The third stage of the data gathering was performed to obtain the quantitative data for the statistical paired sample t-test, particularly to answer the
second research question about the enhancement effect of the CALL principle application in the web-
based writing class to the students‟ learning achievement. To get the scores for the t-
test, I used the scores from the students‟ passage writing tasks based on the teacher‟s document. The passage scores were the total
scores of grammar and sentences, indicating their overall learning outcome in the course. The statistical t-test was done using the SPSS Statistical Package for the
Social Sciences version 21.0. The results were used to validate the enhancement effect within the students‟ learning achievement as a result of the CALL principle
application in the web-based Sentence Writing class as experienced by the students. Finally, all data were analyzed and interpreted to draw conclusions on
the CALL principles applied in a web-based Sentence Writing class, the enhancement effect of the implementation to the students‟ learning achievement,
and how the implementation enhanced the students‟ learning achievement.
E. Data Analysis
Data analysis in mixed methods research is closely related to the type of research strategy selected for the procedures Creswell 2003. Analysis then can
take place within the quantitative and the qualitative approach. In the study, the sequential model was implemented by using questionnaire, statistical test from the
teacher‟s documents of students‟ scores, and interview to validate the research findings. Related to this, the data analysis approach used in this study was
sequential explanatory. According to Creswell 2012, sequential explanatory strategy is characterized by the data collection and analysis of one method
followed by the data collection and analysis of the other method. Typically, it is the quantitative method which comes first and then the qualitative method
follows. As in the study, the data collection and analysis of the questionnaire results were conducted first and then followed by the data collection and analysis
of the interview results for further finding exploration. The procedures are explained specifically as follows.
In addressing the first research question, the data analysis was started by examining the quantitative data taken from the questionnaire. The findings of the
close-ended items from the questionnaire provided information about the intensity of the CALL principles that the web-based Sentence Writing applied. The items
were then classified referring to the indicators of the blueprint and the scores of the items were calculated into percentages. The item scores were taken from
converting the statement ite ms into score data with the scoring criteria “1” for
“strongly disagree”, “2” for “disagree”, “3” for “not sure”, “4” for “agree”, and “5” for “strongly agree”. The item scores were then interpreted using PAP
Penilaian Acuan Patokan approach Sukardjo 2005: 53-54 to indicate the dominant CALL principles that the web-based class applied as follows.
Table 3.2. Five-scaled score conversion based on PAP Sukardjo 2005: 53-54 Category
Score Interval Very high
Xi + 1,8 SBi X High
Xi + 0,6 SBi X ≤ Xi + 1,8 SBi Fair
Xi - 0,6 SBi X ≤ Xi + 0,6 SBi
Low Xi -
1,8 SBi X ≤ Xi - 0,6 SBi Very low
X ≤ Xi - 1,8 SBi Note:
Xi = Ideal average score = ½ max score + min score SBi = Ideal standard deviation = 16 max score
– min score X = Actual score
The information about the findings of the close-ended items from the questionnaire was used to identify the intensity of the CALL principles applied in
the web- based Sentence Writing class, seen from the students‟ perspective. From
here, the interviews were conducted as a different method of data collection to get more in-depth understanding and explanation about the application of CALL
principles in the web-based Sentence Writing class. The results of the interviews were used as the qualitative data. They were analyzed through the coding process.
Creswell 2012 describes a coding process as exploring data by making sense out of text data, dividing it into text or image segments, labeling the segments with
codes, examining codes for overlap and redundancy, and breaking down these codes into broad themes. In this study, the themes would be about the CALL
principles and presented in a table. Finally, all results were then combined and compared to more accurately discover about the intensity and interactions of the
CALL principles applied in the web-based Sentence Writing class. To answer the second research question, a statistical t-test was conducted
to verify the enhancement of the students‟ learning achievement in the web-based
Sentence Writing class applying the CALL principles. The students‟ first and final
passage writing scores based on the teacher‟s documentation were used for the statistical t-test analysis. The statistic software SPSS Statistical Package for the
Social Sciences version 21.0 was used to process the data to find out the mean differences of the students‟ scores of the first and fifth passage. The SPSS
program is one of the most frequently used and considerably reliable statistical programs Creswell 2012. From the statistical data processing, the results were
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
