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Table 3.3. Central Tendency No Central
Tendency N M Mdn
Md Notes:
N = Number of cases the number of respondents
Mn = Mean indicators of central tendency of the set of sources
Mdn = Median middle point that occurs in the set of scores Md
= Mode score that occurs most frequently in the set of scores The formula for getting Mean is:
X =
U
Σ X N
Notes: X = Mean Indicators of central tendency of the set of sources
X = Raw score Σ = The sum of
N = Number of cases scores The number of respondent The assessment of the mean is classified as follows:
1.0 – 1.9: the students’ perceptions were low 2.0 – 2.9: the students’ perceptions were medium
3.0 – 4.0: the students’ perceptions were high Those assessments are based on the researcher’s understanding. The first classification
is when the responses from the respondents are mostly strongly disagree or disagree toward the statements in the questionnaire. It is implied that they do not perceive the
use of Internet and Internet contributions positively. The second classification is when the respondents mostly choose between disagree and agree. Moreover, the last
classification is when the respondents mostly choose agree or strongly agree. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
Afterwards, as the questionnaire data were all collected and processed, the researcher came to the second type of data, namely the interview results. The
researcher analyzed the interview result based on the students’ answers. The researcher took the main point from the students’ answers. Next, the researcher will present the
data gathered and data analysis in Chapter IV.
G. Research Procedures
This research starts from the fact that lecturers of Writing VI class provide a web for the students and the students use Internet to accomplish their Writing VI
exercises. Collecting the data from the subjects who are experiencing the use of Internet in their learning to write, the research wants to know how the subjects perceive
the use Internet and Internet contributions toward their writing proficiency. To find out the answer of the problems, the following procedures were carried
out in this study. First, the researcher conducted review of related literature in Sanata Dharma University libarary in order to obtain some related theories to this study. After
that, the researcher constructed the questionnaire questions and interview questions. Then, the researcher distributed the questionnaires. The researcher distributed the
questionnaires on four different days as the four classes had different schedule: Wednesday May, 9, 2007, Friday May, 11, 2007, Monday May, 14, 2007, and
Tuesday May, 15, 2007. Then, the researcher conducted the interview on Monday May, 14, 2007 until Tuesday May, 22, 2007. There were ten interviewees. Those
interviewees were interviewed in order to get some additional information. Then, the researcher analyzed the data.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter is the part where data are presented and analyzed based on the justified methodology. From the data presentation, the researcher obtained the findings
and discussed as well as addressed them explicitly to answer the research problems. In addition, making links between the findings and the aims of the research was
essentially mentioned. This chapter consists of three main sections; they are Questionnaire result
Interview result, and Discussion. In the questionnaire results, the researcher presents the data of the questionnaires in a descriptive form. In the Interview result the
researcher reported the data of the interview. This section discusses what the researcher found and obtained from the interview to verify the questionnaire and to add some
additional information. In the last sections, Discussion, the researcher discusses what the researcher found through both of questionnaires and interview in order to answer
the research problem as stated in Chapter I.
A. Data Presentation of the Questionnaires
The writers distributed questionnaires to respondents who were in the sixth semester in English Education Study Program of Sanata Dharma University, who were
taking Writing VI class. The respondents answered the questions based on their opinions. The respondents were asked to state their opinions on the statements given by
choosing one of one to four Likert scale. Since this study aims to know students’
35 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
perceptions of the use of Internet in Writing VI class, therefore the students’ answers in
the questionnaires help the researcher to answer the problem of the study.
The writer has distributed the questionnaires to 65 respondents of four classes, class A, C, D, and E in four days as the four class schedules. The following table is
the detailed information about the questionnaire distribution.
Table 4.1.Questionnaire Distribution Date Time
Location Total
Participants
May, 9, 2007 11. 00 – 11.30
Class D 16
May, 11, 2007 12.00 – 12.30 Class
C 18
May, 14, 2007 07. 00 – 07.30 Class
E 15
May, 15, 2007 09. 00 – 09.30 Class
A 16
The data as follows:
Table 4.2.Data Presentation of the Questionnaire
Frequency of Points of Agreement No. Respondents’
perceptions on
1 2
3 4
1. I often use the Internet more
than three times a week in doing the Writing VI
exercises. - 34
52.3 24
36.9 7
10.8
2.
I often access
HTU
www.writing6.wordpress
UTH
more than three times a week 28
43.08 33
50.77 4
6.15 -
3.
I enjoy learning writing through Internet
9 13.8
41 63.1
15 23.1
4. I am comfortable in using the
Internet in doing Writing VI exercises
8 12.3
42 64.62
15 23.08
5. I am more interested in
studying because of the use of Internet
59 90.8
6 9.23
6. I am more motivated to write
because of the use of Internet 8
12.3 29
44.62 28
43.08
7.
Through the Internet, I am more confident to write
9 13.8
36 55.4
20 30.8
8. I am satisfied with my writing
because of the use of Internet 10
15.4 42
64.6 13
20
