CALL principles applied and their intensity in a web-based Sentence Writing class, the quantitative method through closed-ended questionnaire was used. The
results would be able to cover all participants‟ responses and show the dominant CALL principles applied statistically. Then, followed by the qualitative method
through in-depth interviews, the results would provide a more thorough and specific understanding on the intensity of the CALL principles applied in the web-
based Sentence Writing class from the students‟ perspective. Also, to answer the second research question, a statistical t-test using the
quanti tative data gathered from the teacher‟s documents of the students‟ scores
would provide a statistical result for data analysis to investigate whether the application of the CALL principles in the web-based Sentence Writing class
enhanced the students‟ learning achievement. Then, the qualitative methods through open-ended questionnaire and followed by interviews could give a
description of the enhancement to the students‟ writing based on the student respondents‟ and interviewees‟ experiences. The qualitative methods were also
used to answer the third research question about how the application of the CALL principles in the web-
based Sentence Writing class enhances the students‟ writing achievement. In brief, by applying the mixed methods research in the study, the
quantitative and qualitative methods provided two types of data that complement each other for analysis, to better answer the research problems about the CALL
principles application in a web-based Sentence Writing class.
B. Research Design
To answer the research problems in the present study, two research designs were applied. The first research design was a survey. The survey design
was particularly used to address the first and third research questions in the study. The purpose of a survey research i
s “to generalize from a sample to a population so that inferences can be made about some characteristic, attitude, or behavior of
this population” Babbie 1990, as cited in Creswell 2003: 154. The purpose brings out one of the advantages of a survey, that is, it can recognize certain
attributes of a large population from a small group of individuals Creswell 2003. Related to this, the survey design was chosen as the type of data collection for the
present study since it dealt with a large population number and concerned with students‟ attitudes and opinions about the application of CALL principles in a
web-based Sentence Writing class. About the forms of data collection, the survey in this study used
questionnaire and interview. The questionnaire consisted of closed-ended and open-ended item. The closed-ended items were mainly used to address the first
research question about the application of CALL principles and their intensity in a web-based Sentence Writing class. With so many aspects to cover, the closed-
ended type was considered more practical because, as suggested by Creswell 2012, all respondents would only need to answer the question using the response
options provided. Besides saving more time in completing the questions, such closed-ended questions would also be easier to compare the responses and
“provide a means for coding responses or assigning a numeric value and statistically analyzing the data” Creswell 2012: 386. The open-ended item, on
the other hand, were specifically meant to answer the third research question on how the application of the CALL principles enhances the student writing
achievement based on the student respondents‟ web-based learning experience.
With the open-ended item, the respondents would provide their own responses to the questions, for there were no response options provided. Such form of
questionnaire was advantageous for exploring possibilities of responses Creswell 2012 and allowing the respondents to create responses based on their own
experiences Neuman 2006. As for the interviews, they were semi-structured and in the form of open-ended question. They were expectedly able to provide a more
thorough and specific understanding on the CALL principles applied in the web- based Sentence Writing class from the stud
ents‟ perspective and an in-depth description of how the application enhances the students‟ writing based on the
student interviewees‟ experience. Also, in addressing the second research question, an experimental design
was assigned. Normally, an experimental research design would require the researcher to “manipulates conditions for some research participants but not
others, then compares group responses to see whether it made a difference” Neuman 2006: 41. In other words, in an experiment, the researcher would test
the manipulation, also called “treatment” or “stimulus” or “independent variable” Neuman 2006: 252, to see whether it affects an outcome or dependent variable
Creswell 2012. Therefore, an experiment would usually have an experimental group, i.e. the group receiving the treatment, and a control group, i.e. the group
receiving no treatment Neuman 2006. Applying an experimental design research, the present study, however,
only had one experimental group without a control group. The type of the experimental design adapted in this study was the “one-group pretest-posttest
design” Neuman 2006: 255. Specifically, this study had one group receiving a
treatment, a pretest, and a posttest. Here, the group was the students of Sentence Writing class and the treatment was the web-based Sentence Writing class, in
which the teaching and learning processes engaged the students with the application of CALL principles. In order to determine the effect of the application
of the CALL principles to the stud ents‟ learning achievement, the students‟ initial
and final passage writing tasks were used as the “pretest” and “posttest”. Throughout the semester, there were five passage writing tasks in the Sentence
Writing course. The passage writing scores were used in this study because the scores also included the graded items of grammar and sentence, considerably
reflecting the whole learning outcome in the course. The students‟ scores of the initial and the final passage writing tasks were compared to see whether the
application of the CALL principles in the web-based Sentence Writing class enhanced the students‟ learning achievement. From here, a statistical test was
needed to test or validate the enhancement effect of the application of the CALL principles in the web-
based writing class to the students‟ writing achievement. To test the enhancement within the students‟ learning achievement statistically, the
students‟ scores of the first and fifth passage were analyzed using paired sample t- test. The mean difference within the initial and final passage scores would
indicate the enhancement results within the students‟ learning achievement as the students were engaged with the application of CALL principles in the web-based
Sentence Writing class. The statistical t-test results would be reported and interpreted in the data analysis in the next chapter.
C. Research Setting and Participants
