students of Group A who met the criterion as the test participants. As suggested by Arikunto 2002, with the total population more than 100 subjects, the number
of the sample used in a study can be about 10-15 or 20-25 of the total population. Related to this, 22 students were therefore still an adequate number of
participants for the statistical test.
D. Data Gathering Techniques
In conducting the study, there were three stages of gathering data in order to obtain both the quantitative and qualitative data. The first stage was data
gathering for the survey design research, particularly the questionnaire. There were two sections in the questionnaire Appendix 2; the first was the closed-
ended items to provide the quantitative data to answer the first research problem and the second was the open-ended question to obtain the qualitative data for the
third research problem. Before making the questionnaire to answer the first research question about the CALL principles that the Sentence Writing class
applies, I started with making a blueprint of the indicators to construct the questionnaire by exploring the relevant theories about the conditions of CALL
environments and the Sentence Writing class documents, such as syllabus, course materials, and course activities. The blueprint of the data gathering can be seen in
Appendix 1. There were nine indicators to formulate the closed-ended and open- ended items in the questionnaire. They were interaction, authentic audience,
authentic tasks, opportunities for exposure and production, time and feedback, attention to the learning process, atmosphere with an ideal stressanxiety level,
learner autonomy, and finally students‟ learning achievement. The indicators were
also used to construct the semi-structured interview guideline, as can be seen in Appendix 3.
The questionnaire consisted of 30 closed-ended items and one open-ended item Appendix 2. The closed-ended questionnaire used the Likert Scale items of
“strongly disagree” for the lowest, “disagree”, “not sure”, “agree”, and “strongly agree” for the highest score to make the judgment easier. The open-ended item,
meanwhile, contained one question particularly about the enhancement within the students‟ learning achievement and the features or facilities provided in the web-
based Sentence Writing class that supported the improvement. Here, the students needed to provide answers clearly by giving explanations and examples based on
their web-based learning experience. The complete form of the questionnaire can be seen in Appendix 1. It was distributed in the ELTGallery website at the end of
the first semester after the students completed their final examinations. Second, the semi-structured interviews were conducted to get a more in-
depth understanding of the first research problem. The interviews were also used to address the third research problem about how the application of the CALL
principles in the web-based writing class implementation enhances the student achievement, providing more qualitative data for the study. The interview
guidelines Appendix 2 were made before assigning the interview. Because of its flexibility to meet the interviewees‟ time and place convenience, the interviews
were conducted by chatting with the interviewees via Facebook. The responses of the interviews were automatically stored in the Facebook message history. The
results of the interviews were then studied for the data analysis.
The third stage of the data gathering was performed to obtain the quantitative data for the statistical paired sample t-test, particularly to answer the
second research question about the enhancement effect of the CALL principle application in the web-
based writing class to the students‟ learning achievement. To get the scores for the t-
test, I used the scores from the students‟ passage writing tasks based on the teacher‟s document. The passage scores were the total
scores of grammar and sentences, indicating their overall learning outcome in the course. The statistical t-test was done using the SPSS Statistical Package for the
Social Sciences version 21.0. The results were used to validate the enhancement effect within the students‟ learning achievement as a result of the CALL principle
application in the web-based Sentence Writing class as experienced by the students. Finally, all data were analyzed and interpreted to draw conclusions on
the CALL principles applied in a web-based Sentence Writing class, the enhancement effect of the implementation to the students‟ learning achievement,
and how the implementation enhanced the students‟ learning achievement.
E. Data Analysis
