Professional Documents
Culture Documents
Factor Analysis Internet Usage For Learning English
Factor Analysis Internet Usage For Learning English
BY
WIRFANDI SAPUTRA KARTONO
G2Q1 14 033
POSTGRADUATE PROGRAM
HALU OLEO UNIVERSITY
KENDARI
2020
i
APPROVAL SHEET
Supervisor co supervisor
Alberth, S.Pd.,MA.,Ph.D
EIN.19701214 200212 1 002
i
LIST OF CONTENT
TITLE SHEET..................................................................................................... i
LIST OF CONTENT........................................................................................... ii
LIST OF TABLE................................................................................................. iii
LIST OF FIGURE............................................................................................... iv
CHAPTER I INTRODUCTION
1.1. Background..................................................................................................... 1
1.2. Research Question......................................................................................... 3
1.3 The Aims of Study.......................................................................................... 4
1.4 Significances of the Study .............................................................................. 4
1.5 Scope of Study ................................................................................................ 5
1.6 Definition of Common Factor ........................................................................ 6
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CHAPTER III RESEARCH METHOD
LIST OF TABLE
iii
Table 1.1. Variable of Internet Usage................................................................ 32
Table1.2.Research Framework ......................................................................... 33
iv
CHAPTER I
INTRODUCTION
This chapter introduces the underlying causes of study.It begins with the background of
study , which describe the overview of learning englsih as foreign and second language
through internet usage with using factor analysis confirmatory ,data method the research
1.1. Background
Learning English can be challenging and daunting task .Technologies are rapidly
changing ways of Teaching and learning ,the use of internet is become important part of
educational puposes .This implies that internet hs been impact of the student life and
new kind of multimedia approach is making website available not just classroom but
text book as well ( Cyberatlas and NurselSelver 2005) The flexibility place and time of
learning have changed view of learning,mostly people who get oline a daily basis at
development internet usage is that some students go online to send / e-mails ,study for
Several researches has revealed that the use of inormaation and technologies has
shown very rapid in almost every country in the world ( Bullock and
NurselSelverRuzgar 2005). This could lead us to suppose that belief the internet
usage may become one of the factor in learning.Many researches stated that internet can
be used as a teaching tool in academic courses with various flatform like website can be
acces almost everyone has grown rapidly is one of key for success in learning process
and appraise the effectiveness of online proram it has positive impact on education.In
conclusion internet usage specifically website may become one of important variables to
internet usage for learning English assist in raising learner’s ability and
mobile phone device,if they satisfied or not.In other word user perception the internet
mainly transferring material academic courses from teacher to the student .Whether they
satisfied use website by mobile phone, it will be based on their experience during the
process of learning .In conclusion various studies show that learning English with using
internet via website actually has orientation and effectiveness only the way they obtain
different information and a lot of knowledge ( Paul di Maggio and eszterhargittai 2001).
The important to find out why using internet with various platform like website
that has became a part of daily learner life will increase their learning interest .The
This latest research aims for a study that focuses on the investigation of student
through online learning sites using mobile phones as well as utilization of internet
networks Bork in his journal ( cited from NurselSelverRuzgar 2005) stated that many
web –based learning activities in the late were based providing in lecture mode and
Course material were posted on the web for students to download and to study on an
individualized basis .Indeed the development huge amount learning materials and
supported academic can be seen the examination of the most accessible tools by lectures
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Although this web –based learning materials has been used by several lecturers in
Vocational High School 4 kendari especially English course .This mean that this new
research reveal different result .so without such research we cannot appropriately react
to internet usage for learning English this recent research will cover and investigate the
relationship between student interest and the actual use of web –based learning English
material .Additionally ,this recent research will be only focus on we-based learning
English material which has been used lately in Academic Vocational High School 4
kendari
1. What factors affect students' intentions on using the internet with website ?
3. How the variables and factor determine internet with website for learning
English?
1. To measure .what factor affect student toward usage internet like website ?
This research is expected to give the contribution both theoretically and practically in
Theoritically, this study can offer useful information for English education who
has responsibility in assisting student to built their ability learning English with
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website as well as guidance to them to drive better performance of learning via
internet.
Practically, The result of this study will be beneficial, especially teacher and
lecturers, in identifying the perception of students and knowing the ability of student
Lastly, this study might also prove useful reference for the next researcher in
model is discussed in detail, the study deals exclusively with the common factor model.
While CFA is actually a broad category of factor‐analytic methods, the present study uses
principal axes factor analysis as the lone representative of CFA. Further, the population
loading matrices used in the simulation are all characterized by simple structure;
acknowledged that Monte Carlo simulations may not be truly representative of real data and
this simulation uses random data from a standard‐normal distribution even though this
In order to make some key term clearly to void some missunderstanding of the readers.
It is important to interpret and to define the meaning of the some key theory dealing
A. Factor Analysis
AccordingHenson & Roberts, 2006; Mertler & Vennatta Factor analysis is a method of
variable reduction by determining which variables cluster together. The variables can be
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instrument questions or respondents Factor analysis can help determine which
theoretical constructs are present in a given data set. Factor analysis can also be a useful
researchers are attempting to identify the underlying factors present in a set of measured
variables. The focus of factor, and the questions or tasks (measured variables) are the
The term "Confirmatory Factor Analysis" refers to seeks to confirm an existing theory,
and represents a deductive approach because researchers are predicting an outcome from
a theoretical framework.
C. Internet
The usage of "internet" refers to users who use the network and website as a means of
CHAPTER II
9
LITERATURE REVIEW
whole into several new variables or dimensions, but new variables or dimensions that
are formed still able to represent the main variable. In the factor analysis, two main
approaches are known, namely exploratory factor analysis and confirmatory factor
Merler & Vernatta 2004). Factor analysis can help researchers determine the theoretical
construction contained in data set .Factor analysis can be a useful technique for
Factor analysis has become popular with advent of computer and using statistical
software like SPSS ( Thompson 2004). The process of factor analysis provides an
opportunity for researchers to make series decisions and affect inferences made from an
instrument’s scores ; Therefore it is imperative that the step taken ,decision made and
justifications for decisions are through observed to given some evaluation of the
research a be a part of the research process for the other researchers who may want to
planning and reporting factor analysis procedures : (1) Factor Model (2)Sample Size for
factor analysis (3) Factor Extraction Technique which is always use to identify the
assessed factor;(4) identify variables that are most closely without changing the
underlying structural part of the instrument (5) Factor retention which theoretical
construct are the present in the instrument and should be reported (Comrey, Reise &
Waller, 2000) .Five the components will be discussed more detail below.
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2.1.1Factor Analysis Model
Most commonly there are two types of factor analysis that is Exploratory Factor
Basically, researcher identify the underlying factors present in a set variables .The focus
of exploratory factor analysis is the factor, and the question or task (measure
theoretical Framework. Not all of the factors are correlated, and some of the variations
analysis, Which proposes that every responses is influenced in part by common factors
analysis is more you use different estimation techniques than the type of estimation
technique you use ( Stewart, David W 1981) .Confirmatory Factor Analysis(CFA) its
hypothesis –driven nature .so that CFA is a type of structural model relationships
between observed measures or indicators and latent variables or factors . The researcher
must have firm prior sense based on evidence and theory ,the number of factors that
exist in the data of which indicators are related which factors and hypothesis testing
.CFA framework provides many other analytic possibilities that are not available in
exploratory factor analysis .Thus ,applied CFA has become one of the most commonly
used statistical procedures in applied research and well equipped to address the types of
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2.1.2 Sample Size Criteria
There is no general statement regarding rules governing sample size criteria for factor
analysis. MacCallum, Widaman ,Zhang and Hong(1999) commented that “The common
rules of thumb regarding sample size in factor analysis are not valid or
results and are more stable across sampling( DeVellis,2003).The only true statement
regarding sample size is that should be left up to researcher to determine the most
and overall sample size for factor analysis studies ( Guadagnoli & Verlier, 1988;Mertler
& Vernatta, 2004; Tabachnick & Fidell, 2007) noted that a sample of 150 participants
(>.80), which would indicate a variable is highly correlated to a particular factor .Bryan
and Yarnold (1995) indicated that a sample should be accurate for example, a survey
There is no statement rule governing how many factors should be extracted for
further rotation .this is important step to extract an appropriate factors; too few and
subsequent rotation can be skewed, While retaining too many can lead poorly defined
rotated factors resulting in fewer factors with prominent loadings (Reise,Comrey, &
have shown that under-extraction leads to factors with significantly more error (Wood,
to how many factors should be extracted .Kaiser(1960) proposed one of the most
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widely used factor extraction methods. Kaiser(1960) suggested retaining all factors
with an eigenvalue (the total amount of variance explained by a factor ) greater than
1.00,which is current default in SPSS. However, this method has been widely criticized
for including too many factors in the final solution and is more commonly used today
Factors have been Several extracted from the data, most commonly researchers
rotate the factors For discover relationship between different observed variables
without altering the underlying structure ( Mertler & Vernatta, 2004) The goal of
on one or more factors while the other items have very little or no loading to those
factors
best fit from solutions gained from the rotations, which means that the solution that the
best satisfies the theoretical and practical needs of the research should be selected
Generally there are two types of rotational strategies are the most commonly
used: orthogonal and oblique. As orthogonal rotation, the factors are not allowed to
correlate with another, whereas in oblique rotations the different factors are allowed to
matrix that shows the extent of the relationships between the observed variables and
extracted factors. The orthogonal rotation divided three types ,which will be discussed
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Oblique rotation generates three matrices which is used in the rotation factor:
correlation matrix, pattern matrix, and a structure matrix. In the literature related
pattern matrix shows unique relationships among items with no overlap, and structure
Vernatta( 2004 ) recommended using orthogonal rotation because the goal of factor
analysis is to obtain unrelated factors, but Meyers et al.(2013) suggested starting with
an oblique rotation first so researchers can decide which rotational strategy is the most
appropriate. The choice of which rotation method should be driven by the theory or
Based on research factor analysis there are three types orthogonal rotation
always used are varimax, quartimax, and equamax, with varimax being the most
common factor orthogonal rotation employed .each of three types have aims to
terminal factors can identified upon interpretation of the results ( Mertler & Vernatta,
2004) .
Most of studies have employed factor analysis as evidenceof validity for a survey
instrument, but this review will focus on two recent studies that utilized similar
methodologies and purpose as the current study. Turk-Fiecoat (2011) used factor
analysis to examine the construct validity of a widely used survey instrument. Coleman
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(2011) study utilized factor analysis to assess the construct validity of an instrument
methods, identified five constructs from the 56 scaled survey items. As a step in
her process, a cluster analysis was then conducted to identify relationships between
student satisfaction and perception of value. The results of the analysis indicated that the
overall instrument was valid, although several of the items and at least one construct
were not supported by the data. Additionally, Turk-Fiecoat suggested that several survey
instrument using multi-item scales which purports to measure student motivation. The
results of the study showed that when items were analyzed individually, all three
through EFA was not supported by the CFA or Rasch analysis when all items were
analyzed together.
survey instrument (Bailey-Jones, 2008; Smith, 2003). This study employed exploratory
factor analysis to determine the latent factors present in the Student School Uniform
Survey. The following section of this chapter will discuss the literature surrounding
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Measurement is central to understanding and adapting applied practice (Meehl,
1978; O’Donohue, 1989), but the ability to determine if the data obtained from the
instrument are of any value is critical (Cone & Foster, 1991). Reliability and validity are
inextricably linked in that an instrument needs to measure the intended target, validity,
and in a consistent fashion, reliability. Faulty measures can be reliable, but not valid, or
valid but not reliable, neither of which is good (Trochim, 2006). Educational researchers
have struggled with poor measurement and the inability to quantify latent traits (Bond &
research that can be replicated and demonstrates evolution of knowledge over time,
research methods cannot rely on observation of raw scores, but must depend on quality
Of the methods within this family have a number of key similarities. However, the
in nature as it distinguishes between those techniques that produce factors (CFA) and
those that produce components (PCA; Suhr, 2005). For simplicity, the term factor will
be used in this section to denote both factors (from CFA) and components (from PCA)
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2.2.4 Common factor analysis.
delineate latent constructs (Everitt, 2006). The fundamental assumption is that the
observed variables are reflective—that is, the observed variables are being influenced by
anunderlying set of latent variables (Kline, 2005). As its name suggests, CFA targets a
particular type of latent trait known as a common factor, which is defined as a latent
variable that has an effect on more than one observed variable (Gorsuch, 1983). Because
common factors will simultaneously affect multiple variables, they are assumed to be
(Costello&Osborne,2005)
common factors (i.e., communality).In the common‐factor model, the residual portion of
there will also be p unique factors. The unique factors are assumed to be standardized
and mutually orthogonal to one another as well as to the set of common factors
(Gorsuch, 2003).
PCA to be used as a surrogate for CFA (Mulaik, 2010). This practice began in the early
1960s when computers first became accessible to the general academic community.
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computing a full common‐factor solution was simply not feasible since the initial
that would roughly approximate CFA, but without the burdensome initial communality
estimates (Costello & Osborne, 2005). Despite the ubiquity of this practice, the
soundness of using PCA as an approximation for CFA has often been questioned. From
a theoretical perspective, the component model should not be confused with the
these two methods were developed for clearly different purposes. Further, CFA is
morerealistic because the model incorporates error and is, therefore, better suited for
situations where unique variance is clearly present (i.e., moderate to low communalities;
Fabrigar et al., 1999). Accordingly, the common‐factor model should be applied in the
social sciences when exploring latent structure because of the large amounts ofof error
variance inherent in such research. In addition, CFA attempts to minimize that error
when making estimations (Widaman, 1993). CFA also has the advantage in replicability
The results of CFA are generalizable to other sets of variables, the generalization of a
PCA solution outside those particular variables of a given study is dubious (Mulaik,
1990; Widaman, 1993). The readily available power and efficiency of modern
computers has served as a catalyst to further the debate. Since computing resources are
applying the most appropriate model (McArdle, 1990). Although PCA has been touted
as an accurate approximation of CFA, there are cases where these two methods will
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especially with smaller sample sizes (Comrey, 1978). Conversely, CFA has
PCA will also tend to produce inflated communality estimates as well (Costello &
Osborne, 2005). This becomes particularly evident when the number of observed
variables is small tomoderate. A Monte Carlo study by Snook and Gorsuch (1989)
showed that the solutions for PCA and CFA only begin to converge whenthere are more
than 40 variables; otherwise, PCA will produce inflated estimates of the loadings. Later
alsohasanimpactonestimate bias. Finally, it has been shown that when relatively low
communalities are present particularly with item analysis—CFA is much more accurate
The ultimate objective of CFA is to reveal and understand the meaning of the
loadings (Thurstone,1947). Unless the solution consists of only a single factor, the initial
solution itself is rarely interpreted. The loadings are reallocated through a linear
transformation so that certain properties of the solution are retained (namely, the
quality and interpretability (Harman, 1976). That is, the factors are rotated8 to a new
frame of reference in order to make the solution more meaningful with regard to the
observed variables. Although the final communalities will remain unchanged, the
rotated solution will virtually always change the sum of squared loadings for each
uncorrelated, where oblique (or unrestricted) solutions allow for possible inter‐factor
correlations (Gorsuch, 2003). Note that the latter does not require factors to be
correlated, it only allows for the possibility of this condition. Rotation is achieved by
applying a linear transformation to the initial solution. The derivation of the rotational
transformation is Where orthogonal solutions have only one loading matrix, two types of
loading matrices are involved with oblique solutions. Recall that factor analysis is a
special form of multiple regression where the factors serve as the predictor variables.
When the predictors are uncorrelated, then each standardized regression coefficient is
equivalent to the corresponding zero‐order correlation between the predictor and the
criterion variable; conversely, when predictors are correlated, this equivalence no longer
holds. independent phenomena are a rarity in the social and behavioral sciences, oblique
information and give misleading results (Costello & Osborne, 2005; Fabrigar et al.,
the underlying factors are indeed orthogonal, it would be revealed in the results (Russell,
2002). Interpretation of the factors naturally requires some familiarity with the domain
observed variables have large (or salient) loadings on a factor—and, just as importantly,
which variables do not—provides insight into the nature of the factor. Tabachnick and
283). The challenging part, of course, is discovering the solution. Indeed, there has been
a host of procedures invented for the purpose of divining the proper number of factors to
extract from a correlation matrix. Yet, an inspection of the literature reveals that only a
small handful of those methods are used with any regularity Mumford, Ferron, Hines,
Hogarty, & Kromrey, 2003). Some of the better known number‐of‐factor tests are the
test, the Kaiser‐Guttman criterion, Cattell’s scree test, Horn’s parallel analysis,
and Velicer’s minimum average partial correlation test. The procedures, rationales,
advantages, and disadvantages for these methods will be discussed in detail in the
important theme intertwined in the discussion is the model with which each method is
For instance, Kelm (1992) observed a second language classroom where non-
native speakers of Portuguese participated in class discussion via a real time computer
participation, reduce anxiety, and increase identification of language errors." (p. 441)
Ariew and Ercetin (2004) conducted research regarding whether different types of
ESL students. They reported that "hypermedia reading had a positive impact on the
had routine daily 37 access to word processors and the Internet. After comparing writing
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of 52 third graders at this school with writing of 58 third graders at a nearby comparison
school where computers were few and not frequently used, their analyses revealed that
Moreover, by utilizing the on-line reading program "Writing to Read," Jones (1993) and
Kauffmann (1996) both found strong positive effects on students' reading achievement.
and protocols that are being used by people in the information society we live in. The
gap between the developed and underdeveloped countries is in some ways shrinking
recognised fact that information leads to power and that the revolution brought about by
ICT is reshaping the future. Multiple ICT choices are available for people and these
services include text phone, text relay, text messaging, e-mail, instant messaging, online
chats, fax and video telephony . Video relay services are also available over the Internet
inindonesia. Online video chat software, such as Skype, ooVoo and Apple‟s FaceTime
are popular as well. The number of similar services is rapidly growing in other parts of
the world. Most people are increasingly finding new ways to access ICT by using
Internet resources and this engagement is crucial for the development of their education
and knowledge. In fact, as Hilzensauer (2006) suggests, ICT has become a vital factor in
enabling people to achieve educational goals and naturally forms an accessible medium
for creating, presenting and using multimedia materials, including sign language videos.
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Furthermore, the fact that people comprise an extreme minority (about 0.l-0.3 per cent
of the population, Dotter, 2009) renders distance education as a most effective means of
The use of Learning Management Systems (LMS) has also encouraged online
engagement for student . Learning Management Systems, like Blackboard, WebCT and
Moodle, complement the traditional classroom teaching and the e-learning aspect, and it
has been possible to identify great possibilities for their use in language learning. The
online at specified times, or it can be stored and accessed when teacher or learner
Asynchronous learning, then, occurs when the interaction between the instructor and
students is not constrained by time and place. However, the accessibility of e-learning
and distance education systems for many student is dependent upon developments 12 of
video technology in ICT via sign language, so the direction that video technology takes
may move toward exciting developments that enhance the learning opportunities and
developments for communities world-wide. But it should be noted that the availability
and rapid expansion of ICT does not indicate the level of quality of the learning
experience, and delivery should be foremost integrated with the expectations of the
users, as Neumann proposes: 'Technology often fails to deliver results, but in the
creation of e-learning environments, we are its driver. If we understand how the barriers
to inclusion are being created in the profligacy of spending on and acceptance of poor
and narrow-minded design, then we can challenge our mindsets and apply consideration
to the additional needs of disabled students.' (Neumann, 2002, cited in Williams &
Hodgson, 2007:182-183)
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3.3.2 The Online Learning Platform
The adventage of e-learning and online learning platforms, then, has altered the
way that education has developed in the last ten years, resulting in an explosion of
commended the resulting opportunities for people to now interact with course tutors and
peers directly, without the need for an interpreter, and have recognised the significance
lecture classes. Most Blended learning is learning that is facilitated by the effective
(Heinze & Procter, 2004). Teaching environments now use computers to enable
based on „co-operative learning‟ (Wang, 2006; Pandian, 2007). Cohen (2002) describes
this as learning while being engaged in a creative open-ended task, talking and working
with fellow students. This learning should naturally benefit the target group of this
study, as they are part of a „collaborativist‟assembly that culture relies on (Ladd, 2003;
asynchronous web-based learning of science subjects at the Oregon Centre for Applied
traditional classroom experiences, the researchers report significant benefits from the
first approach. Mertzani (2006a) also reported positive results on asynchronous teaching
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3.3.1 Internet Tools and Resources .
The fundamental concepts of the succeeding Internet facilities: The World Wide
communication tools such as IRC( Internet Relay Chat). Questions such as how to link
up and best employ them will be answered. Moreover, this chapter enumerates a number
of Internet Resources that students and teachers can use in the foreign language
The World Wide Web is the most recent arrival on the Internet scene. It mingles
most of the uses the Net has been put in the past and inserts some new ones. These new
use. The creation of information is comparatively simplistic, as well. This justifies the
huge popularity of the WWW and why it is the quickest growing Internet facility today.
Flexibility, power, comforts of use are some of the universal favors the
WWW has over its predecessors. This makes it the most galvanizing Internet tool in use
nowadays. With the assistance of a directprogramme, a web browser, one can attain
millions of Internet sites that can include multimedia, text, images, sounds, moving
WWW’s flexibility and proffers possibilities that are unequalled in other utilities.
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authentic texts a good deal easygoing to learners. To use the WWW, one requires an
interact with the web server of one’s Internet Service Provider( ISP), which successively
is indirectly linked to computers to the Internet.WWW are sent using Hypertext Transfer
Protocol ( HTTP). This implies that the files that are being displaced are formatted in
HTML, the Web standard. There are also other protocols, such as Gopher and FTP, but
these can be accessed through a web browser. The initial thing a browser does when a
Locator (URL). This is an address that determines a type of file, a host machine and the
location of the file on the machine, the URL(Leloup&Ponterio, 1995). For example the
URL http/ /URL means that this is a hypertext file(http) that can be found on a computer
namedand the page itself ( department of English) can be located on that machine in the
folder.If this URL is correct, the host machine will send the file to the computer that
requested it. This file can contain references to other pages on the server or sites all over
the world. These references are called hyperlinks. By clicking on them, one is
automatically taken to the page requested. This non-linear hypertext is one of the big
advantages of the WWW. It makes navigating the Web intuitive and easy.
includes information on any topic one can expect. The trouble, all the same, is finding
this information. To beginners the WWW corresponds to a big labyrinth where locating
the requested materials is a nearly impossible matter. EFL teachers and students are no
exception here. Nonetheless, with a little knowledge about employing search tools
properly and whatsoever experience, this problem can be well surmounted. This section
intends to state a brief introduction to search tools and utilitarian search strategies. More
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information can be discovered on the WWW itself and by enquiring the help pages of
each of the search tools. There are three kinds of search tools disposable to ease
the search engines. These search tools are in reality web pages themselves and they use
‘crawlers’ or ‘spiders’ to glance over the web for new sites. They can search through the
full text in a page and make indices of discovered words. When someone carries out a
search, the keywords are brought together with the words in the index and the engine
generates a list of web pages that incorporate the keywords. Evidently, search engines
differ in quality depending on the size of their index, frequency of updating the index,
search options, and speed ( VanOpbergen, 1998: 7). Examples of good search engines
These are produced by humans.Sites have to be submitted and they are then categorized
and sometimes evaluated by editors. Because of the human role, these search tools
frequently produce better results. To execute a search, one can browse through subject
tree and hierarchies of categories until ultimately a list of sites that belong to a particular
category can be looked up. For more information, see: Yahoo ( http//www.yahoo.com/) and
category.These enable users to put in key word searches to more than one engine at the
same time. In other words, these engines do not have indices themselves, but rely on
others to bring forth results. Meta –search results engines only unite the results of other
search tools. The best meta- search engines are metacrawler (http://
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Sherlock. A lot of search tools give specialfeatures to easesearching. Often a simple
keyword produces too many hits. In that case, it is reasonable to use the advanced search
options that a tool search provides. These options differ according to what tool is
employed, but there are some general options most of them support.( for specific
information, see the help pages of each tool). The first is Boolean logic. When searching
for keywords, one can use ‘ AND’ , ‘ OR’, and ‘NOT’.For instance, teaching NOT
language will bring all the documents that bear the keyword teaching, but not language.
Second, there is phrase searching. This enables users to search for a specific phrase with
the accurate words in the order as keyed. For example, ‘foreign language teaching’ ( in
inverted commas) will produce only documents with these three words in this word
order and not documents that for instance only contain the word foreign. Third, it is utile
to know if a certain search tool distinguishes between letters in upper or lower case. This
can affect the results of a search. Fourth, certain search tools provide field searching.
This enables the user to search a specific field within web pages. For example
,domain:uk will retrieve all sites that have uk as domain name in the URL ( i.e.British
narrowing down searches.Finally the truncation or wildcard option offers the ability to
will retrieve documents that obtain teach, teacher, teaching, teaches, etc. All these
options make it possible to narrow down a search, so that a tool will not produce an
using them is extremely recommended. Alas, every search tool has different options and
uses different commands. Therefore, it is essential to look up the help pages first to
make the most out of a particular tool. Using search tools is only one of the strategies
someone can use to locate information on the World Wide Web. Notess(1997) proposed
28
a going-straight –to –the –source and guessing strategy first. Going straight to the source
means that a searcher should first of all determine a likely source organization for
specific information. One can then attempt to find the organization by inferring the
URL. This involves typing www (most URLs start with this), the name of the
organization, and the domain (co.uk for British sites, com for commercial organizations,
edu for educational institutions, etc.).Because many organizations often have very
looking for American newspaper articles, a likely source is the Washington Post.And
indeed the URL http://www.washingtonpost.com/ relates to the Web site of the Post. If
this miscarries, one should continue to search engines and directories. This is often a
good strategy . If the subject is narrowed down as much as possible and the searcher
makes good use of the features search tools have to offer, the World Wide Web is no
With regards to the use of the website as an independent learning tool, this platform
learning, once participants have the basic computer skills and are technologically aware
of how to use e-learning platforms. For student living in developing countries should be
aware that technological developments over time may enable them to progress to
from this study indicate that additional options for support within the website were
adding more signed elements to some of the learning components internally and
externally would have been beneficial. Signed chats could be added as a first step to
29
discussing a new topic, allowing students to consider the topic before attempting to
language
university nigeria with approach Factor analytic study of internet usage by lecturers in
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
These factors should facilitate serious and serious concerns why there should be
provisioned 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
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
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 factors that
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5.5 Research Framework
various problem an education task and their student toward using website will be studied
and website may affect and influence the way they learn in online and independent using
website.The using website may also differ in individual experience and confidence of
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
group of people, behaviour, 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) (Aegon; 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
consists of: The first variable (X1) is interest. Winkel (1983: 157) states interest is a
somewhat secondary 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 fulfils a personal or useful need and in accordance with the
31
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
satisfaction. Success in achieving a goal will result in satisfaction. So users will receive
motivation variable (X5) is Cost (Hubbard, 1983). Many type media 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 media will decrease.
The number of costs incurred will affect the motivation of using the Internet as 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 ,Example 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 (Hubbard, 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
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
32
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
-Cost
internet usage in
-Complete learning english
Information
Internet -Interesting
-Not limited
space and time
-effective
33
CHAPTER III
RESEARCH METHOD
aframework that provides guidelines about how research is done in the context of
mixedmethods approach (Tashakkori and Teddlie 1998; Creswell and Clark 2007).
varietysize with numbers and analyzed using statistical procedures, so to find out
(2002) suggests that the quantitative approach ishuman behavior. Creswell (2002)
suggests that the quantitative approach is x results. It has to do with the question of how
much? How many? How often? Forto what extent?(Yin 2003). The most regular
data that are usually associated with some of the larger populations(Denzin and Lincoln
2000; Patton 2002). the main constraint is the result providing inadequate information
quantitative research consists of a narrow question when tested using the right
34
variable (inclusive policy education, curriculum, teaching) This requires quantitative
studies
Based on the measurement scale, the scale of this study is the scale interval. The
scale of the interval is the scale generated from the measurements in the measurement it
agreement used as a reference to determine the short length of the interval in the
measuring instrument research. With the measurement scale, then the value of the
statistical techniques are always used in data analysis. The initial data will
analyzing the data, researchers will first access the measurementmodel, then continued
by assessing the structural model. Assessment in the first step isaims to develop an
underlying measure through the use of CFA. In this researchmeasuring the model stage
so In the process of checking for reliability, Cronbach and alphaCFA is used in the
external validity, involving convergent and discriminatoryand external validity, are also
assessed. With the completion of the first stage, include involves factor analysis
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
35
to develop and use mathematical models, theories a 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
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
Strongly Agree (5), Agree (4), Doubt (3), Disagree (2), Strongly Disagree(1).
In this study the population is all students in Vocational High School 4 kendari.
(geraldkeller, 2002: 60), to obtain good results in a factor analysis, the number of
respondents taken to fill the questionnaire and should be five times the variables
contained in the questionnaire. In this study, the number of variables studied as much as
Vocational High School 4 kendari is taken 25% from total of sample which is 17 sample
36
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
al. (2002), Malhotra and Birks (2003) and Sekaran (2003),in general Questionnaires can
be grouped into three main types: unstructured, semi-structured and structured (Saunders
with predefined answers. so the all Researcher should anticipate all possible answers
with previously coded responses. They are used in large interview programs (more than
30 interviews)
guided blend of conversations rather than structured interviews and will be softened
referred to as "topic guides". The topic guide consists of a list of questions with a clear
but less rigid order so that the interviewer should follow every detail completely. The
interviewer should be able to investigate or even create new questions that have not been
written in. This type of questionnaire is used in qualitative research for in-depth
interviews (face-to-face interviews and depth interviews) and this is a basic part of much
questions. They all can use in educational studies where there is a need to accommodate
different response
37
Method of data retrieval used in this research is survey by using tool in the form
of questionnaire or question
The next stage will be tested for authenticity and constants called validity and
reliability
procedure. Validity in qualitative methods depends largely on skills, ability and rigidity
of people doing field work. Norusis (2004) argues that, because the qualitative method
involves the difference that it has strengths and weaknesses, they are made with
38
The dependability of the research instrument used in data collection is important
(Knight 2002); to determine if the data collection method/s measures what it is meant to
Knight (2002) and Black (1999) argued that there are different aspects of validity. Those
which usually relate to many researchers include: content validity andconstruct validity.
Content validity according to Knight (2002) depends on the postulation that there is an
obvious specification of the issue being studied and the study. Construct validity has to
procedures was carried out in this study toAttain requirements of validityAt the outset,
the researcher undertook a broad review of literature which involved reviewing and
associated with the research issue with test the correlationbetween the item score and the
total score.
rxy xyxy
N
2 2 2 2
x xy y
N
N
39
2 :
∑Y Sum of Squares Score item Y
Test criteria correlation Pearson coefficient could be said valid if correlation positive
value ( r count ) with a significant 5% which indicates the correlation coefficient .
3.4.2.Reliability Test
When the test are considered reliable when they can be used by a number
the reliability of the test results (Fraenkel&Wallen, 2003; McMillan & Schumacher,
2001, 2006; Moss, 1994; Neuman, 2003). In the same way, Maree and Fraser (2004) to
ask how much the same results if given to the same children under the same conditions.
It really helps researchers and educators to make reliable comparisons. So more errors
are found inmore unreliable assessments, and vice versa. it is can be concluded that
Reliability is a very important factor in the assessment, and presented as an aspect that
Information:
Σ St 2: total variance
40
Furthermore, the results of the above calculations are interpreted with the level of
reliability, as follows:
Component Analysis and Factor Analysis .Descriptive analysis in this study to seen the effect of
the variables in research on the use of the Internet as a medium of learning English. Factor
analysis and Principal Component Analysis In this study to determine the factors /and variables
dominance of ten variables that affect the use of the internet, making it easier for researchers to
give advice people who interested about things that are of concern when student use the
In descriptive analysis of the data obtained through data collection instruments. The data
were analyzed descriptively in terms of measures of central tendency and measures of variability.
41
A measure of central tendency includes the mean, median and mode. A measure of variability
includes standard deviation, skewness and kurtosis. Descriptive analysis of data is necessary as it
helps to determine the normality of the distribution. The nature of the statistical technique to be
applied for inferential analysis of the data depends on the characteristics of the data.Descriptive
Principal component analysis is a statistical technique for factor extraction and attempt to
explain total variance of the variables, The components identified by PCA are weighted linear
combinations of variables in the analysis, where each variable’s distance from component is
calculated;the stronger the relationship to the component the higher correlation. An assumption
of PCA is that the components are orthogonal in nature, meaning they are no related to one
is additive: The first must identified component will account for the most variance, the
second component will account for the second most amount of variance and so on until all of the
component are identified and all of variance has been accounted because the first component
accounts for the most variance and identified component account for the least amount variance ,
the researcher must determine how many component should be retained for further rotation and
analysis
Which :
Which 1³2³3³...³p³0
e1 : eigen vector
42
λi : eigenvalu) -i matrix Σ, which
1 ³ 2 ³ 3 ³ ... ³ p ³ 0
This shown Principal component analysisis uncorrelated and main component to- i has
the same diversitywith the root character(to-i).Hence the total diversity capable of being
explained by each major component is the proportion between the root of the main component
characteristic and the number of roots of the matrix of the uniform(trace) or matrix of the
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 different or the units are not
The standardized variable ( Z) is derived from the transformation of the inner origin
V1/2is the standard deviation matrix with the main diagonal element being ( ii) 1/2
while the other element is 0. Expected value E (Z) = 0 and diversity is
What is unique about the root characteristics derived from the correlation matrix is the
sum all root characteristics are the same as the number of variables analyzed
43
So the total percentage / proportion =
If the number of components is 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 purposesnot achieved. Therefore,
the selection of the main componentswhich is formed by m where m <p. Selection of the main
components thatused in this study is based on the root trait whose value is more thanone (λ> 1).
A characteristic root indicates the amount of contribution of each componentmain to the total
diversity of all variables of origin. The main component withdiversity is smaller than one is not
better than the origin variable, because the variableorigin has been standardized which means the
Olkin Test (KMO). This test is used forknow whether the existing observation data can be
Which
rij = Correlation coefficient for variables i and j
aij= Correlation Partial for variable i on factor j
vectorµand the matrix variety linearly depends on a number of observed factors, ieF1, F2,...,
Fmare called common factorand p deviation added ε1 ,ε2, ... εpare called specific factor
45
2 2 2 2 2 2
Cov(Xi,Xj) = l i1l j1+ l i2l j2+...+ l iml jm
4. Cov(X.F) = L
Cov(Xi,Fj) =lij
l l l
11 12 ... 1m
l l l
Matrix loading (L) lijpxm 21 22 ... 2m
. . . .
l l l
p1 ... p2 pm
(nurrochim 2007:172)
The loading matrix is instrumental in factor interpretation. The value of lij denotes the
correlation between the general factor and the original variable, the greater the absolute /
absolute value of the weigh then the closer the relationship between two variables
The models (X-µ)-LF+εis linear in a shared factor. Part of the variance (Xi)which can be
explained by a common factor m called communalityWhile the part of Variant (Xi) due to the
Which
2
h i= 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
Factors obtained through principal Components methods are generally still difficult to
interpret directly, because there are still variables of origin that have a strong correlation on more
46
than one factor. Done manipulation by rotating the loading matrix L using the VarimaxVariation
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
L*(pxq) = L(pxq).T(pxq)
T’T=TT’=I
Although it has been rotated, the covariance matrix (correlation) has not changed
because ofLL’+ ψ =LTT’L’+ ψ =L*L*’+ ψ next the specific variantψicomunalityhi2 also 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
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Mertler, C. & Vannatta, R. (2004). Advanced multivariate statistical methods (4th Ed.). Glendale,
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Year 2013
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Internet use as penetration increases Princeton: Center for Arts and Cultural Policy Studies,
APPENDIX 1
With respect,
51
Put a mark (X / √) in the column of each statement, according to your level of
opinion on the statement. And write comments, suggestions, criticisms, questions,
messages or impressions related to this questionnaire and also with the internet as a
medium of learning English as a whole at the end of this questionnaire.
This questionnaire is only for scientific purposes, apart from other intentions and
purposes, therefore you need not be afraid or hesitant in giving a truthful answer. It
means that all the answers given by you are true, and the answers requested are in
accordance with the conditions you feel. Therefore, your data and identity will be
secured and will not affect your student status.
After the content sibling, the questionnaire material is requested to be returned.
Thank you very much for your participation in filling out this questionnaire.
WIRFANDI SAPUTRA KARTONO
RESPONDENT
Direction:
The following question is asking you to find out how do you personally using
internet like website as technology which helps you to learn English in you daily
online and improve your English proficiency. Please give your respond to each
question below
No QUESTIONS Strongly Agree Uncertain disagree
Agree
5 4 3 2
Interest
58
52
2 I am happy with the
books (magazines,
newspapers, articles) that
contain about technology
information (internet,
computers, HP)
Relevance / Benefits
3 The Internet supports
me in mastering
english Proficiency
4 With the internet I
get the benefits
according to my field
needs
learn that is english
Knowledge
5 I have good
knowledge
about internet
technology.
6 I am capable of
using and running
sites-English-
language sites that
exist on the internet
as a medium of
learning English.
7 I understand the
content of the
language websites
English on the
internet
Satisfaction
8 I am satisfied with
the existence of the
internet
as a medium of
learning English
9 I was happy with the
experience utilizing
the internet as a
medium
59
53
English learning
Cost
10 Cost is important to
payed when i will use
internet facilities as a
medium of learning
English
11 The cost of internet
access is cheaper
than
with other learning
media (books,
newspapers,
magazines etc)
Complete information
12 The Internet provided
me with information
More English
learning
complete and up to
date.
13 I get more
information from
internet than any
other source.
14 I can access
information from
anywhere and
anytime easiness
15 With the internet I
am more free and not
tied to when and
where I am
in learning english
16 While on vacation I
took the time to
open English-
language sites.
Interesting
17 English learning
media with
54
Website more
interesting.
18 I would rather learn
to use
computer / internet
than with books.
Not limited space and time
19 With the internet I
am more free not
tied to when and
where I am in
learning english
20 i have time to
open English-
language sites
effective
21 Internet use makes
me learn more
effectively and
efficiently
22 Use of existing
programs at
the internet
enhances the ability
of the internet
55
APPENDIX B
Tips & Warnings Please provide information about yourself by choosing a given option
1. Your name:
2. Gender :
1. Tell me about your confidence and your experience in using the internet to learn
English. Are there any shortcomings or advantages that you find by using the
2. What do you feel when you open a Web address directly using a search engine
3. What experiences have influenced your confidence by using the internet to learn
56
4. Tell me about some positive and negative aspects of internet usage to learn
english?
6. How do you feel about using the internet via your mobile device to learn
English?
8. Does learning use digital and network technology very efficiently in English
learning?
57