power of dialects and the dialects of power; and 5 teaching punctuation and mechanics for convention, clarity, and style.
As the rise of technology application in educational field, ELTGallery is implementing web-based grammar practice
as one way in improving students‟ grammatical competence and writing skill. Web-based grammar practice allows
the students to conduct editing and revising process for their writings. Web-based grammar practice offers 12 topics including sentence agreement, tense, article and
determiner, personal pronoun, question, noun modifier, auxiliary verb, perfect and continuous, compound and complex sentence, relative clause, noun clause, and
passive voice. These topics are carefully selected based on the minimum requirements of grammar that are suggested by previous studies in traditional
learning. Web-based grammar practice integrates the traditional grammar practices in conventional learning with the technology that simultaneously allow
the students to enhance their autonomous and collaborative learning more. Therefore, it is strongly believed that with the autonomous and collaborative
learning supported in ELTGallery, web-based grammar practice and grammatical competence as well as writing skill are positively related. It means that students‟
with more web-based grammar practice have higher grammatical competence and writing skill.
C. Problem Limitation
The use of e-learning in educational field has shown positive influence. The use of technology in teaching learning activities is believed to be advantageous
since students are more attracted in up-to-date techniques, which are technology applications, compared to traditional learning McBrien, Jones, and Cheng
2009.Web-based learning facilitates autonomous and collaborative learning and offers a variety of features such as messaging, forums, chat, and discussion board
OlesovaMeloni in Hubbard Levy 2006. Students are able to work independently and develop their autonomous learning and collaborative learning
with their peers. These advantages become the basic foundation of ELTGallery in assisting students to improve their grammatical competence and writing skill.
Benefited from autonomous and collaborative learning developed by the use of e-learning, ELTGalleryprovides web-based grammar practice that are
integrated with sequential writing instructions with the aim at improving students‟ grammatical competence and writing skill. Three main tasks are developed in
ELTGallery, namely Grammar Identification, Sentence Writing, and Passage Writing
. This study aims at investigating the relationship between GrammarIdentification
or web-based grammar practice and students‟ grammatical
competence, and between GrammarIdentification or web-based grammar practice and students‟ writing skill. This study, further, investigates the contribution of
web- based grammar practice to students‟ grammatical competence and writing
skill. The contribution of web-based grammar practice is investigated through the
implementation of students‟ learning strategy in dealing with web-based learning. It seeks to find out the real contribution of web-based grammar practice seen from
the stu dents‟ perspective. Students create their learning strategy with or without
their awareness. Learning strategy consists of six categorizations of memory strategy, social strategy, meta-cognitive strategy, compensation strategy, cognitive
strategy, and affective strategy Oxford, 1990. Considering the purpose of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
study and the underlying principle of autonomous and collaborative learning in e- learning, the learning strategy is investigated in three categorizations of meta-
cognitive strategy, cognitive strategy, and affective strategy out of six categorizations.
With the underlying idea of teaching grammar in writing with the use of technology, this study was conducted to investigate 1 whether web-based
grammar practice are related to grammatical competence, 2 whether web-based grammar practice are related to writing skill and 3 the contribution of web-based
grammar practice to grammatical competence and writing skill. These were investigated in mixed-method research of quantitative and qualitative research.
Testing was conducted to gain the quantitative data, while in-depth interview was conducted to gain students‟ perspective as qualitative data concerning the topics
under investigation. The English Letter students of Sanata Dharma University were taken as subject of the research since Writing 1 Course in English Letter is
the one applying ELTGallery.
D. Research Questions
