CHAPTER I

INTRODUCTION

1.1 Background

Writing is an important language skill. It is an activity that requires a mental effort

for expressing and thinking the sentences and joining them into the meaningful

and more communicative language. However, writing is not only a language skill

that has to be taught in English; reading, speaking, and listening skills are also

important in learning English. Writing holds an important role in education and

work because assessments are mostly used in written form. People are using their

writing skills to express their feelings, thought, and their ideas with using several

media into a written form. In 8.000 BC people started to use clay as their media to

keep their ideas. Later in 20th

century, many people start using a technology as

their media to express their thought and their feelings through written form.

There are several aspects to be taken into account: content, language use,

vocabulary, organized idea, and mechanic to create a good writing. Many students

fail in their writing skills because they lack of mastering those aspects. In

addition, many teachers remain unproductive because the teachers are still using

obsolete methods, technique, and media in teaching writing for their students.

Whiteman (1981) states that students are weak in writing because teachers

concentrate on teaching grammar, spelling drills and punctuation rather than

involving students in the writing process. Regardless of this fact that teacher

taught students learn writing through conventional way; a teacher needs to teach

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their students how to produce language in a more communicative way.

Techniques of teaching writing should be fun and interesting for students while

helping them producing a good composition.

Technology is presumed supports students in increasing their writing ability.

Students can share their writing ideas through media like blogs, and e-mails to

help them increase their confidence and ability in writing, Warnock (2010). Thus,

technology has a great role in today’s students mobile in developing and

enhancing the communication through writing. Moreover, the advance of

information and communication technology could reinforce students in obtaining

and gaining more sources and method in writing exploration, in other ways,

technology could help students to find out models of writings, so that students

could motivate themselves to write better. Warnock (2010) also mentioned that

online format force people to communicate each other through writing, and if they

want to elaborate their ideas in computer, they have write it. As discussed above,

technology can increase a person’s ability to write because it is the common skill

that used when communicating with other people.

Technology is proved to be useful for teaching writing since it has been

invented. The use of technology for writing includes computer-based projects,

software programs and word-processing that direct writing instruction and assist

students in developing their own writing, emails, and websites (Burner, n.d. in Al-

Haq & Ali, 2010). A number of empirical studies show many positive impact

from using information and communication technology (ICT) as a tool in learning

language. Among them, technology has a positive effect on students’ motivation

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Tsou, Wang, & Li, (2002) in his study on Learners Perspective in Using Web-

Based shows a positive result in using NICENET in which a group of students

who use web-based writing has higher motivation that a group who use

conventional method in writing.

Another benefit of using information and communication technology (ICT)

program is that, it has been proved as cost effective ways that could be used to

replace or enhance direct human input (Tsou, 2008). Then, using the information

and communication technology helps learners to create, to analyze, and to produce

ideas easier and more efficiently (Al-Haq & Ali, 2010). In spite of the fact, these

means technology has brought a great influence to our educational system.

Nowadays many students from various disciplines are choosing web-based

to improve and expand their knowledge, both in academic and nonacademic

purposes. For academic purpose, people are using web-based system for finding

some information that related to their studies or their subjects.

Web blog is one of the new writing media through technology-based

(Armstrong, et.al, 2003 as cited in Hantono, 2010). Web blog serves a space that

allows writers to write their thought in ―posts‖ (form in typically word entries that

displayed in World Wide Web). People can use blogs to share their ideas and get

communicated with others. It can be used as a tool to increase the students writing

ability. Through practicing and getting feedback from others, an individual can

increase their ability (Hartono, 2010). The writer may need a chart or draft from

their previous writing to monitor and measure their progress.

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The use of the Internet and the World Wide Web may change the face of our

educational system, and the way to teach our students in language especially in

English Language field (Chuo & Whei 2007). Recently, people are starting to use

emails and other communication system to communicate with each other, even in

our classes. Students might use internet to get some resources for their daily tasks

and send their assignments to their teachers through emails, or even held an online

class to teach language in new ways. As Cunningham (2000) states that the

Internet serves both as a communication tool and as an information resource.

Giving the students chance to use the web-based writing instructional

programs, the Internet or in the World Wide Web may change their perspective

and their attitude toward languange and it might help them to enhance their

coherent composition and technique in writing. Al-Jarf (2004) found that the

writing skill of the EFL who used a web-based instructional improved

significantly compared to the control group who used a current technique.

Therefore, using a web-based writing program is one of the new methods that may

help students write more accurately and more effectively in a communicative

sense.

Learning via web-blog can be called as e-learning. E-learning refers to the

use of electronic media in education. The development of the networking system

and electronic today, may give some possibilities for students for learning

language through web-based. Lecturing or teaching can be more flexible and more

accessible compared with the conventional teaching, since posting and forum

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discussion can be done during online and real-time. E-learning system has no

restriction; this allows lecturing in more flexible time.

There are several rationales why this study prefers to use hybrid learning

mode instead of full online course. First, the students’ learning style can affect

with their performance in class. For instance, several students are self-regulated in

their learning mode (Zimmerman, 1990). A self-regulated student is a students’

who tend to learn individual or less dependent on their teacher. The self-regulated

student fits with the online course environment because online learning requires

independences in their learning (Alberth, 2010). However, not everyone in the

class are self-regulated. In fact, many students still prefer face-to-face course to

learn because they need a teacher for helping them in learning process. Therefore,

since online course were not suitable for everyone, that’s why hybrid mode, a

mixed approach between face-to-face and online course, have been recommended,

(Young, 2002).

Another factor which caused hybrid mode is in favor than online course and

full face-to-face course, because hybrid combines the strength of those two modes

of learning in one approach. Young (2002) posits that hybrid mode is the best of

both two worlds. For instance, hybrid mode allow students to get an immediately

feedback from their teacher in face-to-face session that online course can offer it.

In addition, hybrid mode can offer online quizzes which are more desirable than

paper based quizzed (DeSouza & Flemming, 2003). Based on the rationale above,

researcher more interested to choose hybrid mode over online course and face-to-

face course.

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Although there is a great benefit of computer assisted language learning on

learners’ language performance, many schools and universities do not utilize their

classrooms and their computer laboratory, and CALL software to teach writing.

Until now, few teachers are starting encourage their students’ to train their writing

skills through emails, but the majority of teachers still using conventional method

in teaching writing in a condition where computers are available for students. This

gap motivates the researcher to conduct an empirical study to see how effective a

web-based instruction in teaching writing. As a part of this study, a researcher also

will conduct a survey on students’ perception and perspective of using web-based

instructional program in compared to the current technique. As those findings may

serve others evidence toward how effective of using web-based in our local

teaching and learning environment.

1.2 Research Question

This study aims to investigate the effect of web-based writing for English

study Program Students of Halu Oleo University; the students’ perspective toward

a web-based writing instructional technique and the connection between students’

perception and their writing achievement. This study attempts to answer the

following questions:

1. How effective is using of web-based instruction for teaching writing in

Halu Oleo English Teaching Study Program?

2. What is the students’ perception towards the web-based instructional

program?

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3. What is the association between students’ perceptions on the use of web-

based program and students’ writing achievement?

1.3 Hypotheses

The possible outcome hypotheses of this study are divided into two parts:

1. H0 = There is no significant effect of using web-based instruction in

teaching writing for the freshman of Halu Oleo English Teaching Study

Program.

H1 = There is a significant effect of using web-based instruction in

teaching writing for the freshman of Halu Oleo English Teaching Study

Program.

2. H0 = There is an association between students’ perception on the use of

web-based program and students’ writing achievement.

H1 = There is an association between students’ perception on the use of

web-based program and students’ writing achievement.

1.4 Objective of the Study

The general objectives of this study are as follows:

1. To investigate the effectiveness of using of web-based writing on students’

writing performance.

2. To find out the students’ perception toward web-based writing program in

English Teaching Study Program of Halu Oleo University.

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3. To discover the association between students’ perception and students’

writing achievement.

1.5 The Significance of the study

The researcher believes that there are many reasons for students’ still lack

of gaining better on writing skill. The most critical one is the technique or method

of teaching. The researcher believes adopting the new technique for teaching

writing may enhance the students writing skill. The teaching aids, such as the

computer and the internet is assumed gives a positive effect on students’ writing.

Therefore, the researcher designs a web-based writing instructional

program and conducts this study to investigate its effect for the freshman of Halu

Oleo English Study Program, their perspective toward it, and the possibilities on

how attitude can affect their achievement. Using the web-based writing technique

may motivate the students’ motivation and increase the intensity of

communication among them and their teachers, and it may improve their writing

performance and achievement. Thus, it may bring a new idea for another school to

try web-based technique to improve the students’ writing skill.

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1.6 Scope of the Study

This study will focus on students writing ability on the discoursal component of

writing, that will include; content, organization, and language use (grammar); to

find if there is a significant effect of web-based for learning on students ability in

composing descriptive text among the English Study Program students’ of Halu

Oleo University, Kendari.

1.7 Definition of Terms

A number of techniques will be employed in the proposed study:

Current technique

The term ―current technique‖ has been used to refer to the instructional technique

without using computer which is often used in classroom.

Learning Management System (LMS)

A learning management system (LMS) is a software application or Web-based

technology used to plan, implement, and assess a specific learning process.

Typically, a learning management system provides an instructor with a way to

create and deliver content, monitor student participation, and assess student

performance. A learning management system may also provide students with the

ability to use interactive features such as threaded discussions, video

conferencing, and discussion forums.

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Web-Based instructional program

It refers to the new technique in CALL (Computer Assisted Language Learning)

that using an internet as one of the computers’ media to teach students through

web-based environtment; students will receive a topic, communicate with others,

submit the assignment, and discuss the material in websites. Students will use a

virtual class website as a substitute to a conventional class.

Hybrid Learning Mode

Hybrid Learning Mode is a mixed delivery approach which lets instructors

combine the advantages of online class learning with the benefits of face-to-face

interaction with relatively limited technological sophistication on their part

(Edling in Woods, 2004). In other words, hybrid learning mode is a mix of face-

to-face and online instruction.

Content

It refers to idea or message which delivered in the text. It involves development of

thesis statement, main idea, relevance of supporting details, and represent the idea

of writer, as noted in Jacob (1981).

Organization

Organization in writing refers to the text that presents ideas clearly, sequencial,

and logical. Or in another term, is an orderly way to presenting details. In such a

method, the details are presented in right order from the top to bottom or from left

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to right. Organization in writing shows a connection between one sentence with

another.

Language Use

Language use (Grammar) refers to choosing the right grammar for the text, a text

with properly subject-verb agreement, tenses, articles, and preposition.

Mechanic

Mechanic refers to spelling, punctuation, and capitalization and word order.

Students Writing Performance

Students’ writing performance is defined as expressing oneself on a certain topic

through the written word with good quality and enough quantity, (Naba’ah, 2013).

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CHAPTER II

LITERATURE REVIEW

This chapter covers the theories, which will be used to analyze the finding

of research and act as a foundation for the developing research of teaching writing

in web-based instruction. The subsections in this chapter are; (1) Concept of

Writing Skills (2) Constructivism (3) Impact of the Internet on Education (4) The

Nature of Web-Based and Teaching Writing Through Web-Based (LMS) (5)

Previous Studies on Teaching Writing Through Web-Based Writing.

2.1 Concept of Writing Skills

Writing is a productive skill that leads someone to process exploring ideas

through experience. A good writing composition presents a good comprehension

though that Jacob et al (1981) suggested that there were five components or

criteria to be evaluated, they are: content, organization, vocabulary, language use,

and mechanic.

Content

Jacobs et al (1981), describe that content is the most crucial aspect of assessing

writing. It refers to idea or message that the writer tends to deliver. Content also

involves development of thesis statement which describes further the main ideas

with using several specific methods of development such as comparison/contrast,

illustration, definition, example, description, fact or personal experience. The

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relevance of supporting details in content describes how writer can state all the

information clearly pertinent to the topic and exclude extraneous material.

Organization

Organization in writing related to the composition of text, students should

compose the text on thought, argument, and logical in well organized. The whole

pattern of the text must be clear and easy to read in order to show the controlled

adequacy of organizational skills. McCriomon (1984) as cited in Ritna W.D.,

(2012) argued that unity or cohesion mean the paragraph focused on one main

idea. In writing, a text must be in logical order and related to the next paragraph.

Derewianka (1990) stated the text organization focused on sequence of events, the

list of ideas in logical order all that related to a particular occasion.

Language Use

In constructing or compose the written work, the writer needs to understand

grammar accurately. The grammar mostly related to tenses that used for a

particular genre of text. Mathew (1981) in Ritna (2012) stated the language use

deals with the way in which words with appropriate inflections were arranged to

show connection of meanings within the sentences.

Vocabulary

Vocabulary entails highly development range of using proper words and terms,

variety of diction, and word choice. Jacob et al (1981) explicated that vocabulary

involves sophisticated range with effective choice of words and idiom, meaning

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not obscured by incorrect words, words choice not limited by lack of vocabulary,

appropriate word of register for topic.

Mechanic

Mechanic entails on the comprehension of spelling, punctuation, capitalization,

and word order. Mechanics refers to the appearance of words, or how the words

are spelled or arranged on paper. Using punctuation and misspelled can lead a

reader to misunderstand the meaning of a written work.

Those five aspects are important for students to be mastered in order to be a

skillful and proficient writer. The effective writing consists of understandable

content, skillful organization, accurate language use, appropriate vocabulary, and

accurate mechanic. However, the researcher only use four aspects except

vocabulary due to unavailable teaching materials related to vocabulary in the

students’ module.

2.1.1 Principles of Teaching Writing in Class

Byrne (1995) defines several aspects to be taken into account when teaching

writing. Several key approaches in teaching writing skill are examined below.

1. Focus on accuracy

Accuracy-oriented approach stressed on the pattern drills on students’

written work. The primary purpose is to help students achieve accurate

perception and production of a target item which can be sentence structure,

word, and cohesive.

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2. Focus on Fluency or Write Regularly

This approach encourages students’ as much as possible to write without

worrying about making mistakes and the structure of grammar and

writing. It draws attention to certain points the writer need to keep in

mind. Writing in a diary will be a useful solution to make writing as a

habit and fun activity.

3. Focus on Text

The approach concerns the importance of the paragraph as the basic of unit

of written expression and it is primarily aimed on teaching students how to

construct and organized paragraph. The varieties technique can be used,

such as; forming paragraph from jumbled paragraphs, writing parallel

paragraphs, and developing paragraphs from the topic sentences (with or

without cues).

4. Focus on Purpose

This approach makes easy for students to devise situation which allow

them to write purposefully. It develops and motivates students to write in

more communicative ways.

In addition, Columbia University exposed eight principles of Effective

Writing Instruction. It reveals what instructors can do in their writing class to

enhance students’ performance in writing; (1) Have students write regularly and

frequently; frequently writing helps to break down students’ writing inhibition and

make them more comfortable in expressing their ideas in written words; (2) Focus

less on mechanic than on the thinking and writing skills central to your discipline.

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Teacher unnecessary to focus on students’ mechanic, by the time students

understand the mechanic, they will already have had a great performance if

instruction in grammar, syntax, word choice, organization and other aspect of

writing; (3) Stress the ―pre-writing‖ process. Pre-writing is a good start to deal

with students’ anxiety and get ideas flowing; (4) Vary the assignment’s purpose

and audience. Students will write in ease when they have a clear sense of the

purpose of the writing and of their audience; (5) Build assignment around focused

―prompts‖. It is not recommended to give assignments that are too vague and

unfocused; (6) Integrated peer review into the class; (7) Create sequential

assignments that build on one another, these principles suggest that each

assignment of students’ must add a layer of complexity or broaden the range of

students’ writing experience; (8) Focus on the common mistakes; instead of

asking a student to correct all the errors in a paper, focus on the most common

mistakes. Identify a particular problem before moving on to other difficulties.

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2.1.2 Process Oriented in Writing Approach

Kroll (1990) defines process approach as follows:

―…the term capture is the fact that students engage in their writing task

through a cyclical approach rather than a single-shot approach. They are not

expected to produce and submit complete and polished responses to their

writing assignment without going through stages of drafting and receiving

feedback on their drafts..‖ (p.220-221)

Hence a process approach tends to focus more on varied classroom activities

which promote the development of language: brainstorming, group discussion and

rewriting. The following diagram shows the cyclical nature and the

interrelationship of the stages.

Graph 2.1 The Process of Writing

This kind of approach specifically emphasizes the process aspects that the writer

undergoes in real writing. The process Approach Model comprises of eight stages,

1. Brainstormin

g

2. Planning

3. Clustering

4. Writing

5. Feedback

•Peer(s) &

•Teacher

6. Editing 7.

Drafting

8. Evaluating

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those are brainstorming, planning, clustering, writing, getting feedback, editing,

drafting, and evaluating, Steele (2004).

First, brainstorming is first phase in writing where the ideas generating by

discussion or thinking. Students could be discussing the qualities needed to do a

certain job. Brainstorming can be done through drafting (write some list to write

with the supporting argument) or other techniques in brainstorming.

Second, Planning or structuring is a second phase where students exchange

ideas into note form and judge quality and usefulness of the ideas. In this stage, a

writer tries to discover what kinds of topic or genre that he/she wants to write. The

decision will define the subject and determine the behavior that they will take for

readers and subject. Third, clustering is a next step on writing phase where the

students organize ideas into a non-linear form. This stage helps to make the

hierarchical relationship of ideas which helps students with the structure of their

text. Fourth, (writing a first draft), in this stage students write their first draft

individually, paired, or even in a group. Thus, students write their first draft based

on their brainstorming.

Fifth, getting feedback is an important phase in process oriented. In this

phase students will receive some comment from their peers or their teacher related

their performance on their first draft. Feedback from their lecturer or teacher were

advisable because students believe that it is absolute unquestionable and satisfied

(Reid, 1993). In addition, getting feedback from their peer also needed where the

teacher does not have sufficient time to provide a feedback in large scale.

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However, lecturers’ feedback is still needed in peer feedback since students were

more confident of providing feedback rather than receiving feedback from their

peer, also several students were still questioned the quality of correctness of their

peer correction and comment, Hasan (2010).

Next, editing is a phase where the draft has returned and improvements are

made based upon peer or teacher feedback. The paragraph must be coherent and

unified another paragraph, and re-editing the draft probably makes the topic more

clear and easy to understand and then students write the final draft. After writing a

final draft, students will meet the evaluation phase where their written works are

evaluated and teachers giving a grade based on their performance.

2.2 Constructivism

One of the learning theories underpinning web-based teaching is social

constructivism theory promoted by Lev Vygotsky. In his theory ―social

constructivism‖, Vygotsky (1978) posits that learning and development is a

collaborative activity and that children are cognitively developed in the context of

socialization and education. For learning to occur, the child first makes contact

with the social environment. Based on the theory above, we can see the learners

can develop their cognitive aspect if they are interacting with another learner.

Vygotsky constructivism is widely known as a social constructivism because the

effect of culture and social context for learning process. In Vygotsky’s theory, all

learner has a zone of proximal development,

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―. . . . the distance between the actual development as determined by the

independent problem solving, and the level of potential development as

determined through problem solving under adult guidance or in

collaboration with more peers (Vygotsky: 1978 p.56)‖

Vygotsky also mentions the cognitive development were limited for a

certain range of learners’ age. However, with the help of social interaction, such

as an assistance from a mentor and also a correction from the peer, students will

be able to figure the concept and scheme.

The use of Vygotsky’s theory in classroom is emphasized on the social

interaction with more knowledgeable others to move development forward

(Blake, B. & Pope, T., 2008 in Ashcraft, 2008). That’s why a more capable

person, such as teachers or peers, who provides assistance to the students; is

required in the classroom in order that students be able to complete the task with

their assistance. However, besides getting assistance from a more capable person,

students who are in their Zone of Proximal Development still need an active

teaching. Therefore, Vygotsky’s promote the belief ―what is learned must be

taught‖ (Ozer, 2004). Teachers should be explaining, modeling, and using guided

practice in the classroom. Modeling and explaining can help students to know

what they have to do. The Vygotskian classroom is expected to discover through

teacher-student and student-student interaction. Some of the cognitive strategies

that group members bring into the classroom are questioning, predicting,

summarizing, and clarifying. Ozer (2004) mentions, in a Vygotskian classroom,

dynamic support and considerate guidance are provided based on the learner’s

needs, but no will or force is dictated. Students are exposed to discussions,

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research collaborations, electronic information resources, and project groups that

work on problem analysis.

Because the social constructivism theory primarily aims at developing

learners’ cognitive through interacting and collaborating with others, then a

classroom with a high intensity of discussion and collaborated project is one of

the characteristic Vygotskian classroom. However, Vygotskian class is not only

applicable in traditional classroom, but also in virtual classroom. Furthermore,

Vrasidas (2000) states ―In a constructivist course, the learners have a lot of control

over their own learning and are given the opportunity to negotiate content,

assignment, procedures, and deadlines.‖

2.3 Technology Acceptance Model

The main theory underpinning web-based perception is technology acceptance

model theory promoted by Davis. TAM (Technology Acceptance Model) is a

theory from Davis (1989) that widely used nowadays to measure the user

acceptance for using computer in short period. Davis develops and validates three

specific variables, perceived usefulness and perceived ease of use, which are

assumed as determinants in user acceptance toward computer. The researcher use

TAM theory to categorize each item in questionnaire into these three constructs.

First construct called PEOU (Perceived each of use) which is defined as ―the

degree to which a person believes that using particular system would be free of

effort‖. The word ―ease‖ in this definition it refers to user who feels no difficulties

(free of effort) in using a particular system.

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The second construct is PU (Perceived usefulness). It is defined as ―the degree to

which a person believes that using a particular system would enhance his or her

performance‖. This follows the definition of the word useful: ―capable of being

used advantageously‖. A system high in perceived usefulness, is one for which a

user believes in the existence of a positive use-performance relationship. Based on

the theory, the researcher believes strength in perceived usefulness, in turn may

bring the positive use performance relationship

UA (User Acceptance) is the third construct in the questionnaire which measures

behavior whether the user are presumed to use the system or not. The present

research use TAM to address why users accept or reject information technology

and how user acceptance is influenced by system characteristic, Davis (1993).

User acceptance (UA) construct is expected to help next researchers conducting

further study and considers the correlation between the behavior of using

computer and their performance.

2.4 Impact of the Internet on Education

The new research methodology in education nowadays, are focusing on the

impact of the Internet on Education. According to Kripanot (2007), ―The internet

has been implemented in universities’ organizational and educational practices for

almost two decades, and has shown its impact not only on people’s lives but also

on education‖. Based on the statement above, we can see how internet can change

the face of our education that leads to the new style of teaching. The function of

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internet is not just limited for finding academic resources but also for a virtual

learning classroom. French, D. (1999) as cited in his book states;

―The educational process of learning over the internet without having

face-to-face contact is known as virtual learning. Learning can be

individualized through virtual classes. Learners use self-directed

learning principles to master content at their own rate, either from

work or home. The internet replaces conventional lecture halls and

classrooms…‖ p.

Other researches, Kelly et al., (2007), on their study comparing the students

who taught under online model and the students who taught under conventional

face to face model have found that students who taught under conventional face-

to-face classroom tended to consider their instructor is much more important than

that taught under e-learning. In addition, the students who have been taught under

the conventional model wanted their instructors to be a good model and be

knowledgeable in the content. However, the students who have been taught under

the online model perceived that the course content was more important than an

instructor. Therefore, an online course design should provide a clear guide

through the learning activities. Also, instructors should carefully select the

instructional materials because the online instructor is generally no longer

considered the repository of information (Sherry & Wilson, 1997). The virtual

learning does bring several benefits for educational system. According to

Donnellan in Kripanot (2007), information and communications technology (ICT)

projects have shown that the use of ICT in education provides a number of

learning benefits among them are:

1. Improving learning subject in several curriculum areas, including English.

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2. Improving motivation and attitudes in learning among students

3. Developing independent learning styles and research skills.

4. Improving vocational training.

5. Developing some network literacy (increasing the ability to use electronic

networks to access resources, communicate with others, and extend the

capacity of students’ traditional skills of reading, writing, speaking, and

listening).

6. Developing sense of social interaction. (As cited in Kripanont, 2007).

Other benefits of employing E-Learning for students suggested from Eko

(2011). He states the approach of E-Learning in classroom interaction is divided

into three types of benefits; (a) E-Learning as a suplement, which is optional in

classroom, (b) as a complementary of a classroom, (c) as a subtitution of

conventional classroom interaction.

a. E-Learning acts as a supplementary class (an optional class)

In this class, E-Learning acts as suplement and the students have an option

whether they can join the e-learning course or not. Students don’t need to

access the E-Learning course all the time, however they will get an

additional information related to their conventional classroom materials.

b. E-Learning acts as a complementary classroom (additional class)

E-Learning will act as a complementary class when students needs to

access the E-Learning course because will that way they get some

instructions on assigments or even getting a remedial teaching through an

online course. In this class, a teacher provides some additional materials to

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the conventional class, assigment, even remedial teaching for those

students who doesn’t meet the standard competency.

c. E-Learning acts as a subtitution classroom.

All course materials are totally moving from conventional class into E-

Learning system. With this mode, all course materials are delivered

through online class, where the students only have a chance to interact

with their teachers through emails or web. The subtitution class helps both

students and teachers who have limited time to conduct face-to-face

classroom.

For the purpose of this study, the researcher will choose a complementary online

class, because this type class will suit the design of this study. The complementary

class is a learning mode similar with hybrid class that allow teachers to combine

face-to-face classroom and online class during the course.

2.5 The Nature of Web-Based or Web-blog

Web-Based is a part of E-learning, the activities involving computers and

interactive network simultaneously. According to Tsai (2002), web-based learning

is associated with learning materials delivered on a Web browser, when the

materials are packaged on CD-ROM or other media. Cook (2007) mentions

several classifications or configurations within Web-Based Learning (WBL)

including tutorials and online discussion groups. Online tutorial are similar to

conventional class. Where teacher can facilitate learning through using

multimedia features such as sounds, pictures, movies, and animation. Also, WBL

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can provide some links to online resources (full-text journal articles or related

websites) and other areas within the course, and self-assessment tools. Another

classification from WBL is online discussion. Online discussion is similar to the

face-to-face small group session. Teacher acts as facilitator in discussion –

defining the scope of the discussion, monitoring, and guiding the discussion as

needed, and providing some additional resources. Communication among group

members can be asynchronous (delay between sending a message and receiving

the response) or synchronous (live).

2.5.1 The advantages of WBL

The are several advantages of web-based learning including :

a. Providing a Distant Learning

WBL enables teachers to facilitate teaching students who scattered across

different practice sites in the same city, different cities, and even different

countries. The result of a distant independence is that learner has the opportunity

to participate in the same instructional activities regardless of physical location,

Cook (2007).

b. Giving a Flexible Scheduling

Along with flexibility in physical location, WBL offers flexibility in timing of

participation (Cook, DA. & Dupras D., 2004). In contrast to a lecturing system in

traditional class which is given at a fixed time, a learner can access a WBL

tutorial at any time. Participating in an asynchronous online can offers some

27

flexibility, but it depends on students’ availability in giving a response or in

making contact.

c. Giving an online assessment

Finally, WBL also facilitates some assessments and documentations of

educational objectives. Online assessment has the same flexibility in distance and

timing as the WBL intervention, and allows immediate customized feedback.

2.5.2 The disadvantages of WBL including

a. Technical Problem

Despite best intention, technical problems are inevitable in current classroom (for

example, running out of ink for markers when teaching in whiteboard). However,

as instructional media becomes more depending on technology, a slight problem

in field can bring a great impact. In the absence of marker, teacher can make

improvisation in teaching, but serious computer problem can affect into a WBL

course.

b. Poor Instructional Design

The quality of instructional design varies in all teaching settings. However, in

WBL this is more obvious because once complete a website, a reader can see and

give some critiques over it. In contrast to a face-to-face course in which a talented

instructor can teach with minimal preparation, instruction in WBL must be well

planned and well designed. Research shows WBL courses have an inferior

instructional design, Merrill (2006).

28

Teaching writing through web-based is suitable with the environment for an

online course because most students will write and read when they are using

internet. People communicate each other through web-based or internet

employing their reading and writing skills. Warnock, (2010), in his book

emphasizes the possibility for students to enhance their writing skills in positive

way of using online course.

―.......when migrating writing online, students is writing to you and to each

other in virtually all of their course communication, expanding ideas of

audience and engage in an email-based peer review….. Why better?

Because the online format – by its very nature – requires students to learn to

use writing to interact with others....‖ (p.68)

Based on the citation above, the teaching of writing through web-based is possible

because it offers the new ways to apply theoretical and pedagogical concepts on

writing. It can provide teachers with different ways of disseminating, sharing,

reviewing, and responding to students’ text.

c. Anxiety

Computer anxiety becomes an issue for computer user. While learners experience

such anxiety, the use of computers in education will continue to present

significant issues for students and teacher. Computer anxiety also related with

how students perceived computer as a tool to help learner. Computer anxiety has

received considerable attention in psychological-based literature and it is defined

as emotional distress or the tendency of an individual to be uneasy, apprehensive

or phobic toward computer (Igbaria & Iivari, 1995). Adopting new methodology

may give the tendency toward it. Rogers, (2003) argued that getting a new idea

29

adopted, even when it has obvious advantages is difficult. Therefore,

psychological impact may be found during the treatment due to adapting a new

environment.

2.6 Previous Studies on Teaching Writing Through Web-Based Writing.

Tsou, Wang and Li (2002) investigated the effect of a web-based writing

program ―My Access‖. The sample was 49 university students from southern part

of Taiwan. The post-test scores were analyzed using ANCOVA. A questionnaire

was used and teacher interviews were collected and analyzed. The study shows

students who used the web-based writing program got better gains than the regular

writing group in most variables, primarily in ―content‖, ―development‖, and

―organization‖. However, this study does not show the interaction among

students, students and instructor.

Another study was conducted by Yang (2004) investigated the effectiveness

of using ―My Access‖ in three different contexts. Her study involved 300 subjects

from freshman English classes, English composition classes, and one class from a

self-study program. She found that, although a majority of the students felt

positive toward the automated essay grading tool, they pointed out that the fixed,

repeated feedback became meaningless to them. 90% of the students who

participated in the course agreed that the web-based program can help them

revised their essay. Around 85% of the students reported that they liked receiving

a score directly after submitting their paper.

Al-Haq & Ali (2010) also investigated the effect of web-based writing

30

instructional EFL program (WbWIP) on Jordanian secondary students’

performance. The participants of the study were 122 seventeen-year old students

in the eleventh scientific grade studying in four secondary comprehensive schools,

two male schools and two female ones that belong to Irbid Second Directorate of

Education. The researcher was using pre-post achievement test. The result of the

study revealed statistically significant differences at (α = 0.05) in the students’

mean score of the overall English writing achievement post-test for experimental

group. The researcher also include the variable gender, and the result of the study

shows that there were significant differences result due to gender in favor of

female students compared to the male students.

Taking the previous studies into consideration the followings may be inferred:

1. Most researchers are positive about the use of computer and Internet for

teaching and learning.

2. Most researchers consider computer and internet act as an effective

teaching tool which can be used to teach English language writing.

3. The use of computer and internet will probably increase the mean scores

of students writing achievement than the current technique.

4. The use of web-based teaching may result in positive students’ perception

or attitude toward technology and school.

5. The internet contains many sources of information where students can gain

several benefits in learning writing.

31

CHAPTER III

METHODOLOGY OF THE STUDY

This chapter presents the methodology of study which includes design of the

study, population and sampling, instruments of the study, pilot study, marking

scheme, the procedure of data collection, the procedure of teaching writing

through using web-based instructional program, inter-rater agreement, and

technique of data Analysis.

3.1 Design of the Study

Approach implemented in this research was experimental one group pre-

post-test design. One group of participants was pre tested on the dependent

variable and then post tested after the treatment had been given. This research

includes a pretest, that indicate students’ prior knowledge before treatment and a

post-test indicated how participants measured after treatment (Ary, 1979). The

result of pre-test and post-test of the students’ writing competence were

compared. The following is the research scheme:

Table 3.1 The One Group Pre-Test-Post-Test Design

Pretest Independent Variable Postest

Y1 X Y2

(Ary, Donald. 1972)

32

Which:

X : Represents the independent variable, which is manipulated by the

experimenter; this refers to the experimental variable or the treatment.

Y1 : Represents the dependent variable before the manipulation of the

independent variable

Y2 : Represents the dependent variables after the manipulation of the

independent variable X; it is usually post-test administered to subjects

after the experimental treatment.

However, Cook & Campbell (1979), argued that there are several main threats to

the validity of this design. The first threat related with the history between Y1 and

Y2. The longer the time lapse between Y1 and Y2, the more likely history

becomes a threat. Second is maturation, between Y1 and Y2 students may have

grown older therefore the differences obtained would be attributable to these

changes as opposed to X. Third is the instrument which is used for testing. Third

is testing in which the effect of giving the presents itself may affect the outcomes

of the second test. Therefore, by regarding the threats before, this study was using

4 treatments to reduce the history and maturity during the study.

3.1.1 Variable of the Study

1. Independent variable of this study is the use of web-based writing program in

teaching writing (X: Treatment)

33

2. Dependent variable of this study is the students’ writing ability before and after

treatment of using web-based writing program (Y1-Y2)

3.2 Population and Sample

3.2.1 Population

As seen in table 3.2, the total population of this study was 128 of the

freshman students of Halu Oleo English Language Teaching Study Program, in

academic year 2013/2014 who took writing I subject in semester II. Writing I

class was parallel, odd (class A) and even (class B). Because the condition of

parallel class did not permit the researcher to conduct research in both classes, the

researcher chose class A as accessible population. Then, the accessible population

was drawn randomly (Ary et al, 1979). There were 67 students who registered in

writing I class A, but only 65 students joined pretest and 48 students joined post-

test.

Table 3.2 The Distribution of Students of First Year in English Department

of Language and Art of Halu Oleo University

No Class Number of Students

1 Class A 67

2 Class B 61

Total 128

34

3.2.2 Sample

The technique of taking sample of this study is purposive sampling. Means,

determining the sampling class is based on the purpose of the study. In taking

sample, this study used Random Purposive Sampling. The students’ placement in

every class is not based on students’ grade when they were enrolled to their class.

By using this technique, the researcher chooses Class A as the sample and

selected randomly 30 students from the population of class A as participants of

this study.

3.3 Instrument of the study

This study had used the following instruments to help the researcher analyze

the writing ability of the students.

3.3.1 The Achievement Test

There were two tests were given to students –pretest and posttest- of which

result became the main indicator whether or not there is a significant effect of

using Edmodo LMS in teaching writing. In other word, it was used to measure the

change made by the students before and after the model of teaching writing

developed. This test required students to write descriptive text. The length of text

which the students required to produce was 200-250 words or one page of paper.

The time allotted for this test was 45 minutes, because the longer time allowances

where related to proficiency assessment and asked writers to select a topic from

several alternatives (Jacob et al, 1981).

35

3.3.2 The Post-Instruction Perception Questionnaire:

The researcher adapted the questionnaire from Whei, T. & Chuo, I. (2007).

It was used to measure student perception toward using Edmodo LMS in Writing

I course. The questionnaire consists of 18 statements in a 5-point Likert scale

format. Participants were asked to choose one of the options strongly agree, agree,

neutral, disagree, and strongly disagree from each statements. The itemsof the

questionnaire support the three constructs: (1) Perceived Ease of Use, (2)

Perceived Usefulness, (3) User Acceptance.

3.3.3 The Instructional Program Edmodo

Edmodo (founded in 2008) is a social learning platform which acts as a

LMS (Learning Management System). It is widely known as the Facebook of

schools. Teacher can provide a learning material, measure the progress of

students, and augment on-campus course. Students can turn-in assignment or

upload assignment for their teachers to view and grade. Teacher can annotate the

assignment directly in Edmodo to provide an instant feedback. Edmodo also

provides an account for the students’ parents allowing them to see their children’s

assignment and their grades.

Objective :

The specific objectives of the web-based writing instructional programs are as

follows:

36

1. To write three paragraphs for some specific purposes benefiting from the

electronic environment through access to the internet for gathering

information and ideas from electronic resources.

2. To write these paragraphs with correct spelling, punctuation, grammar and

usage.

3. To write these paragraphs with appropriate organization and

understandable content.

General Grade Outcomes

It is expected that students will:

1. Gather information and ideas from electronic source to organize and write

in some advanced authentic contexts.

2. Write three paragraphs for some specific advanced authentic purposes.

3. Use appropriate organizational patterns to create advanced authentic

written works.

4. Apply knowledge of the conventions of language (e.g spelling,

punctuation, grammar, and usage).

5. Revise written work for clarity in organization with the assistance of peers

and teachers.

3.4 Pilot study

There were two kinds of piloting items that had been conducted in the study;

the research instruments and teaching procedures. It was intended to know several

37

aspects needed improvement in teaching writing under Edmodo. The following

purposes of conducted pilot study include:

o To see whether the topic(s) in writing are realistic, appropriate,

understandable, personal, feasible, reliable, and fair. Jacobs et al. (1981)

point out that, ―pre-testing would help ensure that the test topic(s) meet all

or most of the criteria for good writing tasks (are the topic realistic,

appropriate, understandable, fair, and reliable).

o To know whether the students can produce a text with such instruction in

writing test administered.

o To know the effectiveness of the time that used by the students in a

writing test.

90 minutes given for completing students’ writing in this pilot instrument.

o To know the weaknesses during the operational of the Web-based

instrument in study.

o The result of pilot study had been used to train the raters in scoring the

students’ composition using ESL composition profile.

The researcher did pilot study at Writing I Even Class on 26th

January 2014 in

room C7 of English Study Program. During the pilot study, the researcher

exposed the participants with general information on descriptive text covering

language feature, structure, function and the other aspects of writing

composition. After given a brief explanation, the class was instructed to write

a descriptive text within 45 minutes. The time allotted seemed adequate for

most students to write a composition with a length 200-245 words. The pilot

38

study showed that the given topic ―Doraemon Robot‖ was appropriate,

understandable, feasible, reliable, and fair, in which the piloted participant did

not have any significant problem while composing an essay. After conducting

a face-to-face meeting, the even class then were required to join the online

class on the next meeting; there were 26 students’ participated in the online

class. While on the online mode, most students’ were found having

difficulties to access the Edmodo at first. To solve this, other social media

like Facebook, BBM, and Twitter were used to inform the piloted participants

on how to log into Edmodo class.

3.5 Marking Scheme

For the purpose of assessing the students’ writing ability, the researcher

adopted the profile approach (ESL Composition Profile) proposed by Jacobs et al

(1981). This approach is very helpful in directing an assessor in assessing a

composition.

Table 3.3 The Marking Scheme of Measurement Five Aspects of Writing

No Components of

writing assessment

Interval

Score Indicators

1

Content

30-27

26-22

21-17

16-13

Excellent to very good. Knowledgeable,

substantive, through development of thesis, relevant to assigned topic.

Good to average. Some knowledgeable of subject,

adequate range, limited development of thesis,

mostly relevant to topic but lack detail. Fair to poor. Knowledge of subject, little substance,

inadequate development of topic.

Very poor. Does not show knowledge of subject,

non-substantive, not pertinent, not enough to evaluate.

2

Organization

20 – 18

17 – 14

Excellent to very good. Fluent expression, ideas clearly stated/supported, succinct, well organized,

logical sequencing, cohesive.

Good to average. Some what choppy, loosely

organized, but main ideas stand out, limited support,

39

13 – 10

9 – 7

logical but incomplete sequencing.

Fair to poor. Non-fluent, ideas confused or

disconnected, lack logical sequencing and

development. Very poor. Does not communicate, no organization,

not enough to evaluate.

3

Vocabulary

20-18

17-14

13-10

9-7

Excellent to very good. Sophisticated range,

effective word/idiom choice and usage, word form

mastery, appropriate register.

Good to average. Adequate range, occasional error of words/idiom form choice and usage but meaning

not obscured.

Fair to poor. Limited range, frequent error of

words/idioms usage, meaning confused or obscured. Very poor. Essentially translation, little knowledge

of English vocabulary, idioms, word form or not

enough to evaluate

4

Language Use

25 – 22

21 – 18

17 – 11

10 – 5

Excellent to very good. Effective complex

construction, few errors of agreement, tense,

number, word order/ function, article, pronoun, preposition.

Good to average. Effective but simple construction,

minor problems in complex construction, several

errors agreement, tense number, word/function, article, pronoun, preposition, but meaning seldom

obscured.

Fair to poor. Major problems in simple/complex

construction, frequent errors of negation, agreement, tense, number, word order/function, article,

pronoun, preposition, and/or fragments, deletions,

meaning confused or obscured.

Very poor. Virtually no mastery of sentence construction rules, dominated errors, does not

communicate, or not enough to evaluate.

5

Mechanic

5

4

3

2

Excellent to very good. Demonstrates mastery of

conversations, few errors of spelling, punctuation,

capitalization, paragraphing. Good to average. Occasional errors of spelling,

punctuation, capitalization, paragraphing, poor

handwriting, meaning confused or obscured.

Fair to poor. Frequent errors of spelling, punctuation, capitalization, paragraphing, poor

handwriting, meaning confused meaning confused

or obscured.

Very poor. No mastery of conversations, dominated by errors of punctuation, capitalization,

paragraphing, poor handwriting, illegible or not

enough to evaluate.

Based on the marking scheme above, there are 5 categories of composition formed

based on the total score of each five elements of writing. It is shown in the

following table:

40

Table 3.4 The Total Score of Composition Categories

Score Interval Composition Category

100-88

87-75

74-64

63-49

48-34

Excellent to very good writing ability

Good to average writing ability

Fair writing ability

Poor writing ability

Very poor writing ability

(Jacob et al, 1981:6)

This study was focusing on four aspects of writing in this study to find out the

score of the assessed aspects. A conversion was required using the following

formula:

(Hartono, 2012)

Where, x = student raw score

n = maximum students’ raw score.

The final score of the students will be determined by

(Depdikbud; 2002, cited in Hartono, 2012)

3.6 Procedure of Data Collection

To carry out this study, the researcher asked permission to the chief of

English Language Teaching Study Program in Halu Oleo University to conduct

this study. For the purpose of this study the researcher had informed and discussed

with the Lecturer of Writing I course class A for the use of Web-Based instruction

as the complementary class, to the regular one which is then called in this study

the hybrid instruction.

The procedures had been conducted were:

41

1. Pre-test. Pre-test was aimed to know the students’ writing ability before

and after being given the treatment.

2. The treatment had been given to students where the instructor taught the

class with face-to-face classroom along with teaching and learning process

under Web-Based Instructional Program which is call hybrid learning

mode.

3. Post Test. It was aimed to know the students’ writing ability after giving

the treatment under Web-Based instructional program.

Table 3.5 Schedule of Conducting Meeting

Activities Topics Time Allocation

Pre-Test Students wrote a paragraph

entitled (Doraemon Robot) of

short descriptive text, with

the length of 200-250 words

for 45 Minutes.

The time is flexible

because students’

discussed the topics

related to the

material during the

treatment for 24

hours. Including

face-to-face mode

of learning.

First Treatment The participants of the study

were exposed with the basic

of descriptive text and

learned the pattern of

building an essay

Second Treatment The participants of the study

were requested to write a text

―My Best Friend Forever‖

Third Treatment The subjects of the study

were requested to proof read

their peers’ work which is

entitled ―My Best Friend

Forever‖.

Fourth Treatment The subjects of the study

were requested to write a

descriptive text entitled ―My

Bedroom‖

Post-Test Students wrote a paragraph

entitled (Doraemon Robot) of

short descriptive text, with

the length of 200-250 words

in 45 Minutes.

42

3.7 Procedure of Teaching Writing using Web-Based Instructional program.

The procedures of teaching writing were as follows :

Table 3.6 Learning Activities & Mode of Delivering

Online Face to Face

- Instructor posted some

additional materials which

related with the printed material.

- Instructor also posted some

assignment and quizzes , then

instructed students to submit

their assignment on web

- Instructor tells students to post

their thought or discuss the

related materials on the web.

- Instructor taught students how

to compose a decent essay.

- Instructor conducted the pre and

post-test in class.

- Instructor presented the course

material.

- Instructor informed students to

write a free topic in 10 minutes

before the class started.

Instruction for the lecturer or the teacher

1. Browse https://www.edmodo.com/

2. Logged in with username and password and email as a teacher. The

lecturer or teacher filled the registration page that suits with their personal

data. (Screen 1a.)

43

(Screen. 1a)

3. The lecturer displayed the topic to write on the web page and send the

topic to all students, with the additional material which was related with

the primary module on printed class. Next, she instructed students’ to

write a paragraph and asked students to give a comment to their peers’

work. After collected students’ written work in Edmodo, the Instructor

corrected and revised the first draft and sends them back to students. On

the next meeting, students wrote the final drafts and send them to the

lecturer or the teacher through posting back in web page. The last draft

were corrected and giving grade to their assignment.

Instruction for students

1. Browse https://www.edmodo.com/.

2. Logged in with username and password and email as a student. The

student filled the registration page that suits with their personal data.

(Screen 1b.)

44

(Screen 1b.)

3. Then, students’ wrote on the given topics. They discussed, corrected, and

sent the drafts to the teacher or peers. Students’ were also communicating

with the teacher outside the program through sending direct message

(email).

Instructional Treatment

Step 1. First both lecturer and students registered for the Edmodo (Screen 1).

After both of lecturer and Students got an access to the web-based Instructional

Program, then they logged in to start work.

45

(Screen 1.)

Step 2. The Lecturer gave a brief explanation about descriptive text such as the

purpose, the generic structure, and the language features on face-to face course

and also gave the additional material on the web page of the sites. Teacher had

attached several links for further explanation of the course content such as here

about descriptive text.

(Screen 2).

46

Step 3. The lecturer created an assignment on the assignment column, and told

students to write a descriptive text on the chosen topic and posted the assignment

with the due date of submitting the task. (Screen 3)

(Screen 3).

Step 4. After students wrote their first draft, submit their draft. Their friends/peers

and the lecturer were allowed to post several comments on the draft in the reply

column (Screen 4).

47

(Screen 4)

Step 5. Then they wrote the final draft after they had checked their mistakes and

errors (if any). They could consult with their peers and teacher concerning any

related problems by sending emails or asking through face-to-face course.

Step 6. The Lecturer or teacher checked and corrected the final drafts and sent

them back to the students with the suitable feedbacks or even gave a grade to the

students revised works. The lecturer or teacher monitored the students and noted

the occasional errors during the students’ performance in writing and reviewed

them later on face-to-face classroom.

3.8 Inter Rater Agreement

Raters were necessary on measuring the students’ writing competency. The

raters are two independent raters, and they were the lecturers of English Teaching

48

Study Program of Halu Oleo University who had (about) the same level of

knowledge and competence in English. The raters had made inter rater agreement

before conducted the real activity to reach the same perception during the

assessment. To make sure both independent raters had similar perspective on

applying score system of this research, the researcher was required to follow the

following procedures:

1. Both independent raters met to discuss how to assess the students’

composition so that they have similar perception in using marking schema.

2. 10 students composition were taken for evaluation, in order to asses

various levels of quality of writing.

3. The raters evaluated students’ scores individually by using marking

scheme as proposed by Jacob et al (1981)

4. The score description was discussed after the scoring session had begun to

ensure that the raters strictly followed the scoring guidelines.

5. If there was no correlation between the two raters, then they had to take

another five written products to be assessed.

6. If the assessment result had correlation, they could continue to assess the

rest of the written products.

To measure the writer rater agreement of two raters; students’ score of each

rater were corrected by using Pearson Product Moment Analysis in SPSS 21.

Coefficient correlation used the criteria as follow:

49

7. If rxy ≥ r table, then there is significant correlation of inter-rater

agreement or it is accepted. However, if rxy≤ r table, then there is no

significant correlation of inter-rater agreement or it is rejected.

Table 3.6 The Interpretation of r-values:

r (positive) r (negative) Interpretation

0 0 No Correlation

0,01-0,20 (-0.01-(-0,20) Very Low

0,21-0,40 (-0,21)—(0,40) Low

0,41-0,60 (-0,41)—(0,60) Narrow Low

0,61-0,80 (-0,61)—(0,80) Enough

0,81-0,99 (-0,81)—(0,99) High

1 -1 Very High

(Pengantar Statistika (1992) as cited in Dewi Santi, 2007)

3.9 Technique of Data Analysis

The first data of this research was analyzed by using SPSS version 21. The

students’ achievement data were taken from pre- and post-test tests’ result and it

was analyzed using descriptive statistic (mean score, median, modus, range,

standard deviation). The inferential statistics were aimed to test the hypothesis.

The current study used non-independent t-test or paired/matched t-test to compare

the means of two variables in one group (Pre-Post) as noted by Wahyono, (2002)

Working on First Hypotheses:

To test the first hypotheses, the researcher was used Paired Sample T-Test with

two-tail test to draw the conclusion whether or not it is accepted. The

requirements were:

H0 : µd = 0

50

H1 : µd ≠ 0

1.1. If tcount < (-)ttable or t count > (+) t table and α ≤ 0.05, H0 hypothesis is

rejected, suggested that there is a significant effect of using web-based

instruction in teaching writing for the freshman of Halu Oleo English

Teaching Study Program.

1.2. If tcount is between ± ttable, and α > 0.05, H1 hypothesis is rejected suggests

that there is no significant effect of of using web-based instruction in

teaching writing for the freshman of Halu Oleo English Teaching Study

Program.

Students’ Perception

Perception is one of factors which affect the success of using web-based

instruction in teaching writing. Gibson (1984) stated ―Perception was a process

that occurred in somebody in order to respond toward his environment. It consists

of organizing and interpreting various stimuli into psychological experience‖, The

current study used the students’ perception to measure the association of students’

performance and their attitude toward it. This study was used Partial Least

Square1, which draw how students’ perception could affect their performance. The

coefficient path analysis using SmartPLS was made to predict the association

between students perception on the use of LMS Edmodo and their writing

competence.

1 Partial Least Square is an integrated analysis between the confirmatory factor, principal

component analysis, and path modeling analysis.