open-ended questionnaire discovers such supportive environment helps the students improve their grammatical skill and be more responsible with their own
learning. The correlation test, however, reveals that there is no significant correlation between learner autonomy and writing achievement in the web-based
Sentence Writing class with the r value .226 and the sig. 2-tailed value .229. This study, moreover, suggests that learner autonomy is only one of the factors
affecting the student achievement. This also confirms that it thus takes more than learner autonomy aspect to create optimal CALL situations.
B. Theoretical Framework
Based on the theoretical review in the previous section, a theoretical framework of the study is formed. A theoretical framework is important to serve
as the main guidance for a research Creswell, 2003. It contains the concepts and concepts relations which have been clarified in the theoretical review to answer
the research questions theoretically. They are specifically explained as follows. In order to produce L2 writing well, both the higher and lower skills
Richards Renandya 2002 or the micro and macro skills Brown 2004 are needed. Respectively, in teaching L2 writing, both skills must be addressed so that
students‟ composition is not only linguistically well-developed, but also can function well in L2 communication contexts. Concerning sentence writing level,
the micro skills are the ones largely emphasized. In that, sentences should be syntactically well-structured, grammatically acceptable, and have correct
mechanics, i.e. using correct punctuation and capital letters before they are put together to form a well-developed paragraph. In passage writing level, more
aspects are considered than mere the surface level. Clarity and communicative
function in the target language are also involved. With so many skills and aspects of writing to master, optimal language learning is needed.
In realizing optimal language learning, the principal orientations in L2 writing teaching should be clearly set out as the conceptual guidance of the
teaching implementation. In Sentence Writing class, the L2 writing teaching orientations are the combination of structure and content Dwijatmoko 2014. In
that, focusing on the language form, i.e. the grammatical accuracy, the teacher encourages the students to express their ideas and thoughts of a certain topic
creatively by writing through relevant content of a subject matter. Besides the clear writing teaching orientations, one of the key factors
determining optimal language learning is the learning environment. The flexibility and practicality benefits of computer and Internet technologies for writing
processes have led to CALL application to teach writing. The Sentence Writing class, in this case, applies a web-based learning situation to help the students
develop their ability to write grammatically acceptable sentences and to write simple passages. It follows the typical web-based writing class that engages the
students with online mediated tasks, but still requires the students to come to the multi-media computer lab for the face-to-face interactions, such as for explicit
instructions, exams, teacher-student conferences, and peer response sessions. How optimal a learning environment, though, should be theoretically built.
Egbert, Chao, and Hanson-Smith 1999: 4 develop the eight principles of CALL environments as in line with the conditions for optimal second language learning
environment theories. The eight principles include interaction and negotiation of meaning, authentic audience, authentic tasks, exposure and encouragement to
produce language, enough time and feedback, attention to the learning process, atmosphere with an ideal stressanxiety level, and finally learner autonomy.
Related to this, when the application of CALL environment, such as a web-based class, is implemented in teaching writing, this learning environment should meet
the optimal conditions of language learning. By implementing the eight principles in a web-based writing class, it can expectedly lead to significant learning
improvement and positive learning outcomes. The implementation of the CALL principles, however, applies differently
in different classroom Egbert, Chao, Hanson-Smith 1999. It can depend largely on the student needs Weigle 2002 and characteristics Harmer 2007
which then brings out certain principles applied more dominantly than the others. In Sentence Writing class context, the ELTGallery website provides the students
with a number of features to answer their needs of academic “educated” writing
skills Weigle 2002: 10-11, especially the foundation skills required for sentence and passage writing, and support their learning in Writing 1 course. Each feature
has its own specific function that facilitates the online learning. As students use the
website‟s features, the CALL principles applies can be presumably identified. They are described in the table below.
Table 2.4. ELTGallery features and the observable CALL principles
ELTGallery Features CALL Principles
Topic selection Learner autonomy
Topic explanation Learner autonomy
Grammar practice Learner autonomy, opportunities for exposure and
language production Writing sentence
Authentic task, opportunities for exposure and language production
Check-revise sentence Learner autonomy
Writing passage Authentic task, opportunities for exposure and
language production Sentence review
Attention to learning process Passage review
Attention to learning process Personal Page
Interaction Sentence Comment
opportunities for exposure and language production, feedback, interaction, authentic audience
Passage Comment opportunities for exposure and language production,
feedback, interaction, authentic audience Progress record
Attention to learning process The CALL principles applies as mentioned in the table above, however, are only
the observable and predicted ones. By seeing from the perspective of the students who make the real use of the facilities provided, we will be able to understand the
actual use of the features and how the CALL principles are met in the web-based Sentence Writing class implementation.
At last, the success of the implementation of language learning is determined by the learning outcome. The learning outcome is evident from the
student achievement as intended by the instructional objectives. In relation to the objectives of the Sentence Writing class, the student achievement should indicate
that the students are able to write grammatically acceptable sentences, use punctuation correctly, and write simple passages. From here, the student
achievement in this study is seen from the students‟ passage writing scores, which
include the scored aspects of grammar, sentence, and passage. This assessment is in line with both performance-based tasks and test Gronlund 2006 which require
the students to do the actual writing, i.e. sentence and passage writing, as well as assess the students‟ knowledge of the aspects of writing, i.e. grammar. In brief,
the interactions and intensity of the application of CALL principles in the web- based Sentence Writing class can be identified from the students
‟ real use of the facilities provided. Further, by implementing the CALL principles of optimal
language learning conditions in the web-based Sentence Writing class, it is expected that the students will achieve their best from learning. In that, the
students‟ learning achievement will enhance in terms of grammar, sentence writing, and passage writing.
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CHAPTER III RESEARCH METHODOLOGY
In this chapter, I present detailed information about the method to conduct the study. The method discussed is used to answer the research questions
mentioned in Chapter I. The discussion of this chapter covers research method, research participants, data gathering techniques, data analysis techniques, and
research procedures.
A. Research Method
In order to find out the CALL principles applied in a web-based Sentence Writing class, determine the effect of the application of the CALL principles to
the student s‟ learning achievement, as well as investigate the way the application
enhances the students‟ learning achievement, this study implemented mixed methods research, combining both qualitative and quantitative research designs.
Creswell and Plano Clark 2011, as cited in Creswell 2012: 535, define a mixed methods research design as “a procedure for collecting, analyzing, and “mixing”
both quantitative and qualitative methods in a single study or a series of studies to understand a research problem.” Creswell 2012 point out several reasons for
using a mixed methods design to conduct a study, which are to offer a better understanding of research problem, provide an alternative perspective in a study,
and complement one type of research qualitative or quantitative when it is not enough to address the research problem or answer the research questions.
Mixed methods research was a suitable design to use in the study because it gave a better understanding of research problem based on the advantages
