39
The students believed that the Internet is beneficial for them, therefore, they have high motivation in learning writing. It was shown by the data that 87.7 of the
respondents agreed with the statement of the students are more motivated in learning because of the use of Internet. They are also satisfied with their writing, because their
writing products are better than before. Forty two respondents 62.6 agree and thirteen respondents 20 strongly agree with the statement.
This study also wants to know how the students perceive the Internet contributions toward their writing proficiency. Moreover, from the results of the
questionnaire, the students believed that their writing abilities improved. There are 84.6 of the respondents who agreed that through Internet their ability to express the
idea in the form of text has improved. The respondents believed that they are able to express their ideas into written form clearly so that there will not be misinterpretation
between them and the readers. Some of the total respondents 87.7 also agreed that their grammar abilities
have improved. It is probably because of the fact that by having several good examples of papers from the Internet, the respondents can construct grammatical sentences
better. The respondents’ vocabulary increased as well. They got several new
vocabulary from the Internet. The vocabulary mastery is very necessary in making a good writing. Because there are examples of research papers in the Internet, the
students’ abilities in organizing the paragraph and making a good paragraph also improved. They can express their ideas with a well-structured format i.e. introduction,
body, and conclusion. The respondents can also make good paragraphs which contain main ideas and supporting sentences.
40
From the data we know that the use of Internet is very useful in writing VI class. The use of Internet gives the students many benefits for their ability in writing.
Their writing proficiency improved because they use Internet in doing the Writing VI
exercises.
Most of the respondents 95.4 suggest that Internet can be applied to other subjects besides writing subject. It is implied that the use of Internet is beneficial for
them, and they have an expectation that the Internet can be applied to other subjects in English Education Study Program, which have possibility to have optimum result
because of the use of Internet. The questionnaire result has the same result as what central tendency chart
shows. The figure 4.1 shows that the mean score of the most respondents is three 3.0. There are 16 respondents whose mean score is 3.0. This number implies that the
respondents have a positive perception of the use of Internet in accomplishing their writing tasks. On the right side of the curve of the central tendency graphic follow the
higher mean scores of the respondents. The numbers of the respondents move between 9 and 2, between the mean scores of 3.10 and 3.8. Those numbers indicate that the
respondents have positive perception of the use of Internet and Internet contributions toward their writing proficiency. Whereas, on the left side of the curve are the lower
mean scores of the respondents. The numbers of the respondents are between 1 and 10, between the mean score of 2.4 and 2.9. Those numbers indicate that there are some
respondents whose their perception toward the Internet is negative. Since the total numbers of the respondents in the right side is higher than the left side, it can be said
that most of the respondents perceive the use of Internet to accomplish their writing exercises positively. They also perceive internet’s contributions toward their writing
proficiency positively. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
B. Interview
The personal interviews were conducted to get the data as the additional information and to verify the questionnaire result. During the interview, the
respondents were let to develop their ideas and speak more widely on the issues raised by the writer. The interview was conducted on May 14 until May 22 and the
interviewees are ten students who join writing VI classes from class A, C, D and E. The researcher asked five questions to the respondents. It was conducted to ensure and
to recheck the students’ answer in the questionnaire. The researcher asked about the students’ opinion of the Internet and
HTU
www.writing6.wordpress.com
UTH
, motivation to learn writing and effects caused by the Internet.
It was obvious from the interview that the students need the Internet to find some articles, information, literature reviews or references in order to do the writing VI
exercises. The question is “what do you think of the Internet and www.writing6.wordpress.com in Writing VI class?” and from the respondents’
answers it can be concluded that through Internet, students get so many information, knowledge and references to support their Writing VI exercises, while in Writing VI
web they just download their weekly tasks and examples of research papers.” However, they very rarely accessed the Internet. They think that accessing
Internet three times a week is too often, for they can find some articles and references required just by browsing the Internet once or twice a week. The students also very
rarely accessed
HTU
www.writing6.wordpress.com
UTH
, because it just provides weekly task and several examples of research papers. They can download it once, and most of them
downloaded it at the beginning of the semester. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
The students are also motivated in learning or doing writing. They have high motivation in writing since the use of Internet. The students interpreted Internet as
good learning sources and considered its use in doing Writing VI exercises as interesting, and exciting.
From the Interview, the respondents also stated that the Internet brings good effects for them. Internet as an assistant provides up- to- date information and
references. Students can also access it every time they want. In the interview, the students answered, “Internet brings good effects. It helps in providing so many sources,
information, examples of Writing VI exercises”. It is implied that the students are not confused anymore in doing Writing VI exercises.
By using the Internet, the students’ writing abilities also improve. Their writing abilities improve in expressing the idea, organizing the paragraph, making a good
paragraph, and writing with correct grammar. Their vocabulary has increased as well. Students learn new vocabulary from the articles in the Internet.
Apart from the above research results, the researcher found other findings. When the researcher conducted the interview, there were some statements from the
interviewees who stated that in accessing or browsing the Internet, they often get difficulty in determining the key word to search and in choosing the articles found.
There was also another statement from the interviewees. They said that they wanted to browse other unnecessary sites while they were using the Internet to do
Writing VI exercises. When they were looking for some articles required in order to do the Writing VI exercises, they also access other websites such as friendster, yahoo, etc.
These phenomena can be the consideration for the lecturers and challenges for the students in using the Internet while they do their tasks through the Internet.
43
C. Discussion
Based on the data result, the students need Internet to do the weekly tasks of Writing VI course once or twice a week. It is probably because of in once access, they
can browse articles or references as many as they can. Those articles or references can support them in doing the tasks.
In accessing Internet, students often get difficulty when they determine key word to search articles. They also get difficulty in choosing the appropriate articles
which support them in doing Writing VI exercises. This can be the consideration for the lecturers. They have a task how to direct and to help students in using Internet.
Students also often browse other unnecessary sites while they were using the Internet to do Writing VI exercises. It can be a challenge for students to defeat their desire to
open other sites. But, it can be such activity which makes students motivated to use Internet in doing Writing VI exercises.
Talking about Writing VI web or
HTU
www.writing6.wordpress.com
UTH
, students access it once at the beginning of the semester. That happens because all the material
provided in web can be downloaded once. This innovation from the lecturers does not work well. The lecturers should improve the web, so that students will often access it.
The lecturers can provide something new for each week, therefore students will be more interested in using Internet and get more new experience, knowledge, or
information. More than a half of the respondents have high mean score. Their mean score
are between 3.0 and 3.76. Students have experiences in using the Internet in doing the exercises. Past experience makes someone familiar with something. This affects
