4 & 5

CHAPTER IV
Finding Facts and Students View

4.0 Introduction
This chapter presents the findings from the questionnaire survey of students perceptions of
using internet in learning English as second language in SMK Putrajaya Presint 9(2). The chapter
is divided into five sections. In first section, descriptive statistics about the respondents personal
background are presented (5.2). In the second section, the reliability of students perception
about internet in learning English as second language sections of the questionnaire survey. The
third section analyzes the commitment in the use of internet in language learning also use the
questionnaire survey and fourth is challenges of using internet in language learning, fifth is the
differences perceptions among the high, intermediate and low proficiency class of students, then
finally conclusions.
4.1 Respondents Personal Background
This section presents the frequencies and percentages of the students personal characteristics. 60
(86%) of the total population of 70 Students at SMK Putrajaya Presint 9 (2) in Malaysia
responded to the 30-item postal questionnaire survey. This encouraging outcome was due to
several factors.
Table 4.1 shows the distribution of the respondents according set in form 1 at SMK 9 (2). The
finding shows thatthe overall responsesrates in different sets are good. The highest percentage of
responses came from Set 1(91%), Set 2 (87%), And the lowest percentage of responses came
from Set 3 (80%).
Table 4.1.1: Students Participation in study by Set
Total Students and
total questionnaires
sent
Total questionnaire
required
Set 1 22 20 (91)
Set 2 23 20(87)
Set 3 25 20 (80)
Total 70 60 (86)
Gender
There are 60 respondents who reported their gender, 52(87%) were female and 8(13%) were
male (see table 5.3 below). These finding mirrors the overall gender population of students in
SMK putrajaya present 9(2).
Table 4.1.2: The gender of respondents
Gender Frequency Percent
Male 8 13
Female 52 87
Total 60 100

Age
Table 4.2.1 shows clearly that the largest single group of respondents was in the 12-15 years age
group. Majority students were 13 (85%) years old. This circumstance is probably because most
students form 1 when they came in to school they reach 13years old. Those who are 12 years old
constructed the smallest number of students. Table 4.2.1 shows the distribution of the
respondents according to age.
Table 4.2.1: The age of respondents
Age Frequency Percent
12 4 7 %
13 50 85 %
14 5 8 %
15 0 0 %
Total 60 100%

Ethnicity
All the respondents in SMK Putrajaya present 9 (2) are Melayu, there are no Chinese or Indian,
because majority Putrajaya society are Melayu, they called it as bumi putera. Putrajaya serves as
the federal administrative centre of Malaysia.
Access the internet in the learning
All the respondents in SMK Putrajaya present 9(2) reported that they had access the internet for
learning purposes. Table 5.8 shows that more than half of the students, 42 (70%), had access to
computers at home, 8(13%) at school, 6(10%) at Cyber Cafe and 4(7%) students access the
internet in their parents office, because some parents after they pick up their son or daughter at
School, then they bring them to the office until their work time is over.
Reported use of Internet in language learning everyday
Statements 1-2 hours 3-4 hours 5-6 hours More than 6
hours
Students access the
internet for learning
everyday

52 (85%) 5 (8%) 15(7%) 0(0%)
N(%) Total N=60
4.2Students perception about internet.
This section reports the students perception about internet section of the questionnaire. The
Statistical Package for Social Sciences (SPSS) was use to calculate Cronbachs alpha values for
the items on internet use. The list can be viewed as homogeneous and reliable as a measure of
students perception about the internet, whether students use internet in learning or personal
purposes according to the sets.
Table 4.2.1The reported of students perception about internet Set1
Statement Strongly
agree
Agree Neutral Disagree Strongly
Disagree
1. Internet is a fast and efficient means of
getting information
9
(45 %)
9
(45 %)
2
(10%)
0
(0%)
0
(0%)
3. Internet makes me more confidence 5
(25%)
8
(40%)
5
(25%)
1
(5%)
1
(5%)
5. The internet is easy to use 10
(50%)
5
(25%)
3
(15%)
1
(5%)
1
(5%)
7. Internet can improve the way I explore
learning content
2
(10%)
15
(75%)
2
(10%)
0
(0%)
1
(5%)
8. The internet helps me to access the
internet content faster
5
(25%)
10
(50%)
5
(25%)
0
(0%)
0
(0%)
13. The internet increases my learning
ESL performance
2
(7%)
10
(33%)
15
(50%)
1
(3%)
2
(7%)
14. The internet helped me to understand
the learning
5
(25%)
10
(50%)
5
(25%)
0
(0%)
0
(0%)
15. Internet facilitates me in language
learning
5
(25%
10
(50%)
5
(25%)

0
(0%)
0
(0%)
2. Internet makes me feel uncomfortable
in learning English as second language
0
0%
3
(15%)
3
(15%)
10
(50)
4
(20%)
4. The internet required a long time to
analyze the contents of the subject
0
0%
6
30%
10
50%
3
15
1
5%
3. Internet makes me bored 5
25%

8
40%
5
25%
1
5%
1
5%
11. Im worry when I use internet in
learning English
1
5%
3
14%
3
14%
10
48%
4
19%
5. I dont like to use a lot of online
materials for English learning
10
50%
5
25%
3
15%
1
5%
1
5%
6. I feel confused while trying to identify the
subject using internet
0
0%
5
25%
5
25%
10
50%
0
0%
10. The internet can be understanable 5
25%
8
40%
4
20%
2
10%
1
5%

Table 4.2.2The reported of students perception about internet Set 2
Statement Strongly
agree
Disagree
getting information
12
(55%)
8
(36%)
0
(0%)
2
(9%)
0
(0%)
30%
10
20%
4
5%
0
(0%)
0
(0%)
70%
4
20%
0
(0%)
2
10%
0
(0%)
learning content
9
45%
6
30%
5
25%
0
(0%)
0
(0%)
9
45%
7
35%
2
10%
2
10%
0
(0%)
ESL performance
8
40%
4
20%
6
30%
2
10%
0
(0%)
the learning
8
40%
10
50%
1
5%
1
5%
0
(0%)
learning
11
55%
6
30%
3
15%
0
(0%)
0
(0%)
2
10%
0
(0%)
6
(30%)
6
(30%)
6
(30%)
0
(0%)
3
15%
9
45%
4
20%
4
20%
30%
10
50%
4
(20%)
0
(0%)
0
(0%)
learning English
3
15%
3
15%
5
25%
6
30%
3
15%
14
70%
4
20%
0
(0%)
2
10%
0
(0%)
6. I feel confused while trying to identify
the subject using internet
2
10%
1
5%
8
40%
7
35%
2
10%
70%
2
10%
2
10%
2
10%
0
(0%)

Table 4.2.3The reported of students perception about internet Set 3
Statement Strongly
agree
Disagree
getting information
8
(40%)
12
(60%)
0
(0%)
0
(0%)
0
(0%)
25%
10
50%
5
25%
0
(0%)
0
(0%)
35%

10
50%
3
(15%)
0
(0%)
0
(0%)
learning content
0
(0%)
14
70%
4
20%
1
(5%)
1
(5%)
0
(0%)
13
65%
6
30%
1
5%
0
(0%)
ESL performance
0
(0%)
12
60%
8
40%
0
(0%)
0
(0%)
the learning
5
21%
11
46%
4
16%
0
(0%)
4
(17%)
learning
3
15%
10
50%
5
25%
2
(10%)
0
(0%)
0
(0%)
0
(0%)
10
(50%)
8
(40)
2
(10%)
0
(0%)
4
20%
9
45%
4
20%
3
15%
25%
10
50%
5
25(%)
0
(0%)
0
(0%)
learning English
0
(0%)
0
(0%)
10
50%
10
50%
0
(0%)
7
35%
10
50%
3
(15%)
0
(0%)
0
(0%)
6. I feel confused while trying to identify
the subject using internet
0
(0%)
0
(0%)
12
60%
6
30%
2
10%
25%
10
50%
5
25%
0
(0%)
0
(0%)
These issues will be discussed in detail in the following sections.
4.3 Use of internet in language learning
4.3.1 Use of specific Internet resources
In one section of the questionnaire, students reported the frequency of their use of specific
resources. Internet was not widely used in learning English (see table 5.3.1)
5.3.1 Reported use of internet in language learning set 1
Statement Strongly
agree
Agree Neutral Disagree Strongl
y
Disagre
e
1 I use the internet everyday 10
56%
4
22%

2
11%
1
5%
1
6%
3 In increased use of computers in
helpful to my English learning
2
9%
11
52%
6
29%
1
5%
1
5%

4 The internet can give me unlimited
resources in learning
4
20%
11
55%
5
25%
0
0%

0
0%

6 Using the internet in English classes
is appealing to me
9
45%
7
35%
4
20%
0
0%

0
0%

7 Using the internet will help me to
learn English more efficiently
4
20%
10
50%
6
30%
0
0%

0
0%

8 Using the internet will make the
class more interactive
8
30%
5
25%
6
40%
1
5%
0
0%

9 Internet can allows me to search the
data
11
30%
6
55%
3
15%
0
0%

0
0%

10 An increased use of internet is
7
35%
7
35%
6
30%
0
0%
0
0%

14 Learning English using internet is
enjoyable
9
45%
5
25
4
20%
2
10%
0
0%

2. I dont like use a lot of online
0
0%
1
5%
6
30%
9
45%
4
20%

5 I feel unconfortable about trying
new learning techniques with the
internet
1
50%
1
50%
10
50%
7
35
1
50%

11 I am not know how to choose
suitable websites for my learning
0
0%
2
10%
5
24%
9
45%
4
20%

12 I am lack of access to the internet
for learning
0
0%

0
0%

6
30%
7
35%
7
35%

13 Using the internet in learning
English is difficult for me
0
0%

2
10%
4
20%
8
40%
6
30%

15 I dont know like use a lot of online
0
0%

0
0%

8
40%
5
25%
7
35%

N (%) Total N = 60

SET 2
Statement Strongly
agree
Disagree
45%
4
20%
4
20%
3
15%
0
0%
7
35%
11
55%
2
10%
0
0%
0
0%
5
25%
8
40%
5
25%
2
10%
0
0%
is appealing to me
12
60%
3
15%
2
10%
3
15%
0
0%
13
65%
7
35%
0
0%
0
0%
0
0%
8 Using the internet will make the class
more interactive
11
55%
9
45%
0
0%
0
0%
0
0%
data
10
50%
8
40%
0
0%
2
10%
0
0%

8
40%
9
45%
1
5%
2
10%
0
0%
enjoyable

12
60%
5
25%
3
15%
0
0%
0
0%
1
5%
4
20%
10
50%

3
15%
2
10%
5 I feel unconfortable about trying new
learning techniques with the internet
2
10%

3
15%
3
15%
8
40%
4
20%
2
10%

4
20%
5
25%
6
30%
3
15%
12 I am lack of access to the internet for
learning
1
5%

3
15%
7
35%
6
30%
3
15%
3
15%

2
10%
4
20%
7
35%
4
20%
2
10%

2
10%
9
45%
4
20%
3
15%

Statement Strongly
agree
Agree Neutral Disagree Strongl
y
Disagre
e
35%
3
15%
7
35%
3
15%
0
0%


0
0%
11
55%
9
45%
0
0%
0
0%

0
0%
7
35%
10
50%
3
15%
0
0%
is appealing to me

5
25%
10
50%
5
25%
0
0%
0
0%
3
15%
10
50%
5
25%
2
10%
0
0%

8 Using the internet will make the

3
15%
12
60%
5
25%
0
0%
0
data

6
30%
11
55%
3
15%
0
0%
0
0%

0
0%
8
40%
10
50%
2
10%
0
0%
enjoyable

5
25%
8
40%
5
25%
2
10%
0
0%
1
5%
4
20%
10
50%

3
13%
2
10%
internet
0
0%
3
15%
10
50%
7
35%
0
0%

0
0%
6
30%
6
30%
8
40%
0
0%

12 I am lack of access to the internet
for learning
0
0%
2
10%
10
50%
8
40%
0
0%

0
0%
4
20%
8
40%
6
30%
2
10%

0
0%
5
25%
11
55%
2
10%
2
10%

4.3.4The advantages of using Internet in language learning
The internet helps students understand English better, the result from the table set 1, 2 and 3
show that 55% of students in every set are agreethat in increased use of computers is helpful to
the English learning, there are only 5 % showed disagree. See the tables of set 1, 2 and 3 below.
Table 4.3.5: The advantages of using Internet in language learning Set 1
Internet Strongly
agree
Disagree
3 In increased use of computers is 2 11 6 1 0
helpful to my English learning 10% 55% 30% 5% 0%
4
20%
11
55%
5
25%
0
0%
0
0%
6Using the internet in English classes
is appealing to me
9
45%
7
35%
4
20%
0
0%
0
0%
7Using the internet will help me to
4
20%
10
50%
6
30%
0
0%
0
0%
8Using the internet will make the
8
30%
5
25%
6
40%
1
5%
0
0%
7
35%
7
35%
6
30%
0
0%
0
0%
enjoyable
9
45%
5
25
4
20%
2
10%
0
0%

Internet Strongly
agree
Disagree
3In increased use of computers is
7
35%
11
55%
2
10%
0
0%
0
0%
4The internet can give me unlimited
5
25%
8
40%
5
25%
2
10%
0
0%
is appealing to me
12
60%
3
15%
2
10%
3
15%
0
0%
7Using the internet will help me to
13
65%
7
35%
0
%
0
0%
0
0%
8Using the internet will make the class
more interactive
11
55%
9
45%
0
%
0
%
0
0%
10An increased use of internet is
8
40%
9
45%
1
5%
2
10%
0
0%
14Learning English using internet is
enjoyable
12
60%
5
25%
3
15%
0
0%
0
0%

Internet Strongly
agree
Disagree
3 In increased use of computers is
0
0%
11
55%
9
45%
0
0%
0
0%
0
0%
7
35%
10
50%
3
15%
0
0%
is appealing to me
5
25%
10
50%
5
25%
0
0%
0
0%
7Using the internet will help me to 3 10 5 2 0
learn English more efficiently 15% 50% 25% 10% 0%
8Using the internet will make the class
more interactive
3
15%
12
60%
5
25%
0
0%
0
0%
10An increased use of internet is
0
0%
8
40%
10
50%
2
10%
0
0%
14Learning English using internet is
enjoyable
5
10%
8
40%
5
1%
2
10%
0
0%

4.4 Challenges of using internet in language learning
The aim of this research is to find out what challenges students face in learning English with the
use of internet. It was tough that outside pressures might have an effect on the usage of internet
in learning.
4.4.1 The technical medium is insufficient
Another problem facing these English teachers in using Internet is the maintenance and the
facilities available for teaching. Based on my experience, there are some computers but it is very
hard to have a computer per students. Sometimes the keyboard is broken. Then the mouse was
broken also. It depends; sometimes the computers are not updated. So it is quite hard for me to
make sure that students have one computer each and they have to share. Even though it is at
SMK Putrajaya. When we want to start the lesson by using internet, then we need the projector
and screen. Most of the time, the screen is not big enough because the screen is small and the
projector is old one. So that hinders concentration.
Through the analysis and based on my experience in SMK Putrajaya presint 9(2), the techical
medium is insuficient in the school. The teacher who want to teach their students ESL using
internet in their taching-learnng process, he/she needs to book computer lap one day before using
it, because the language lap was having problem and can not be used in two months. The
technical medium includes such factor as access to computers, outdated computers, little to no
access to technical support and also insufficient of another facilitates which might affect
students use of ICT in learning.

4.4.2 Lack of access the internet
Eventhough SMK Putrajaya presint 9(2) is one of the best school in Putrajaya, but there is few
students still lack of ICT. It is because of their personal bacground and a transfer student from
another school. See table 4.4.1
Table 4.4.1 Lack of access ICT set 1
Challanges Strongly
Agree
Disagree
0
0%
2
10%
5
24%
9
45%
4
20%
learning
0
0%
0
0%
6
30%
7
35%
7
35%
0
0%
2
10%
4
20%
8
40%
6
30%
N (%)
Challanges Strongly
Agree
Disagree
2
10%

4
20%
5
25%
6
30%
3
15%
learning
1
5%

3
15%
7
35%
6
30%
3
15%
3
15%

2
10%
4
20%
7
35%
4
20%

Challanges Strongly
Agree
Disagree
0
0%
6
30%
6
30%
8
40%
0
0%

learning
0
0%
2
10%
10
50%
8
40%
0
0%

0
0%
4
20%
8
40%
6
30%
2
10%

4.4.3 Anxiety
Table 4.4.2 Anxiety (Set 1)
Anxiety

Strongly
agree
Disagree
internet
1
50%
1
50%
10
50%
7
35
1
50%
25%
8
40%
5
25%
1
5%
1
5%
11. Im worry when I use internet
in learning English
1
5%
3
14%
3
14%
10
48%
4
19%

Anxiety

Strongly
agree
Disagree
internet
2
10%

3
15%
3
15%
8
40%
4
20%
30%
10
50%
4
(20%)
0
(0%)
0
(0%)
in learning English
3
15%
3
15%
5
25%
6
30%
3
15%

Anxiety

Strongly
agree
Disagree
internet
0
0%
3
15%
10
50%
7
35%
0
0%

25%
10
50%
5
25(%)
0
(0%)
0
(0%)
in learning English
0
(0%)
0
(0%)
10
50%
10
50%
0
(0%)

4.4.4 Lack of time
The time factor was perceived as a challenge to using Internet in learning English as second
language in SMK Putrajaya Presint 9(2). Students learning hours at school are from 7.20 am to
2.20 pm. approximately seven hours each day. During this hours, the students learn various
subjects such as English, Mathematics, Physics, Chemistry, Malay language, Islamic studies,
History, Physical education and civil Engineering Studies, etc. That is why the time for using the
internet in English language learning is very limited.

5.5 The differences perceptions among the high, intermediate and low proficiency class of
student.
High proficiency class ( Set 1 )
Table 5.5.1 Internet facilitates me in language learning

a: strongly agree
b: agree
c: neutral
Set 1( one) 25% strongly agree, 50 % agree and 25 % neutral.

0
2
4
6
8
10
12
a b c
s
s
Intermediate proficiency class ( Set 2 )

a: strongly agree
b: agree
c: neutral
Set 2 ( two) 30 % strongly agree, 55 % agree and 15 % neutral.

0
2
4
6
8
10
12
a b c
s
s
Low proficiency class (Set3)

a: strongly agree
b: agree
c: neutral
Set 3 (three) 15% strongly agree, 50 % agree and 10 % neutral.
All the graphics above said that 50% Internet facilitates student in language learning. The finding
showed that there is similarities perception among the high, intermediate and low proficiency
level of students in learning English as a second language using the internet, but the level of
percentages is differences. Such as from the graphics above and in table 5.5.4 showed that
Intermediade class (set 2) is the the highest of percentages who are agree with statement The
internet helped me to understand the learning. And secondly is High class (set1), finally is low
proficiency class (set 3). See Table 5.5.4

0
2
4
6
8
10
12
a b c d
s
s
Table 5.5.4 The internet helped me to understand the learning

5.6 Conclusions
Students perceptions of using the internet in learning English as a second language is very
positive. The findings from the questionnaire survey were found that there are no significances
among the high proficiency, middle proficiency, and low proficiency students perception of
using the internet in learning English as a second languge.Internet is useful for students in
secondary school to upgrading the quality of their learning, because it is interested and
enthusiasm in learning process.

0 10 20 30 40 50
Set 1
Set 2
Set 3
Strongly Agree
Agree
CHAPTER V

5.0 Introduction
In this chapter, first I will elaborate the main outcomes of the findingsabout ESL response to the
perception of using internet in learning English as second language., second is discussion, third
is implication, fourth is conclusion, fifth is my reflection on the research and finally suggestion
for the further research.
5.1 Main outcomes of the findings
RQ 1: What do the students think about learning ESL using the internet?
The students have positive thinking about learning English as a second language using the
internet. It is very effective and efficient. The internet can train students for equipping with
relevant abilities and competencies. Using internet in the learning can acquire and practice their
target language easly.
RQ 2 : What are the problems they face in using the internet in learning ESL?.
There are 4 problems students face in using the internet in learning ESL. Firstly, in SMK
Putrajaya present 9(2) schools there is unsufficient of computer hardware for students personal
use and computer laboratories, network connections and technical resources(such as projectors).
Secondly lack of access the internet, few students are lack of Inernet because of their personal
background and third is anxiety, then finaly lack of time.
RQ 3: Is there any difference in perception among the high, Intermediate and low proficiency
students?
There is no differences perception among the high, Intermediate and low proficiency class
students about using the internet in learning English as a second language. There are only had
difference percentages of agreement on using the internet in learning English as a second
language. Such as in the table 5.5.4 showed that high proficiency class 75 %, intermediate 90%
and low proficiency class 67% are agree that internet helped students to understand English
language learning.

5.2 Discussions
My research set out to explore students perception of using the internet in learning English as
second language. In adapting to the Internet changes, the students put effort into thinking about
their learning, especially for listening and speaking, which helped to improve their skill in
learning English as second language. The questionnaire data clearly showed their positive
perception about internet in language learning. Almost all students believed that internet could
help them in language learning.
5.3 Implication
The literature suggests that there is a very close and complex relationship between external and
internal factors and how the influence one another (Fullan, 1991); Kennedy and Kennedy ,
1996;Cox et al., 1999). Therefore, some factors that pertain to students personal backgrounds
and perceptions of internet were found to influence the students usage of internet in learning
ESL.
5.4 Conclusion
The students perceptions of using the internet in learning English as a second laguage is very
positive. It is very effective and efficient. Learning English using internet can acquire and
practice students target language. Eventhough there are many challanges happened while
learning process was going on. But there are no significance differences perceptions of using the
internet in learning English as a second language among the high proficiency, middle and low
proficiency class of students in SMK Putrajaya Presint 9(2). Only the percentages of agreements
are got differences among the high, middle and low proficiency class. The middle proficiency
class is the highest of percentages of positive perception, seconly is high proficiency class, and
finally is low proficiency class agree that using the internet in learning English as a second
language is very good and help them in learning process.
5.5 My reflection on this research
There is one of the reasons that I wanting to conduct this research, it is because of personal
experience of the motivation and challanges when using the internet in learning English as a
second language few years ago. When I began this study, I hoped to gain some insight into what
are the factors affecting the use of internet in English language learning, if internet is so
wonderful, why arent students using it?. Having completed this study, I think I have learned a
lot of things about the strategy of learning English better using the internet.
5.6 Suggestion for the further research
In the light of the limitations of this study, and other issues raised in the course of this research,
the following future research that the researcher should do this kind of research in long period of
time, and need to distribute the questionnaires in two times regarding on the students perceptions
on learning English using internet. The first session is called as pre-questionnaire and second
session called as a post questionnaire. Pre-questionnaire is needs to answer the questionnaire
before learning English using the internet and whereas post questionnaire need to answer after
the students using the internet in their learning. Then the researcher should know that how much
had differences of students perception before using the internet and after using the internet in
English language learning as a second language.

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CHAPTER IV

Finding Facts and Students View

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CHAPTER IV

Finding Facts and Students View

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