STUDENTS’ PERCEPTION ON THE USE OF THE INTERNET IN LEARNING ENGLISH AT SMA NEGERI 2 YOGYAKARTA A THESIS

  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

  By 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 2011

  

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.

  

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

  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

  

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,

  

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.

  Finally, I would like to thank others whose names could not be mentioned in this page. God bless them all.

  Widyarti Manunggal Jati

  

TABLE OF CONTENTS

Page

TITLE PAGE .......................................................................................... i

APPROVAL PAGES................................................................................. ii

S TATEMENT 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

  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.

  22 Theoritical Framework .....................................................

  CHAPTER III: METHODOLOGY .......................................................

  24 A.

  25 Research Method ..............................................................

  B.

  26 Research Participant .........................................................

  C.

  26 Instrument ........................................................................

  1.

  26 Questionnaire ..............................................................

  2.

  28 Interview .....................................................................

  D.

  28 Data Gathering Technique ...............................................

  E.

  29 Data Analysis Technique ..................................................

  F.

  31 Research Procedure ..........................................................

  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

  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

  

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 S tudents’ Responses to Each Statement of the Questionnaire .....................................

  57 Table 4.8 The Percentage of the S tudents’ Responses to Each Statement of the Questionnaire .....................................

  58

  

LIST OF APPENDICES

  Page Appendix A The Questionnaire ..............................................................

  54 Appendix B The Raw Data of the Questionnaire ....................................

  56 Appendix C The Frequency of t he Students’ Responses to Each Statement of the Questionnaire ..............................

  57 Appendix D The Percentage of t he Students’ Responses to Each Statement of the Questionnaire ..............................

  58 Appendix E The Interview Guide...........................................................

  59 Appendix F The Interview Data .............................................................

  61 Appendix G Permission Letter ...............................................................

  67

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 be cause 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. 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 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 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 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 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.

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.

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

  9 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.

  10 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.

  11 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

  12 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 learn ers‟ 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.

  13 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 indicate s 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

  14 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

  15 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.

  16

  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

  17 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

  18 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

  19 and communications tool where people can acces any textual information, view pictures, or download video and audio files.

b. The Internet and English teaching

  Learning language especially English is not only a matter of how to remind words of English but also how to speak and write correctly. Occasional way, however, is considered incapable to facilitate learning English in both written and oral. Therefore, the Internet is needed to support it.

  As stated by Warschauer and Wittaker (2007:27-33) that the use of the Internet is an effective facilitator of English learning. There are four main reasons of it. One rationale is that the Internet provides online communication to the learner. This chance supports promoting language learning in fluency rather than accuracy, since accuracy is considered more complex. The second possible reason for using the Internet is that it can create optimal condition in written communication by accommodating authentic audience. Third, it can increase students‟ motivation. Fourth, learning computer skill is essential to students‟ future success. In other words, the students are not only expected to use the Internet to learn English but also learning English to be able to function well on the Internet. It is because mastering computer skill in this globalization era is significant to prepare students in a working world.

  Moreover, Warschauer, Shetzer, and Meloni (2000:7-8) add that the use of the Internet helps English teaching-learning to be more successful. It can cover

  20 1)

  Authenticity According to Warschauer et.al, the theory of authenticity shows us that language learning is considered most successful when it takes place in authentic, meaningful contexts. This could be achieved through the use of the Internet. It is because the Internet provides learners 24-hours access for vast amounts of authentic material on any topic they are interested in and allow opportunities for authentic communication and publishing.

  Moreover, this theory is also proposed by Dudeney and Hockly (2007:7-8) that internet presents new opportunities for authentic tasks and materials. Besides, the use of the Internet can give learners exposure to and practice four language skills, listening, writing, listening, and speaking. It means the use of the Internet lead the students to be more independent learners since they can learn language by accessing the materials through the Internet. Finally, their learning process will become student-centered, Warschauer as cited in Aydin 2009. 2)