language production, attention to the learning process, learner autonomy, interaction, and atmosphere with ideal anxiety level, were applied more
dominantly than the others, i.e. enough time and feedback and authentic audience. Further, this section will thoroughly discuss how each principle was applied in the
web-based Sentence Writing class and what aspects of the web-based class that supported the implementation.
a. Authentic tasks
The fundamental idea of authentic tasks is that the tasks require the students to use the target language to accomplish something Chapelle 2003; Ellis
2008 and enable them to use their current proficiency level in real-world communications Egbert, Chao, Hanson-Smith 1999. When applying authentic
tasks, the two concepts should be met. Based on the questionnaire results, almost all of the students responded affirmatively to the statements regarding the tasks
required them to write, receiving the scores 4.10 and 4.00, and enabled them to apply the writing skills beyond the writing class purposes, with the score 3.81.
Respectively, the principle of authentic task became the most dominant principle applied in the web-based Sentence Writing class. Moreover, the results of the
interview confirmed how these two ideas were met in Sentence Writing class. The results of the questionnaire showed that according to most students,
the tasks in Sentence Writing class required them to practice their sentence and passage writing skills and allowed them to express their thoughts and ideas
regarding the topics chosen. In the web-based Sentence Writing class, the tasks were in the forms of sentence writing exercises and passage writing assignments.
This is in line with the course objective, which is helping the students develop
their ability to write grammatically acceptable sentences and simple passages. The sentence writing exercises required the students to first study the grammatical
item provided and then write sentences to show their understanding of the grammatical item. The passage writing assignments, on the other hand, asked the
students to write passages on certain topics they were familiar with. The sentences and passages that the students had written would be read and commented by their
classmates and the teacher. In line with Chapelle 2003 and Ellis 2008 saying that tasks require the students to use the target language to accomplish something,
both types of sentence and passage writing tasks really made the students do sentence and passage writing in English. The results of the students‟ responses in
the interview also supported this: Yes, those the assignments and exercises are really helpful... because they
make us to keep practicing writing ... MD22 In sentence writing we know we made errors from our classmates corrections. For passages, we get
„stars‟... MD23 I think they the sentence and passage writing exercises are useful. Besides
we can practice our sentence writing, later on we can know whether our sentences are correct or not. NP19
The topics of passage writing are good, interesting as passage material. This also enables the students to write. LN13
In fact, the tasks did not only enable the students to practice writing, but also write for an audience just like in the real world. The feedback that they got in their
sentences and passages indicated that the students had readers reading their writing, i.e. the teacher and classmates. Thus, in doing the writing tasks, the
students had a purpose. They did not just merely make sentences or passages, but write them for the readers. Such writing tasks are identical to real-world tasks.
Indeed, the responses above clarified that the tasks in Sentence Writing class required the students to practice actual writing.
Further, the results of the questionnaire also indicated that most students felt that the tasks in Sentence Writing class enabled them to apply the writing
skills besides for the writing class purposes. This is in line with Egbert, Chao, and Hanson-Smith 1999 stating that authentic tasks should enable students to use
their current proficiency level to function in real-world communications. The results of the interviews clarified in what ways the tasks realized this. Based on
the student interviewees‟ responses, the tasks helped them to write in both academic and non-academic contexts.
For example, it sentence writing can be used in reading course, structure course. So, not making mistakes when writing. In non-academic way, it can
be used such as when writing on Twitter. It will be embarrassing if the grammar is wrong. MD34
Yes, absolutely, because the other courses also related with writing. In fact, the listening course also deals with writing. So, such sentence and passage
writing very useful SV31 ... other common things: used for chatting with my friends abroad. SV33
Those sentence and passage writing skills are so useful because Writing 1 is a basic, so those skills will be used for further writing purposes NP21 ...
for writing in other courses and non-academics NP22 ... almost all courses ... for non-academics, such as to write CV or writing articlesblogs part-time
works. NP23.
The tasks that the students got in Sentence Writing class helped them learn and practice how to write sentences correctly in terms of grammar and punctuation.
Thus, as seen from the interview responses, the writing skills the students got from doing the tasks were very useful when writing for other courses besides
Writing 1, such as reading, structure, and listening courses. Besides, the tasks also enabled them to use their current writing level skills they got for functioning in
real-world communications which required English outside the academic purposes. The situations were, for example, when writing in social media like
Twitter and blogs, chatting online with friends abroad, and writing for personal matters, such as CV or works. In brief, the dominance of the authentic task
principle applied in Sentence Writing class is related to the fact that the sentence writing exercises and paragraph writing assignments in this web-based class really
supported the students to write in the target language, producing English sentences and passages, and function in real-world communications.
b. Opportunities for language exposure and production
