Students` perception on the use of the internet in learning english at SMA Negeri 2 Yogyakarta.

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vi 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 the students’ perceptions on the use of the Internet in learning English at SMA Negeri 2 Yogyakarta?” and (2) “What are the recommendations on the use of the Internet in order to have better teaching-learning English at SMA Negeri 2

Yogyakarta?”

The method used in this research is a survey research. The data were collected from the results of the questionnaire and interviews based on

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.

Second, since the students had difficulties on the use of the Internet, this research wanted to present recommendations to maximize the use of the Internet and improve teaching-learning English. The recommendations were derived from the students and the researcher. The students’ recommendations were categorized into two things, (1) the teacher should provide more information to access listening and speaking materials since it was difficult to be obtained, (2) the government should provide English site which is appropriate with curriculum. And, there were four researcher’s recommendations, (1) the teacher should provide more discussions to the students to share their difficulties and find solution, (2) the teacher should encourage and facilitate the students to maximize the use of the Internet especially for English communication (3) the government is expected to provide English site which is appropriate with curriculum (4) other English teachers and students are expected to integrate the Internet into their teaching-learning English since it has positive impact.

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vii 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.

Kedua, karena para murid mempunyai kesulitan dalam penggunaan Internet, penelitian ini berupaya memberikan rekomendasi untuk memaksimalkan penggunaan internet dan meningkatkan belajar-mengajar Bahasa Inggris. Rekomendasi ini didapat melalui siswa dan peneliti. Rekomendasi dari siswa dikategorikan menjadi dua hal, (1) guru sebaiknya mengajarkan lebih lanjut tentang mengakses materi terutama untuk keterampilan mendengarkan dan berbicara, (2) pemerintah sebaiknya menyediakan situs Bahasa Inggris yang sesuai dengan kurikulum. Selain itu, ada empat rekomendasi dari peneliti, yaitu; (1) guru sebaiknya menyediakan lebih banyak waktu diskusi agar siswa dapat menyampaikan kesulitan dan memberikan solusi (2) guru sebaiknya mendorong dan memfasilitasi siswa dalam memaksimalkan penggunaan Internet untuk berkomunikasi Bahasa Inggris (3) pemerintah diharapkan menyediakan situs Bahasa Inggris sesuai kurikulum, (4) guru dan siswa lain sebaiknya menggunakan Internet dalam belajar-mengajar Bahasa Inggris karena internet mampu memberikan dampak positif.

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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

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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vi 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.

Yogyakarta?”

The method used in this research is a survey research. The data were collected from the results of the questionnaire and interviews based on

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

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vii ABSTRAK

Penelitian ini berkaitan dengan persepsi siswa terhadap penggunaan Intenet dalam pembelajaran 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

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viii

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).

Dedicated to:

My father

My mother

My brothers

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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 Nugraha, S.Pd., etc) and my friends in my community (Agus Jaka and Agung Tri Bawono, S.Pd.). I thank them for their encouragement, pray, and support so that I could finish this thesis.

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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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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES... ii

STATEMENT OF WORK’ ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... v

ABSTRACT ... vi

ABSTRAK ... vii

DEDICATION PAGE ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definitions of Terms ... 6

CHAPTER II: REVIEW OF RELATED TO LITERATURE ………. 8

A. Theoritical Description ... 8

1. Theory of Perception ... 8

2. Theory of Motivation ... 11

a. Definition of Motivation ... 11

b. Motivation to Learn ... 12

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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

b. The Internet and English teaching ... 19

B. Theoritical Framework ... 22

CHAPTER III: METHODOLOGY ... 24

A. Research Method ... 25

B. Research Participant ... 26

C. Instrument ... 26

1. Questionnaire ... 26

2. Interview ... 28

D. Data Gathering Technique ... 28

E. Data Analysis Technique ... 29

F. Research Procedure ... 31

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

3. The students’ Perception on Interaction on the Use of the Internet in Learning English ... 39

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xiii

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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xiv

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

Table 4.8 The Percentage of the Students’ Responses to Each Statement of the Questionnaire ... 58

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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

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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.

There are a lot of factors that influence successful English learning. One of them is perception. Perception is defined as the process by which an individual gives meaning to the environment (Gibson, Ivancevich, and Donnelly, 2009:98). In other words, perception is the way people view their environment. Perception is very important because it can influence students’ motivation in learning. Sprinthall and Sprinthall (1987: 462) state that “motivation never acts apart from either learning or perception. They are in a constant state of interaction named Psychology’s big three. They are affecting and being affected by the other two”. If the students have positive perception, it will lead them to be successfull in learning because they have high motivation. If the students have negative perception, their learning will fail because they have no motivation to learn.

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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.

Being aware that the use of the Internet can bring benefits for English teaching, nowadays, many of schools in Indonesia have internet connection in their area. SMA Negeri 2 Yogyakarta, for instance, is a senior high school in Indonesia which uses the Internet for English teaching. Here, the students are able to access materials in the Internet to support their work on project-based as the method of English teaching used in this school. However, they also use the

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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

This research will only focus on its investigation on the SMA Negeri 2

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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.

b. This research will find out the students’ obstacles and recommendations on the use of the Internet that will help the English teacher improve the quality of the use of the Internet in English teaching-learning so that we will have a

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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

Gibson, Ivancevich, and Donnelly (2009) define perception as the process by which an individual gives meaning to the environment. It involves acquiring specific knowledge about objects or events at any particular moment. Perception in this research refers to the way the second grade of Senior High School students

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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

According to Warscuaer et.al (2000), vitality means internet can motivate students. Also, it is a medium that is flexible, multimodal, constantly changing, and connected to their real-life needs.

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7. Empowerment

According to Warscuaer et.al (2000), empowerment means mastery of the Internet increases the personal power of teacher and students; it allows them become autonomous lifelong learners.

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8 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

Perception is defined perception as the process by which an individual gives meaning to the environment (Donnelly, and Ivancevich, 2009:98). In other words, perception is the way people view their environment. Gibson et.al add that “perception involves acquiring specific knowledge about object or event at any particular moment, it occurs whenever stimuli activate the senses. Since it involves cognition or knowledge, it includes the interpretation of objects, symbols, and people in the light of pertinent experiences”. It needs processes of receiving stimuli, organizing them, and translating or interpreting the organized stimuli which influence behavior and form attitudes. In other words, perception can determine behavior and form attitudes. Therefore, if the students of SMA

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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

Selection of stimuli is the process of all our surrounded stimuli but we focus on only a small number. This is one reason why people perceive things differently. Each person selects certain stimuli and filter out others. It happens because people have different threshold levels. In order to make it clear, there are some examples to describe selection of stimuli. First example, some people may be so intently watching a movie that they are oblivious to the noises caused by popcorn boxes falling to the floor, latecomers being seated nearby, or talkers in the lobby. Some people are able to screen out these noises while others feel interfered with these distractions. Second, some people can write or read and they still are able to follow the plot of a television program, whereas others cannot. Third, some students must have silent situation while studying, whereas others can concentrate with music playing or noise room.

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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

A person‟s familiarity, expectations and experience affect what that person perceives. Perceiving a situation is also related to how well a person adjusts his or her behavior to situation. For instance, a recent college graduate who has never worked before may find it difficult to understand the norms and value of the workplace. He or she may find difficulties to assess the interpersonal dynamics of the department in which he or she works.

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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

According Woolfolk (1995:330), motivation is defined as an internal state that arouses, directs, and maintains behaviour. In line with Woolfolk, Kleinginna and Kleinginna as cited in Huitt (2001) state that motivation is an internal condition that not only activates or energizes behavior but also gives it direction. Moreover, Luthans (1995:141) describes motivation is as a process that starts with a psychological deficiency or need. It activates behavior or a drive that is aimed at a goal or incentive. From those definitions, the researcher views motivation is as a process of internal condition that activates or maintains behavior in order to achieve the goal or need.

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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.

However, motivation is considered as a highly complex phenomenon in which the four types of motivation described above should be seen as complementary rather than as distinct and oppositional. Learners can be both integratively and instrumentally motivated at the same time whereas motivation is resulted from learning. Moreover, motivation is dynamic in nature where it is not something that a learner has or does not have. It is rather something that varies from one moment to the next. It depends on the learning context or task.

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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.

It would be wonderful if all our students came to us and were filled with their motivation to learn. If they did not, working in school might seem boring or

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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.

Perception also influences motivation. If the students perceive something as boring, uninteresting, or something they should avoid, they will be less

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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

A child is from birth to two years is included in this stage. During this age, babies and young children explore their world by using their senses and motor skills. Their thought derives from sensation and movement. They recognize the surrounding through appearance, sound, and touch of object one another. They also begin to make use of imitation, memory, and thought in very simple way.

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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

The operational stage begins in most people at age eleven and continues into adulthood. It means that Senior high school students as the participants of the research are included in formal operational stage: children or adolescents in this stage have ability to think hypothetically and use logic to solve problems such as

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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.

The Internet, however, encompasses many different ways or features of communicating and exchanging information, Warschauer et.al (2000:2-5). For the most part, they can be categorized as asynchronous computer-mediated communication, synchronous computer-mediated communication, and hypertext. 1) Asynchronous Computer-Mediated Communication

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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

Hypertext is a system of a clickable links in which any textual information or document based on graphics, audio, or even video can be viewed by pointing or clicking on a highlighted word or picture. The basic principles of hypertext is the World Wide Web or commonly known as the Web. This is a multimedia resource

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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:

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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

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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

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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

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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.

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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

In order to answer the questions stated in the problem formulation, the researcher employed a survey research. According to Wiersma (1995:169), “surveys are used to measure attitudes, opinion, or achievements-any number of variables in natural settings”. In line with Wiersma, Sprinthall, Schmutte, and Sirois (1991:93) say that surveys can be used to obtain information about what people do or think. They state that survey is conducted from samples or population by using questionnaire and interview which contains questions about behaviour, opinion, attitudes, belief, or any number of psychological or sociological qualities. Since this research investigates the students‟ perceptions on the use of the Internet in English learning and the recommendations on the use of the Internet, survey is an appropriate research to be conducted. Thus, the results obtained are in a form of words rather than numbers.

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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

The first instrument was questionnaire. It was used to answer the first question. As stated by Sprintall et.al (1991:93) questionnaire contains questions

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(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 covered three questions from number nine up to number eleven. The fourth category (IV) was about vitality of the internet in learning English It covered four questions from number twelve up to number fifteen. The last, fifth category (V) was about empowerment. It covered four questions from number sixteen up to number nineteen.

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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

The second instrument was interview. According to Wiersma (1995:196), interview is an effective method of conducting a survey. Interview is the same with questionnaire that is a set of questions answered by the subject of the study. The difference is the way how they administered. Interview is conducted orally and the answers are recorded by the researher (Fraenkel&Wallen, 1993:106). Gay (1992:231) adds that “interview is conducted to produce depth data which is not possible with questionnaire. Interview is most appropriate for asking questions which cannot effectively be structured into a multiple-choice format, such as questions of a personal nature”. In contrast to the questionnaire, the interview is flexible; the interviewer can adapt the situation to each subject. Also, the interviewer can often obtain data that the subjects would not give on a questionnaire. Moreover, the interviewer can follow up on incomplete or unclear responses by asking additional questions. In other words, conducting interview

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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 students‟ perception on the use of the internet in learning English, (Faisal as cited in Christina 2009)

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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 who had average perception on the use of the Internet in learning English. The students who had „bad‟ and „very bad‟ perception included as students who had

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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. The next step was analyzing the data gathered from the questionnaire and the interview. The first questions were answered from questionnaire. The second questions were anwered from the questionnaire and the interview. Then, the researcher interpreted the data and made a conclusion.

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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.

The first part was to dig out the students’ perception on the authenticity. The first section was to present the data presentation of questionnaire. The data was put in a form of percentage table. The data, then, was interpreted into sentences. The following is the data of the questionnaire.

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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

Table 4.1 showed that there was 70.6% or more than half of the students chose agree on the first question on the authenticity, “I can access authentic materials independently through the Internet as the supporting English material”. There was 52.9% of the students chose doubt on the second statement, “I can access authentic materials for listening and speaking skill independently through the Internet”. There was76.5% of them chose agree on the third statement, “I can access the authentic materials for reading and writing skill independently through the Internet”. There was 64.5% of them chose agree on the fourth statement, “I can access more meaningful materials independently through the Internet”. From the data of questionnaire, the researcher concluded that most of the students possess positive perception on authenticity since they tend to choose strongly

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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 questionnaire. Based on the data of interview, it was obtained that the students often access the materials through the Internet to support their learning English. This data sustained the data of the first statement on questionnaire where there was 70.6% of the students chose agree on the statement, “I can access authentic materials independently through the Internet as the supporting English material”. The students said that the use of the Internet was helpful to learn English especially for reading and writing skills. The data verified the data of the questionnaire on the third statement, “I can access materials that were more authentic through the Internet”, where there was 76.5% of them chose agree. The data sustained the theory which is proposed by Dudeney and Hockly (2007:7-8) that internet presents new opportunities for authentic tasks and materials. Also, they add that the use of the Internet can give learners exposure to and practice four language skills; listening, writing, listening, and speaking. Nevertheless, the students still faced difficulty to gain to gain materials for speaking and listening since it was difficult to be accessed. They complained that they had entered the password but the materials were still could not be obtained. This data verified the data of questionnaire on the second statement, “I can access authentic materials for listening and speaking skill independently through the Internet”. It showed that

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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.

e. The students could access more meaningful materials independently using the Internet.

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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 English through the Internet as the same as learning two things that are the English and technology”. There was 79.4% of the students chose strongly agree

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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.

The second section was to present the analysis data of the interview and questionnaire on literacy. The primary intention was to check the students’ consistency in answering the questions. Based on the available data, it was obtained that the Internet provided advantages that it did not only help them to learn English but also technology. The students said that the Internet improved their vocabulary and grammar. It meant their passive skill was improved through the Internet. This data verified the data of questionnaire where there were 70% of the students chose agree on the seventh statement, “The Internet helps me improve my English passive skill”. Moreover, the students said that the Internet was helpful to practice writing skills; writing English articles and uploading the articles. The data sustained the theory proposed by Singhal as cited in Aydin 2009 states that internet is a platform for experiencing and presenting creative works such as essays, poetry, and stories and for providing supplemental language activities in specific areas of language learning. The students said that their active skill was not improved since it was difficult to obtain listening and speaking

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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:

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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

Table 4.3 Questionnaire Result of Interaction showed that there was 41.2% of the student chose doubt on the ninth statement, “I can practice my English with

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II.Literacy

5. Manfaat apa saja yang kamu dapatkan dari belajar bahasa Inggris menggunakan Internet?

o _{Bisa belajar Bahasa Inggris lebih cepat soalnya materinya menarik.} o _{Paling nggak Bahasa Inggris saya jadi lancar kayak grammar terus}

menambah vocabulary juga.

o _{Ya buat praktek Bahasa Inggris dan belajar teknologi juga sih.} o _{Ya Bahasa Inggrisnya meningkat soalnya menambah kata-kata baru}

(vocabulary) dan bisa otak-atik teknologi

o _{Banyak sih. Contohnya saya ikut forum gitu, terus saya nulis artikel pake}

bahasa Inggris gitu nah nanti banyak yang komen tentang tulisan saya. Jadi malah selain belajar bahasa Inggris juga belajar teknologi.

o _{Yang jelas bisa belajar pronunciation soalnya kita kan bisa liat video dari}

penutur asli dan ada yang berhubungan dengan cara belajar Bahasa Inggris jadi itu membantu sekali.

6. Apakah belajar bahasa Inggris dengan menggunakan Internet juga memberikan kontribusi terhadap penguasaan teknologi?

o _{Iya, soalnya bisa belajar teknologi juga.}

o _{Iya, soalnya kan dengan belajar pakai internet kita juga belajar seluk-beluk}

internet dan teknologi. Ya paling tidak menambah wawasan tentang teknologi, gitu. Soalnya kan bahasa Inggris dan teknologi sama-sama penting.

o _{Iya, kayak chatting dengan native gitu kan belajar teknologi dan belajar}

Bahasa Inggris.

o _{Iya pastinya. Dua-duanya kan penting buat masa depan.}

o _{Iya, soalnya bisa belajar dua-duanya. Bahkan menurut saya, orang yang}

sering pake internet itu kemampuan bahasa Inggrisnya lebih bagus

dibandingkan yang tidak pakai Internet. Padahal dua-duanya penting buat buat sekolah dan cari kerja juga.

o _{Iya, soalnya kita bisa juga sekaligus otak-atik computer. Dua-duanya}

sangat penting buat akademis dan peluang kerja.

7. Keterampilan apa yang menurutmu sangat terbantu dengan menggunakan Internet?

o _Reading

o _{Ya reading dan writing} o _{Jarang sih}

o _Reading

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o _Listening

8. Keterampilan apa yang menurutmu kurang terbantu dengan menggunakan Internet?

o _Listening

o _{Listening dan speaking, soalnya susah cari materinya.} o _{Ya selain reading itu susah.}

o _{Listening. Susah e mbak cari materinya.} o _{Speaking. Cari materinya susah banget.} o _Reading

III. Interaction

9. Apakah kamu sering menggunakan Internet sebagai sarana komunikasi dalam bahasa Inggris?

o _{Jarang sih}

o _{Nggak tapi pernah dulu waktu SMP pernah ada tugas suruh praktek gitu.} o _{Jarang sih.}

o _{Kadang-kadang saja, ya lewat chatting, email.} o _{Iya, sering banget}

o _{Enggak..belum}

10. Apakah kamu sering praktek menggunakan bahasa Inggris dengan native speaker melalui Internet?

o _{Pernah tapi jarang. Kemarin sempat nyoba add native lewat facebook tapi}

belum dapat respon.

o _{Nggak pernah..gak pede mbak.}

o _{Nggak, tapi dulu pernah praktek Bahasa Inggris dengan native gitu pakai}

chatting.

o _{Belum pernah. Belum pede..}

o _{Iya, kadang chatting lewat facebook atau kirim e-mail ke orang-orang}

native gitu.

o _{Belum..malu mbak takut salah..}

11. Apakah kamu terbantu untuk berkomunikasi dengan bahasa Inggris menggunakan Internet?

o _{Iya sih, jadi bisa belajar melanyahkan pronunciation juga.} o _{Iya lumayan untuk memperlancar speakingnya.}

o _{Iya sih. Bisa memperlancar speaking.}

o _{Sebernarrnya lumayan efektif sih. Ya bisa lebih memperlancar}

(3)

o _{Iya sangat efektif, contohnya saya kan suka main yo-yo terus saya rekam}

pake video bagaimana cara main yo-yo tapi pake bahasa Inggris. Dah gitu saya upload. Jadi itu salah satu cara berkomunikasi saya.

o _{Sebenarnya sih iya membantu tapi belum pernah nyoba. Gak pede}

mbak..hehehe

IV. Vitality

12. Kapan saja kamu menggunakan Internet untuk belajar Bahasa Inggris?

o _{Nggak tentu} o _{Nggak tentu}

o _{Kalau pas lagi ada tugas aja} o _{Ya nggak tentu}

o _{Yang jelas sering}

o _{Ya nggak tentu tapi sering juga sih}

13. Dimana saja kamu menggunakan Internet untuk belajar Bahasa Inggris?

o _{Di warnet}

o _{Di warnet dan di sekolah} o _{Di warnet}

o _{Di warnet} o _{Di warnet} o _{Di rumah}

14. Apakah kamu sering mengakses materi-materi untuk belajar Bahasa Inggris dengan menggunakan Internet?

o _{Sering banget} o _{Iya, lumayan}

o _{Jarang sih cuma buat tugas aja} o _{Cuma untuk tugas aja}

o _{Iya, soalnya materinya lebih menarik. Kadang bosen juga belajar pakai}

buku atau belajar sama guru.

o _{Ya paling cuma akses video kayak you tube itu tapi itu kan pake bahasa}

Inggris jadi kita bisa belajar Bahasa Inggris.

15. Apakah dengan Internet kamu jadi bersemangat untuk belajar Bahasa Inggris?

o _{Iya, soalnya materinya lebih banyak dan menarik. Justru dengan ini jadi}

semakin pengen belajar Bahasa Inggris, soalnya jadi ngerti banyak hal yang belum dipelajari. Kadang Cuma cari lirik lagu gitu kita juga bisa belajar bahasa Inggris sekalian.

(4)

o _{Iya, soalnya kayak misalnya saya dapat materi yang menarik gitu akan}

saya dalami terus.

o _{Lumayan seneng pakai internet}

o _{Iya, soalnya materinya lebih menarik. Kadang bosen juga belajar pakai}

buku atau belajar sama guru.

o _{Iya, yang menurut saya menarik}

o _{Iya, misalnya di sekolah kurang terexplore gitu jadi di rumah bisa cari}

materi-materi sendiri dan belajar Bahasa Inggris.

V. Empowerment

16. Apakah dengan Internet kamu bisa belajar bahasa Inggris dengan lebih mandiri? Kenapa?

o _{Iya, soalny bisa cari sendiri, pilih-pilih materi sendiri. Vocabnya juga}

nambah.

o _{Iya pastinya, soalnya dengan adanya internet kita bisa belajar sendiri dan}

nggak perlu tanya orang lain.

o _{Ya lumayan soalnya ada materi yang bisa cari sendiri}

o _{Iya, bisa belajar sendiri dan mengembangkan pengetahuan sendiri.} o _{Iya, soalnya lebih mudah.}

o _{Iya, misalnya di sekolah kurang terexplore gitu jadi di rumah bisa cari}

materi-materi sendiri dan belajar Bahasa Inggris

17. Apakah dengan Internet membuatmu lebih senang untuk berdiskusi tentang pelajaran Bahasa Inggris bersama teman? Kenapa?

o _{Jarang banget sih}

o _{Iya, tapi kadang-kadang aja} o _Nggak

o _{Kadang-kadang aja, bisa diskusi tentang grammar atau arti dalam text.} o _{Nggak pernah. Justru kalau pakai Internet itu malah jadi nggak pernah}

diskusi dengan teman.

o _{Nggak sih.}

18. Apakah Internet membuatmu lebih percaya diri dan senang untuk belajar bahasa Inggris? Kenapa?

o _{Iya, soalnya dengan cari materi sendiri jadi bisa belajar sendiri} o _{Iya, soalnya Bahasa Inggris saya ya meningkat.}

o _{Biasa saja sih. Soalnya yang berpengaruh cuma reading aja.} o _{Iya, bisa belajar sendiri}

o _{Iya, karena bisa belajar sendiri dan kemampuannya bertambah.} o _{Ya lumayan soalnya bisa belajar sendiri}

(5)

19. Apakah dengan Internet membuatmu lebih leluasa untuk belajar bahasa Inggris? Kenapa?

o _Iya.

o _{Iya, di internet kan ada banyak materi jadi bisa pilih materi sendiri yang}

menarik.

o _{Iya. Lumayan sih.}

o _{Iya sih soalnya bisa cari materi sendiri}

o _{Iya, kalau di sekolah materinya itu-itu aja jadi kalau di internet lebih}

bervariasi.

o _{Iya, soalnya internet menyediakan banyak materi kayak di google gitu}

banyak materi.

VI. Apakah kamu mengalami kesulitan ketika belajar bahasa Inggris menggunakan Internet? Kalau iya, apa saja?

o _{Ya kayak tadi kadang kan susah cari materinya jadi harusnya gurunya}

memberi kata kuncinya ato keywordnya.

o _{Iya, soalnya kan saya ada beberapa tugas yang pakai internet. Terus saya}

nggak bisa akses di sekolah terus-menerus jadi ya mau harus akses di luar kayak di warnet gitu. Jadi ya masalah biaya.

o _{Iya, soal keywordnya. Jadi susah cari materinya}

o _{Seringnya nggak dapetin materi yang kita cari padahal sudah masukin}

keywordnya.

o _{Selama ini saya nggak ada kesulitan, semuanya cukup mudah.}

o _{Iya, kadang kalo mengakses materi atau mendapatkan soft copy gitu kita}

susah registernya.

VII.Saran apa saja yang kamu berikan untuk menunjang pelajaran bahasa Inggris menggunakan Internet?

o _{Selama ini so far so good sih}

o _{Ya pengennya sih pake e-book gitu. Terus ada situs khusus buat konsultai}

tentang Bahasa Inggris gitu.

o _{Ya harusnya ada website khusus buat pelajaran Bahasa Inggris di sekolah}

gitu..ya yang sesuai kurikulum.

o _{Selama ini sih sudah cukup, soalnya gurunya juga menguasai internet.} o _{Semestinya ada situs-situs khusus dari Indonesia untuk belajar bahasa}

Inggris gitu, sesuai kurikulum. Terus forum untuk tanya tentang Bahasa Inggris jadi nanti dijawab sama orang yang sudah ahli gitu.

(6)

Students` perception on the use of the internet in learning english at SMA Negeri 2 Yogyakarta.

Dedicated to:

My father

My mother

My brothers

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Students` perception on the use of the internet in learning english at SMA Negeri 2 Yogyakarta.

Dedicated to:

My father

My mother

My brothers

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Dokumen yang terkait

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STUDENTS’ PERCEPTION TOWARDS THE USE OF SONG LYRICS IN LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

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