I. INTRODUCTION
1. Background
The computer technology has developed tremendously and affected human life. Kawabata ( 2006 ) noted that with the development of user friendly computers and the rapid reduction of prices, the use of computers has become widespread and expanded not only at the offices but also in homes and schools. Balenden as quoted by Hartoyo ( 2008 ) revealed that computers technology have increasingly penetrated all areas of life, including education. The use of computers for language teaching and learning are growing signifantly.
Warschauer ( 1998 ) noted that a decade ago, the use of computer in the language classroom concern just a few number of the experts in language teaching and learning. Balenden as quoted by Hartoyo ( 2008 ) pointes out that computers technology The development of information technology – multimedia computing and the internet – has increased concern of language teachers through out the world. Hartoyo ( 2008 ) reiterates that the development of Information and technoilogy ( IT ) has improved the use of computers in the learning process. Known as Computer Assisted Learning, it is used to help people in learning, such as learning a language. The embark of the use of compter as a tool of teaching and learning language in Indonesia stimulated by the number of computer laboratories in general senior secondary school ( SMA ).According to 2007 Statistic of the Department of National Education ( Depdiknas ), the number of SMA equiped with computer laboratory reached 4681 from existed 5661 schools in the country. Anyhow, the encouraging amount of the equipment must be supported by technical expertise as well the knowledge of the teacher to make use of the advance technology especially by self designing and using Computer Assisted Language Learning ( CALL ). This article will provide an overview of the strategy in developing the CALL.
2. Objectives
The objectives of this paper are the followings :
a. To provide information of the history of the CALL
b. To explain the advantages and disadvantages of CALL
c. To define strategy in developing CALL in Indonesia.
II. REVIEW OF RELATED LITERATURE
A. The definition and the history of CALL
1. Definition
The free encyclopedia – Wikipedia, defines CALL as a form of computer based accelerated learning which carries two important features: bidirectional learning and individualised learning. CALL materials ar tools for learning which is focussed in learning not teaching. The CALL materials are used in teaching to facilitate the language learning process. CALL is originated from CAL ( Computer Assisted Learning ) a term that was first viewed as an aid for teachers. Hartoyo ( 2008 ) reiterates that
“ the CAL program refers to the learning involving the utilization of the computer, usually by means of an interactive – computer system in which students and the computer can interact each other, and in which the students are given a fredom to choose any topic of information and even, to become a trouble- shooter of their own problems”.
CALL is the CAL which is implemented to language whereas its design generally takes the principle of language pedagogy as consideration. CALL has also been known by several other terms such as technology – enhanced language learning ( TELL ), computer-accelerated language instruction ( CALI ) and computer-aided language learning. The CALL focuses more on student – centered lessons allowing the learners to learn on their own using structured or unstructered interactive lesson. Beare ( 2009 ) assumed that CALL is usefull to teaching and learning experience. It is not only sucessfully employed for grammar practice and correction, but also for communication activites.
So speak, Computer-Assisted Language Learning ( CALL ) or whatever it is called, is a form of computer-based accelerated learning language as an aid for teachers and not a method of teaching language.
B. The History of CALL.
Delcloque ( 2000 ) as quoted by Wikipedia reiterated that CALL’s origins and development traced back to the 1960’s. Computers were first introduced as an aid for language teaching and learning process in the years, since the teachers and researchers have been testing and developing ways to implement the information technology. The unique features of the computers were the main consideration of why it might be used in language learning.
Warschauer ( 1998 ) categorized the development of CALL into three main stages; behavivioristic CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology as well as a certain pedagogical approach.Behavioristic CALL – so called CALL in the past – applied in the 1960’s and 1970’s. Based on the behaviorist theorist of learning, which included drill and practice, the mode of CALL featured a repetitive language drills, referred to as drill and practice. In this paradigm, the computer was viewed as a mechanical tutor which never grew tired and allowed students to work at an individual pace. The best known tutorial system, PLATO, ran on its own special hardwares consisting of a central computer and terminals and featured extensive drills, gramatical explanations, and translation tests at various intervals ( Ahmad, Corbett, Rogers, and Sussex, 1985 – cited by Warschauer 1998 ).The next stage is communicative CALL in favour of the expansion of technological improvements emerged in the late of 1970s and early 1980’s. The development of CALL at this stage was the result of a communicative approach, as at the same time behavioristic approach of the language teaching were being rejected at both theoritical and pedagogical level. The focus of communicative CALL not so much on what students did with the tool, but rather what they work each other at the computer. The latest phase of CALL, is what so called Integrative stage. Kawabata ( 2006 ) noted the stage as a result of the expansion of technological advancements such as multimedia technology and the internet. These two inovations allow all learners to access a more authentic learning environment.
C. Advantages and disadvantages.
A number of studies have been done regarding the affects of CALL to the improvements of language learners’ four language skills namely listening, speaking, reading and writing. The following descriptions discuss a number of advantages and disadvantages of using CALL
1. Advantages.
v Adapting learning to the students.
Computers can give a new role to teaching materials. According to Keneth Beare ( Beare, 2007 ) the strongest argument for the use of computer in the classroom environment is that the student’s self-pacing. Use of computer technology in classroom is generally reported to improve self-concept and mastery of basic skills, more student-centered learning and engagement in the learning process, and to gain confidence in directing their own learning.
v Motivation.
The use of technology inside or outside the classroom tend to make the class more interesting and increase student motivation to spend more time on tasks. Studies conducted by Hartoyo in 1993 and 1998 ( Hartoyo; 33 – 34 ) proved a positive responds from the students. Most of them who used the system stated that the CALL was fairly easy to use, very interesting, and helpful.
v Flexibility.
CALL offers freedom for users to choose whatever topic they are interested provided in the package ( Hartoyo, 27 ). The table of contents denotes all topics available which can be selected by simply cliceking s. on the box labelled for a particular topic. By using CALL the teacher could allow the students to work on their own time using appropriate time they have. It can accomodate different speeds of learning ( Ahmad, 1985. Hartoyo; 31 )
2. Disadvantages.
v Regarding to Indonesian economic condition, CALL is costly for education institution, the programmer or a teacher, as well as for the students.
v Due to teachers ability and awareness of advanced technology, most of Indonesian English teacher is still far from the ability of designing CALL. The lack of resources cause the schools to provide the class with CALL.
v At present time, generally speaking, most indonesian students do not have their own computer. Even for the schools having computers or computers laboratory, the students can not freely use them at any appropriate time as the scheduled is very restricted.
III. ANALYSIS.
1. The opportunity and the challenge.
a. General Overview.
With the development of user-friendly computers and software and the rapid reduction in their prices in the last decade, the use of computers has become widespread allover the world not olny at the offices but also in schools. One of
As a developing country, Indonesia has been already coped with information technology even the rapid and the pace is slower than industrilized ones. Generally, the use of computer at schools and unversity in Indonesia increases significantly. Data shown by the statistic of Departemen Pendidikan Nasional, indicates the growing awareness and demand of the advanced technology. In 2007, there are 4,681 computer laboratories at General Senior High School ( SMA ) all over Indonesia. Compared with all kinds of laboratory namely, science, biology, chemistry, physics, and language, the amount of computer laboratory is the highest. In sum, the schools in Java – including Jakarta compare with other regions are in the highest rank while Maluku, Maluku Utara and Sulawesi Barat are the fewest. The biggest amount of computer laboratories anyhow does not correspond to the efectiveness of the use of CALL. The procurement of the computer laboratories is based on economical purpose to prepare the students for the new challenges – rapid changing of the society. The laboratory is used to train the students to be able in using computer as a preparation to find employment after graduating the General Senior Secondary School. The latest daya shows that there are only about 20 – 30 percent of the school continue on to formal tertiary education.
2. The importance and readiness to changes.
Teachers.
The rapid development of information and technology forces the teacher to be aware of the danger of IT’s illiteracy. CALL as an effective and helpful aid of teaching learning language should be engaged. Regarding that importance, training is necessity for Indonesian English teacher. At least there are two reasons to emphasize the importance of training. Firstly is the problem of economy and the second is the low skill regarding computer technology within Indonesian English teacher. CALL packages might be costly for Indonesia’s economic perpective unless the teachers of English will be able to afford by themselves. As the challenge is the ability, the training is the most possible opportunity to be accounted. While all institutions indicate the budget is insufficient, the government should take the responsibility in conducting the teachers training. The training conducted by the experts of CALL should include initial planning, determining objectives, choosing types of program, selecting materials, choosing softwares, determining tasks, and designing structure of the program.
Students.
For almost of Indonesian students adjustment to CALL as a new kind of learning tool is very important. Regarding to the Indonesian demography and geography CALL should be introduced and used accordingly. The discrepancy within students living in the city in western part and those in remote areas must be bridged. Government must take a appropriate measures on that issue.
IV. CONCLUSION AND RECOMENDATION.
1. Conclusion.
The computer plays a significant role in human life . The development and the reduction of the price of the computers in recent years has expanded the use of this product of information technology not only as office equipments but also a tool of learning activities. In favour to the development of multimedia the role of the computer in language learning has become an important issue. Computer-Assisted Language Learning, which has been implemented in 1960’s, is further developed in line with the growing concern of language specialist as shown by the debate over the use of CALL over the past decades. CALL with its advantantages and disadvantages remains as a tool of learning that can not dismish the role of a teacher in the class room.
Indonesia as a developing country has been engaged with information technology and the use of CALL. Anyhow, due to economic condition and the knowledge and skill of teacher, the implementation of CALL should be supported by government policy and educational institution.
2. Recommendation.
2.1. It is necessary to have an overall research about the advantages and disadvantages of CALL. The government should support such research initiated by an expert or institution.
2.2. The schools which has been equiped with computer laboratories should do in favour of the usage of CALL.
2.3. So far CALL is concerned, there should be an effoert to maintain the awereness especially among English teacher to better understand, to use and to design. Government need to support the development of self access and self made of CALL designed by the teacher by affording/preparing appropriate budget, especially for eastern part of Indonesia.
2.4. Government need to support the development of self access and self made of CALL designed by the teacher by affording/preparing appropriate budget, especially for eastern part of Indonesia.
Maryuni Kabul Budiono/NIM 0808066018
Filed under: FINAL ASSIGNMENT
