The Internet and English teaching

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. Moreover, Warschauer, Shetzer, and Meloni 2000:7-8 add that the use of the Internet helps English teaching-learning to be more successful. It can cover five elements that are needed in English teaching-learning: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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. The other related theory of the Internet on literacy was proposed by Singhal as cited in Aydin 2009 that internet is a platform for experiencing and presenting creative works such as essays, poetry, and stories and for providing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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. The theory is supported by Dudeney et.al that internet is mobile or flexible since it can be use anywhere and anytime to access authentic tasks and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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

This research is concerned with students‟ perception on the use of the Internet at SMA Negeri 2 Yogyakarta in learning English. Therefore, the researcher provides the theory of perception since perception is the main issue in this researcher. She addresses the theory of perception that is proposed by Kreitner and Kinicki 1995, Robbins 2005, Gibson et.al 2009, Hardi and Heyes as cited in Kurniyati 2006, and Altman 1985. She, then, includes the theory of motivation in learning since there is a relation among perception, motivation, and learning. As stated by Sprinthall and Sprinthall 1987, motivation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI