%0 Thesis
%9 Masters
%A NINA FATRIANA, 1423042022
%B LAMPUNG UNIVERSITY
%D 2016
%F eprints:23517
%I TEACHER TRAINING AND EDUCATION FACULTY
%T THE IMPLEMENTATION OF PERSONAL ICT- BASED  PUBLISHING AND INTERMEDIATE EFL STUDENTS’  MOTIVATION, LEARNING AUTONOMY, PERCEPTION,  AND WRITING ACHIEVEMENT
%U http://digilib.unila.ac.id/23517/
%X This research aimed at finding out which types of motivational orientation (MO) drove  the digital native students, seeking the correlation between their MO, learning autonomy  (LA), and writing achievement WA), measuring how the MO and LA influenced their  WA, and tracking their perceptions in engaging with the personal weblog publishing  activity as the final stage of the internet- based writing process instruction. This one  group pre test- post test research applied both offline and blended writing processes with  personal weblog publishing as the treatment. The subjects were 46 students of English  literature major whose drafts to be measured, and whom were given the computer  literacy, The MO, the LA , and the perception questionnaires to respond to.  The result of data analysis showed that the subjects were slightly more extrinsically  motivated (total mean, 28.89) than intrinsically motivated (27.72) when engaging with  personal weblog publishing activity. It was all the extrinsic motivation types also that  correlated positively with their LA and WA, in that the EM external correlated with LA  (0.252) and WA ( 0.099), the EM identified with LA ( 0.372) and WA ( 0.137), and the  EM introjected with LA (0.226) and WA(0.327). Further, the students’ MO and LA  contributed as much as 32.8% to their WA, and they perceived this personal weblog  publishing activity positively.  Finally, it could be concluded that the success of CALL-based instruction, especially  the internet-based writing process instruction such as this personal weblog publishing  case relied very much on the state of the students’ computer literacy. This was because it  determined: 1) the students’ types of motivation involved; 2) the intensity of their  learning autonomy; 3) their perception towards the process of the instruction; and 4) their  writing achievement in the end. However, the setting up of competition among the  students contributed to some variations of the above points of determinations.