A PROPOSAL

FACTOR ANALYSIS OF THE INTERNET USAGE FOR LEARNING ENGLISH

BY
WIRFANDI SAPUTRA KARTONO
G2Q1 14 033

POSTGRADUATE PROGRAM
HALU OLEO UNIVERSITY
KENDARI
2020

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 APPROVAL SHEET

Tittle : Factor Analysis of The Internet Usage For Learning English

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

Kendari ……May 2020

Approved as to style and content by:

Supervisory Committee,

Supervisor co supervisor

Dr.Mursalim, S.Pd.,M.Pd.,M.Inf.Tech Alberth, S.Pd.,MA.,Ph.d

Coordinator of Language Education

Study Program

Alberth, S.Pd.,MA.,Ph.D
EIN.19701214 200212 1 002

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 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

CHAPTER IILITERATURE REVIEW

2.1Factor analysis ................................................................................................. 7
2.1.1Factor Analysis Model ................................................................................. 8
2.1.2 Sample Size Criteria .................................................................................... 9
2.1.3 Factor Extraction and Retention .................................................................. 10
2.1.4 Factor Rotation…………………………………………………………..... 10
2.1.5 Factor Analysis Studies………………………………………………....... 12
2.1.6 Reliability and Validity ………………………………………………………………………...... 14
2.2 The Developmentof Principal Components Analysis………………………. 14
2.2.1 Later Developments and Innovations........................................................... 15
2.2.2 The Principal Factor Solutions..................................................................... 16
2.2.3 An Ontological Distinction: Factors versus Components............................ 16
2.2.4 Common factor analysis………………………………………………… 17
2.2.5 PCA as an approximation of CFA………………………………………... 18
2.2.6 Exploratory versus Confirmatory Factor Analysis……………………... 20
2.2.7 Preliminary Conditions and Assumptions……………………………… 20
2.2.8 Factor Rotation and Interpretation……………………………………… 22
2.2.9 Determining the Appropriate Number of Factors to Extract…………… 23
3.3 English Language Learning and the Internet …………………………….. 24
3.3.1 The Role of Information and Communication Technologies……….…. 25
3.3.2 The Online Learning Platform …………………………………………. 27
3.3.3 Internet Tools and Resources………………………………………..… 28
3.3.4 The World Wide Web………………………………………………….,, 29
3.3.5 Searching the WWW…………………………………………………... 30
3.3.6 Website as an Independent Tool English Learning…………………….. 34
4.4 Previous Of Study ……………………………………………………... 34
5.5 Research Framework…………………………………………………..... 35

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CHAPTER III RESEARCH METHOD

3.1. The Type and Design of Study ...................................................................... 39

3.2.Research Variables and Measurement............................................................. 41
3.3. Population and Sample .................................................................................. 42
3.4. Procedure and Data Collection Method......................................................... 42
3.4. 1 Validity Test................................................................................................ 44
3.4.2.Reliability Test ............................................................................................ 46
3.5 .Data Analysis Method.................................................................................... 48
3.5 .1 Descriptive Analysis.................................................................................... 48
3.5 .2 Principal Components Analysis( PCA)....................................................... 49
REFERENCES..................................................................................................... 56
APPENDICES....................................................................................................... 61

LIST OF TABLE

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Table 1.1. Variable of Internet Usage................................................................ 32
Table1.2.Research Framework ......................................................................... 33

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 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

questions, the objective of research ,the significances theoretically and practically.

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

home,school,and other location such internet café (NurselSelverRuzgar 2005) one of

development internet usage is that some students go online to send / e-mails ,study for

school,or work ,Download music or images and to do many other activities.

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

be investigated further in research .

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 Futhermore,internet is defined as a system communication network that connects

million of computers with various of types or globally,we present strong evidence

internet usage for learning English assist in raising learner’s ability and

achievement.Generally perception of someone will come up after using website by

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

internet itself opens up many possibilities of integrating technology in the classroom

This latest research aims for a study that focuses on the investigation of student

perceptions by adotipng popular models in investigating perceptions

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

contents that have become a major component in many academic courses.Web

supported academic can be seen the examination of the most accessible tools by lectures

who implemented the internet in their teaching.

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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

1.2. Research Question

This proposed guided is by several research question as follows :

1. What factors affect students' intentions on using the internet with website ?

2. Is there any difference motivation using website for learning English ?

3. How the variables and factor determine internet with website for learning

English?

1.3 The Aims of Study

The aims of this study is:

1. To measure .what factor affect student toward usage internet like website ?

2. To investigate whether difference motivation using website for learning English ?

3. To measure factor and variables determine internet usage with website?

1.4 Significances of the Study

This research is expected to give the contribution both theoretically and practically in

education field, Particularly in Vocational High School 4 kendari

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

before teaching them through internet with using website

Lastly, this study might also prove useful reference for the next researcher in

conducting the research, similar study with other interest or field

1.5 Scope of Study

The study investigate using website with utilize internet network Although the component

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;

specifically, each observed variable has a complexity of one. It should also be

acknowledged that Monte Carlo simulations may not be truly representative of real data and

could therefore lead to spurious conclusions (Tucker, Koopman&Linn, 1969). In particular,

this simulation uses random data from a standard‐normal distribution even though this

was not a prerequisite for the common‐factor model

1.6 Definition of Common Factor

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

with this research:

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

technique for establishing evidence of validity based on internal structure Basically,

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

conduit that allows some aspects of the factor to be seen.

B.Confirmatory Factor analysis

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

learning the English language

CHAPTER II
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 LITERATURE REVIEW

2.1. Factor analysis

Factor analysis is a multivariate method reduction the variable observation as a

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

analysis. The variables can be instrument question or respondent ( HensonRoberts,2006:

Merler & Vernatta 2004). Factor analysis can help researchers determine the theoretical

construction contained in data set .Factor analysis can be a useful technique for

establishing evidence of validity based on internal structure ( Henson Robert 2006 ).

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

replicate the research ( Henson & Roberts 2006 ).

A literature reveals five components as guided that to be noticed when conduct

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

Analysis (EFA) and Confirmatory Factor Analysis (CFA).Exploratory analysis is

inductive approach can help researchers develop conclusions from observation.

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

variables)are conduit that allows some aspects of the factor to be seen

(Meyer,Gamst&Guarino,2013).Confirmatory Factor Analysis(CFA) represent a

deductive approach to confirm an existing theory and predicting an outcome from

theoretical Framework. Not all of the factors are correlated, and some of the variations

Hypothesized to be correlated (Meyers et al.,2013) CFA are based on common factor

analysis, Which proposes that every responses is influenced in part by common factors

and in part by unique factors (DeCoster,1998) .

The primary different between confirmatory analysis and exploratory factor

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

questions that researcher often ask .

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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

useful”(p.96)However it is commonly accepted that larger sample sizes produce better

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

appropriate sample size for particular study .

Several researchers have suggested guidelines for participant to variable ratios

and overall sample size for factor analysis studies ( Guadagnoli & Verlier, 1988;Mertler

& Vernatta, 2004; Tabachnick & Fidell, 2007) noted that a sample of 150 participants

was sufficient if there were several high loading marker variables.

(>.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

with 50 items should have a sample of 150 participants.

2.1.3 Factor Extraction and Retention

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, &

Wallner,2000). is It desirable, however, to over extract than under-extract as studies

have shown that under-extraction leads to factors with significantly more error (Wood,

Tataryn, & Gorsuch, 1996) .

Many researchers using several methods of extraction that provide guidance as

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

as an upper boundary of factors to retain (Meyers, & Guarino,2013)

2.1.4 Factor Rotation

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

rotation is simple structure ,which implies each variables is highly loaded

on one or more factors while the other items have very little or no loading to those

factors

( Meyers et al.,2013;Thurstone,1947) mostly from researchers must look for the

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

( Mertler & Verantta, 2004 ) .

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

correlate (Henson & Roberts, 2006).Mostly orthogonal rotation produces a loading

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

in more detail below.

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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

statistical multivariate reveals a correlation matrix show relationship among items, a

pattern matrix shows unique relationships among items with no overlap, and structure

matrix shows correlations among factors and variables .Mertler and

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

model instigated the study(Meyers et al .,2003).

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

minimize factor complexity. Varimax rotation maximizes the variance of each

factor,quartimax rotation maximizes variance loading on each instrument item, and

equamax uses a combination of varimax and quartimax rotation procedures because

terminal factors can identified upon interpretation of the results ( Mertler & Vernatta,

2004) .

2.1.5 Factor Analysis Studies

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

(2006) tested the construct validity of an instrument by comparing the Turk-Fiecoat’s

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(2011) study utilized factor analysis to assess the construct validity of an instrument

commonly used to measure student perception of value with studentunion facilities.

Principal components analysis, along with various extraction

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

items should be reviewed.

Coleman (2006) examined and compared the use of Rasch measurement,

exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in

establishing construct validity evidence based on internal structure of an existing 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

methods corroborated undimensionality. However, the multi-factor model identified

through EFA was not supported by the CFA or Rasch analysis when all items were

analyzed together.

Factor analysis is widely used to investigate the underlying factor structure of a

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

reliability and validity.

2.1.6 Reliability and Validity

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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 &

Fox, 2001). As educational stakeholders increasingly demand scientifically based

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

instrument construction and show evidence of validity (Coleman, 2006).

2.2.2 The Principal Factor Solutions

Virtually all of the modern factor‐analytic methods belong to a major class of

techniquesknown as the principal‐factor solutions4 (Gorsuch, 1983). Naturallyall

Of the methods within this family have a number of key similarities. However, the

principal‐factor solutions can be categorized according to two distinct modes of

classification that are of prime importance.The first type of categorization is ontological

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)

unless an explicit distinction is made. There is also an epistemological mode of

classificationthat distinguishes between exploratory and confirmatory applications of the

principal‐factor solutions (Suhr, 2006)

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2.2.4 Common factor analysis.

CFA is an exercise in conceptual parsimony as its primary aim is to detect and

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

the underlying causes of the correlations among the observed variables

(Costello&Osborne,2005)

For this reason,CFAoperatesexclusively on the variance that can be linked to the

common factors (i.e., communality).In the common‐factor model, the residual portion of

the variance of an observed variable is attributed to a unique factor (Gorsuch, 1983). A

unique factor is exclusive to a particular observed variable. As there are p variables,

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).

2.2.5 PCA as an approximation of CFA.

Although contrary to the assumptions of both models, it is not uncommon for

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.

These machines possessed very limited processing resources, so in most cases

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computing a full common‐factor solution was simply not feasible since the initial

estimation of the communalities was prohibitively time consuming (Gorsuch, 2003).

However, PCA has no suchinitialcomputations; it could therefore serve as a compromise

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

common‐factor model (Humphreys &Ilgen, 1969). Although computationally similar,

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

and generalization (Floyd&Widaman,1995).

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

no longer a limitation, there is no reason to rely on an expedient proxy rather than

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

generate markedly divergent solutions. In general, PCA has a tendency to produce

spuriously large estimates of the loading coefficients due to capitalization on chance,

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especially with smaller sample sizes (Comrey, 1978). Conversely, CFA has

beenshowntobeunbiased in the estimation of loadings (Gorsuch, 1990). By extension,

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

studies (e.g., Widaman, 1993) suggest that the variable‐to‐factor ratio

alsohasanimpactonestimate bias. Finally, it has been shown that when relatively low

communalities are present particularly with item analysis—CFA is much more accurate

(Floyd &Widaman, 1995).

2.2.8 Factor Rotation and Interpretation

The ultimate objective of CFA is to reveal and understand the meaning of the

extracted factors, which is accomplished through a systematic examination of the factor

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

communalities and reproduced correlations) while improving the overall substantive

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

factor. Consequently, the loss of a maximized solution is the price of improved

interpretability (Harris, 1975). There are two basic classes of rotational

19
solutions: orthogonal and oblique. Orthogonal solutions assume that the factors are

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

solutions are a particularly important feature of the factor‐analytic methods Arbitrarily

imposing an orthogonal solution when an oblique is more appropriate would distort

information and give misleading results (Costello & Osborne, 2005; Fabrigar et al.,

1999). It is therefore advisable to rotate factors to a preliminary unrestricted solution; if

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

of interest (Stevens, 2002). This knowledge, coupled with an inspection of which

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

Fidell (2001) aptly described the interpretation and naming of factors.

2.2.9 Determining the Appropriate Number of Factors to Extract

Horn and Engstrom (1979) recounted a personal communication with Henry

Kaiser: He once quipped that finding “a solution to the number‐of‐factors problem in

20
factor analysis is easy, that he used to make one up every morning before breakfast” (p.

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

proportion of variance extracted, Bartlett’s chi‐square

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

following section. Because the specific dimensionality test used by an investigator

should be theoretically compatible with the general analytical approach a particularly

important theme intertwined in the discussion is the model with which each method is

theoretically aligned—specifically, the common‐factor model or the component model.

3.3 English Language Learning and the Internet

For instance, Kelm (1992) observed a second language classroom where non-

native speakers of Portuguese participated in class discussion via a real time computer

network. He reported that "computer-assisted class discussions may promote student

participation, reduce anxiety, and increase identification of language errors." (p. 441)

Ariew and Ercetin (2004) conducted research regarding whether different types of

hypermedia annotations facilitate reading comprehension for intermediate and advanced

ESL students. They reported that "hypermedia reading had a positive impact on the

participants' attitudes towards reading on the computer." Similarly, Owston and

Wideman (1997) conducted a three-year study at an elementary school where students

had routine daily 37 access to word processors and the Internet. After comparing writing

21
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

"writing quality improved significantly more in the high-computer-access school."

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.

Therefore, it is beneficial for educators, English language learners, and researchers to

know the actual effectiveness of the Internet-supported language instruction by

conducting a systematic review regarding the topi

3.3.1The Role of Information and Communication Technologies

There are several information and communication technologies (ICT) devices

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

because of the power, attraction, affordability and usefulness of ICT. It is a well

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.

22
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

accessing knowledge and training that might otherwise be impenetrable.

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

learning can take place in the form of simultaneous or „real-time‟ (synchronous)

communication using chat, where the students are required to be

online at specified times, or it can be stored and accessed when teacher or learner

is ready to communicate through web-based (asynchronous) instruction (Bates, 2005).

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)

23
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

educational technologies for people. Numerous studies across Indonesia have

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

of distance learning technologies. at Rochester Institute of Technology (RIT), indicated

positive student interactions and a great satisfaction with instructional delivery in

„blended learning‟ courses where online communication is incorporated into traditional

lecture classes. Most Blended learning is learning that is facilitated by the effective

combination of different modes of delivery, models of teaching and styles of learning

(Heinze & Procter, 2004). Teaching environments now use computers to enable

interaction between teacher and participants, and facilitate access to communication

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;

Lane, et al., 1996).

The success and efficacy of multimedia approaches is also reported study of

asynchronous web-based learning of science subjects at the Oregon Centre for Applied

Science in the US. In a comparative study of web-based, multimedia learning with

traditional classroom experiences, the researchers report significant benefits from the

first approach. Mertzani (2006a) also reported positive results on asynchronous teaching

and learning between a teacher and learners studying english

24
3.3.1 Internet Tools and Resources .

The fundamental concepts of the succeeding Internet facilities: The World Wide

Web( WWW), e-mail, Usenet( Newsgroups),mailing lists, and real –time

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

classroom. It is meant to be a starting point and is by no means an exhaustive overview

of all proficient EFL resources procurable on the Internet

3.3.4 The World Wide Web

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

features include interactivity, multimedia, and hypermedia(following links by clicking

on them). Furthermore, it provides a graphical interface that is effortless and simple to

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

pictures and provide the possibility to interact ( LeLoup&Ponterio 1995). Hypertext

Markup Language ( HTML), the language of 31 the Web, magnifies the

WWW’s flexibility and proffers possibilities that are unequalled in other utilities.

Context in communication is of a starring importance in language learning and the

availability of various kinds of multimedia on the Web makes the perception of

25
authentic texts a good deal easygoing to learners. To use the WWW, one requires an

Internet Connection and a WWW clientprogramme. These so-called web browsers

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

particular page is enquired is transmitting a request in the form of a Uniform Reference

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.

3.3.5 Searching the WWW

The Internet’s strength is the availability of immense resources. The WWW

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

26
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

determining web sites on the WWW. The first category embraces

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

are : Alatavista ( http://www.altavista.digital.com/)

Infoseek ( http://www.infoseek.com/) , Hotbot( http://www.hotbot.com/) , and

Excite( http://www.excite.com/). The second category consists of Internet directories.

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

Argus clearinghouse( http://www.clearinghouse.net/). Meta-search engines constitute the last

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://

www.metacrawler.com/), Inference Find ( http: //www.inference.com.ifind/),Dogpile

( http://www.dogpile.com/) , Metafind ( htt://www.metafind.com/), and Apple’s

27
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

web sites, such as http://www.bbc.co.uk/. This is a particularly convenient option for

narrowing down searches.Finally the truncation or wildcard option offers the ability to

enter a symbol in a keyword to ameliorate searching capabilities. For example, teach

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

enormous amount of hits;

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

straightforward URLs, this strategy works in many cases.For instance, if a searcher is

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

labyrinth, but an immense realm of utilitarian and available information.

3.3.6 Website as an Independent Tool English Learning

With regards to the use of the website as an independent learning tool, this platform

appears to have the credentials of an appropriate tool to encourage independent

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

becoming confident independent learners (Sahasrabudhe, 2010). Interview comments

from this study indicate that additional options for support within the website were

required in order to facilitate a higher level of independent learning. For example,

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

discuss it in English; this could be seen as a progression into developing a second

language

4.4 Previous Of Study

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

university nigeria with approach Factor analytic study of internet usage by lecturers in

Nigerian Institutions of Education. 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

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

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 factors that

represent the use of the internet

30
5.5 Research Framework

Building above statement, it will be useful to understand how internet solve

various problem an education task and their student toward using website will be studied

in this research by looking at the research framework . In addition internet as network

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

their abilities and capabilities as well as

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, 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

reducing the information contained in the data.

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 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

(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 mediate sixth

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

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 ,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

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

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

Figure 1.2 Research Framework

33
 CHAPTER III

RESEARCH METHOD

3.1. The Type and Design of Study

A research methodology is “a model which entails theoretical principles as well as

aframework that provides guidelines about how research is done in the context of

aparticular paradigm” (Sarantakos 1998) . There are three approaches of collecting

thatdata in any research: a quantitative approach, a qualitative approach, and a

mixedmethods approach (Tashakkori and Teddlie 1998; Creswell and Clark 2007).

Many researchers define a quantitative approach as an analysis of being humana

problem fundamentally related to the examination of the theory, which is collected by a

varietysize with numbers and analyzed using statistical procedures, so to find out

whetherThe predictive generalization of the theory is factual. The ultimate goal is to

accuratelymeasure the world of education, to test hypotheses and calculate Creswell

(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

quantitative methods include experiments, quasi experiments and surveys. The

advantage of a quantitative approach is that it canproduce factual and reliable results

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

about human attitudes and motivations (Gorard 2003).

quantitative research consists of a narrow question when tested using the right

tools, leading to observable data and measured by observing these variables by

determining the independent effect variables (inclusive education) have a dependent

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

is assumed that there is the same unit of measurement. Measurement scale is an

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

variable measured by Certain instruments can be expressed in the form of numbers,

resulting in a result obtained will be more accurate, efficient and communicative.

statistical techniques are always used in data analysis. The initial data will

beanalyzedwith Statistical Package for Social Sciences (SPSS) In the process of

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

is done in two stages and It has something to do with validatingunderlying construction.

so In the process of checking for reliability, Cronbach and alphaCFA is used in the

assessment of internal consistency measurement. Validitycriteria, constructs and

external validity, involving convergent and discriminatoryand external validity, are also

assessed. With the completion of the first stage, include involves factor analysis

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. The purpose of quantitative research is

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

to websites that speak English(X8) internet so interesting 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

anywhereMeasurements of the above variables are done on an ordinal scale thatexplains

whether an object is relatively better or worse in certain characteristics.

The measurement scale used is Likertscale 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 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

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

Vocational High School 4 kendari 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

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

tool in the form of questionnaire

In designing the questionnaire each of his words is considered an important

issue. Based on guidelines recommended by Oppenheim, (1992), Easterby-Smith et

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

et al., 2009).the most structured Questionnaires consist of closed questions or questions

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)

A structured questionnaire consists of several free-answer questions. This is a

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

research and so semi-structured Questionnaire consists of a mixture of closed and open

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

Table 1. Grid Questionnaire of Internet Usage

No Name of Variable Item

1 (X1) interest
2 (X2) relevance
3 (X3) Knowledge
4 (X4) Satisfaction
5 (X5)Cost
6 (X6) Complete information
7 (X7) easiness
8 (X8) Interesting
9 (X9) Not limited space and
time
10 (X10) effective
( Adopted from Kusuma,Ardinawati P.3)

The next stage will be tested for authenticity and constants called validity and

reliability

3.4. 1 Validity Test

According to Bryman& Bell (2007) validity is regarded as one of the most

vitalstandard research. In the method of quantitative approach, validity depends on

prudenceinstrumental construction, which ensures that instruments take as needed

measurement. it is an important part as a measuring tool to be effective designed and

regulated Measuring instruments should, therefore, be constructed and provided in an

appropriate, standard, and orderly manner as appropriate through recommended

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

different strategies that are not usually limited to research.

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

measure, which requires the method/s to be examined.(Saunders, Lewis et al. 2000).

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

do with how accurately a measure represents a concept example if the numerical

illustration in a quantitative level used in the questionnairehas the ability to correctly

correspond to levels of that concept (Black1999). According to Knight (2002) various

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

examining different sources of information so as to recognize anddiscuss all the aspects

associated with the research issue with test the correlationbetween the item score and the

total score.

Formula Correlation product moment proposed by Pearson in Arikunto, (2002:

146) as follows :

rxy xyxy
N
2 2 2 2
x xy y
N
N

rxy : correlation coefficient among x and y rxy

N : Total Subject
X : Item Score
Y :Total Score
∑X : Sum of Item Scores
∑Y : Sum of Scores
2 :
∑X Sum of Squares Score item X

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

of different. Reliability reflects consistency and Replicability over time. Furthermore,

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

contributes to the validity and does not oppose to validity in this

Reliability test is done with the Alpha formula as follows:

Information:

rii: reliability is sought.

n: the number of questions

Σ Si 2: the number of variance scores per item

Σ St 2: total variance

(Daliman, 2006: 49)

40
 Furthermore, the results of the above calculations are interpreted with the level of
reliability, as follows:

Tabel 2.Reliability Instrument

No Level of Reliability Research instrument

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

Instrument testing criteria is said to be reliable when r count is greater than r

table at 5% significance level.(SuharsimiArikunto, 2002: 171)

3.5 .Data Analysis Method

The method of analysis used in this study is the analysis Descriptive,Principal

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

internet as a medium of learning especially in English.

3.5 .1 Descriptive Analysis

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

analysis in this study will researchers present through the graph.

3.5 .2 Principal Components Analysis( PCA)

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

another. Therefore, the explained variance

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

Generally Principal Component Analysis can be written as follows:

Yi = e1iX1 + e2iX2 + e3iX3 + ... + epiXp = eiX;i = 1,2,...,p (1)

Which :

λi : eigen value to-i from matrix Σ,

Which 1³2³3³...³p³0

e1 : eigen vector

42
 λi : eigenvalu) -i matrix Σ, which

1 ³ 2 ³ 3 ³ ... ³ p ³ 0

Var (Y1) = λi danCov(Yi-1,Yi) = 0

(Nurrochim, 2009)

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

uniform matrix (Σ).

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

C, then the variable needs to be standardized

The standardized variable ( Z) is derived from the transformation of the inner origin

variable as follows : Z(V12)1(X)

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

Percentage of diversity explained by each component are as follows:

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

mean is zero andits diversity one

Analysis is done by using factor analysis, especiallyformerly performed Kaiser Meyer

Olkin Test (KMO). This test is used forknow whether the existing observation data can be

further analyzedor not by factor analysis.

Which
rij = Correlation coefficient for variables i and j
aij=  Correlation Partial for variable i on factor j

The KMO assessment is as follows:

44
 0.90 ≤KMO < 1.00 (meritorious)
0.80 ≤KMO <0.90 (Middling)
0.70 ≤KMO < 0.80 ( enough)
0.60 ≤KMO < 0.70 (mediocre)
0.50 ≤KMO < 0.60 (miserable)
KMO < 0.50 (unacceptable)
Vector of random variable X is observed with p component( X=X 1, X 2,.X )has an average

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

The equation model of factor analysis is formulated as follows:

X 11 l11 F1 l12 F2.....l1m Fm1
X 22 l21 F1 l22 F2.....l2m Fm2
...........................................................
............................................................
X pp l p1 F1 l p2 F2.....lpm Fmp
Which:

µi= average variable-i ; i=1, 2, ... ,p

Fj = common factor -j ; j=1, 2, ..., m

εi= specific factor -i ; i= 1, 2, ..., p

lij = loading for variable-i to the factor -j.

In Matrix notation can be written as follows :

X  L M 
( px1) ( px1) ( pxm) ( mx1) ( px1)

With assumption that is :

E(F) =0(mxl),
Cov(F) =E[FF’ ]=I(mxm ) which mean uncorrelated factor

The covariance structure for the model is:

´ 

Cov (X) = LL’ + ψ

2 2 2 2
Var(Xi) = l i1+ l i2+ l i3+...+ l im+ψi

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) lijpxm  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

specific factor is called the specific i-variant.

2
Var( X i)ii l i1  l 2i2.....l2imi h 2ii; i 1,2,..., p

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

special factor through the specific variance ψi.

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

(VarimaxOrtogonal 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 *,

L*(pxq) = L(pxq).T(pxq)

Where T is the selected transformation matrix as follows:

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

so that in the end each factor will be more easily interpreted.

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MacCallum, R., Widamen, K., Zhang, S., & Hong, S. (1999). Sample size in factor 128 analysis.

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McArdle, J. J. (1990). Principles versus principals of structural factor analysis. Multivariate

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Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The

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Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of

exploratory factor analysis in psychological research

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Eunice owoyemi toyin Factor Analytic Study of Internet usage by Lecturers in Nigerian
Institutions of Higher Learning Global Journal of HUMAN SOCIAL SCIENCE Linguistics &
EducationVolume 13 Issue 11 Version 1.0
Year 2013

Paul DiMaggio, Eszter Hargittai: From the ‘digital divide’to ‘digital inequality’: Studying

Internet use as penetration increases Princeton: Center for Arts and Cultural Policy Studies,

Woodrow Wilson School, Princeton University, 2001/7

APPENDIX 1

QUESTIONNAIRE USE OF INTERNET AS ENGLISH LEARNING

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

Name : ................................................ ......

Number Register : ................................................ .......

Class : ................................................ .......

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

1 I have interest to use

internet as a medium
of language learning
english

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

Questionnaire for Semi-Structured interview

Section 1 Student Background Information Questionnaire

Tips & Warnings Please provide information about yourself by choosing a given option

(√) or Write down a response if necessary.

1. Your name:

2. Gender :

3.Experience of usage website for English learning:

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

internet with a mobile device

2. What do you feel when you open a Web address directly using a search engine

like Google searching for information online?

3. What experiences have influenced your confidence by using the internet to learn

English? how and why?

56
4. Tell me about some positive and negative aspects of internet usage to learn

english?

5. Did you find a useful website for you to learn?

6. How do you feel about using the internet via your mobile device to learn

English?

7. Do you have trouble learning to use the internet to learn English

8. Does learning use digital and network technology very efficiently in English

learning?

9. what is internet-based learning can be used in the future?

10. Do you have ideas and thoughts to share?

57