AN ANALYSIS ON 4 CD BASED ON PRINCIPLES FOR DESIGNING AND TESTING CALL PROGRAM

AN ANALYSIS ON 4 CD BASED ON PRINCIPLES FOR DESIGNING AND TESTING CALL PROGRAM

Muhamad Suharyadi
Post Graduate Programme of English Language Education
Universiy of  Prof.Dr.Hamka

Jakarta

1. CD 1 Learn English

	LEARN ENGLISH
INTERACTIVITY	Stimulate interaction, effective instruction
USABILITY	The menu can be chosen in random, easy to be navigated
CONTENT	Material is simple for elementary and 1st and 2nd grade of Junior High School.
EFFECTIVENESS	Assist the learners to develop vocabularies and grammar
PERFORMANCE	Attractive by performing games

2 .CD 2 Speak English

	SPEAK ENGLISH
INTERACTIVITY	Stimulate interaction, effective instruction
USABILITY	The topic is simple, easy to be navigated
CONTENT	It suitable for the 1st, 2nd, 3rd Junior High School students, it is easily learned and understood by the students
EFFECTIVENESS	Assist the learner to improve speaking skills and grammar
PERFORMANCE	it is very attractive

3. CD 3 English Words

	ENGLISH WORDS
INTERACTIVITY	Stimulate interaction, effective instruction
USABILITY	The students can choose suitable menu, easy to be navigated
CONTENT	Suitable for  Junior High School  and Senior High School
EFFECTIVENESS	Develop   vocabularies and pronunciation practices
PERFORMANCE	Arousing curiosity, attractive games

4. CD 4 Vocabulary

	VOCABULARY
INTERACTIVITY	Stimulate interaction, effective instruction
USABILITY	The vocabulary can be related to the topic, sometimes very difficult to be navigated
CONTENT	Suitable Junior High School
EFFECTIVENESS	Assist the learner to improve  simple vocabularies
PERFORMANCE	Attractive performing games

THE UTILIZATION OF ICT IN EDUCATION

Muhamad Suharyadi
Post Graduate Programme of English Language Education
Universiy of  Prof.Dr.Hamka

Jakarta

INTRODUCTION

Nowadays, ICT becomes more widely available,teachers pay attention to the development of ICT ,and they have tasks  how  to integrate this technology into teaching learning process. Hartoyo (2008) points out that The impact of communication and information technology (IT) development on education has been widely countenanced. ICT can be used in many different ways, and how it is integrated into educational settings depends largely on teacher’s instructional goals and strategies. Changes in the goals of education in our countrty  has created changes in teachers’ use of technology. It has  big impact on the development of teaching approaches . Introducing ICT in education is challenge for teachers and pupils. Teachers have to develop their own ICT skills and change their existing practices. The role of teching is changing. Successful integration into the curriculum depends on teachers being convinced of the relevance of ICT as a means of providing access to a richer range of resources for themselves and pupils.

OBJECTIVES

In this article I will  discuss the general overview of use and the benefits of ICT in education s . To provide the discussion the writer focus on the relevance of ICT in education especially in teaching and learning. Hopefully, it is will be useful for the wiriter and readers who love and concern on the field of ICT and education.

REVIEW OF RELATED LITERATURE

ICT is a common term referring to technologies which are being used for collecting, storing, editing and passing on information in various forms. ICT is changing education system, not only technologicaly but also socialy. A personal computer (PC) is the best known example of the use of ICT in education, but the term multimedia is also frequently used. Multimedia can be interpreted as a combination of data carriers, for example video, CD-ROM, DVD, Internet and software in which the possibility for an interactive approach is offered.

Information and Communication Technologies includes technologies in which the computer plays a central role, i.e. Computer Assisted Language Learning (CALL), the Internet, and a variety of generic computer applications. Broadcasting (including digital radio and television and satellite television) is subsumed under the heading multimedia.

ICT was originally intended to serve as a means of improving efficiency in the educational process. Furthermore, it has been shown that the use of ICT in education can help improve memory retention, increase motivation and generally deeper understanding (Dede, 1998). ICT can also be used to promote collaborative learning, including role playing, group problem solving activities and articulated projects (Forcheri and Molfino, 2000).

ANALYSIS

Introducing ICT in school system has important financial aspect: supplying every student with ICT facilities (multimedia and internet-connected PCs) requires considerable funding, and therefore school administration and community must take their part of responsibility to support this process along with teachers.

There are some functions of the use of ICT in education are described in literature. First,ICT as object. It refers to learning about ICT. Mostly organised in a specific course. What is being learned depends on the type of education and the level of the students. Education prepares students for the use of ICT in education, future occupation and social life. Second,ICT as an ‘assisting tool’. ICT is used as a tool, for example while making assignments, collecting data and documentation, communicating and conducting research. Typically, ICT is used independently from the subject matter. Third, ICT as a medium for teaching and learning. This refers to ICT as a tool for teaching and learning itself, the medium through which teachers can teach and learners can learn. It appears in many different forms, such as drill and practice exercises, in simulations and educational networks. Finally,ICT as a tool for organization and management in schools.

A part from the computer (ICT) as merely a medium, it offers some benefits for students in their learning process. One of the benefits of a computer (ICT) is that it is more interactive aid compare with other media such as tape recorder, film projectors and, such common equipment-chalk and blackboard.

The unique property of the computer as a medium for education is its ability to interact  with the student. Books and recordings can tell a student what the rules are and what the right solutions are, but they can not analyze the specific mistakes the students has made and react in manner which leads him not only correct solution. (Nelson ,et al,1976).

According to Wheeler ( 2001)  ICT has some benefits when it is used in education field. The benefits of using ICT in education include : Shared learning resources, share learning spaces, the promotion of collaborative learning and the move of autonomous learning.

One of the most striking examples of ICT in action in  schools is the apposite use of video systems to transmit television programme and information throughout an entire school and even between schools in the same district.

Networked computing facilities create a distributed environment where learners can share work spaces, communicate with each other and their teachers in text form, and access a wide variety of resources from internal and external databases via web based systems through the Internet.

Reil (2000) argues that much of what we now see as individual learning will change to become collaborative in nature. Reasoning and intellectual development is embedded in the familiar social situations of everyday life (Donaldson, 1978) so the social context of learning has a great deal of importance. Collaborative learning is therefore taking an increasing profile in the curricula of many schools, with ICT playing a central role.

At the same time, computers – and the power they bring to the student to access, manipulate, modify, store and retrieve information – will promote greater autonomy in learning. Inevitably, the use of ICT in the classroom will change the role of the learner, enabling children to exert more choice over how they approach study, requiring less direction from teachers.

There are some improvements in educational process as a result of using ICT in schools, such as, students are highly motivated to use ICT, easier learning and adopting new skills, and researches show that students’ outcomes on conventional achievement test rise when ICT based educational innovations are implemented.

ICT has been bringing about several benefits to the learner and the teacher. These include sharing of resources and learning environments as well as the promotion of collaborative learning and a general move towards greater learner autonomy.

One of the key points in effective usage of ICT in education is teacher’s positive acceptance of new technologies. In practice, many teachers have to change their pedagogical approaches to adopt and apply ICT. Also other structures relating to education system – school’s management, institutional structures and relationship to the community – must take effort and take their part of responsibility in order to enhance usage of ICT in schools.

Teachers have been polarized in their acceptance of the new technologies. While some have enthusiastically integrated computers and the Internet into the classroom, other have been cautious in their welcome, and some have simply rejected the technologies. There is a level of justifiable cynicism based on previous experience of computer based applications such as CAL. Ironically, some enthusiasts have inadvertently damaged the reputation of ICT by poor classroom practice – using the technology for the sake of its novelty value, or failing to think through the issues before implementing the technology (Littlejohn, et al, 1999).

Conclusion and Recomendation

The utilitization of  of ICT  is increasing more and more, it influences the development of eduacation in our country. ICT brings new opportunities for teachers and students to take adventage of these new technologies ,however it needs a new approach in teaching learning activities. Thus, teachers must be more creative to use ICT,in order to use ICT effectively, teachers have to integrate technology and learning methods. Teachers have to create environment in which students actively engage in cognitive partnership with ICT. To be able to promote usage of ICT, teachers have to change themselves, thaey have to learn continuously to adopt and apply new technologies. Recent researches show that applying ICT brings many improvements in educational outcomes. ICT offers many  benefits not only for teacher but also for the students.The benefits of ICT  in education consist of  more interactve aid, shared learning resources, share learning space , the promotion of collaborative learning, the move towards atonomous learning, increase students’ motivation, advanced topic mastered, students acticting as expert do, better outcome of standardized test.

REFERENCES

Hartoyo. 2006. Individual Differences in Computer-Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press

Harmer,Jeremy. 2007. How to Teach English. Harlow Essex. Longman Group Limited.

http://www.terra.es/personal/nostat/

http://www.tesolgreece.com/nl/71/7103.html

http://www.det.wa.edu.au/education/curriculumict/practice/why_use_ict.htm

Peter Knapp and Megan Watkins. 2005. Genre, Text, Grammar. Sydney. University of New South Wales Press.

Richard .Jack C. 2001.Curriculum Development in LanguageTteaching. Cambridge: Cambridge University.

THE IMPACT OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN LANGUAGE TEACHING

Muhamad Suharyadi
Post Graduate Programme of English Language Education
Universiy of  Prof.Dr.Hamka

Jakarta

.

Introduction

In the last few decades, computer technology has made tremendous progress in the world of communication to benefit people. One of the benefits of computer has been used to help the teachers and the students in teaching learning process. Many teachers  has used Computer-assisted Language Learning (CALL) to facilitate their teaching activities, although many  schools still makes limited use of computers because of some reasons.

Using CALL has advantages and disadvantages, and many user points the fingers at several reasons . The development of CALL brought about a revolution in the teachers’ perspective, as the teaching tools offered through CALL were gradually becoming more reliable. Nowadays, CALL is gaining immense popularity in foreign language teaching and more and more educators and learners are supporting it. However, applying CALL in teaching  also has some weaknesses. This paper discuss the advantages and disadvantages of using CALL in Language teaching.

Computer Assisted Language Learning (CALL)

Computers Assisted Language Learning (CALL) means Computer  Assisted Learning which is implemented to language. In this point, the utilization of the computer is primarily directed to make provisions to a language learning tutorial program (Hartoyo,2008).  CALL has also been known by several other terms such as technology-enhanced language learning (TELL), computer-assisted language instruction (CALI) and computer-aided language learning but the field is the same.

Lee (2000,55) states,

CALL originates from CAI (Computer-Accelerated Instruction), a term that was first viewed as an aid for teachers. The philosophy of CALL puts a strong emphasis on student-centered lessons that allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry two important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.

CALL is the acronym for Computer Assisted Language Learning and it is related to the use of computers for language teaching and learning. The acronym was first taken from CAL Computer Assisted Learning which refers to the learning involving the utilization of the computer, usually by means of an interactive-computer system. Students and the computer can interact each other, and free to choose any topic or become a solution to their problems. CALL is a learning material derived from CAL which is implemented to language. The utilization of the computer is primarily directed to make provisions to language learning tutorial program. By using CALL students will be able to relate their learning behavior to the “source” of information about the target language and provide opportunities to engage in interaction issues regarding the change of methods of language teaching.

Advantages of CALL

The use of CALL accounts for some advantages both for the user (students) and the designer (teacher). There are some advantages  of using CALL, as far as reading habits are concern, CALL encourages the students to develop a non sequential reading habit, which it is hoped will carry over to reading tasks with traditional printed material. (Ansel, et all, 1992). It allows users to make their own decisions to develop a selective and critical reading habits  which enables them to scan a large amount of information topic of their interest.

Moreover, CALL offers freedom for users to choose any topic of information available within package. The table of contents denotes all topics available which can be selected by simply clicking on the box labelled for particular topic. (Hartoyo, 2008). Rose (1992) states that Since the CALL tutorial package can also be used in pairs, it spurs the user ( students) to be able to collaborate very usefully in problem solving which in itself is considered to be a good skill acquire, as it can be implemented in a wide range of different contexts.

In elaborating the advantages of CALL, Hartoyo (2008) illustrate that CALL’s flexibility of time allows the students to determine what particular topics and how long he wants to learn. Hence the students who miss the class because of some reasons, for instance illness, still have opportunity to learn the particular topics taught in the classroom as far as the topic is available in the CALL program. Furthermore, CALL provides an individual interactive learning program, so both the ‘fast’ and ‘slow’ learners can take benefit from it.

Research and practice suggest that, appropriately implemented, network-based technology can contribute significantly to: Experiential Learning, motivation, Enhance Student Achievement, authentic Materials for study, greater interaction, Individualization, Independence from the source of information, and global understanding.

In relation with experiential learning, for example, The World Wide Web makes it possible for students to tackle a huge amount of human experience. In such a way, they can learn by doing things themselves. They become the creators not just the receivers of knowledge. As the way information is presented is not linear, users develop thinking skills and choose what to explore.

Computers are most popular among students either because they are associated with fun and games or because they are considered to be fashionable. Student motivation is therefore increased, especially whenever a variety of activities are offered, which make them feel more independent.

Network-based instruction can help pupils strengthen their linguistic skills by positively affecting their learning attitude and by helping them build self-instruction strategies and promote their self-confidence.

By using CALL All students can use various resources of authentic reading materials either at school or from their home. Those materials can be accessed 24 hours a day at a relatively low cost.

Random access to Web pages breaks the linear flow of instruction. By sending E-mail and joining newsgroups, EFL students can communicate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their on-line exercises.

Moreover, in applying CALL shy or inhibited students can be greatly benefited by individualized, student-centered collaborative learning. High fliers can also realize their full potential without preventing their peers from working at their own pace.

Although students can still use their books, they are given the chance to escape from canned knowledge and discover thousands of information sources. As a result, their education fulfils the need for interdisciplinary learning in a multicultural world.

A foreign language is studied in a cultural context. In a world where the use of the Internet becomes more and more widespread, an English Language teacher’s duty is to facilitate students’ access to the web and make them feel citizens of a global classroom, practicing communication on a global level.

Disadvantages of CALL

Besides advantages, CALL also has some advantages, the disadvantages of using Computer-assisted Language Learning classifies  in the following common categories (a) financial problems, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.

Compare with “traditional” books, the ‘electronic’ book-the CALL program- is considered to be much less handy. It is much different from traditional books that are small enough to be carried around and studied wherever and whenever students wish, on a train, at home, in the middle of night or in dentist’s waiting room.(Ansel,et al,1992). More over, at the present time most students do not posses their own computers at home. Hence, they usually can only used computers available in their schools in which the opening hours are very restricted.

In general, reading a text, especially the long ones, on the screen is slower, more difficult and tiring. Gould and Grischowsky (1984) have shown that people read 20-30 % slower from low resolution screens. It may, sometimes , account for eye irritation and pain. Therefore, those who are concerned with the design and programming of CALL should take into account the use of high resolution screen and should refer to the Display Screen Equipment (DSE) regulation (e.g. in the U.K: The Health and Safety (DSE) Regulation 1992).

Viewing from financial point, CAL is costly enough for the programmer or teacher, let alone for students. A lot of funds have to be provided to purchase equipment, design programs, and for maintainance. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, “concerning the money, the challenge was unique because of the nature of the technology.” Existing universities policies and procedures for budgeting and accounting were well advanced for classroom instruction. The costs of media were accounted for in the university as a part of the cost of instruction. Though the initial investment in hardware is high, inhibiting institutions’ introduction of advance technologies; but Hooper (1995) recommends that the cost of computers will be so low that they will be available in most schools and homes in the future.

Lewis et al. (1994) indicate three conditions under which Computer-assisted Learning and other technologies can be cost-effectiveness: Computer-assisted Learning costs the same as conventional instruction but ends up with producing higher achievement in the same amount of instructional time, it results in students achieving the same level but in less time. These authors indicate that in examples where costs of using technologies in education are calculated, they are usually understand because the value of factors, such as faculty time and cost of equipment utilization, is ignored (McClelland, 1996).

Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in many cases, lower the cost of providing educational services. He stated that that the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies. The technologies will not decrease educational costs or increase teacher productivity as currently used. Low usage causes the cost barrier. Computers, interactive instruction TV, and other devices are used very few hours of the day, week, or month. Either the number of learners or the amount of time learners apply the technology must be increased substantially to approach the concept of cost-effectiveness. There are other more quick and less expensive ways of reducing costs, no matter how inexpensive the technology being used (Kincaid, McEachron, & McKinney,1994.

The second problems of using CALL is the availability of Computer Hardware and Software. Availability of high quality software is the most pressing challenge in applying the new technologies in education (Herschbach, 1994; Miller, 1997; Office of Technology Assessment, 1995; Noreburg & Lundblad, 1997). Underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skilled in designing it because software development is costly and time-consuming (McClelland, 1996).

McClelland (1996) indicated having sufficient hardware in locations where learners have access to it problematic and is, of course, partly a financial problem. Computer hardware and software compatibility goes on to be a significant problem. Choosing hardware is difficult because of the many choices of systems to be used in delivering education, the delivery of equipment, and the rapid changes in technology.

The third problem using CALL is a lack of technical and theoretical knowledge in using of Computer-assisted Language Learning technology. Not only is there a shortage of knowledge about developing software to promote learning, as shown above, but many instructors do not understand how to use the new technologies. Furthermore, little is known about integrating these new means of learning into an overall plan. In the communication between McClelland and C. Dede (1995), Dede indicated the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today’s evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively (Office of Technical Assessment, 1995).

CONCLUSION

Computer technology  has come into expansion era, it is widely  used for language teaching In Indonesia. The most well- known term used to facilitate Language teaching is CALL.  CALL is the acronym for Computer Assisted Language Learning and it is related to the use of computers for language teaching and learning. The acronym was first taken from CAL Computer Assisted Learning which refers to the learning involving the utilization of the computer, usually by means of an interactive-computer system. The advantages for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding. The disadvantages  inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.

REFERENCES

Hartoyo. 2006. Individual Differences in Computer-Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press

Harmer,Jeremy. 2007. How to Teach English. Harlow Essex. Longman Group Limited.

http://www.terra.es/personal/nostat/

http://www.tesolgreece.com/nl/71/7103.html

http://www.det.wa.edu.au/education/curriculumict/practice/why_use_ict.htm

Peter Knapp and Megan Watkins. 2005. Genre, Text, Grammar. Sydney. University of New South Wales Press.

Richard .Jack C. 2001.Curriculum Development in LanguageTteaching. Cambridge: Cambridge University.