Qualitative study, which was conducted through the use of interview, took 3 students out of 30 students in the sample of the quantitative research. Those three
students were the representative of the students with low, middle, and high level of achievement. Each level was represented by one participant. The interviews for
the high and low achievers were used to gain supporting data in answering the first and second research problems in correlational study, while the interview for
the mid achiever was used as supporting data in answering the third research problem. The mid achiever was the one who showed improvement or progress
along the semester. The most important thing is that the participants are taken based on convenient sampling, in which they were selected since they were eager
and wiling to be interviewed Creswell, 2012. In obtaining qualitative data, quantity is not what matters most Bismoko 2013. Cohen
et al.
2000 suggest that as long as the participants represent the heterogeneity of the population, they
suffice the needs of the research.
C. Data Gathering Techniques
The data for this study are gathered in two steps, including the quantitative and qualitative data collection. However, the qualitative data collection is
conducted as a means for obtaining supporting data. The first data gathering is conducted using quantitative data collection, which is testing. The tests were:
1. Grammar Identification True and False
In the
Grammar Identification
test or
True and False
practices, students are to determine whether the sentences are grammatically correct or incorrect. There
are 12 grammar topics and each topic consists of 50 items. The topics are
Sentence, Tenses, Article and Determiner, Personal Pronoun, Question, Noun Modifier, Auxiliary Verb, Perfect and Continuous, Compound and Complex
Sentences, Relative Clause, Noun Clause,
and
Passive Voice
. Students need to acquire score of 7 to be able to continue to the next test, which is Passage Writing.
This
Grammar Identification
or
True and False
test was used to measure web- based grammar practice.
2. Passage Writing
Passage writing consists of 6 different topics, which are
My Biography, My Unforgettable Experience, College Life, My Idol, My Future Job,
and
Free topic
. Students are to compose at least 250 words based on the topic given. The
evaluation is based on the number of sentences, the number of mistakes, and the quality of the story. This test was used to measure grammatical competence as
well as writing skill. The score of passage writing is generated into three different scores, which
are grammar scores, sentence complexity scores, and passage writing scores. Grammar scores are evaluated based on the number of sentences and number of
mistakes. Sentence complexity scores are calculated based on the average number of words in the sentences. Passage writing scores are obtained both from the
grammar scores and story scores. Grammar scores and sentence complexity scores were used as the data for grammatical competence, while passage writing scores
were used as the data for writing skill.
3. Final Writing
The final scores are obtained by accumulating all scores from all tasks that they students have conducted in the whole semester. The scores are determined by
all practices and tests that students conduct, covering grammar identification practice, sentence writing practice, peer-feedback or participation, passage
writing, and mid and final tests. Final writing scores were used to determine PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
writing skill. Therefore, the average of six passage writing scores and the final writing score were used as the data for writing skill.
All of the tests are conducted by the lecturer of Writing 1 course with the use of
ELTGallery
. The data are in the for m of students‟ scores. All of the scores
are calculated automatically in
ELTGallery
. The data are processed using SPSS 21 statistic software to find out the correlation between the variables. The variables
are students‟ web-based grammar practice obtained from
Grammar Identification
or
True and False
scores , students‟ grammatical competence, which is generated
into two variables of grammar scores and sentence complexity scores and students‟ writing skill, which is generated into two variables of passage writing
scores and final writing scores. The second data are gathered by conducting in-depth interview for three
participants. The result of this interview is used to support the result of the first data analysis. The interview digs out the students‟ responses, opinions, and
perceptions about
ELTGallery
, especially about the web-based grammar practice. The interviews for the high and low achiever were used to support the result of
correlational study. Meanwhile, the interviews for the mid achiever were used to describe and interpret the contribution of web-based grammar practice to their
grammatical competence and writing skill. Three learning strategies, which are metacognitive, cognitive, and affective
strategies are investigated by conducting interview. Twenty questions were addressed to the students to dig out about their strategies dealing with the web-
based learning that they conduct in
ELTGallery
. Questions were adjusted based on interviewees‟ responses.
Table 3.1 In-Depth Interview Blueprint
Category Description
Indicators Items
Metacognitive strategies
Planning Identifying the learning goal,
process, materials
and activities
Identifying the functions of the web in achieving learning goal
Identifying learning strategies 1, 2, 6
3, 8
Monitoring Tracking progress by realizing
mistakes and improvement Checking comprehension in
the learning process 15, 18
14, 17
Evaluating Assessing how well learning
strategies are used Identifying improvement to be
made for the next tasks 4, 5, 7,
16 16
Managing Adjusting learning strategies
for improvement 4, 13
Cognitive strategies
Reasoning Relating new material with
prior knowledge 15
Inferencing Using context to figure out
meaning 8
Analyzing Recognizing patterns and rules 13
Resourcing Seeking out other sources of
information 20
Socio- affective
strategies Cooperation
Collaborating with peers to get feedback
9, 10 Questioning
Participating actively to clarify learning materials and tasks
20 Self-
reinforcement Motivating oneself to improve
performance 19
Basically, these three learning strategies were investigated to find out how autonomous and how collaborative the students were in the learning process. The
more autonomous and collaborative the students were in conducting the web- based grammar practice, the better achievement they got concerning on their
grammatical competence and writing skill. Indirectly, the students‟ answers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
revealed the contribution of web-based grammar practice to their grammatical competence and writing skill.
D. Data Processing
