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FACTOR ANALYSIS INTERNET USAGE FOR LEARNING ENGLISH

LANGUAGE

A PROPOSAL

BY
WIRFANDI SAPUTRA KARTONO
STUDENT REG.NUMBER : G2Q1 14 033

POSTGRADUATE PROGRAM
HALU OLEO UNIVERSITY
KENDARI
2018
APPROVAL SHEET

Tittle : Factor Analysis Internet Usage For Learning English


Name : Wirfandi Saputra Kartono
Student Number : G2Q1 16 024
Study Program : Language Education

Kendari , february 2018


Supervisor co supervisor

Dr.Amri Tanduklangi M.Lis Dr.Mursalim, S.Pd.,M.Pd.,M.Inf.Tech

Coordinator of Language Education


Study Program

Alberth, S.Pd.,MA.,Ph.D
NIP.19701214 200212 1 002
LIST OF CONTENT
TITLE SHEET ................................................................................................................... ... i
LIST OF CONTENT ............................................................................................................. ii
LIST OF TABLE .............................................................................................. ................ ..iii
LIST OF FIGURE ............................................................................................................ ..IV
CHAPTER I . Introduction………………………………………………………………….1
1.1 Background………………………………………………………………………….1
1.2 Research questions………………………………………………………………….4
1.3 The Purpose of The Study…………………………………………………………. 4
1.4 The Significance of The Study…………………………………………………….. 4
1.5 Scope of Study…………………………………………………………………….. 4
1.6 Definition of Term………………………………………………………………… 5

CHAPTER II .LITERATURE REVIEW………………………………………………..7


2.1 Factors Analysis……………………………………………………………………..7
2.1.1 Purpose of Factor Analysis……………………………………………………..7

2.1.2 Function Factor Analysis………………………………………………………..8

2.1.3 Number of Ideal Samples And Types Of Data For Factor Analysis…………………….............. ….8

2.1.4 Determination of Number of Factors………………………………………………..9

2.1.6 Naming Factors Formed………………………………………………………... ..10

2.1.7 Test of Accuracy of Factor Analysis model………………………………………..10

2.1.8 Factor Analysis Steps…………………………………………………………… .11

2.1.9 Factor Analysis Assumptions…………………………………………………….. 12

2.1.10 Method of Predicting Parameters Principal Component Analysis (PCA)……… . …13

2.2 Foreign Language Learning Media……………………………………………………14

2.3 Information Technology (Internet)………………………………………………………16

2.3.1. Understanding Information Technology……………………………………. . . .16

2.3.2 Understanding the Internet……………………………………………………. . .17

2.3.3Types of Internet Networking Services for Education………………………….. .18


2.3.4. Internet Applications as Media Teaching and Learning…………………….. ... ...20

2.4Previous OF Study………………………………………………………………………..23

2.5 Research Framework ………………………………………………………………... …24

2.5.1. Use of the Internet as an English Learning Media…………………………….. ......24

2.5.2. Variable Internet Usage………………………………………………………..........25

CHAPTER III RESEARCH METHODOLOGY……………………………... ………...29

3.1. Design of Study……………………………………………………………………….. 29


3.2. Research Variables and Measurement……………………………………………….. . 29
3.3 Population and Sample……………………………………………………………….. . 30
3.4. Procedure and Data Collection Method…………………………………………… .... 30
3.5 Data Analysis Method……………………………………………………………… .... 32

REFERENCES ....................................................................................................................40
APPENDICES..................................................................................................................... ..45
LIST OF TABLE

Table 1.Grid Questionnaire of Internet Usage..............................................................34


Table 2. Instrument Reliability......................................................................................36
LIST OF FIGURE

Figure 1.1. Variable of Internet Usage............................................................................31


Figure 1.2 .Research of Study ........................................................................................31
CHAPTER I
INTRODUCTION

This chapter introduces the background of the study the underlying cause of study. It
begins with background of the study, which describe the overview learning English as
foreign and second language through internet usage using factor analysis approach with
principal analysis data method The research questions, the objective research, the
significances theoretically and practically
1.1Background

The dominance of English in the global era can’t be avoid As the global
language of the world, English is used in business, tourism, science, and even for its used to
development information and taechnology which can be acessed by almost everyone.The
most advanced in information technology in the world is the internet.The internet has made
world smaller .internet can reach everyone part of the world thought text,audio,and video
with them in real time .The internet plays important role for educational purposes
Education is discussed in term of task based pedagogy loads and term of technology
most recent one. Today course is dominated by internet to access and communicate
information for variety purposes no.Several websites and software using to learn English.
Here internet became tool of learning and we can use it for all kins of things including
learning English and educational purposes to post our work to get feedback on our work to
access information
The role of the English language in this change environment is unique because English
dominates the internet and yet majority of users of the internet are non –native speaker. This
is kind of put us in a very different dynamic to the traditional role of computer – assisted
language learning. Information is no longer in the hands of the view that creates challenge in
term of sort digital literacy skills and how do we verify knowledge
English as a global language of the world, English language has been used as a
communication tool in a variety of fields. Due to its function as a language of international
communication, the English language sought to be studied by foreigners either in
environmental education formal and non-formal. Along with the development of science and
technology, a variety of learning methods and media has been created and applied in the
English language learning. The Internet as a global communication medium enables applied
as a media learning a foreign language, including the English language
The advent of the Internet for using of information and communication technology that has
been widely affected human life has created new opportunities in the field of language
teaching. Because almost all of the content available in the Internet using the English
Language, English language teachers can easily access a wide variety of reading materials
without having to pay. Particularly in the non-native speaker Countries, such as Indonesia,
where it is still difficult to find reading materials that are relevant and up to date, the Web is
an invaluable source of information, both in obtaining teaching materials, and to explore the
world with just a clicking the mouse
According ( Muehleisen 1997) States that students interested in utilizing the Internet with
three reasons. The first reason, the students looked at the Internet as a trend and want to be
part of it. The second reason, students realize that the majority of the information circulating
on the Internet is to use the language of english, and they begin to understand certain terms
that are useful in mastering the english language . The third reason, the Internet also offers
the experience of the practice of speaking directly with a functional communicative
experiences give
Internet is worldwide system of interconnected computer use internet protocol (IP) set of
network protocols to reach a billion of users across the globe. Internet began as a United
States Departement of Defense network to link scientist and academics across the
globeEnglish as a global language of the world, English language has been used as a
communication tool in a variety of fields. Due to its function as a language of international
communication, the english language sought to be studied by foreigners either in
environmental education formal and non-formal. Along with the the development of science
and technology, a variety of learning methods and media has been created and applied in the
English language learning . The Internet as a global communication medium enables applied
as a media learning a foreign language, including the english language
The Internet is a data communication system global, an infrastructure consisting of
hardware and software connecting computers that are in the network. Thus, the internet talks
about computer networks that connect and interact with each other on a global scale.
According Sidharta in [5], although physically the Internet is an interconnection between
networks computers, in general the Internet should be viewed as an information resource. The
Internet contains information, which can be imagined as a database or a huge multimedia
library and complete. Even the Internet is seen as the world in other forms (virtual) because
almost all aspects' life in the real world is on the Internet, such as business, entertainment,
sports, politics, education, and so on etc. The Internet is a very efficient and effective means
to exchange information either remotely or within a particular environment

internet providesworld Wide Web (Denoted as WWW in short) is a medium through which
the world connects and communicates, It is primarily just a mode of connection and
communication, similar(or in some sense exactly the same) to medium inventions that have
shaped our world for the last five millennia as the world become larger and bigger so did its
communication need and the mode through which it communicated. No longer communicate
everything on the telephone that once revolutionised the world in the 19th and early 20th now
the of the hour was to develop something or even more revolutionary

The average learning rule is more prominent between teachers and learners. This
rule is very popular in most schools. Through these rules, teachers become a source of
knowledge or as input to students. Now, such learning rules are no longer appropriate, but
now teachers are transformed into facilitators in the field of teaching and learning. In
addition, the attitudes of the learners themselves also need to change from passive learners to
active, independent, creative, far-sighted, and responsible learners in all their behaviour.
Based on these facts, the Internet is a tool in accordance with the needs of such learners,
because the internet with its advantages are able to provide information and applications
required by students.
The concept of the learning environment has been used in a way that is very different, for
example when developing information and technology-based instruction, this concept
concerns the use of the internet in improving the ability of students, on the other hand another
it can be in the stress on learning environment outside using smart phones and use browsing.
emphasis related to the concept of learning English even the concept more broadly as well as
supported development of internet technologies that continue to developing accessible and
almost everyone in the world so that the world is getting smaller due to the ease of access
Opportunities in the use of the internet in teaching and learning can be seen from the point of
view of the student as well as the orientation, learning that in doing by leveraging technology
that rapidly and the use of information technology as the purpose of pedagogy
The concept of internet based learn English within a few years this digital learning model for
it skills in need is critically thinking skills, skills in solving problems. The Internet is the most
innovative in the development of distance education. Distance education are the most
challenging. Interactions, activation and motivation between teachers and students, as well as
the lack of experience of students in distance education also in the value of challenge
The most common technical problems in dealing with is hardware, network connections,
software and application instead, learning to use the software, applications, and hardware
challenges in dealing with in the world of education are pedagogical and technical theoretical
starting point is the paradigm of English education based on the terms of reference of the
existing curriculum in indonesia
Despite the rapidly growing information and technology such as the internet technical
problems also can not be avoid .Besides the learning and use of the internet so you can say
virtual worlds can be used to learn especially when students interact, share information and
improve foreign language skills primarily English with harness Multimedia offers a variety of
stimulation and experience of students. Information can be built through internet-based
websites so it is perfect for relaxed learning, experiential and exploratory which incorporates
a form of simultaneous interactions and allows teachers and learners to communicate with the
diverse ways (Lehtinen & Nummenmaa 2012)

1.2 Research questions

The study was guided by some of the research questions as follows:


1. what factors affect the use of internet technology web based to learn english language by
using a mobile device?
2. What is a variable represents each determining factor in the use of the internet as a medium
of learning english language ?

1.3 The Purpose of The Study

The purpose of this research is:


1. the factors which determine the use of the Internet in the website with using a mobile
Device ?
2. variable that represents each of the factors that determine the internet as a medium of
learning English Language ?

1.4 The Significance of The Study

This research is expected to investigate the use of factor analysis using the internet to
contribute both theoretical and practical
Theoretically, these studies can offer useful information for education and researchers. This
research is expected to enrich the vocabulary of science particularly in the field of foreign
languages (English Language). So that this research can be used as a reference for further
research.
Practically, the results of this study will be useful, especially for researchers can be used as
additional insights into information media technologies (internet) in relation to the United
Kingdom, so that language learning can be used as consideration in determining the language
learning english models specifically and as reference materials and knowledge to the learners
about the utilization of the internet in foreign language learning

1.5 Scope of Study

The study on investigate the use of the internet and other factors multivariate analysis are
grouped into two, namely method dependencies dependency and interdependence method
(dependence). This method is used if the dependency issue to be solved is the subject of the
relationship between two variables, where one group is the free variable while the second is
no free variables. Statistical analysis included in dependency method is regression analysis,
variance analysis, canonical correlation analysis, discriminant analysis, and logit analysis.
Method used when the interdependence of variables measured did not distinguish between
free variables and these variables are not free, so the question remains is about
interdependence. One of the methods included in this analysis is the analysis of
interdependence between the factors.
In accordance with this, the focus of the present study on teaching students the kind of
analysis of the following factors:
a. recognize or identify underlying dimensions or factors that explain the correlation between
a set of variables.
b. identify a set of new variables that are fewer in number to replace the one original set of
correlated in multivariate analysis further, such as regression analysis and discriminant
analysis are not correlated (independent)
c. recognize or identify a set of variables that are important from a series of other variables to
be used in multivariate analysis.

1.6 Definition of Term

Some of the terms used throughout this proposal and that, therefore, is defined from the start
1. learn English Language
According to Nunan language learning that have been used by humans since birth. Language
learning, ranging from learning the mother tongue, which is the thing that makes sense and
nature. Yet another case of learning a second language or foreign language.
Briefly Littlewood (1984:3) to distinguish two words, i.e. "the language of the" second "has a
social function in a society where that takes (for example, as the lingua franca or the other
language as a social group), whereas the language of" foreign "learned especially to contact
outside s own one ‟ society ". The opinion determined that the second language has a social
function in the society where it is studied (for example, as the lingua franca of social groups
or any other language), while learning a foreign language primarily for a relationship outside
of their community own
is one of the foreign languages that are deemed important should the nation ruled by
Indonesia since english as a second of languages other than as a communication tool as well
as the relationship between the Nations. In addition, foreign language language in indonesia
is also the first to be considered essential for accessing information, absorption and the
development of science, technology and the arts and culture

B. The Internet
The term "internet" refers to users who use the network and website as a means of learning
the English language

C. achievement of learning outcomes


student learning outcome achievement refers to the "ability" is on the rise after the website
access via the internet with a variety of features available
CHAPTER II
LITERATUR REVIEW

2.1 Factors Analysis

Factor analysis is a technique to analyse the interdependence of several variables


simultaneously with the aim to simplify the form of relationship between several variables
studied to a number of factors fewer than the variables studied. This means, factor analysis
can also describe the data structure of a study (Heinz, 2005).
Factor analysis is a technique of interdependence (interdependence technique), where there is
no division of variables into independent variables and dependent variables with the main
purpose of defining the structure that lies between variables in the analysis.
This analysis provides the tools for analysing the structure of interrelations or correlations
among a large number of variables by explaining the good correlation between variables,
which is assumed to represent dimensions in the data (Hair, 2010).
Thus, in principle, factor analysis is used to group several variables that have similarities to
be a factor, so it is possible that some attributes that affect one variable component can be
summarized into several major factors that are fewer
2.1.1 Purpose of Factor Analysis

Basically, the purpose of factor analysis is:

1. Data Summarization, which identifies the relationship between variables by


conducting a correlation test.
2. Data Reduction, ie after a correlation, then proceed with the process of creating a
set of variables called factors to replace a certain number of variables.

The general purpose of factor analysis techniques is to find a way to reduce the information
contained in some of the original variables into smaller sets of variables from the combined
and new dimensions. In order to find these objectives, there are four supporting things:
specializing unit analysis, achieving data summary or data reduction, variable selection, and
using factor analysis results with other multivariate techniques (Hair, 2010).
2.1.2 Function Factor Analysis

There are 3 functions of factor analysis according to Heinz (2005), among others are as

follows:

1. Identify the fundamental dimensions that can explain the correlation of a set of variables.

2. Identify the new smaller variables, to replace the uncorrelated variables of the original set

of correlated variables.

3. Identify some small variables of a large number of variables for other multivariate

analyzes.

2.1.3 Number of Ideal Samples And Types Of Data For Factor Analysis

In general, the number of samples in a factor analysis of at least 50 observations. In fact it

should be a sample size of 100 or greater. Usually the sample size in this analysis is

recommended to have at least 5 times the number of variables to be observed, because the

more samples selected will reach a benchmark ratio of 10: 1, in the sense for one variable

there are 10 samples (Hair, 2010). In SPSS sense, this means that for every 1 column, there

should be 10 rows of data, so if there are 5 columns (variables), there should be at least 50

rows of data (samples).

The data must be transformed into interval data, for example by using successive interval

method (Suliyanto, in the minimal factor analysis is the interval, so if the data obtained in the

form of ordinal data, 2005).

2.1.4 Determination of Number of Factors

To determine the number of factors formed in the factor analysis can be done some of the

following approaches:

1. A priori based determination.

In this method of determination, the number of factors has been predetermined by the

researcher.
2. Determination based on eigenvalue.

To determine the number of factors formed can be based on eigenvalue. If a variable has

eigenvalue> 1, it is considered a factor, otherwise if a variable has only eigenvalue <1, it is

not included in the model.

3. Determination based on the scree plot.

Scree plot is basically a graph that describes the relationship between factor with eigenvalue,

on the Y axis shows eigenvalue, while on the X axis shows the number of factors. To be able

to determine how many factors are taken, marked by a very sharp slope between one factor

with the next factor.

4. Determination based on percentage of variance (percentage of variance).

The percentage of variants indicates the number of variations related to a factor expressed as

a percentage. To be able to determine how many factors are taken, it must have a percentage

value of> 0,5. Whereas when using the cumulative criterion percentage of variance, the

cumulative value percentage of variant> 60%.

To determine the role of each variable in a factor can be determined from the amount of

loading variables in question. Loading with the greatest value means to have a major role in

that factor. Variables that have a loading value of <0.5 are considered to have no meaningful

role againstfactors are formed so that these variables can be ignored in the formation of

factors.

2.1.6 Naming Factors Formed

To name the factors that have been formed in the factor analysis, can be done in the
following way:
1. Give the name of a factor that can represent the names of the variables that make up the
factor.
2. Giving the name of the factor based on the variable that has the highest factor loading
value. This is done if it is not possible to name the factors that can represent all the variables
that make up the factor.

2.1.7 Test of Accuracy of Factor Analysis model

The model accuracy test is used to see if the factors that have been formed based on the

factor analysis have actually been valid. There are several ways to test the accuracy of the

model of the factors that have been formed, namely as follows:

1) By dividing the initial sample into two equal magnitude. If there is an odd number of

samples, then one sample must be removed or inserted into the two parts of the

sample. Then the sample yng has divided two analyzed one by one. If the results of

the factor analysis between the first and second samples are not much different, the

factors formed are well expressed.

2) By looking at the value of comparison between observed correlation with reproduced

correlations. It is expected that the new correlation matrix change is not much

different from the original correlation matrix. Therefore, it is necessary to calculate

the changes that occur, namely by calculating the difference of correlation coefficient

value of the correlation matrix of origin with the correlation coefficient of the new

correlation matrix. If the absolute value of the difference exceeds the value of 0.05, it

is included in the category that the correlation coefficient is not the same

(changed).Then counted the number of different coefficients and are the same. The

relative amounts of coefficients that are categorized as equals to model accuracy. The

model is said to be good if coefficients are unchanged or equal more (> 50%) than

those classified as changing. In its development this method is more widely used.
2.1.8 Factor Analysis Steps

According Heinz(2005), the steps in the factor analysis are as follows:

a. Formulate the problem

b. Create a correlation matrix

The process of factor analysis is based on the correlation matrix between one variable and the

other variables, to obtain factor analysis in which all variables must be correlated. To test the

accuracy in the factor model, the statistical tests used were barletts test sphericity and Kiser-

Mayer-Olkin (KMO) to determine the adequacy of the sample.

1. The value of KMO of 0.9 is excellent

2. The KMO value of 0.8 is good

3. KMO value of 0.7 is moderate / somewhat good

4. The value of KMO of 0.6 is sufficient

5. KMO value of 0.5 is less

6. KMO value of <0.5 is rejected

c. Determination of the number of factors.

The determination of the number of factors determined to represent the variables to be

analyzed is based on the magnitude of the eigenvalue and the percentage of the total variance.

Only factors that have eigenvalue equal to or greater than one are maintained in the factor

analysis model, while others are excluded from the model.

d. Factor Rotation.

The result of factor extraction in the factor matrix identifies the relationships between factors

and individual variables, but in those factors many variables are correlated so that it is

difficult to interpret. Through the rotation of the matrix factor, the matrix factor is

transformed into a simpler matrix so that it is easy to interpret. Rotation factor using varimax

procedure.
e. Interpretation of factors.

Factual interpretation is done by classifying the variable having a factor loading minimum of

0.4 while the variable with loading factor less than 0.4 is removed from the model.

f. Selection of surrogate variables.

Look for one variable in each factor as a representative of each factor. This selection is based

on the highest factor loading value.

g. Fit model (model accuracy)

The final stage of factor analysis is to know the accuracy of choosing factor analysis

techniques between principal component analysis and maximum likelihood by looking at the

residual amount (difference) between the observed correlation and the correlation produced.

The smaller the percentage of the residual value (in this case the root mean square error =

RMSE), the more precisely the determination of the technique.

2.1.9 Factor Analysis Assumptions

The main principle in factor analysis is correlation, meaning that variables that have a close

correlation will form a factor, while the variables that exist in a factor will have a weak

correlation with variables contained in other factors. Since the main principle of factor

analysis is the correlation

This can be identified by Kiser Meyer Olkin's measure of adequacy sampling (KMO). KMO

is an index comparison of the distance between the correlation coefficient with the partial

coefficient as a whole. If the sum of the squares of partial correlation coefficients among all

pairs of variables is small in value compared to the sum of squares of the correlation

coefficients, it will produce a KMO value close to one. A small KMO score indicates that

factor analysts are not the right choice. For a factor analysis, the KMO value is considered

sufficient if the KMO value is> 0.5.


identified by the Measure of Sampling Adequency (MSA) value. MSA is an index

comparison of the distance between the correlation coefficient with partial correlation

coefficient partially each item / variable. To be able to do factor analysis, the value of MSA is

considered enough if the value of MSA> 0.5. If there are items / variables that do not have

MSA value> 0.5, the variable must be removed from the factor analysis gradually one by

one.

2.10 Method of Predicting Parameters Principal Component Analysis (PCA)

Simply put, a variable will group to a factor (which consists of other variables anyway) if the

variable is correlated with a number of other variables that fall within a given group of

factors. When a variable is correlated with another variable, that variables share the variance

with that other variable, with the number of variance distributed being the magnitude of the

second rank correlation (𝑅𝑅2). Variance is the root of the standard deviation, ie the amount

of data deviation from the average (scheimer, 2012).

Thus, the total variance of a variable can be divided into three parts:

1. Common variance, example the variance divided by the other variance or the amount of

variance that can be extracted by the factoring process.

2. Specific variance, example the variances associated with certain variables only.

This type of variance cannot be explained by correlation until it becomes part of another

variable. But this variance is still uniquely associated with one variable.

1).Error variance, example variance that cannot be explained by correlation. This type

arisesbecause of the wrong data retrieval process, the measurement of variables

2).From the above explanation, it can be said that if a variable correlates with another

variable, then the common variance (also called communality) will increase. The

process of common analysis is related only to the common variance, whereas the
component analysis process will link all these variances. In general, component

analysis will be used if the primary purpose of factor analysis is data reduction, and

assumes that a number of specific variance and variance errors are same.

3) .Principal component analysis uses the total variance in the analysis. This method

produces factors that have a smaller specific variance and error variance. If there are

several factors produced, the first factor is the one that has the largest common

variance, as well as the smallest specific and error variance (Simamora, 2004).

2.2 Foreign Language Learning Media

Foreign language learning is a complex process with many complicated phenomena so it is

not surprising that this can mean different things to everyone (Ellis: 1994 in Ouda Teda Ena).

This learning is influenced by several factors. The main factors that are closely related to the

acquisition of a foreign language are the language of the learner, the external factors of the

learner, the internal factors of the learner, and the learner as an individual.

Factors outside or within the learner itself is an aspect that is not less important to understand

the acquisition of language. Factors outside the learner are environment and interaction.

These two factors greatly influence the development of foreign language acquisition. While

the internal factors of the learner among them is the influence of the first language or another

language. Another important factor is the learner himself as an individual. Each learner

certainly has a difference with other learners

They have different learning strategies Interactive,learning media is a medium created to

meet the various needs of foreign language learners at the time one or all factors that affect

the acquisition of a second language is difficult to obtain.

Good learning media must meet several requirements. Learning media should improve the

motivation of learners. The use of media has the purpose of providing motivation to the

learner. In addition, the media must also stimulate learners to remember what has been
learned in addition to providing new learning stimuli. Good media will also enable learners to

respond, feedback and also encourage students to practice properly.

There are several criteria for assessing the effectiveness of a medium. Hubbard proposed nine

criteria to judge (Hubbard: 1983 in Ouda Teda Ena). The first criterion is the cost. Costs

should indeed be assessed with the results to be achieved with the use of that medium.

Another criterion is the availability of supporting facilities such as electricity, suitability with

class size, brevity, ability to change, time and preparation power, impacts, complexity and

last is usability. The more learning objectives that can be helped by a media the better the

media

The above criteria is more for conventional media. Thorn proposed six criteria for assessing

interactive multimedia (Thorn: 1995). The first criterion of assessment is the ease of

navigation. A program should be designed as simple as possible so that language learners do

not need to learn computer first. The second criterion is the content of cognition,

Other criteria are knowledge and information presentation. Both of these criteria are to assess

the content of the program itself, whether the program has met the learning needs of the

learners or not. The fourth criterion is the integration of media in which the media must

integrate aspects and language skills to be learned. To attract learners the program must have

an artistic appearance then aesthetics is also a criterion. The last criterion of assessment is the

overall function. The program developed should provide the learning desired by the learner.

So by the time a person finishes running a program he or she will feel he has learned

something.

2.3 Information Technology (Internet)

2.3.1. Understanding Information Technology

Information technology is an integral term of computers. Actually the term information

technology (IT) is popular today is part of the long chain of development of the term in the
world of information systems (SI) or Information System (IS). The term information

technology is more referring to the technology used in delivering or processing information,

but basically still part of an information system itself. Information technology is more easily

understood in general as information processing based on computer technology that is

currently the technology continues to grow in connection with the development of other

technologies that can be connected with the computer itself. (Supriyanto, 2005: 5).

The following definition of technological information is taken from the "Information

Technology TRaining Package ICA99" published by the Australian National Training

Authority (ANTA).

The information technology industry is defined as technology development and application of

computers and communication-based technologies for processing, presenting and managing

data and information. This includes computer hardware and component manufacturing;

computer software development and various computer related services; together with

communications equipment, component manufacturing and services.

The Information Technology industry is defined as the development of technology and

applications of computers and communication-based technologies for processing, presenting,

managing data, and information, including the manufacture of computer hardware and

computer components, the development of computer software and various services related to

computers; together with communication equipment, component and service manufacture).

The Oxford English Dictionary (OED2) 2nd edition, defines Information Technology as both

hardware and software, and may include networks and telecommunications typically in a

business or business context. Often the name of IT is part of business activities that utilize

electronic computer devices.


So in essence the term information technology (Information Technology-IT) is a technology

that utilizes computers as the main tool for processing data into useful information

(Supriyanto, 2005: 6).

2.3.2 Understanding the Internet

International Network (Internet) is a very large computer network consisting of

interconnected small networks that reach the whole world.The Internet is an unlimited

communication network that involves millions of personal computers scattered around the

world. using Protocol / Internet Protocol (TCP / IP) Transmission Control Protocol (TCP / IP)

protocols and supported by communications media such as satellites and radio packages, the

Internet has enabled unlimited unlimited communications between computers.

The Internet can connect computers and computer networks that are in hundreds of countries.

Through this internet anyone can freely access various kinds of information from various

sources. Accessible information can be text, graphics, sound, or video.

The Internet network can also be used as a media conference where a number of people

conduct discussions without having to meet face to face with each other, but only through the

personal computer screen respectively.

2.3.3Types of Internet Networking Services for Education

The Internet has a variety of applications that make it easy for educators. (Zawawi: 1999 in

Saharani). Of the various services that are owned by the internet, there are seven major

internet conveniences that support the needs of today's education, e-mail, multimedia services

(WWW), Internet Relay Chat (Chatting), Discussion and News Groups, File Transfer

Protocol (FTP), Telnet and Video Conference (Video Conference)

a. E-mail

E-Mail is the most popular type of internet service. By using e-mail on the internet, a user can

inform or answer news to any other user; sending files as part of e-mail; and subscribe to
news to a discussion group that is of interest (maling-list). The advantage gained from this

service is that the user can interact without knowing the boundaries of space and time.

b. Multimedia Services (WWW)

WWW is the most popular internet application. WWW includes multimedia resources such

as voice, video images and animation so that this application becomes a kind of interactive

means of knowledge. Through WWW users can search for worldwide flight schedules, stock

exchange rates, bank interest and new products in the world of trade, the latest songs in the

music scene, astrological forecasts to anecdotes and other information. Through the WWW,

users can also create a homepage or a new site.

c. Internet Rellay Chatt (Chatting)

This application is a kind of text-based conference that can be done in real time from various

places around the world. in chat. Communication is only done by displaying the original text

on the computer screen where everyone who follows the chat group can read and topic and

participate in the forum. Now this application continues to be developed so as to create voice

chat, so as to create a teleconference

d. Collection of Discussions and News (Newsgroups)

Newsgroups are a means of remote electronic conferencing for users. This newsgroup is like

a communication board where everyone is free to find the information they need and also

provide the information they have. Everyone is free to comment on an existing problem and

the comments will also be read by many newsgroup users.

e. File Transfer Protocol (FTP)

FTP is a protocol that allows users to communicate interactively with other computers

connected in the internet. FTP provides the facility to copy files electronically from one

computer to another on the internet. Through this facility various research reports and

journals can be disseminated at very cheap cost.


f. Telnet

If the user connects to the internet, then the user can contact other computers that are in the

internet network. Unlike FTP which only allows to copy files to and from the server; telnet

has a facility that allows users to connect to other computers as if the user directly dial the

computer.

g. Video Conference (Video Conference)

Video conferencing remotely (video conference) is an electronic delivery system that

involves communicating two or more participants directly. This video conference is suitable

for the implementation of Distance EducationFar because it suits the purpose of running

seminars, lectures, lectures, tutorials, demonstrations, debates, trials, and also counseling

guidance

2.3.4. Internet Applications as Media Teaching and Learning

The Internet has been used as a medium for the provision of materials and materials related to

the teaching and learning process. It has also been used as a communication channel between

teachers and other teachers, teachers with students, teachers with parents, or students with

other students. The following are some categories of internet applications and locations that

have been implemented for teaching and learning purposes (Saharani: 2005).

a. Project

Projects are individual or group learning activities that are mostly done outside the

classroom. He was prepared within a certain time. A project can summarize some of the

concepts and skills learned. Projects using the Internet need to be integrated into lessons

commonly taught in the classroom.

b. Teaching Design (Lesson Plans)


There are hundreds of teaching designs provided by teachers from all corners of the world

that can be utilized by other teachers. With this teacher can exchange information about the

subjects that he taught

c. Interesting and Up to Date Materials

The Internet provides materials that can be easily accessed by students. Materials such as

earth images taken from satellites around the world or knowledge of tornadoes, facts of a

State, various types of diseases. Accepted knowledge is more current and faster. With the

internet, especially the World Wide Web (WWW) teachers can arrange for students to visit

places of interest in the world electronically. Museums, historic sites and places of interest

such as the Grand Canyon and Niagara Falls. Images and knowledge about these places can

be obtained easily and quickly and cheaply.

d. Reading Materials and Language Proficiency

Inside the internet there are also thousands and thousands of periodicals and magazines

published periodically, either daily, weekly or monthly. Likewise with newspapers that are

sources of knowledge, especially those related to events and issues that are happening around

the world. Students are asked to get news about things through newspapers from around the

world, and compare the way news is delivered in other countries. This may be appropriate for

high-ranking students. Search engines to get certain newspapers, magazines or reading

materials by writing desired themes. Most of the leading newspapers around the world

provide their electronic version on the internet. Teachers and students can also use the

internet to improve writing skills.

e. Community Science

Internet teacher and lecture can create a community in cyberspace as a medium for

exchanging useful information for education whether comments, ideas or problems especially

through the collection of electronic discussions. On the internet network there are several
collections of electronic discussions that can be followed for free by teachers around the

world. Teachers can also read useful articles to improve themselves as educators or to get

ideas.

f. Communications channels

Teachers and students can also communicate with each other through the internet, either

orally or in writing. There are several ease of service or server computer that has provided the

convenience. The form of communication channels or services that exist through the internet

include: Internet Relay Chat (IRC), Discussion group, Internet phone, netmeeting, cooltalk,

Video Conferencing, ICQ and others.

5. Internet as a Supporting Media in Lectures

Learning strategies that include teaching, discussion, reading, assignment, presentation and

evaluation, are generally implemented depending on one or more of the three basic modes of

dialogue / communication as follows:

a. Dialogue / communication between lecturers and students

b. Dialogue / communication between students and learning resources

c. Dialogue / communication among students

If the three aspects can be held with a matching composition, it is expected to occur optimal

learning process. (Boettcher, 1999 in Nasution, 2006: 6)

In fact the internet can be used in support of lectures in universities because it has a

distinctive characteristic that is:

a. As an interpersonal medium and mass media that enable one-to -one communication and

one-to-man communication.

b. It has interactive properties


c. Enabling synchronous or asynchronous communication, enabling the occurrence of all

three types of dialogue or communication which is one of the conditions for the

implementation of a teaching and learning process (Hardjito 2002)

The effect of technology in education raises a large number of learning resources available to
students. This phenomenon shows that lecturers are no longer the only source of information.
Then a more flexible type of education requires students to develop themselves maximally by
using all the resources they can get. They also choose how to learn means they can plan their
own learning goals, revise or reverse or the material as much as they need. this is the fact that
the student has a controlbigger the way they learn, with the lecturer playing the role of the
facilitator of the learning process
2.4 Previous OF Study

Previous research done by owoyemi toyin eunice which is done in lagos university in

nigeria is Factor analytic study of internet usage by lecturers in Nigerian Institutions of

Higher Learning. This research has relevance in research methodology. This research is

used to know factor factor study of the internet by lecturers. This study aims to find out the

representative variables of each factor. This research found 5 factors from 27 variables

representing travel information factor, entertainment, on-line purchase, scholarship and

research

These factors should facilitate serious and serious concerns why there should be provision

of internet facilities and training / retraining programs for lecturers at all higher education

institutions in Nigeria factors and variables that are in the peril create greater awareness of

the importance of the internet and to equip them with skills needed to maximize and

Healthy use can be derived from this evolving technology. In addition, through workshops /

conferences they will get to know the practical and functional knowledge of computers, the

internet and related areas

The variables and factors that influence internet usage are very significant to their

performance because academic tasks are closely related to the use of computers in this
technological advancement era. Information and communication technology therefore, in

education is an indispensable tool in the modern teaching-learning process; then proper

usage will go a long way to improve effective teaching and learning as well as the

methodology of this study is very appropriate to factor factors that represent the use of the

internet

2.5 Research Framework

2.5.1. Use of the Internet as an English Learning Media

the use of internet students can be defined as a state within the student who encourages and

directs his behavior to the goals he wants to achieve in using the internet as a medium of

learning English. Ideally, the existence of the Internet as a medium of learning is to help

students in mastering the field of science learned in this case is English So that in learning

each learning materials, students are encouraged to master the learning materials well. Thus,

the motivation of using the internet as a medium of learning can not be separated from the

students' motivation.

Good learning media must meet several requirements. Learning media should improve the

motivation of learners. The use of media has the purpose of providing motivation to the

learner. In addition, the media must also stimulate learners to remember what has been

learned in addition to providing new learning stimuli. Good media will also enable learners to

respond, feedback and also encourage students to practice properly

In fact the internet can be used in support of lectures in universities because it has a

distinctive characteristic that is:

a. As an interpersonal medium and mass media that enable one-to -one communication and

one-to-man communication.

b. It has interactive properties

c. Allows syncronous communication as well asdelayed (asyncronous). (Adebayo, 2007)


The combination of Lewin's approach with Herzberg's theory, says that human behavior is

influenced by the human factor, the factor in the person (intrinsic) and the environmental

factor that is the external factor of the person (extrinsic). Keller (1983) has devised the

principles of motivation that can be applied in the learning process: Attention (attention),

Rellevance (Relevansi), Confidence (confidence), Satisfaction (satisfaction). Relation to

learning media, there are a number of considerations in choosing the right learning media

3.5.2. Variable Internet Usage

From the study of the theory about the motivation of internet usage as a learning medium

hence can be composed of variables that play a role in the motivation of internet usage as

media of language learning. Variable or modifier is a characteristic of a group of people,

behavior, or environment that varies from individual one to another individual (Setiyadi,

2005; 101). This research uses multivariate analysis where basically is analysis more than

two variables and the process is done simultaneously (together) (adegoun; 2005: 209). With

multivariate, of course can be done a variety of complex and efficient analysis, because

researchers can be free from various requirements that 'rigid' as it can only two variables. The

analysis used is a factor analysis that is a technique to simplify the data that has several

variables without reducing the information contained in the data.

Factor analysis in the process tries to find the relationship between a number of independent

variables that can be made one or more set of variables less than the number of initial

variables. So the term variable in this study is different from the educational research model

that has been done.

Student motivation variable in internet usage as learning media of english consists of:

The first variable (X1) is interest. Winkel (1983: 157) states interest is a somewhat sedentary

tendency to feel attracted to certain areas and feel happy to be involved in that field. This is in

line with Keller's motivational principles. The second variable (X2) is Relevance. Relevance
shows the relationship of learning materials to the needs and conditions of learners. The

motivation of the learners will be preserved if they consider that what is learned fulfills a

personal or useful need and in accordance with the value held. The third variable (X3) is

Knowledge, knowledge of the use of a tool will give motivation to keep using it and feel

confident able to operate. The fourth variable (X4) is Satisfaction. Success in achieving a

goal by using a medium will result in satisfaction. Success in achieving a goal will result in

satisfaction. So users will receive and maintain the use of such mediaThe sixth motivation

variable (X5) is Cost (Hubbard, 1983). Many typesmedia that can be user choice.

Sophisticated media is usually expensive. However, the high cost should be calculated with

the benefits aspect

the more use, the unit cost of a media will decrease. The number of costs incurred will affect

the motivation of using the Internet as a medium of learning. The ninth variable (X6) is the

Completeness of Information. It is a reason to assume that by using the internet the

information sought more, complete and updated so that this affects the motivation of students

in using the internet as a medium of learning. The seventh variable (X7) is Easy, ie the ease

of students in accessing information available on the internet. The perception of ease offered

by the internet provides a positive motivation for the use of the Internet as a medium of

learning.

The eighth variable (X8) is Interesting (puentes, 2005). Learning media should provide a

positive stimulus to learners. Interesting media will stimulate users to always use the Internet

in learning The ninth variable (X9) is Unlimited Space and Time. The Internet allows for

synchronous or delayed (asyncronous) communication. Thus the internet user can access

anytime and anywhere, the tenth variable (X10) Effectiveness is the ability to choose the

right destination (rudolft, and schuller, 2007). The effectiveness criteria according to

Ivancevish and Matteson (1990) is a fact that shows that with the internet, the learning
process becomes more effective. As a medium that is expected to be part of the teaching and

learning process, the internet must be able to provide support for the learning and teaching

process

Table 1.1. Variable of Internet Usage


Name of variable
1 Interest
2 relevance
3 Knowledge
4 Satisfaction
5 Cost
6 information
7 easiness
8 Interesting
9 Not limited space and time
10 effective

-interest
-Relevance
Student
-Knowledge
-Satisfaction
-easiness
factor analysis internet
. usage in learning
-Cost
english
-Complete
Internet Information
-Interesting
-Not limited
space and time
-effective

Figure 1.2 .Research of Study

FIGURE1.2 RESEARCH FRAMEWORK


CHAPTER III
RESEARCH METHODOLOGY

This chapter describes the type of research ,Type and design of study ,research and
measurement variables ,population and Sampletechnique ,Procedure and Data Collection and
Data Analysis Method
3.1. Design of Study
This study uses a quantitative approach, namely systematic scientific research on the parts
and phenomena of the research
Based on this type of research is included in the confirmatory research. Confirmative
research is a study that intends to examine and explain the pattern of relationship between
two or more variables in which the support of theory has been required, both to be used as a
basis in proposing the hypothesis or to determine the criteria of data collection . The results
will be confirmed on existing theories.

3.2. Research Variables and Measurement


A variable is a property that can have multiple values (Kerlinger: 1986). When expressed in
excess, the variable is something that varies. Variables are symbols to which we attach
numbers or values. The discussion of variables has been explained further in Chapter II of the
Thinking Framework.
In analyzing the factors that influence the motivation of students in using the internet as a
medium of language learningand their relationships. The purpose of quantitative research is
to develop and use mathematical models, theories and hypotheses related to natural
phenomena
Variable internet usage consists of interest in the media (X1) the relevance between the
benefits of internet and the need (X2), the knowledge of the internet (X3), (X4), the
satisfaction of the internet (X5), the cost incurred to use the internet, (X6) the internet
provides complete information (X7), the internet provides easy access to websites that speak
English(X8) internet so appealing to awaken and maintain student interest. stimulate the
brains of students to think with a concrete foundation(X9) not limited space and time(X10)
the internet is very effective to use anywhere

Measurements of the above variables are done on an ordinal scale that explains whether an
object is relatively better or worse in certain characteristics. The measurement scale used is
Likert scale with 5 numbers representing opinions Strongly Agree (5), Agree (4), Doubt (3),
Disagree (2), Strongly Disagree (1).

3.3Population and Sample


In this study the population is all students in nursing academy Konawe district. According to
Malhotra (gerald keller, 2002: 60), to obtain good results in a factor analysis, the number of
respondents taken to fill the questionnaire is as much as five times the variables contained in
the questionnaire. In this study, the number of variables studied as much as 13 then the
minimum number of samples taken is 5 x 13 = 65 respondents.
Sampling in this research is done by stratification method that is every academic student of
nursing is taken 25% from total of sample which is 17 sample is rounded to 20 sample. So the
total sample in this research is 80 respondents

3.4. Procedure and Data Collection Method

Data collection methods are a method used by researchers to obtain the data being
investigated. Data quality is determined by the quality of the data collection tool or
measuring instrument.
Method of data retrieval used in this research is survey by using tool in the form of
questionnaire or questionnaire.
1. Questionnaire
Questionnaire is one of measuring instrument that often used in learning foreign language,
because this tool can be used both in quantitative and qualitative research (Setiyadi; 2006:
54). In quantitative research the questionnaire is very popular because these measuring tools
can be used for different types of data from different variables and can save both funds and
energy to collect from a substantial subject. Another consideration using a questionnaire is
that this measuring instrument is very effective for measuring aspects or variables related to
personality or other psychological and sociological aspects.
The questionnaire used in this study reveals 13 variables that play a role in student motivation
in using the internet as a medium of learning English. The gratings of the questionnaire are:
Table 1. Grid Questionnaire of Internet Usage
Name of variable item questionnaire
1 (X1) interest 1,2
2 (X2) relevance 3,4
3 (X3) Knowledge 5,6,7
4 (X4) Satisfaction 8,9
5 (X5)Cost 10,11
6 (X6) Complete information 12,13,14
7 (X7) easiness 15,16
8 (X8) Appealing 17,18
9 (X9) Not limited space and 19,20
time
10 (X10) effective 21,22

2. Validity Test
According Orhuozee (2002: 145) validity is a measure that indicates the level of validity or
validity of an instrument. An instrument is said to be valid if it is able to measure what is
desired. The high degree of instrument validity indicates the extent to which the data
collected does not deviate from the description of the validity in question. The approach used
in this research is the internal consistency approach by testing the correlation between the
item score with the total score. The correlation coefficient is obtained by using product
moment correlation formula, as follows:

Information
: Koefisien korelasi
: number of respondents
: total multiplication score X and Y
: number of variable scores X
: number of variable scores y
: total squared score of variable X
: total squared score of variable y

The test criteria of a grain are said to be valid or valid if the correlation coefficient (r
arithmetic) is positive and equal to or greater than the table list with a significant 5%. The
validity of the grain is indicated by the corresponding coefficient of grain in question.

3. Test Reliability

According Suharsimi Arikunto (2002: 154) Reliability refers to an understanding that an


instrument is quite reliable to be used as a data collection tool because the instrument is good.
In this research reliability test obtained by analyzing data from one test.
Reliability test is done with the Alpha formula as follows :
Information

rii: reliability is sought.

n: the number of questions or questions

ΣSi 2: the number of variance scores per item

ΣSt 2: total variance

(karl heinz, 2006: 49)

Furthermore, the results of the above calculations are interpreted with the level of reliability, as follows :
Tabel 2. Instrument Reliability

No Level of Reability Research instruments

1 0.800 – 1.000 Very High

2 0.600 – 0.799 High

3 0.400 – 0.599 Medium

4 0.200 – 0.399 Low

5 0.000 – 0.199 Very Low

3.5 Data Analysis Method


The analysis method used this research is descriptive analysis,main component analysis and
factor analysis .descriptive analysis in this study to see the effect of the variable in the study
of use the internet as medium learning english language while factor analysis in this study to
determine factors making it easier for researcher to provide advice to interested about
concern when going to use the internet media as utility of learning language especially
english
1. Descriptive Analysis
Descriptive analysis is a methd used to describe data.descriptive analysis is a simple analysis
by reading the graph /table without associating with other aspects outside the table/graph
.Descriptive analysis in this study will researcher present through the graph .Preparation of
graphs based on variable data from questionnaires that have been distributed

2. Main Component Analysis


The Main Component Analysis is one multivariate analysis that transforms the origin
variables that correlate each other into new variables that do not correlate each other by
reducing those variables so that they have smaller dimensions, but can explain most of the
diversity of the original variables.All variables in the main component Analysis are variables
with interval / ratio scale (metric). Objective The main component analysis is to identify the
new variable underlying the double variable data, to reduce the relatively large and correlated
variables into relatively smaller and uncorrelated dimensions but to explain most of the
variability of the origin variable, and to eliminate the origin variable that has the information
contribution relatively small
The main component formed is a linear combination of the origin variables, where the
coefficient is the eigen vector.The characteristic vector is derived from the eigenvalue of the
matrix of the uniform or correlation matrix.The first major component is a weighted linear
combination of the origin variable having the largest variant. The second major component is
also a weighted linear combination of the origin variable with the second largest variant and
between the two main components is not correlated and so on

In general, the main components of i can be written as:


Yi = e1iX1 + e2iX2 + e3iX3 + ... + epiXp = eiX;i = 1,2,..p,
Wherein
λi: root (eigen value) to-i dari from matrix Σ,
where 1³2³3³...³p³0

This shows that the main components are not correlated and the i-core component has the
same diversity as the i-th root. Therefore, the total diversity capable of being explained by
each of the major components is the proportion between the root of the main component
characteristic and the number of roots of the matrix of the uniform or trace matrix of the
uniform matrix (Σ).The matrix of the uniform variety is used if the observed variable is of
size on a scale with no large difference or if the unit of measure is the same
The main components are largely determined by the diversity of the origin variables, where
variables of origin that have large diversity will tend to be chosen to be the first major
component. A large diversity difference can occur due to differences in scale and unit of
variable size observed. So if the observed variable size on a scale with a very wide difference
or the units are not equal, then the variable needs to be standardized
The default variable (Z) is derived from the transformation of the inner origin variable
the following matrix : Z(V12)1(X)
the main component of Z can be determined from the feature vector obtained through the
correlation matrix of the origin variable. Therefore, in this study researchers used correlation
matrices.
What is unique about the root characteristics derived from the correlation matrix is that the
sum of all root traits is the same as the number of variables analyzed.

The percentage of diversity explained by each component is as follows :


So the total percentage / proportion :

If the number of components taken as a component m, where m <p, then the percentage of
cumulative diversity explained by the component m is:

The number of major components that are formed as many variables. So for example there
are p the origin variable, it will form the main component as much as p. This is certainly not
desirable, because it becomes not efficient and reduction goals are not achieved. Therefore,
an election of the main component is formed by m where m <p. The selection of the main
components used in this study is based on the root trait of more than value one (λ> 1).

A characteristic root indicates the magnitude of the contribution of each major component to
the total diversity of all the origin variables. The main component with a diversity smaller
than one is no better than the origin variable, since the origin variable has been standardized
which means the mean is zero and the diversity one.

The main component chosen should be able to explain most of the information contained in
the original variable or should be able to contribute significantly to the diversity of the
original variable. This can be seen from the percentage of total diversity (variance) described
by the major components formed. According to Edolfo (2004) the amount of cumulative
percentage of diversity (variance) to achieve satisfactory level depends on the problem.
However, as the recommended guidance / advice is that extraction is stopped when the
cumulative percentage of diversity has reached at least 60 percent or 75 percent of all variants
of the original variable.

The first step before performing the main component analysis is to form the correlation
matrix from the observation data and then test the correlation matrix by using Bartlett test.
The Bartlett test is used to test the hypothesis that variables are not correlated (uncorrelated)
in the population. In other words the population correlation matrix is the identity matrix. It
aims to diminish the dimensions of the multiple variables to be simpler and more useful, with
less loss of prior information. The order of presentation is as follows:

i. The hypothesis to be tested is:

H0: the correlation matrix is the identity matrix

H1: the correlation matrix is not the identity matrix


ii. Test statistics:

Where: N = number of observations

| R | = determinant of correlation matrix

Decision: Reject H0, accept H1: correlation matrix is not an identity matrix
X2X2; p( p1) / 2

If the correlation matrix is not the identity matrix then the dimensional depreciation of the
multiple variable is meaningful to be done with the Main Component Analysis

3. Factor Analysis
Factor analysis is a continuity / sequence that is inseparable from the main component
analysis. I am merely a dimensionless variable dimension example choosing the main
component that has the root feature of one larger (λ> 1) or has summarized the original
variable information at least 60 or 75 percent. Of the selected key components will be
continued (used as the basis) for factor analysis. Factor analysis is basically aimed to explain
a small number of factors that have the following properties:

a. Able to explain as much as possible the diversity of data.

b. These factors are independent of each other.

c. Each factor can be interpreted, because the factor is mutually exclusive,


Factor analysis can also be seen as an extension of the analysis

a. The Main Component Analysis considers the main component to be a linear combination
of the origin variables and the primary goal is to select a number of new variables (called the
main components) less likely, but can explain most of the total variability of the original
variable.

b. Factor analysis assumes the origin variable is a linear combination of factors and the main
purpose of choosing factors that can explain the interrelaations between variables of origin.
In other words,factor analysis aims to explain the meaning of variables in the data set.

Prior to analysis by using factor analysis, the first test Kaiser Meyer Olkin (KMO) was
performed. This test is used to determine whether the existing observation data can be
analyzed further or not with factor analysis
Where:

rij is the simple correlation coefficient between variables i and j

aij is the partial correlation between variables i and j

The KMO assessment is as follows:

0.90 ≤ KMO <1.00 data is excellent for factor analysis

0.80 ≤ KMO <0.90 data is good for factor analysis

0.70 ≤ KMO <0.80 data is rather good for factor analysis

Vector of random variable X is observed with p component ( X'ΣX 1, X 2,...X p )µhas an


average vector and the uniform matrix linearly depends on a number of observed factors,
example F1, F2, ..., Fm called common factors and p deviations additional ε1 ,ε2, ... εp which
are referred to as specific factors.

The equation model of factor analysis is formulated as follows:

Where :
µi=the average of the i-th variable; i=1, 2, ... ,p
Fj = General factor to-j ; j=1, 2, ..., m
εi= Specific factor to -i ; i= 1, 2, ..., p
lij = loading for variable to-i in factor to-j.

In matrix notation can be written as follows:

With assuming that :

Cov(F) =E[FF’ ]= I(mxm),which means there is no correlation factor

as for the covariant structure for the model is :

3. Cov (X) = LL’ + ψ


Var(Xi) = l2i1+ l2i2+ l2i3+...+ l2im+ψi

Cov(Xi,Xj) = l2i1l2j1+ l2i2l2j2+...+ l2iml2jm

4. Cov(X.F) = L
Cov(Xi,Fj) =lij

Matrix Loading p(L) lijxm =

The loading matrix is instrumental in factor interpretation.Value lijshows the correlation


between the general factor with the original variable, the greater the absolute / absolute value
of the weigher then the closer the relationship between both
The Model (X-µ)-LF+ε is linear in a shared factor. The part of var (Xi) that can be explained by
the mutual factor m is called the i-th communality. While part of Var (Xi) because the specific
factor is called the i-specific variant
Var( X i)ii l 2i1 l 2i2.....l 2imi h 2ii; i 1,2,..., p
Where:
h2i = communality
ψi=specific variance
communality is the proportion of diversity of the origin variable i that can be explained by
the general factor, and the remainder unexplained by the general factor is explained by the
special factor through the specific variance ψi.
Factors obtained through main component methods are generally still difficult to interpret
directly, because there are still variables of origin that have a strong correlation on more than
one factor. To do this manipulation by rotating the loading matrix L using the Varimax
Varimax Variation (Varimax Ortogonal Rotation) method. Varimax rotation is an orthogonal
rotation that maximizes weighting factors, and results in correlation of variables with one
factor close to one and correlation with other factors close to zero so that it is easy to
interpret. From the rotation it produces a new loading matrix L *, example :
L*(pxq) = L(pxq). T(pxq)
Where T is the selected transformation matrix so that,LL’+ ψ =LTT’L’+ ψ =L*L*’+ ψ
then the specific variant ψi and hi2 communalityalso unchanged. The rotation process also
does not affect the percentage of total variance explained. However, the percentage of
diversity as a contribution of each factor to the variability of the original variable changes.
From rotating the loading matrix has caused each variable of origin has a high correlation
with certain factors alone, while with other factors have a relatively low correlation so that in
the end each factor will be more easily interpreted.
LAMPIRAN 1
KUESIONER
PENGGUNAAN INTERNET SEBAGAI MEDIA
PEMBELAJARAN BAHASA INGGRIS

Dengan hormat,

Berilah tanda (X/√) di kolom tiap pernyataan, sesuai dengan skala tingkat
pendapat saudara atas pernyataan yang ada. Dan tulislah komentar, saran, kritik,
pertanyaan, pesan atau kesan yang berkaitan dengan kuesioner ini dan juga
dengan internet sebagai media pembelajaran bahasa Inggris secara keseluruhan
pada bagian akhir kuesioner ini.
Kuesioner ini hanya untuk kepentingan ilmiah, terlepas dari maksud dan
tujuan lain maka dari itu saudara tidak perlu takut atau ragu-ragu dalam
memberikan jawaban yang sejujurnya. Artinya semua jawaban yang diberikan
oleh saudara adalah benar, dan jawaban yang diminta adalah sesuai dengan
kondisi yang dirasakan saudara. Oleh karena itu, data dan identitas saudara akan
dijamin kerahasiaannya dan tidak akan mempengaruhi status saudara sebagai
mahasiswa.
Setelah saudara isi, materi kuesioner ini mohon untuk dikembalikan. Terima
kasih sebesar-besarnya atas partisipasi saudara dalam mengisi kuesioner ini.
WIRFANDI SAPUTRA KARTONO
BIODATA RESPONDEN
Nama : ......................................................
NIM :.......................................................
Kelas :.......................................................
Petunjuk pengisian
Untuk pernyataan-pernyataan berikut ini, beri tanda silang (X) di kolom yang
telah disediakan untuk jawaban yang sesuai dengan kondisi saudara.
Ket. : STS = Sangat Tidak Setuju ; TS = Tidak Setuju ; RR = Ragu-ragu ; S =
Setuju ; SS = Sangat Setuju

No Pernyataan Pendapat

Minat STS TS RR S SS
1. Saya memiliki minat untuk menggunakan
internet sebagai media pembelajaran bahasa
inggris.
2. Saya senang dengan buku-buku (majalah,
koran, artikel) yang berisi tentang teknologi
informasi (internet, komputer, HP)
Relevansi/Manfaat STS TS RR S SS
3. Internet mendukung saya dalam menguasai
ketrampilan berbahasa inggris
4. Dengan internet saya mendapatkan manfaat
sesuai dengan kebutuhan bidang yang saya
pelajari yaitu bahasa inggris
Pengetahuan STS TS RR S SS
5. Saya memiliki pengetahuan yang baik
mengenai teknologi internet.
6. Saya mampu memakai dan menjalankan situs-
situs berbahasa inggris yang ada di internet
sebagai media pembelajaran bahasa inggris.
7. Saya mengerti isi dari situs-situs berbahasa
Inggris di internet.
Kepuasan STS TS RR S SS
8. Saya merasa puas dengan keberadaan internet
sebagai media pembelajaran bahasa inggris
9. Saya merasa senang dengan pengalaman
memanfaatkan internet sebagai media
pembelajaran Bahasa inggris

Biaya STS TS RR S SS
10. Biaya adalah hal yang penting untuk
diperhatikan ketika saya akan menggunakan
fasilitas internet sebagai media pembelajaran
bahasa Inggris
11. Biaya akses internet lebih murah dibanding
dengan media belajar lainnya (buku, koran,
majalah dll)
Kelengkapan Informasi STS TS RR S SS
12. Internet memberikan saya informasi
pembelajaran bahasa Inggris yang lebih
lengkap dan up to date.

13 Saya lebih banyak memperoleh informasi dari


internet daripada sumber yang lain.
STS TS RR S SS
Saya bisa mengakses informasi darimanapun
14 dan kapanpun

Kemudahan STS TS RR S SS
15. Dengan internet saya lebih bebas dan tidak
terikat dengan kapan dan di mana saya berada
dalam mempelajari bahasa inggris
16. Saat liburan saya menyempatkan untuk
membuka situs-situs berbahasa inggris.
Menarik STS TS RR S SS
17. Media pembelajaran bahasa inggris dengan
internet lebih menarik.
18. Saya lebih senang belajar menggunakan
komputer/internet daripada dengan buku.
Tak terbatas ruang dan waktu STS TS RR S SS
Dengan internet saya lebih bebas tiak terikat
dengan kapan dan di mana saya berada dalam
19. mempelajari bahasa inggris

20. Saat liburan saya menyempatkan untuk


membuka situs-situs berbahasa inggris

Efektifitas STS TS RR S SS
penggunaan internet membuat saya belajar
231. lebih efektif dan efisien

22. Penggunaan program-program yang ada di


internet meningkatkan kemampuan bahasa
inggris saya

Silahkan tulis komentar, saran, kritik, pertanyaan, pesan atau kesan yang berkaitan
dengan kuesioner ini dan juga dengan motivasi saudara dalam menggunakan
Internet sebagai Media Pembelajaran Bahasa inggris secara keseluruhan.
....................................................................................................................................
...............................................................................................................terimakasih
LAMPIRAN B
Daftar Pertanyaan untuk wawancara Semi-Terstruktur

Bagian 1 Kuesioner Informasi Latar Belakang Siswa


Petunjuk: Mohon berikan informasi tentang diri Anda dengan memilih pilihan yang diberikan
(√) atau Tuliskan tanggapan bila diperlukan.

1.Nama Anda :
2.Kelamin :
3.Pengalaman Penggunaan interet dalam pembelajaran bahasa inggris :

Part The Semi-Structured Interview Using Questionnaire

1.Beritahu saya tentang kepercayaan diri dan pengalaman Anda dalam menggunakan internet
untuk belajar bahasa Inggris. Apakah ada kekurangan atau keuntungan yang Anda temukan
dengan menggunakan internet dengan perangkat ponsel

2.Apa yang Anda rasakan saat membuka alamat Web secara langsung dengan menggunakan
mesin pencari seperti Google mencari informasi secara online

3.Pengalaman apa yang telah mempengaruhi kepercayaan diri Anda dengan menggunakan
internet untuk belajar bahasa Inggris? bagaimana dan mengapa ?

4.Beritahu saya tentang beberapa aspek positif dan negatif penggunaan internet untuk belajar
bahasa inggris?

5.Apakah Anda menemukan situs yang berguna untuk Anda pelajari?

6. Bagaimana kesan Anda menggunakan internet via perangkat ponsel untuk belajar bahasa
Inggris?

7.Apakah Anda bermasalah saat belajar menggunakan internet untuk belajar bahasa Inggris

8.apakah pembelajaran menggunakan teknologi digital dan jaringan sangat efisien dlam
pembelajaran bahasa inggris ?

9.apakah pembelajaran bahasa inggris berbasis internet dapat di gunakan di masa depan ?

10.Apakah anda punya ide dan pikiran untuk berbagi?


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