to shut all schools in DKI Jakarta area as of March 16, 2020 and carry out the method of educating and learning exercises through the distance strategy utilizing electronic learning (e-learning) to break the infection chain. Governors in other provinces throughout Indonesia also participated in this arrangement, including in Riau province.
According to Benson (2002), E-Learning (Electronic Learning) is learning to send learning data anytime, anywhere by utilizing the innovation of media such as TV, audio tape, and CDROM intelligently on the web. The application of e-learning makes teaching and learning activities can be done at home or online. E-learning has been promoted as being more cost effective, convenient, and increasing opportunities for lifelong learning. It has demonstrated several advantages over traditional learning, especially in allowing “learning anytime and anywhere”. It also
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allows students to reflect on the learning materials and their responses, and permits them to work at their own pace, regardless of race, sex, disability or appearance (Richardson & Swan, 2003).
The technology has been used to both assist and enhances language learning (Nugraha et al, 2019). Teachers have incorporated various forms of technology to support their teaching and learning process. One of the technologies used is E-dictionary and the E-Dictionary that the researcher chose was Google Translate. According to Wati (2020), Electronic dictionary is a new fastest and simple device to help students to translate English to their mother language or vice versa. It is powered by Silberztein (2016) electronic dictionary is a dictionary that can be accessed via internet and can be consulted on CD or DVD (or even download free of charge). He also shows that electronic dictionaries contain a large number of obsolete, scientific, and technical terms and proper names (people, organizations and places). Where this electronic dictionary is quite complete about a word.
According to Robbins and Judge (2013) state that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Perception can also be seen as a cognitive process that enables us to interpret and understand our surroundings. In other words, perception basically refers to the manner in which people organize, interpret and experience ideas and
use stimulus materials in the environment so that they satisfy their needs.
Likewise, the perception of E-Dictionary, there are positive and negative.
Electronic dictionaries have become an important instrument for language learning, especially for learning English vocabulary (Nugraha et al, 2019). Nugraha, Ratnawati, & Suratcman (2019) contend that an
“electronic dictionary aid that offers immediate access to reference information with a clear and direct return path to the target information”.
Yet, Ng (2016) argues that translation provided by bilingual dictionary sometimes be misleading and so aggravate the lexical errors committed by learners. Recent studies regarding electronic dictionaries have been done by some researchers, for instance Hamouda (2013) showed the finding that Saudi students did not take full advantages from different dictionaries available, and they are not trained on how to use dictionary maximally.
The other finding showed the superiority of e-dictionary among other dictionaries. Hamdi (2015) showed his result that the ED (Electronik Dictionary) enabled students to read the text in less time than in the PD (Printed Dictionary).
However, the above study focused on the use of electronic dictionaries in college students and their effectiveness on vocabulary retention and writing student skills. and in this study is limited to investigating students' perception of E-Dictionary in learning English and this research focuses more on bilingual electronic dictionaries which provides English-Indonesian and Indonesian-English translations used by
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students of SMAN 1 Tandun in learning activities. Therefore, this research investigated students' perceptions of SMAN 1 Tandun in using E- Dictionary.
Based on the preliminary research on October 2021, SMAN 1 Tandun is one of the schools that implements an E-learning system where this school applies the 2013 curriculum. In this curriculum, the students are expected to be more active in learning. They have to learn a lot by themselves and they also have to find vocabulary they do not know by themselves too. This situation makes the students often used the Dictionary , wether it is paper dictionary or E-Dictionary.
Based on preliminary research at SMAN 1 Tandun, the researchers found the following indications:
a. Many students often used E-Dictionary to search a vocabulary and when their teacher gives a task.
b. Students depend on E-Dictionary, and many of them did not confident in their English.
c. Some students prefer to use paper dictionaries instead of E- Dictionary.
Based on the phenomena depicted above, the researcher is interested in investigating the problems above into a research entitled:
“Students’ Perception of Using E-Dictionary in E-Learning English During Pandemic at SMAN 1 Tandun”.
B. Problem of the Research
1. Identification of the Problem
Based on background of the problem above, English in SMAN 1 Tandun is still a foreign language. So, based on the background above there are several identifications as following:
a. Why do many students often use E-Dictionary?
b. What makes students depend on E-Dictionary and many of them did not confident in their English?
c. Why some students prefer to use paper dictionary instead E- Dictionary?
2. Limitation of the Problem
Based on the identification of the problem above, the researcher needs to limit and focus the problem on students’
perception of using electronic dictionary in e-learning English during pandemic at SMAN 1 Tandun.
3. Formulation of the Problem
Based on the limitation of the problem above, the researcher formulates the research question as follows: how is students' perception of using E-Dictionary in E-learning English during pandemic at SMAN 1 Tandun?
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C. Objective and Significance of the Research 1. Objective of the research
The purpose of this research is to identify and observe how is the students’ perception of using electronic dictionary in E-learning English.
2. Significance of the research
In this research, the researcher hopes the result of this research is expected aims to following:
a. The result of the research hopefully will be beneficial for other researchers as a tool to help them conduct research related to this topic.
b. This study produced the responses from the students which hopefully will open students preferences whether or not to use electronic dictionary, especially at English lesson.
c. This research is expected to English teachers to consider using electronic dictionaries as teaching aids in the future.
D. Definition of the Key the Term
In order to avoid misunderstanding in reading understanding, the terms used in this research can be defined as follows:
1. Perception
According to Sinaga (2018), describes perception as a process that involves the entry of messages or information into the human brain, through human perception of continuous relationships with the
environment. This relationship is done through the senses, namely the senses sight, listener, touch, taste, and smell. People use the capacities of their audio and visual senses to provide their perceptions and they go about their everyday experiences. Then, people have different perceptions of an object, can be in a positive or negative way.
2. E-Learning
According to Wahono (2008), e-learning is a type of teaching and learning that allows the delivery of teaching materials to students using the internet, intranet or other computer network media. E-learning is also learning that can be done anywhere and anytime, depending on everyone's needs, this is supported by the statement of Dabbagh and Ritland (2005) calling e-learning as online learning which defines online learning as an open and distributed learning environment with pedagogic tools, internet, network-based technology, to facilitate learning and build knowledge through action and interaction.
3. Electronic Dictionary
The electronic dictionary is one of the newest inventions of dictionaries that allows users to search for words easily and quickly.
Supported by Silberztein (2016), the advantage of electronic dictionaries is that they can be accessed via the internet and can be consulted on CD or DVD (or even can be downloaded free of charge).
Electronic dictionaries are well received by students, they acquire a positive attitude towards the use of electronic dictionaries when students use them and make it more useful and facilitate their learning (Golonka et al, 2012).
8 CHAPTER II
REVIEW OF RELATED LITERATURE A. Theoritical Framework
1. The Nature of Perception a. Definition of Perception
According to Rakhmat (2005), perception is the experience of objects, events, or relationships obtained by inferring information and interpreting messages. In addition, Angell (2015) states that perception is the consciousness of particular material things present to sense. So, perception can be defined as the process of receipt of stimuli through the senses, which is preceded by the attention or awareness that the individual can determine, interpret, and appreciate what is observed, how a person sees, views, or defines something.
According to Koentjaningrat (2010), Perception is a process of human thinking and emerges as a point of view about the phenomenon. The way people think about phenomena, etc and they observe it. On the other hand by Michael (1999), that perception is such feeling and thinking toward the thing and by a process. It means that someone can express what is there in their mind.
Perception can be defined into positive and negative side.
Positive perception is a valuable present that prepares the selfconfidence and power to catch on the world, to endure crises,
and to focus outside oneself. It increases the construction of relationship and giving to others. Negative perception is disposed to focus on their own desires, trying to acquire and proved their self-worth.
From all the opinions above, the researcher concludes that perception is the experience of objects, events, or relationships obtained by inferring information and interpreting messages with 2 categories, namely positive and negative.
b. The Process of Perception
According to Qiong (2017), there are three stages of the perception process, as follows:
1) Selection
The first stage is selection, where it switches environments stimuli into meaningful experiences. In everyday life, we always get all kinds of information, and we can find it stimulation in the blink of an eye. To receive everything in our world, many stimuli reach the sensory organs at the same time and are waiting to be processed. However, not all available information is recognized, as information overload and confusion arise. Therefore, we will only look at some of the information in the environment through a selective process.
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2) Organization
Organization is the second stage of the perception process.
We need to pick information from the outside world, organize it anywhere way by looking for meaningful patterns. This organizational step is achieved by categorizing things or people into categories. for example, Social and physical events and objects that we encounter at this stage of perception are shapes, color, texture, size, etc.
3) Interpretation
Interpretation is the third stage of perception and it refers to the process of attributing meaning to selected stimuli. When the chosen stimuli have been ordered into organized and stable examples, we try to give meaning to that pattern and try to understand it. However, each individual can have various interpretations of similar stimuli.
According to Toha (2003), the process of perception relies on several stages. The process of perception is started when a person encounters stimuli from their surroundings. Then it is captured by sensory tools and sent to the brain. The stimulus is interpreted based on the individual‟s motivation and personality.
After that, the information is perceived by an individual in form of feedback to the stimulus.
Simillarly, Walgito (2004) stated that the perception process is employed through some steps. Stimulus from the object increases the sensory tools in our body. The stimulus derives from inside and outside the individual. Then, stimulus is transferred to the main nervous system located in our brain. The brain then processes the stimulus so that the individual is aware of the object received by sensory tools. He also emphasized that when a person perceives something, they need attention while observing the object. It happens because a person can get more than a stimulus from their surroundings and not all those stimuli get respon from an individual to be perceived.
Based on the explanation above, it can be concluded that the perception process is a complex process consisting of paying attention to the object, collecting the stimulus through our senses, and interpreting the stimulus into several meanings that lead to a response that affects our behavior.
c. The factors Affecting Perception
There are some factors considered important in process of perceiving humans or things. According to Walgito (2004), there are three factors that influence perception; the first is strong stimulus. It has to make individuals aware so that they can directly perceive it. The clear stimulus may influence perception. The second is physiology and psychology. Physiology relates to
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sensory tools in our body while psychology aspects include experiences, motivation, and thinking ability, last is the environment. The situation that causes stimulus also influences perception especially if the object is human. In this case, different people have different social backgrounds and produce different perceptions.
Additionally, Meanwhile, Alex (2003) stated factors that influence perception such as intensity, size, movement, repetition, familiarity, can attract people attention. Thus, it can be concluded that factors affecting someone perfection come from the internal and external individual. Meanwhile, according to Iska (2006), factors that influence perceptions are; first is selective attention. As humans encounter many stimuli from our setting, we do not respond to all the stimuli. Thus, humans only focus or give attention to any stimulus. The next factor is an individual’s values and needs and past experiences. Everybody has their background and values which influence the perception process. The third is the characteristic of the object such as motion, sounds, size, proximity, etc. Big things can be more interesting than small ones to be perceived.
According to Krech & Cruthcfield in Rakhmat (2005), There are some factors that determine our perceptions. They are attention, functional, and structural factors.
1) Attention factors
Another factor which influences perception is attention.
Rahkmat (2005) emphasizes it as a mental process that happens when a stimuli or series of stimuli protrude in our consciousness when the other stimuli gets weak. In the attention factor there are 2 main things, namely external and internal factors. The external factor is stimulus observed because it has prominent characteristics: movement, stimulus intensity, novelty, and repetition. We tend to see things that are moving, colorful, new, and repeat events that are flat or inconspicuous.
Internal factors tend to be senses, such as seeing what we want to see and hearing what we want to hear.
2) Functional factors
Functional factor is derived from need, past experience, and other which are called personal factors. The one that determines the perception is not the kind or the form of stimuli, but characteristic of the person who bestows response to the stimuli. In addition, other personal factors that can influence someone’s perception is mental readiness, emotional condition, and cultural background.
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3) Structural factors
Structural factor comes solely from physical stimuli and effects of nerves which it gives on an individual nerve system.
We cannot examine separated fact but we must examine it as a whole connection. Furthermore, we need to examine the context, the environment, and the problem in understanding someone. Since there is a structure in a context, people tend to find structures in stimuli which can be categorized based on closeness and similarity.
Based on the explanation above, it can concluded that the perception is based on 3 main things, such as attention factors, functional factors, and then structural factors. The attention factors are based on external and internal factors. The functional factor is based on student need and student experience. Finally, the structural factor is based on context, environment, and someone's problem in understanding.
In the case of students’ perception of using E-dictionary, there are researcher indicates the point of good perception of using E-dictionary. Marjun (2021), he said that selective dictionaries can facilitate learners in learning languages, such as according to students’ need, students’ feel, and which can help students more.
He also indicates that E-dictionary shows the significant benefit
such as simplicity of use, quickly to access, the audio visual of E- dictionary, and convenience.
2. The nature of E-Learning a. Definition of E-learning
E-learning or we know as online learning is learning by using open and distributed environment pedagogic tools, internet, technology-based networks, to facilitate learning and build knowledge through action and interaction (Dabbagh and Ritland, 2005). In addition, Goyal (2012) said E-learning is the future of education as it is interactive, interesting and entertaining way of learning, and will soon replace the paper books in the form of touch screen tablets.
While Holmes and Gardner (2006) state that e-learning offers new opportunities for instructors and participants students to enrich the learning experience and teach through a virtual environment that support not only in the delivery but also the exploration and application of information. E-learning has been promoted as being more cost effective, convenient, and increasing opportunities for lifelong learning. It has demonstrated several advantages over traditional learning, especially in allowing “learning anytime and anywhere”. Students have access to online course materials independent of time and place. It also allows students to reflect on the learning materials and their responses, and permits them to
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work at their own pace, regardless of race, sex, disability or appearance (Swan et al, 2000).
Also, Indrakusuma and Putri (2016) explained that e-learning is one of the new routes of the cycle of education and learning, and is the condensation of electronic realization that explicitly uses the Web as a learning framework. The materials provided to students through E-learning are available anytime, anywhere, despite the fact that educators are getting materials to enhance or provide a range of supportive learning assets, including multimedia, which can be maintained.
From some expert opinions above, it can be concluded that e- learning is an approach innovative way to distribute good designs, learner-centered learning, interactive, and learning for everyone, anytime only by using the attributes and sources of various digital technologies during the material the learning is suitable for learning open, flexible, and learning environment.
b. Characterictics of E-Learning
According to Susilana and Riyana (2007), E-learning has four characteristic, as follows:
1) Student appeals for learning materials are teacher / student independent. Because the understudy is to develop insights using rubber-like data conveyed by the sites interface.
2) Resources are all over and anyone can effortlessly get them.
This is due to the global nature of web media and is available to all this related individual.
3) Learning / educational institutions act as mediators / teachers.
4) Get in the restructuring of executives who can keep optimal use of educational framework arrays, educational programs, and educational informations and communication technologies.
According to Triyono and Pipit (2017), the characteristics of e-learning are use of technology-based advantages digital network in collecting, store, and share information or accessible learning materials someday. Teaching materials can be learned by students independently. There are elements interactivity with support communication features, and score output on appraisal and feedback appears after students do the assessment.
According to Wulandari (2017), The characteristics of E- learning described include: Interactivity; availability of more lines of communication. Utilize electronic technology services so that can obtain information and perform easy and fast communication.
Utilize computer media, such as computer networks or digital media. Using self learning materials. Learning materials can be saved computer. Using the computer for learning process and also to find out learning progress results.
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From the explanation above, it can be concluded that the characteristics of e-learning are learning is done remotely, communication is done using a computer/smartphone, students can learn anytime and anywhere (flexible learning), learning uses an internet connection, and others.
c. Benefits of E-Learning
According to Kusmana (2011), The advantages of e-learning are as follows:
1) Facilitate regular communication or anytime communication activities teachers and students through internet facilities.
2) The teacher can assess the extent of the material teaching that has been learned. As for students can use teaching materials or structured learning instructions through Internet.
3) Teaching materials can be repeated at any time and students can learn.
4) Can add insight and knowledge
5) broad knowledge and carry out discussions via the internet 6) Make students more active.
7) E-learning learning is relatively more efficient.
According to Silahuddin (2015) several advantages possessed in e-learning learning, among others:
1) Providing convenience and understanding of learning material to students.
2) Gives interesting meaning to student.
3) Facilitate the process of information and communication.
4) Become the interest of students' attention in Indonesian language learning in the era of digital.
5) Save time and cost.
The benefits of E-learning according to Pranoto et al (2009) are:
1) Use of E-learning to support implementation of the learning process can improve students on the material learn.
2) Increase the active participation of college student.
3) Increase the active participation of college student.
4) Improve self-study skills college student.
5) Improving the quality of teaching materials and training.
6) Improve display ability information with technology tools information where the biased device is difficult overcome.
Based on explanation above, E-learning has many benefits including students can learn anytime and anywhere (flexible learning), save time and money, students can learn on their own with focus, students can use technology in learning, students can freely learn and browse material they don't understand. .
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d. Disadvantages of E-Learning
The disadvantages of e-learning described by Nursalam in Indrakusuma and Putri (2016) are as follows:
1) Lack of interactions among educators and students, and indeed among student itself.
2) The process of educating and learning tends to training instead of education itself.
3) Changing the part of learners, mastering traditional learning methods from the original, now it is also necessary to use ICT (information, communication and technology) to develop learning methods.
4) Not all places and regions have a stable internet network.
5) Lack of qualified human resources on internet savvy.
6) For students, using the right computer is inherently challenging.
7) The learner could become frustrated when they can not access pictures, videos and graphics due to improper devices (hardware and software).
8) The learner can feel isolated.
Furthermore, according to Silahuddin (2015) weaknesses obtained of e-learning are as follows:
1) Not all teachers and students understand technology use.
2) The initial stage of e-learning requires the cost is quite expensive because need infrastructure or good programming.
Kusmana (2011) also suggests the shortcomings of E- Learning, as follows:
1) Lack of direct interaction between students and teachers, even between students with students.
2) Students who have learning motivation low are likely to fail.
3) Lack of mastery of technology.
From explanation above, there are several deficiency in E- Learning such as many students who do not understand the subject matter, not everyone who understands technology, lack of interaction between students and teachers, lack of internet connection and so on.
3. The Nature of Dictionary a. Definition of Dictionary
A dictionary or called a wordbook/ lexicon/ vocabulary is a collection of words in one or more specific languages, often listed alphabetically, with usage information, definitions, etymologies, phonetics, pronunciations, and other information; or a book of words in one language with their equivalents in another, also
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known as a lexicon (Bergenholtz, 2012). In addition, a dictionary is a systematically arranged list of socialized linguistics forms compiled from the speech-habits of a given community an commented on by the author in such a way that the qualified teader understands the meaning (Zgusta, 1971).
Ovidiu and Adriana (2009) states that the dictionary as alphabetical lists of words followed by pronunciation information, definitions, and etymology words. Dictionaries are used to facilitated foreign language learners to assist them in uderstanding all aspect in language learning. On the other hand, dictionary is crucial thing for language learner to master new language (sevik, 2014). The dictionaries are trustworthy companions to second and foreign language learners because it guides them to uncover the meanings of unknown words.
A good dictionary can help students to look up the meaning of English words that are seen or heard, find the English translation of a word in the language required, check the spelling of a word, check the grammatical information about a word, find out the pronunciation, find example of the use of a word in natural language, and look up the collocations of a word (Shoebottom, 2011). Dictionary can be a helpful resource for students if the students know how to use it effectively.
So, from the definition above we can conclude the dictionary is alphabetical lists of words followed by pronunciation information, definitions, and etymology words. Dictionary forms such as books, electronic dictionary and dictionary software, dictionary can be useful for EFL students to guides them to know more information of the text and comprehend the meaning of unknown words.
b. Types of Dictionary
As a language learning tool, dictionaries come in many different types taking into account the basis and design of their language. Regarding their language base, there are monolingual and bilingual dictionaries. Taking into account the design, there are two versions such as paper dictionary and electronic dictionary.
Paper dictionary defines as a word list for any kind of information printed on paper arranged alphabetically. The difference is, the electronic dictionary is a source of information that can be read in a digital version (Marjun, 2021).
As crucial self-learning tools, dictionaries have many different types considering their language basis and design. Regarding their language basis, there are monolingual dictionaries which present the explanations in the target language and bilingual dictionaries which provide explanations in native-to-target or target-to-native languages (Tulgar, 2017).
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1) Monolingual Dictionary
Monolingual Dictionary is a type of reference work in which the words of a language are explained by means of the same language (Hartmann, 2002). For example, the Big Indonesian Dictionary contains entries in Indonesian with definitions in Indonesian as well. Another example is the Longman Dictionary of Contemporary English which contains entries in English and their definitions also in English.
Nation (2001) argues that if students who are studying a foreign language use a monolingual dictionary, these students need to interpret the meaning and information contained in the dictionary. However, the monolingual dictionary is very helpful for learners to find the relevant information of a particular word, such as an example of the use of the word in sentences plus, its antonyms or synonyms. Monolingual dictionary was all a tools that can help learners English, even writing, speaking course. Also monolingual dictionary provides more detailed information about the words than the bilingual one.
Boxer (1980) as cited in Hayati & Akram (2006) shows the benefits of using a monolingual dictionary as it gives definitions, and also other crucial word’s aspects, supposing that the use of monolingual dictionaries has to be encouraged as it offers students’
fluency when they understand the words in contexts. Pedagogical
dictionary was categorized as monolingual dictionary such as:
Meriam-Webster, Longman Dictionary, Oxford Learners Dictionary, Cambridge Dictionary, and Macmillan English Dictionary for Advanced Learners. Monolingual dictionary is more complex explanation about some words in the same language as well.
2) Bilingual Dictionary
Bilingual Dictionary is a kind or type of dictionary that relates vocabularies of two different languages which stay together by means of translation equivalents between the languages used, (Hartmann and James, 2002). A bilingual dictionary or translation dictionary is a specialized dictionary and used to translate words or phrases from one language to another. In addition to the translation, a bilingual dictionary usually indicates the part of speech, gender, verb type, declension model and other grammatical clues to help a non-native speaker use the word. Other features sometimes present in bilingual dictionaries are lists of phrases, usage and style guides, verb tables, maps and grammar references.
Bilingual dictionary are essential tools for second language learners. Bilingual dictionary may have as its function to help users translate text from one language into another, or its function may be to help users understand foreign language text. According to Yong (2007) “a bilingual dictionary helps to obtain a more active
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use of the source language and a better understanding of source language texts by providing target language equivalent”. Learners use this kind of dictionary in order to know the direct meaning of any word the target language that they wanted.
c. Purpose of dictionary
A good dictionary can make it easier for students to understand words in English. As a foreign language learners, dictionary is an important tools that students need to master English language.
Dictionary help language learners in their comprehension and produce the words, also to support learners to increase their skills of English learning.
Nation (2000) also explains some purposes of using dictionary as follows:
1) Comprehension (decoding)
a) Look up unknown words met while listening, reading or translating.
b) Confirm the meanings of partly known words c) Confirm guesses from context
2) Production (encoding)
a) Look up unknown words needed to speak, write, or translate b) Look up the spelling, pronunciation, meaning, grammar,
constraints use, collocation, inflections and derived forms of partly known words needed to speak, write or translate
c) Confirm the spelling d) Check that word exist
e) Find a different word to use instead of a known one f) Correct an error
3) Learning
a) Choose an known words to learn
b) Enrich knowledge of partly known words,including etymology.
In addition, Nation (2008) states that a dictionary can help learners in three major ways (1) they can help learners understand words that they meet in reading and listening; (2) they can help learners find words that they need for speaking and writing; (3) they can help learners remember words.
According to Nesi (1999), in addition to different modes of dictionaries as monolingual, bilingual and bilingualized dictionaries, there are various types of electronic dictionaries including pocket electronic dictionaries (PEDs) known also as hand-held electronic dictionaries, dictionaries on CD-ROM or floppy disk, and online dictionaries. Compared with traditional paper dictionaries, the electronic dictionaries can provide a greater range of lexical information.
Based on explanation above, the most famous types of dictionaries are monolingual and bilingual. but in terms of its form there are in the form of a printed dictionary and an electronic dictionary.
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d. Electronic Dictionary
Nowadays, Dictionaries are readily available both as paper or electronic (e-dictionaries). Electronic dictionary is one of the newest inventions of dictionary that enables the user to search words faster.
The term electronic dictionary is supposed to utilize for referring any reference material saved in electronic arrangement that provides information on spelling, meaning, or words usage (Murnani and Salehi, 2015). Electronic dictionaries are can also be applications available for portable devices, and smartphones. The development of electronic dictionaries has added a new and valued resource for vocabulary learning (Asgari & Mustapha, 2011).
An electronic dictionary is “an electronic aid that offers immediate access to reference information with a clear and direct return path to the target information” (Aust et al, 1993). The use of electronic dictionary has been started since the 19th century. Recently, development in technological tools has improved the development of electronic dictionary. Furthermore, with easy access to the Internet, the number of electronic dictionaries users has been rapidly expanding (Yagi, 2004).
Consequently, more research starts to focus on the use of electronic dictionary and their effects on vocabulary acquisition.
There are many factors influencing electronic dictionaries with online becoming more popular. According to Truong (2012), he claims
that many dictionary users prefer online dictionaries to paper dictionaries because of their speed and convenience. By typing a word, definitions of a word can be accessed more quickly than looking at a page on paper. They are easily accessible to teachers and students because the information is available at one's fingertips (Mustafa, Sain &
Razak, 2012).
Online dictionary becomes a choice for those who want easiness, time efficient, and something simple. The language learners could get some online dictionary reference through the internet. There are several things that online dictionary can give for the language learners such as translation, the meaning of the words, phonetics transcription plus its computer voice, thesaurus which contains synonyms and antonym, grammar lesson, etc. The highest point of online dictionary is its availability of pronunciation’s voice, so that the students’ can imitate it.
It is really helpful for English language learners.
In conclusion, the electronic dictionary is a kind of mobile-based dictionary to search for meanings and additional features. Where this dictionary is an electronic form that can be easily carried anywhere and can be used anytime. However, this dictionary uses the internet to access it. Besides that, this dictionary will display the meaning of words, phonetic transcriptions plus computer sounds, thesaurus containing synonyms and antonyms, grammar lessons, etc.
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e. Types of Electronic Dictionary
There are so many types of E-Dictionary that students use in learning English such as Google Translate, U-Dictionary, Oxford Dictionary, Merriam Webster, etc. In this research, based on preliminary research, most of the students in SMAN 1 Tandun used Google Translate and U-Dictionary. Li (2014) stated that Google is an automatic machine translation service provided by Google Inc. It translates one written source language to another directly or with English as a medium. Kusmayadi (2014) mentions that Google Translate is probably the most used online translation tool recently.
Then, according to Juwita, et al (2020) U-Dictionary is an application that is used both when the phone is online and offline and this application was released on March 24th, 2016, offered by Youdao, Hong Kong. In 2019 U-Dictionary has been downloaded by more than 50 million users in the worldwide. With U-Dictionary, Everyone not only can translate words and short phrases, but also practice the skills in any language. From the main tab, everyone can quickly access short tests and mini games to practice any language wanted.
f. Advantages and Disadvantages of Electronic Dictionary
An electronic dictionary is one of the tools in promoting vocabulary learning among language learners (Amirian & Heshmatifar,
2013). That way, of course in the use of e-dictionary there are advantages and disadvantages.
Wati (2020) indicates that electronic dictionary had advantages such as, fast translation, easy to use, and had audio-visual features that helped students to learn new words easier. This supports the theory from Zheng & Wang (2016) that maintain electronic dictionaries have more features that will help the learners, for instance speech-to-text ability, vocabulary journal, data transportation, internet access, and many more.
Furthermore, Jiang (2012) stated that the most important advantage of the electronic dictionary is very convenient to use. Electronic dictionary become more and more advanced; they can pronounce the words clearly, as long as example sentences to illustrate word usage and save difficult words for special memorizing (Jiang, 2012). Jiang (2012) added that electronic design dictionaries are increasingly portable, and easy for students to carry.
From the explanation above, it can be concluded that this electronic dictionary has many advantages including easy to use, cost-effective, easy to carry everywhere, clear pronunciation, short time, etc.
Beside that, Wati (2020) also revealed disadvantages that occurred during the use of an electronic dictionary, there were internet connection problem and mistranslating. The internet connection
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problem that conveyed by students is crossing with Casuro, Fuertes- Olivera & Tarp cited in Liu (2015) that electronic dictionary can be called as an unimaginative use of the new powerful technologies in specialized online dictionary. Internet connection problem made electronic dictionary could not work to translate and lost its power as powerful technology. Whereas mistranslating problem is in line with Ng (2016) that bilingual dictionary sometimes be misleading and so aggravate the lexical errors. It means that bilingual electronic dictionary sometimes has mistranslating as it was one of the major problems in using electronic dictionary.
Based on Godwin and Wu (2016), an electronic dictionary may cause bad effects from physiological point of view and students’
learning habit. It is possible for the user’s eyesight to be damaged because the user will always look at the screen, and it will weaken the learner’s vocabulary memory because they just look up the meaning of word and they often do not try to remember. Besides that, Liu (2015) states that an electronic dictionary can be called an unimaginative use of the new powerful technologies in the specialized online dictionary.
Internet connection problem made electronic dictionary could not work to translate and lost its power as a powerful technology
Futhermore, then disadvantage is that students may rely too much on electronic dictionaries (Jiang, 2012). Students do not feel obligated
to learn new words and expressions because they feel their electronic dictionary can provide it all. Then, Jiang (2012) also added that it can be misleading because not all the explanations are accurate and the convenience of electronic dictionaries can cause students to be lazy to improve himself in language learning.
In conclusion, electronic dictionaries can have a negative impact on their users. He can make students feel lazy to improve themselves because students will rely on too much in the electronic dictionary.
They will not try to remember and understand new words later. In addition, health problems can occur. It is possible to users have poor eyesight after excessive use of electronic dictionaries. Electronic dictionaries require an internet connection to access them, but not all areas have a good internet connection.
B. Relevant Research
In this section, several studies related to students' perceptions of using electronic dictionaries will be discussed.
The first research was conducted by Agustinus Marjun (2021), with the title is “An Analysis Students’ Perception On The Use Of Paper And Electronic Dictionary”. This research has been designed to analyze students’ perception on the use of paper and electronic dictionary to the EFL students who studied on English study program in University of Kapuas Sintang. This study used questionnaire as the instrument for data
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collecting. There are sixteen students invited in this study. The result of this analysis reveals that electronic dictionary is mostly trending-use by the students in enhancing students’ learning as illustrated in mean score 4.50. Electronic dictionary has become convenient tool toward for the portability in which easy to be carried and the mean score at the level 4.00.
The paper dictionary gets the highest frequency of agree 73 % toward the use of paper dictionary can enhance students’ learning.
The second research was conducted by Akramah et al (2020). The title is “Online Dictionary and Manual Dictionary: Which One Is Used More?”. This study aimed to find out the use of the manual dictionary and electronic dictionary in learning and daily activity by the students in the University of Serambi Mekkah, Banda Aceh. This study used descriptive qualitative method for the data collection and used 30 sample to this research. The researcher used a questionnaire and interview in collecting the data. The result of the study showed that 63% of students often used the manual dictionary, 96% of students often used the electronic dictionary.
The third research was conducted by Dashtestani (2013), and the title is “EFL Teachers’ and Students’ Perspectives on the Use of Electronic Dictionaries for Learning English”. The purpose of this research was to compare both EFL teachers’ and students’ perspectives on the use of electronic dictionaries for learning English. Participants of the study were
126 EFL students and 73 EFL teachers and were invited to respond to questionnaires. Among them, 81 students and 66 teachers participated in follow-up interviews. The results of the study suggest that both EFL teachers and students held moderately positive attitudes toward the use of electronic dictionaries for learning EFL.
Next research was conducted by Wati (2020) with the title
“Students’ Perceptions On The Use Of Electronic Dictionaries In Efl Context: Lesson Learned From Indonesian Vocational High School”. This study aimed to investigate Indonesian students’ vocational high school perceptions in using electronic dictionary. This research is used holistic single case as the method. To get the data, the researcher used a closed- ended questionnaire and interview. The findings indicated that most of vocational students used Google Translate and U-Dictionary to help them learning English. While in term of perception, 63% of students agree that electronic dictionary could make them understand the importance of learning English. 37% students reported that electronic dictionary could enhance the efficiency of study English, motivate and improve their English. 79% of students agreed that the advantages of electronic dictionaries was having sufficient words input, easy to use, fast translating system, and had voice translation, whereas the disadvantages that were reported were internet connection problem and mistranslating.
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The last research was conducted by Amirian & heshmatifar (2013),
“The impact of using electronic dictionary on vocabulary learning and retention of Iranian EFL learners”. The present study aims at investigating the effects of electronic dictionary on learning and long-term retention of vocabulary of Iranian lower-intermediate EFL learners. To ensure the homogeneity of the participants, an Oxford Placement test was administered to 74 female students studying at a public high school in Sabzevar, Iran. 60 participants whose scores were two standard deviations above and below the mean were selected as homogeneous and were assigned to Electronic Dictionary (ED) and Paper Dictionary (PD) groups.
During the five sessions of the treatment, 35 vocabularies were instructed to the two groups. The ED group received the words through a CD-ROM dictionary to find meaning and definition of newly taught words, while PD group followed the ordinary method using PD. Both groups took an immediate posttest administered immediately after the treatment and a delayed posttest administered two weeks later. The results of the t-test revealed that the students in ED group outperformed those in PD group.
Hence, it is suggested that an ED can enhance learning and retention of vocabulary. This study also provides pedagogical implications for utilizing ED as an effective learning tool.
The previous research above is different from this research with the title "Students' Perceptions of Using Electronic Dictionaries in English E-
Learning During a Pandemic at SMAN 1 Tandun". The difference between this research and the previous studies above is the focus and subject of the research. This research aims to describe students' perceptions of the use of E-Dictionary.
C. Operational Concept
Operational concept is used to give limitation to the theoretical framework in order to avoid misunderstanding and misinterpretation in this research. Operational concept is a concept consists of some indicators that guide the researcher to measure some related aspects of variables. As mentioned by Syafi’i (2019), an operational concept is delivered from related theoretical concept on all of the variables that should be practically and empirically operated in academic writing- a research paper. In order to avoid misunderstanding in carrying out the research, it is necessary to clarify the variables used in analyzing data. In this study, the variables to be studied are students' perceptions of the use of E-Dictionary in English E-learning. In this research, the indicators are cited from Andersen, Kenneth and Krech & Cruthcfield in (Rakhmat, 2005).
The indicators of students’ perception of using E-dictionary as follows:
1. Attention factors a. Eksternal factors b. Internal factors
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2. Functional factors a. Students’ need 3. Structural Factors
a. The context
39 A. Research Design
Research design are plans and the procedures for research to detailed methods of data collection and analysis (Cresswell, 2009). This research used descriptive quantitative as research design. According to Best and Kahn (2006), Descriptive research is a research which uses quantitative method to describe what is describing, recording, analyzing, and interpreting conditions that exists in real situations. In descriptive research there are numerous category. They are case studies, surveys, trend studies and many others. (Ary, 1985), explain that “There are several subcategories of descriptive research : case studies, surveys, developmental studies, follow up studies, documentary analysis, trend studies and co-relational studies”. In this study, the researcher used descriptive quantitative surveys.
A survey design offers “a plan for quantitative or numeric desciption of trends, attitudes, or opinion of a population by studying a sample of that population” (Creswell, 2014). According to Gay (2000)
“quantitative descriptive or survey research involves collecting data in order to answer question about the current status of the subject or topic of study. Survey research involves acquiring information about one or more groups of people – perhaps about their characteristics, opinions, attitudes, or previous experiences – by asking them questions and tabulating their
