then analyzed to eventually confirm or validate the enhancement of the students‟ learning achievement by experiencing the CALL principles in the web-based
Sentence Writing class implementation. To answer the third research question, the qualitative data from the open-
ended question in the questionnaire were analyzed first to find out how the application of the CALL principles enhanced the students‟ achievement. Then, the
results of the interviews were analyzed to further get detailed explanation about the enhancement effect to the students‟ achievement. The open-ended
questionnaire and interview results were analyzed using the coding process. The emerged themes of the aspects of the web-
based class and the students‟ learning achievement would be presented in tables. These data would give information
about how the CALL principles application in the web-based Sentence Writing class enhanced the students‟ writing achievement based on the students‟
experiences.
F. Research Procedures and Validation
This section is the realization of the research concept and design to
investigate the implementation of a web-based Sentence Writing class. The
literature review was conducted to construct the literature framework of the study to examine the application of CALL principles in the web-based Sentence Writing
class. The variables of the research problems were perceived from various points of views. It looked at the theories of writing skills, sentence writing, passage
writing, CALL principles, the characteristics of students at university level, teaching and learning writing using web-based technology, and the website used,
to form a better literature framework for the study. From here, a blueprint for the
data gathering, i.e. questionnaire and interview, was constructed. The questionnaire consisted of closed-ended statements and open-ended question
while the interview was semi-structured and used open-ended questions. The research was conducted in the English Letters of Sanata Dharma
University in December 2013. The study invloved 151 students taking Writing 1 course in the first semester of the 20132014 academic year. They were chosen
because of having the sufficient experience of learning writing in a web-based Sentence Writing class. The questionnaires were distributed to the students at the
end of the semester. The results of the closed-ended questionnaire were then calculated to answer the first research question and find the dominant CALL
principles that the class applied. After that, I interviewed four students, selected using convenience sampling. The interview was used to confirm the questionnaire
results in answering the first research question as well as to solve the second research problem about the enhancement of the students‟ learning achievement as
the students were engaged with CALL principles in the web-based writing class implementation. Since the interviews were conducted by chatting via Facebook,
the responses of the interviews were automatically stored in the chatting history. The results of the interview were then studied for the data analysis.
In addressing the second research problem, the experimental design was assigned. Following the students‟ writing works in the Sentence Writing class, I
used the students‟ passage writing scores based on the teacher‟s documentation to investigate whether the application of CALL principles enhanced the students‟
learning achievement. A follow-up statistical test, though, needed to be conducted. A paired sample t-test using the quantitative data th
rough the teacher‟s
documents of the students‟ passage scores of one group of Sentence Writing class would provide a statistical data for data analysis to confirm or validate the
enhancement effect within the students‟ learning achievement as the result of the application of CALL principles. Next, to answer the third research question about
how the application of CALL principles in the web-based Sentence Writing class enhanced the student‟ learning achievement, the results of the open-ended
questionnaire and followed by interviews gave a description of the enhancement effect of the implementation to the students‟ achievement based on what the
students experienced. In the data analysis, the results of the closed-ended questionnaire and the
interview were used to answer the first research question. In addition, the results of the statistical t-test were used to confirm the enhancement effect within the
students‟ learning achievement as a result of the application of CALL principles. Further, the reults of the open-pended questionnaire and interview were used to
answer how the application of CALL principles in a web-based Sentence Writing class enhanced the students‟ learning achievement. At last, conclusions were
drawn, which resulted in the tested theory of CALL principles in the web-based Sentence Writing class.
The research procedures as explained above also indicate the validation strategy of the findings in this research, which is the triangulation strategy.
According to Creswell, triangulation is “the process of corroborating evidence from different individuals ..., types of data ..., or methods of data collection”
within a single study p.259. As in this study, the results of the closed-ended questionnaire provided the quantitative data which then were analyzed to find out
the intensity of the CALL principles applied in Sentence Writing class. In addition to this, the results of the interview, in the form of qualitative data, could confirm
and even provide more detailed information about the application to support the questionnaire findings. Besides, the quantitative results of the statistical t-test
were used to validate the enhancement effect within the students‟ learning achievement and supported by the qualitative interview results. Also, the
qualitative results of the open-ended questionnaire were confirmed by the interview results, resulting accurate findings about the enhanced students‟
achievement in the web-based writing class implementation. In brief, various methods of data collection were applied in this study to provide different types of
data to assure the accuracy or credibility of the research findings.
81
CHAPTER IV RESULTS AND DISCUSSION
