of exposure to the target language.” Thus, with the more English grammar input received, the students could gain grammar understanding outcome better.
Besides, the students‟ responses above also signified how the students were aware of the grammar learning opportunities given through the grammar
material, clear examples, teacher‟s grammar explanation in the class, and sufficient number of grammar exercises, and they advantaged these opportunities
to get more understanding of grammar as well. This suggested how the attention to learning process was applied. In line with Egbert, Chao, and Hanson-Smith
1999, by consciously understanding and advantaging the guidance given to them, students are encouraged to be aware of their use of language and learning,
which makes them be more effective in both. From here, as the Sentence Writing students were aware of their grammar learning and use, it supported them to gain
better grammar understanding. Indeed, the principles of opportunities for language exposure and attention to learning process enhanced the students‟
achievement of better grammar understanding.
b. Sentence Writing Skill
One of the main objectives of the Sentence Writing course is that the students are able to write grammatically acceptable sentences. The results of the
open-ended questionnaire showed the students improved their sentence writing ability by taking the Sentence Writing class. The students‟ responses also revealed
some aspects of the web-based class that supported the achievement. The first aspect is the sentence writing exercise.
I think ELTGallery website has improve my writing skills especially when I write sentences or passages. The aspects or features which help me in
ELTGallery start from grammar correctness until make 15 sentences and some passages.
Yes. The web provides the features such as sentence and passage writing. These features can give me exercises to improve my writing skill.
The responses above stated how the students‟ writing skills, especially sentence writing, enhanced through the sentence writing exercise provided in the website.
The interview results also supported this.
For sentente writing exercise, we can write sentences according to the pattern, so we can be more confident. MD63
Every week the students had to write 15 sentences according to the topic for each week. By practicing making sentences frequently, the sentence writing ability of
the students improved. The second aspect that enhanced the students‟ sentence writing skill is the
grammar material.
In each topic there is a clear example on how I should write my sentence. This website helps me to improve my ability in sentence and passage writing.
There are many facilities that I can use to improve my knowledge. There are also many examples that can guide me to do the exercises.
As mentioned before, the students were required to write grammatically acceptable sentences. The grammar material provided the students with the
explanation and examples of the grammatical patterns they needed to write good sentences. From here, the students could make their sentences better.
The third aspect that supported the improvement in the students‟ sentence writing skill is the grammar practice.
The facility to check every sentence makes us especially me have to be more careful to make the right sentence.
Yes, it helps me improve my ability in sentence and passage writing because when I want to write, I will check the grammar first so that I could see
whether my sentence is right or not.
As presented in the responses above, the students‟ grammar accuracy improved as they dealt with the grammar practice. As a result, the students‟ sentence writing
skill was also enhanced for they could produce sentences with correct grammar. The other aspect that emerged based on the students‟ responses of the
open-ended questionnaire is peer and teacher comments.
Yes. Because if I have a mistake I now it because my classmates and my teacher give comments and tell the right sentence or passage or word.
Meanwhile, some comments from my classmates or lecturer are really support my improvement about writing skill in this course
. Every time after the students submitted their sentences in the web, their sentences
would be commented and corrected by their classmates and teacher. From the comments, the students‟ mistakes were identified, so that they knew which parts
of the sentences needed corrections. Respectively, they could improve their sentences as well as their next sentence writing. Indeed, the peer and teacher
comments also contributed in enhancing their sentence writing skill. Further, the aspects above also reflected how the application of CALL
principles led to improved sentence writing skill achievement, specifically the principles of authentic task, opportunities for language exposure, attention to
learning, feedback, and interaction. First, the aspect of sentence writing exercise indicated how the students were involved in an authentic task. One of the essential
ideas of authentic tasks is that the tasks require the students to use the target language to accomplish something Chapelle 1999; Ellis 2008. Within the
sentence writing exercise, the students were required to write 15 sentences according to a certain topic. Here, they could practice writing sentences as well as
express their ideas about the topic in English. The students‟ sentence writing skill improved as they were engaged with the actual sentence writing process.
Second, the aspect of grammar material also revealed the students were engaged with language exposure. According to Krashen and Terrell 1983, as
cited in Egbert, Chao, Hanson-Smith 1999, the learning medium should also provide students with a rich source of language input to support the language
production. Within the grammar material as a source of English grammar, the Sentence Writing students got many explanations as well as examples of correct
sentence patterns from the web and the teacher. This provided the students with input of grammar knowledge that was further helpful to produce grammatical
sentences. The exposure opportunity with English grammar through the grammar material thus enabled the students to better make grammatical sentences. Third,
the students‟ responses above also signified how the students were aware of the opportunity to write sentences correctly given through the grammar exercises.
Using the “check correctness” menu, they advantaged this opportunity to improve their grammar accuracy in writing sentences. This suggested how the attention to
learning process principle applied and the students gained better sentence writing skill from it, especially in terms of grammar accuracy.
Furthermore, the aspect of peer and teacher comment provided the students with feedback. The term „feedback‟ itself refers to “information given to
learners which they can use to revise their interlanguage” Ellis 2008: 918. In the web-
based Sentence Writing class, the teacher and classmates‟ corrections and
comments of their sentences provided the students with information to revise and make their sentences better. It reflected how the application of feedback supported
the students‟ sentence writing improvement. Also, the aspect of peer and teacher comments showed collaboration among the students and between the students and
the teacher in making the students‟ sentences better, which implied the application of interaction. In fact, the peer and teacher comments also suggested that the
students were exposed in a situation in which they could receive comprehensible input, seen from they used the corrections and comments they got as one of the
sources to revise and improve their sentences. Here, the applications of feedback, interaction, and language exposure were somewhat related to make the students‟
sentence writing skill improved. In brief, the principles of authentic task, opportunities for language exposure, attention to learning, feedback, and
interaction improved the students‟ achievement of sentence writing.
c. Passage Writing Skill
