Internalization of Discipline Value through Internet-based Learning:

A Case Study on English Learners

Menik Winiharti

, Rina Patriana Chairiyani

English Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia 11480

Character Building Department Center, Primary Teacher Education Department, Faculty of Humanities, Bina Nusantara

University, Jakarta, Indonesia 11480

Keywords: English Learning, Internet based Learning, Discipline Value.

Abstract: The value of discipline does not appear all of a sudden. There is a process of internalization and habituation.

In todays’ learning, the internet has been broadly applied as a medium of finding much information,

including that related to English learning. This study aims to describe whether the internet can help learners

improve their motivation and discipline, especially for enhancing their English skills. The participants are

fifteen English Department students of sixth semester. They are interviewed using four questions regarding

the use of the internet in supporting their learning. The analysis is done basically based on the answers of

the participants. The results indicate that the internet is indeed useful to support learning and by using the

internet most students are more motivated to learn English more. However, they consider that the use of the

internet does not make them more discipline. Therefore, the role of the teacher is required in this situation in

order to internalize the value of discipline.

1 INTRODUCTION

Learning is a process which involves teaching and

learning activities that play a role in determining the

learners’ success. The success or failure of a

learning process depends on several factors and

conditions. These factors and conditions can come

from the learners themselves, the teacher/lecturer,

learning methods, teaching media, and subject

matters. Learning process should be designed to

facilitate learners in understanding the subject

matters. Therefore, it is necessary to have discipline

attitudes that can help learners (college students in

this case) to be aware of the process. With discipline

students can enhance their skills and improve their

learning based on their self-awareness and thus will

be motivated to always learn. Self-discipline can

control the learners’ behavior so that the tasks can be

done and completed optimally. In addition,

discipline is a good character building process. By

having a good habit, students can pass through the

learning process – in this case English – and will

bring satisfactory results. There is no success

without good self-discipline. However, discipline

must be instilled and developed with willingness and

sincerity. The process of this value-developing is

called internalization, which should be incorporated

through the learning activities. For this case,

learning activities applying internet assistance can

be used to internalize the value of discipline,

especially in the process of learning English. For this

reason, this research is conducted to explore more

about the process of internalization of discipline

value through the process of learning English which

is assisted by the internet.

2 THEORETICAL FRAMEWORK

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2.1 Value Internalization

The process of internalizing values means the

recognition of external values that are considered

necessary to belong to a person (Hakam, 2016). This

process of value internalization is done through the

following stages (Hakam, 2016):

Winiharti, M. and Chairiyani, R.

Internalization of Discipline Value through Internet-based Learning: A Case Study on English Learners.

DOI: 10.5220/0010006700002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 289-294

ISBN: 978-989-758-515-9

289

2.1.1 The Stage of Value Transformation

A process run by the teacher/lecturer in informing

about discipline value. At this stage there is only a

verbal communication process between the trainer

and the trainee. This value transformation is only a

transfer of knowledge from trainers to trainees. The

value delivered merely reaches the trainees’

cognitive area, thus it is very likely to easily

disappear if the trainee's memory is not enough

good.

2.1.2 The Stage of Value Transaction

It is a process of value internalization through two-

way communication between trainers and trainees,

resulting in the process of interaction. Given these

value transactions, the trainer can influence the

trainees’ value through modeling, while the trainees

can accept the new value adjusted to theirs.

2.1.3 The Stage of Trans-Internalization

It is a process of internalization of value through a

process that involves not only verbal communication

but also personality communication displayed by the

trainer through modeling, through conditioning and

through the process of habituation to behave in

accordance with the expected value. Therefore,

trainees are invited to understand values, trained to

actualize the values, acquire concrete examples of

how the value is implemented in everyday life, and

have the opportunity and habituation to actualize the

value. With this trans-internalization it is expected

that the internalization of values occurs in the

trainees’ cognitive, affective and psychomotor

aspects.

2.2 Discipline

Self-discipline is the conscious and responsible

effort of a person to organize, govern and control

their behavior and attitude so that their existence

does not harm others and themselves (Trisnawati,

2013). Meanwhile, Lickona states that self-discipline

forms us to not follow the desires of the heart that

may lead to the humiliation of self-worth or self-

destruction; it is to pursue what is good for

ourselves, and to pursue healthy or positive desires

in an appropriate level. Self-discipline also shapes us

not to be content with what we have achieved, by

developing skills, working with time-management

aimed at producing something meaningful for life

(Lickona, 2015). Discipline is an effort to control

oneself and the mental attitude of the individual or

society in developing compliance and obedience

toward rules and orders based on the encouragement

and consciousness that come from the inside of

hearts (Tu’u, 2004).

Furthermore, the functions of discipline

according to (Tu’u, 2004) are as follows: 1).

Organizing life together. With discipline, the

relationship among individuals can be good and

smooth; 2). Building personality. A well-disciplined

environment is very influential on one's personality;

3). Training one’s personality; 4). Pressure.

Discipline can serve as a compulsion to someone to

follow the rules that apply in their environment. 5).

Punishment. Students who violate the rules should

be disciplined or punished with discipline sanction.

6). Creating a conducive environment. Discipline in

schools serves to support the implementation of

educational process and activities to run smoothly.

2.3 The Learning Process using the

Internet

Ranasinghe and Leisher have conducted research on

the utilization of information technology in learning.

(Ranasinghe, A. I., & Leisher, 2009) According to

them, "... computer can function as tutor via

computer based instruction (CBI), integrated

learning system (ILS), and intelligent learning

system (ILS) and knowledge. Computer can also be

excellent resource tools for teaching problem

solving and critical thinking skills " (Ranasinghe, A.

I., & Leisher, 2009). Moreover, Levin and Arafeh

(Levin, D., & Arafeh, 2002) specifically argue "...

the internet as virtual textbook and reference library,

the internet as virtual tutor and study shortcut, the

internet as virtual study group, the internet as virtual

guidance counselor, the internet as virtual locker,

backpack , and note book." Additionally, Munir

(Munir, 2009) states, "... information and

communication technology (e-learning, e-education,

e-management, and video conference) enables

learners to more easily reach to various parts of the

world without being limited by space and time."

In terms of learning foreign language, especially

with regard to ICT competencies, Griaznova

(Griaznova, 2015) points out that the content of

discipline must be considered, in addition to the

technical and organizational aspect. She further

states that the discipline in foreign language involves

not only ICT competences, but also common

cultural and professional ones. Thus, the value of

discipline must be incorporated in the materials of

the lessons. It is in turn “forming general education

and professional competences to integrate a foreign

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language into educational content throughout the

entire period of learning.”

3 METHODS

This study applies a qualitative approach. The

participants were fifteen students majoring in

English. They were at their sixth semester when the

data were gathered. The instrument for gathering

data was a semi-structured interview which listed

four questions related to the topics; they are:

1. Do you regularly learn using information

from internet?

2. Does the information on the internet help

you learn and improve your English skills?

3. Do the learning activities with the help of

the internet make you more disciplined in

the process of learning English?

4. Do the learning activities with the help of

the internet make you more motivated to

improve your English skills?

After each of these questions was answered, it

was followed by asking another question ‘why’ or

‘provide reason’ so as to obtain further explanation

from the participants. In this situation, it was free for

them to answer with any kinds of reasons. Then the

results of the interview were transcribed and coded

to make it easier to analyze. Afterwards, the data

were analyzed based on theory of Hakam (Hakam,

2016), Lickona (Lickona, 2015), Agustin (Agustin,

Y. T., Gunanto, Y. E., & Listiani, 2017), Griaznova

(Griaznova, 2015) and Trisnawati (Trisnawati,

2013).

4 RESULTS AND DISCUSSION

The following figure portrays the whole students’

answers to the four questions asked.

Figure 1: The whole results of students’ answers (in

percentage).

The results are then discussed based on figure 1

and in accordance with each of the questions asked.

Question 1: Do you regularly learn using

information from internet?

Ninety-three percent of the interviewees stated

that they regularly engage in learning activities with

the help of the internet. According to five

participants, they routinely do it because it makes

them easier to learn. One of them stated that in

addition to being easy, learning using the internet

can be done more quickly. Five other interviewees

stated that there is a large amount of information that

can be obtained from the internet. Two of these

participants argued that from the internet they can

obtain more information compared to what they

obtain from books or from face-to-face meetings in

the classroom. Other four interviewees stated that

the internet helps them obtain additional information

to learn. On the other hand, one participant argued

that he/she does not depend much on the internet

because he/she thinks it is better and easier to

understand if he/she learns from others (face-to-face

meeting) compared to learning by him-/herself with

the help of internet information.

This finding suggests that almost all of the

participants consider that the internet is very useful

in helping them learn, especially when they need

information which is not discussed in the books they

have. However, one participant considers that

learning using information from the internet is not

everything. Meeting and learning from others (in a

face-to-face mode) are more important to make

him/her more understand about specific topics.

Question 2: Does the information provided on the

internet help you learn and improve your English

skills?

All the participants considered that the

information on the internet helps them in studying

and improving their English. Ten participants stated

that obtaining information on the internet can help

them in studying and form improving their English

language skills. This is because a lot of information

is presented in English. Besides, the internet

provides useful and important information regarding

English learning. One of the participants considered

that the information on internet helps him more

understand materials which are not discussed in the

classroom. Other three participants argued that after

reading and absorbing information from the internet,

they not only obtain information they need, but also

find additional one. Another interviewee stated that

searching information on the internet can help

him/her in studying and improving English skills

Internalization of Discipline Value through Internet-based Learning: A Case Study on English Learners

291

because he/she is able to make self-correction about

the way of him/her speaking and writing English.

This finding indicates that improving English

skills can be done by using the internet as a medium

in obtaining much information. Most information on

the internet is provided in English, thus the learners

can directly learn from the English native speakers.

In addition, such information is useful and important

which is possibly not discussed in the classroom

meetings.

Question 3: Do the learning activities with the help

of the internet make you more disciplined in the

process of learning English?

It is surprising that seventy-three percent of the

participants considered that the learning activities

conducted with the help of the internet do not make

them more disciplined in the English learning

process. Six participants stated that this is because

there is no encouragement or requirement that forces

them to do so. In addition, doing activities for

learning using the internet has a number of

distractions (doing other things than required and

become unfocussed), according to two interviewees.

Similarly, two other participants claimed that they

have trouble finding the right material from the

internet. The interesting view came from one

participant who argued that discipline is a self-

awareness and it is not based on the medium of

learning that someone uses.

These findings imply that seventy-three percent

of the participants have not yet understood the value

of discipline. They consider that discipline occurs

because there is an encouragement or obligation. As

a matter of fact, self-discipline as proposed by

Perkins, is a conscious and responsible effort of a

person to organize, govern and control his/her

behavior and attitude of life so that his/her entire

existence does not harm him-/herself and others

(Trisnawati, 2013). Likewise, Lickona stated that

self-discipline shapes us not to follow hearts’ desires

that may lead to humiliation of self-worth or self-

destruction, but to pursue what is good for ourselves,

and to pursue healthy or positive desires in a suitable

level. Self-discipline also shapes us not to be content

with what we have achieved, by developing abilities,

working with time-management which is aimed at

producing something meaningful for life (Lickona,

2015). For this reason the internalization process of

discipline value needs to be done with lecturers’

assistance and guidance.

The internalization process can be done through

the following stages:

1. The stage of value transformation. It is the

process undertaken by the lecturer in

informing the value of discipline. At this

stage there is only a verbal communication

process between lecturers and students.

Lecturers should always remind their

students about the importance of self-

discipline value for the learning process. In

every meeting lecturers should always

incorporate this value for the learning

process. This can be done at the beginning

or at the end of the lecture, during an ice

breaker, or while checking and reviewing

students’ assignments and exams. At this

stage, the value delivered only reaches the

cognitive domain, thus it is much likely to

easily disappear if the students’ memory is

not enough good.

2. The stage of value transaction. It is the

process of value internalization through

two-way communication between lecturers

and students. Modeling is one of the ways

to apply activities in this stage. The lecturer

gives an example of attitude shown during

the learning process. In Bina Nusantara

University, the learning process is run by

applying Binus Maya – a website which is

created to provide lecturers and students of

Bina Nusantara University with materials

and activities of learning. Through this

medium, lecturers can demonstrate

discipline by completing the attendance and

session logs in time, assigning tasks

through the assignment feature, or

providing discussion topics through the

‘discussion forum’ feature especially at

Guided Self Learning Class (GSLC)

session. GSLC is a class session when

lecturers and students do not meet face-to-

face. In this session, lecturers usually

provide a topics to discuss or assign

students to submit a task. Then they can

meet online by discussing the topics. The

submission of the assignment through

Binus Maya is always set up with the

deadline feature. Thus, students cannot

submit when the deadline is due.

Furthermore, the lecturer should

immediately check the assignments so that

the students can find their lecturer’s

feedback. In addition to assigning tasks,

lecturers can also provide discussion topics

within the discussion forum feature so that

students can discuss the topics

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independently among them. In this

situation, lecturers only act as facilitators

and resource persons when necessary.

Thus, the lecturers should show their

discipline in monitoring and guiding the

discussion.

3. The stage of trans-internalization. It is the

process of internalization of value through

a process that is not only done through

verbal communication but also

accompanied by personality

communication displayed by the lecturer

through a role model, through conditioning

and through the process of habituation to

behave in accordance with the expected

value. Students are invited to understand

values, trained to actualize values, acquire

concrete examples of how the value is

implemented in everyday life, as well as to

have the opportunity and habituation to

actualize the value. For example, students

are shown with a video containing a

communication using English. This video

can be easily accessed on the internet

(‘YouTube’ for example). The

communication in the video may contain

some polite ways of communication in

English with English cultural background.

The activity which can be done after

watching the video is that the lecturer and

the students discuss how the

communication happens and how the

politeness can be applied in the local

culture. Then the students are assigned with

a role-play activity which applies the rules

shown in the video. Using this activity,

students are expected to learn by case study

of how English is used in the

communication with their local cultural

background.

At the end, it is expected that internalization of

values occurs in the students’ cognitive, affective

and psycho-motoric aspects.

Question 4: Do the learning activities with the help

of the internet make you more motivated to improve

your English skills?

The results show that eighty-seven percent

participants stated that learning activities conducted

with the help of the internet can make them more

motivated to improve their English skills. Two

participants stated that they are more motivated

because the internet as a medium of learning makes

the leaning activity become much easier. Then two

others argued that their motivation arises because

learning activities with the help of internet

encourage them to search and find further

explanation about the content they are learning. Nine

other participants believed that they become more

motivated as they obtain a lot of information related

to the learning content they are studying. They even

obtain additional or new information which is very

useful for the process of increasing their English

skills. Internet assistance also makes one interviewee

meet new people to interact and communicate in

English, thus he/she thinks it can help improve

his/her English skills. On the contrary, thirteen

percent interviewees stated that the learning

activities conducted with the help of the internet do

not make them more motivated to improve their

English skills. One interviewee stated that he/she is

only interested in acquiring new information and

knowledge from the internet, but still it does not

make him/her motivated to learn more. One other

participant argued that learning activities using the

internet have a number of distractions that make

them unfocussed in learning.

Based on these findings it can be said that most

participants are more motivated to do learning

activities using the internet. Knowing the benefits

and usefulness gained during the learning activities

by using the internet, students seem to gain a

psychic driving force inside them that leads to

learning activities, ensuring the continuity of

learning activities and providing direction to the

learning activities for the sake of increasing their

ability in English. Such condition is named as

‘learning motivation’ (Winkel, 2007). With the

increasing learning motivation, indeed it can bring

an impact toward learning discipline, which can also

be increasing. This is in line with the research

conducted by (Agustin, Y. T., Gunanto, Y. E., &

Listiani, 2017) which points out that the motivation

of learning has a positive relationship with the

discipline to learn. It means that if the students’

learning motivation is increasing, their discipline is

also improving, and vice versa. Therefore, lecturers

need to play a role in helping students to realize the

need for discipline in learning.

5 CONCLUSIONS

Discipline requires a process. It does not come up all

of a sudden. It requires internalization and

habituation. This study results in four necessary

findings. First, the internet is very useful in helping

Internalization of Discipline Value through Internet-based Learning: A Case Study on English Learners

293

the students learn English, especially when they

need information which is not discussed thoroughly

in the textbooks. Second, improving English skills

can be done by using the internet as a medium,

especially in obtaining much information. This is

because most information on the internet is provided

in English, thus the learners can directly learn from

the English native speakers. Third, most students are

more motivated to do learning activities using the

internet. Knowing the benefits and usefulness gained

during the learning activities by using the internet,

students seem to be more encouraged to learn, which

in turn can improve their English skills.

Surprisingly, the last finding suggests that the

learning activities conducted with the help of the

internet do not make the students more disciplined in

the English learning process. Thus, it can be said

that they have not yet understood the value of

discipline. They consider that discipline occurs

because there is an encouragement or obligation.

This is the time when the teacher’s role is certainly

required. They must give an example (modeling) to

students so as they can understand and applying the

value of discipline, for the sake of improving their

English skills.

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