1. Data Presentation
This subsection presents data that were gathered from the statistical t-test, open-ended item of the questionnaire, and interviews. The result of the statistical
t- test provides statistical validation on the enhancement of the students‟ learning
achievement as a result of the application of the CALL principles in the web- based writing class. Next, the data from the open-ended questionnaire and
interview results were to find out how the application of the CALL principles in the web-based Sentence Writing class enhanced st
udents‟ achievement.
a. Data from the t-test
Following the students‟ writing works in the Sentence Writing class based on the teacher‟s documentation of the students‟ scores, the passage writing scores
considerably showed the whole learning outcome in the course because the scores also included the graded items of grammar and sentence. Throughout the
semester, there were five passage writing tasks in the Sentence Writing course. To see whether the application of the CALL principles in the web-based Sentence
W riting class enhanced the students‟ learning achievement, the students‟ scores of
the initial and the final passage writing tasks were compared. From here, a statistical t-
test was conducted to check the enhancement of the students‟ learning achievement in the web-based Sentence Writing class applying the CALL
principles. To limit the interfering variables in the statistical test, one class out of the four Sentence Writing classes, i.e. Group A, was selected as the sample group.
Based on the completion of the passage writing assignment submissions, however, there were only 22 students who met the criterion as the test participants. The
students‟ scores of the first and fifth passage writing assignments were compared
and analyzed to verify the improvement wit hin the students‟ learning
achievement. The mean differences between the first and fifth passage writing scores were used to show the improvement within the students‟ learning
achievement. The complete passage scores used for the statistical test can be seen in Appendix 5.
Before assigning the t-test, two hypotheses were formed. First, the null hypothesis H
was there was no difference between the mean score of the first passage writing assignment and the mean score of the final passage writing
assignment. Second, the alternative hypothesis H
i
was there was a difference between the mean score of the first passage writing assignment and the mean
score of the final passage writing assignment. Further, the criteria in testing the hypotheses are: the null hypothesis is accepted if the negative
t
table is below or equals to the
t
value and the positive
t
table is above or equals to the
t
value -
t
table ≤
t
value ≤
t
table; on the other hand, the null hypothesis is rejected if the negative
t
value is below the negative t table or the positive
t
table is above the positive
t
table -
t
value -
t
table or
t
value
t
table. With the significance confidence of 0.05, the results of the paired sample t-test were as follows.
Table 4.6. Paired Sample T-Test Results
Paired Samples Statistics
Mean N
Std. Deviation
Std. Error Mean
Pair 1 Passage1
7.4700 22
1.01318 .21601
Passage5 8.1855
22 1.07981
.23022
Paired Samples Test
Pair 1 Passage1 - Passage5
Paired Differences
Mean -.71545
Std. Deviation 1.33948
Std. Error Mean .28558
95 Confidence Interval of the
Difference Lower
-1.30935 Upper
-.12156 t
-2.505 df
21 Sig. 2-tailed
.021
In the table above, the mean scores of the initial passage writing score and the final passage writing score increased from 7.4700
to 8.1855, showing there was an improvement within the students‟ passage writing. Since the negative
t
value is below the negative t table -2.505 -2.080 and
P
value 0.021 0.05, the null hypothesis H
was therefore rejected and the alternative hypothesis H
i
was accepted. From here, the results of the paired sample t-test analysis show that there was a difference between the mean score of the first passage writing
assignment and the mean score of the final passage writing assignment, which was statistically significant
t
value = -2.505;
P
= .021. Referring to the negative
t
value, it confirmed that the mean score of the final passage writing assignment was higher than the mean score of the first passage writing assignment. To
conclude, the t- test results verified that the students‟ learning achievement in the
web-based Sentence Writing class enhanced.
b. Data from the open-ended item questionnaire
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