INTRODUCTION.
Background
The use of computers in schools have expanded significantly and influenced the way of teaching English as foreign language. Many English teachers in Indonesia now think about the implications of the computers. Technology brings about changes in the teaching methodologies of foreign language unless they are used simply to automate fill-in-the-gap exercises. Ballenden as quoted by Hartoyo ( 2008 ) states that computer technology will increasingly affect all aspects of life, including education.
Anyhow, many education expertes berlive that the use of the computer in and of itself does not constitute a teaching method, but rather the computer forces pedagogy to think in new ways to exploit the computers benefits and work around its limitations. One of the significant invention of the use of computer in teaching learning activities is CALL ( Computer-assisted language learning) The focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language learning process. It is a student-centered accelerated learning material, which promotes self-paced accelerated learning. To make the CALL an effective tool, the teacher is advisable not only being familiar to use but also be able to create and design. This short paper will feature the process of designing the CALL.
|
|
//<![CDATA[
if (window.showTocToggle) { var tocShowText = "show"; var tocHideText = "hide"; showTocToggle(); }
//]]>
Definition
CALL, as it is written in online dictionary Wikipedia, originates from CAI (Computer-Accelerated Instruction), a term that was first viewed as an aid for teachers. It 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 2 important features: bidirectional (interactive) learning and individualized learning. According to Hartoyo ( 2008 ) CALL means CAL which is implemented to language. In CALL the benefit of the computer is used to make provisions to a language learning tutorial method.
THE USE OF CALL TO IMPROVE LANGUAGE SKILLS.
CALL itself 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. In favour to this approach the design of CALL lessons generally takes into consideration principles of language pedagogy, which may be derived from learning theories (behaviorist, cognitive, and constructivist) and second language learning such as Krashen’s Monitor Theory. Anyhow the benefit of CALL is also related to student individual differences. Hartoyo ( 2008;37 ) notes that individual differences may affect and play an important role in language teaching and learning. The differences to be taken into consideration are based on the variables namely age, attitudes, motivation, intellegence, language aptitude, previous knowledge, familiarity with computers, and language used for interaction with the community.
A number of studies have been done concerning how the use of CALL affects the development of listening, speaking, reading and writing. Most report significant gains in reading and listening and most CALL programs are geared toward these receptive skills because of the current state of computer technology. There are many uses of the computer in the classroom. Keneth Beare, in About .com, give examples of how he likes to use CALL in his teaching. He finds that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. Beare reiterates that successful communication learning is dependent on the student’s desire to participate. He is sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In his opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for “authentic” settings. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
However, when it comes to using the computer not as a medium of communication but as a tool of education, the design must be considered very important.
DESIGNING CALL.
There are some consideration to everyone who is willing to design a very effective Computer-assisted language learning; planning and the application of the principles of designing and testing ( Hartoyo : 2008 )
- Planning.
Planning is an important step which consists of a set of tasks namely determining objectives, types of programs, selecting materials, choosing software, determining tasks, and structuring program design.
Determining objectives.
Setting the objectives of the CALL must be done thoroughly and clearly to guide the next overal activities. Ones must determine to what aspect language skills the CALL will be targeted; listening, speaking, reading, or writing.
Types of program.
There are several program types used for CALL. Criswell as quoted by Hartoyo ( 2005:78) points out of linear program and branching program. The presentation of linear program is much like a texbook and word oriented, while branching allow interaction with parts of the program withour requiring formal completion of all prior elements in the program.
- Selecting materials
Some experts of CALL reiterates the importance of the process of selecting materials for CALL. Some emphasize the role of materials in the context of the method model of intructional systems ( Richards and Rodgers : 1985 ), while Johnson as quoted by Hartoyo ( 2008:81 ) reminded authors of multimedia and the teachers not fall back into a trap of setting the same dull old tasks, subject the student to demeaning, and occupy with other things. Hartoyo ( 1998 ) has developed the program consists of the gramatical structures which are considered to be the main problems for Indonesian learners.
- Choosing software
The choosing of the software must be in favour of the target to be achieved within CALL. One among some multimedia software that can be used has been developed by Hartoyo. He used Asymetric Multimedia Toolbook 3.0 by which the tutorial programes focusing on grammar enables users to explore the material without open the first part node sequently.
- Determining Tasks.
It is obvious that determining the task is essential in motivating students to use the media and stimulating them to interact with that advanced medium. Wilson as quoted by Hartoyo ( 2008;83) sugested the desigs ners of the Call to analyze the learning task to encourge the users of being able to interact.
- Designing Structure of the program.
The program of the CALL normally consists of three parts; information of the totorial program, the materials, and exercises. By reading the fisrt part the users will have the explanation of how to use the Call, while the second consists of the material of the CALL which will be evaluated when the users open the third part.
- Principles for designing and testing the CALL program.
Hartoyo ( 2008;80 ) explains the five principles as the basic of CALL establishment.
1. Feedback and interaction.
A good program of CALL should encourage interaction between the users and the computer.
2. Flexibility
Flexibility or usability refers to the flexibilty of the navigation within the program
3. Content appropriateness
The good CALL program must meet the needs of the users/students. By content appropriateness means the easiness the material observed, learned, and understood as well.
4. Effectiveness
The program considered to be effective as the students find the assistance of it to improve their language skills, especially targeted within the CALL
5. Attractiveness.
The performance of the program must be attractive.
CONCLUSSION
In sum, an effective language learning class must be supported by an effective tool. Computers, especially computer-assisted language learning,CALL, can give a new role to teaching materials. Anyhow, the usefullness of the CALL will depend on how it is designed which refers to the planning and the use of its five principles.
MARYUNI KABUL BUDIONO
NIM 0808066018
Filed under: FINAL ASSIGNMENT, TEACHING ESL
