words, the intensity of the authentic task principle applied is very high. As for the other principles: interaction, opportunities for exposure and language production,
attention to learning process, atmosphere with an ideal stressanxiety level, and learner autonomy, the intensity of their application in the Sentence Writing class
is considered high. In addition, the time and feedback principle has fair application intensity. Next, the CALL principle with the lowest score is the
authentic audience. It also indicates that compared to the other principles applied in the Sentence Writing class, the intensity of the authentic audience principle is
considered low. Further analysis of the results will be discussed in the second part of the section.
b. Data from the interviews
The data displayed here are the qualitative data collected from the interviews. The interviews were meant to get a more in-depth picture and
clarification of the implementation of the web-based Sentence Writing class in relation to the CALL principles applied based on the interviewees‟ experience.
Related to this, the questions for the interviews were also based on the application of the CALL principles in the Sentence Writing class. During the interview,
moreover, the student interviewees might give opinions and clarifications regarding the implementation of the web-based Sentence Writing, including the
use of ELTGallery. While the complete interviews can be seen in Appendix 3, Table 4.5 below shows the themes emerged, i.e. the factors of the Sentence
Writing class that support the implementation of the CALL principles in the web- based writing class, wih only a few samples of the interviews. The complete
samples of interview about CALL principles applied are presented in Appendix 6
Table 4.5. Samples of interview about CALL principles applied
No. CALL
Principles Themes
Statements from the interviewees
1. Interaction
Easy access to do interaction via
online Within the online learning we can check
each other‟s works we did in ELTGallery. We can know our friends‟ and own
writing mistakes directly and then correct them right away. ... because the system is
online, so we can do this faster and easier. MD3
Easy access to do face-to-face
interaction ... moreover, after the face-to-face meeting,
usually the teacher opens a question- answer session, so for those who are still
confused can ask the teacher directly. MD14
Peer comment Interactions occur more in giving
comments to my friends’ sentences and passages. Apart from that, the interaction
takes place less. LN2 Teacher‟s
presence in the classroom
That the face-to-face meeting is very helpful because we can know our writing
mistakes. ... we can get explanations about writing, the sentence patterns from the
teacher. MD9
2. Authentic
audience Focus on the
writing content Honestly, for passages, I see for the
content SV16 ... I want to know more about the story ... I look at the grammar for
my friends‟ sentences only ... I also concern with the grammar when dealing
with passages, but not as focus as when I‟m with sentences. SV17
3. Authentic tasks
Assignments and exercises to
practice actual writing
Yes, those the assignments and exercises are really helpful... because they make us
to keep practicing writing. MD22
Assignments and exercises to help
students function in real-world
communications For example, it sentence writing can be
used in reading course, structure course. So, not making mistakes when writing. In
non-academic way, it can be used such as when writing on Twitter. It will be
embarrassing if the grammar is wrong. MD34
4. Opportunities
for exposure and language
production Source of
language input Hmmm.. the grammar explanation
provided in the web helpful enough, but the in-class explanation by the teacher is
much clearer than reading the material. LN25
The assignments and exercises to
write in the target language
the assignments and exercises really give me the opportunity to write in English. I
thus have more media like a social network to write in English. NP15
Comments and When working on “write sentences”, we
corrections can know our sentence mistakes from our
friends’ corrections. MD23 ... In passage writing our grammar is corrected
... the corrected passage is given “stars”
by the teacher. MD24 5.
Enough time and feedback
Enough time to write
I think the deadlines are appropriate with the number of assignments given. LN16
The time given to write passage Just enough, because we don‟t have to write in
pages, right. NP36 .. the time for doing revisions is also enough NP37.
Question-answer session
... moreover, after the face-to-face meeting, usually the teacher opens a question-
answer session, so for those who are still confused can ask the teacher directly.
MD14
Peer correction From my friends‟ comments and
correction, my incorrect sentences can be corrected for I know what the mistakes are.
MD42
Teacher correction
Their teachers‟ corrections are general for the whole class... we can thus make our
next exercises correctly based on the teachers‟ corrections. MD43
6. Attention to the
learning process Grammar practice since we had to get at least 7 for the
grammar practice before writing sentences we got motivated to understand the
material. Because when we already understood the material, we can finish the
grammar practice, and then complete the passage writing on time. LN35
Explanation on how to learn
using the web I get the explanation of learning using
ELTGallery from the teacher and by reading the instruction in the website
MD47. ... The two sources of explanation are both clear MD49. ... All are clear,
including what we are supposed to do and the deadlines MD50.
Opportunities to improve scores
and participation Yes, from that the opportunity to improve
scores and participation by doing the grammar practices and writing as well as
correcting sentences, the students must be active, visiting ELTGallery constantly, so
that their writing skills improve MD53. ... Yes, I often visit ELTGallery and give
comments, so that my score improves. MD54
7. Atmosphere
with an ideal stressanxiety
level Teacher
It the in-class learning situation is so relaxing, but the materials are delivered
well to the students LN6. ... The way the teacher teaches is not tense. LN7
Collaborative Yes, it is easy to ask for help in the
learning classroom. ... when I ask my friends for
help ... MD13 and when I ask the teacher. MD14
It is easy to have a discussion or ask questions with the classmates, they all are
willing to share what they know. SV11
The ease of the media to write
Hmmmm.. the online learning situation is so comfortable and relaxing because we
can just type our work and then submit it. LN9
The flexibility of place to work
We can be more flexible because we can have the access to learning as long as
there is an Internet connection. NP3 Appropriate level
of difficulty The topics for the passage writing are
appropriate for the fresh students... the topics are common and not so complicated.
MD26 The level of difficulty of the grammar
practice is not so hard. Just average. LN23
Sufficient number of assignment and
exercise It the number of the assignments and
exercises is enough. I think the deadlines are appropriate with the number of
assignments given. LN16
8. Learner
autonomy Online
assignments ... yes, the website supports learner
autonomy, although sometimes we get confused with the material provided in the
website MD55 ... also the assignments that the teacher assigns us to do using
ELTGallery are for homework. So, we can work on them independently MD56.
Online facilities ELTGallery facilitates the students to learn
independently well enough ... almost all menus facilitates it, starting from the
material explanation, grammar practice, sentence and passage writing, also
including the comments. LN38
Control over pace Oh, yes, that‟s right. The “select topic”
menu is important to know the deadlines and many more. LN44
From the results of the interview, the emerged themes as the factors of the Sentence Writing class that support the implementation of the interaction principle
in the web-based writing class are the easy access to do interaction via online, easy access to do face-to-
face interaction, peer comment, and teacher‟s presence in the classroom. In relation to authentic audience, the emerged theme of the
Sentence Writing class is the students focus on the writing content. Next, about authentic tasks, the emerged themes are the assignments and exercises practice
actual writing and help students function in real-world communications. Further, the emerged themes regarding the opportunities for exposure and language
production are source of language input, the assignments and exercises to write in the target language, and comments and corrections. Besides that, the emerged
themes related to the enough time and feedback principle are enough time to write, question-answer session, peer correction, and teacher correction. About
attention to the learning process, the emerged themes are grammar practice, explanation on how to learn using the web, and opportunities to improve scores
and participation. As for the atmosphere with an ideal stress level principle, the emerged themes are the teacher, collaborative learning, the ease of the media to
write, the flexibility of place to work, the appropriate level of difficulty, and the sufficient number of assignment and exercise. Last, related to learner autonomy,
the emerged themes are online assignments, online facilities, and control over pace. More discussions and analysis about the results will be explained further in
the next section.
2. CALL Principles in Sentence Writing Class
