RESUME INITIAL INTERACTION IN THE CLASSROOM

RESUME TECHNOLOGY IN THE CLASSROOM

   Technology may have first entered the language classroom in the 1950s and 1960s in the form of the language laboratory.

Non-Computer-Based Technology

Meanwhile, what other types of technological aids are commonly available to a language teacher today? Consider the following as a set of suggestions.

1.      Commercially Produced Audiotapes And CDs

Libraries and instructional resource centers may be able to provide a surprising variety of audiocassette tapes with (a) listening exercises, (b) lectures, (c) stories, and (d) other authentic samples of native-speaker texts.

2.       Commercially Produced Videotapes And DVDs

Most institutions now have substantial video libraries that offer (a) documentaries on special topics, (b) movies, films, and news media, and (c) programs designed specifically to instruct students on certain pects of English.

3.      Self-Made Audiotapes And CDs

Audiotapes of conversations, especially conversations of people known to your students, can be stimu-. lating.

4.      Self-Made Videotapes And DVDs

Now that video cameras and recorders are also accessible (if not your own, check with your media resource center), videotapes can be created in two ways. With a VCR you can record television programs.

5.       Overhead Projection

 Many classrooms around the world provide an over head transparency projector as standard equipment. Commercially available transparencies are available that can enhance a textbook lesson.

Computer Assisted Language Learning (CALL)

Computer Assisted Language Learning or CALL refers to the use of the computer in language courses by teachers and learners. It is defined as the application of the computer in language teaching and learning. Nunan (1999: 26) states that "interactive visual media which computers provided seem to have a unique instructional capability for topics that involve social situations or problem solving, such as interpersonal solving, foreign language or second language learning". CALL is used to assist learning because learners can develop and control their learning through the use of different tools such as email, electronic books and dictionaries. Therefore, the learners can be more autonomous because they can use the computer to get information and feel satisfied about their learning.

Warschauer & Whittaker (1997) In the past, EFL learning was seen as boring because educators used classical methods for teaching. Thus, using CALL helps the learners to be more motivated, because CALL program can provide the students with ways to learn English "...through games, animated graphics, and problem-solving techniques.

CALL, CMC, TMLL, or what?

Is it still correct to refer to CALL? Because, the alternative like Computer-Mediated Communication (CMC) in which becoming more widely accepted. Chapelle (2005) who joining the alphabet soup argument and just accept CALL as associated with “the broad range of activities associated with technology and language learning.

PRINCIPLES AND BENEFITS OF CALL

There are some guidelines that capsulize those principles adjusted from Egbert (2015) and Betty (2003):

·         Using technology to support the pedagogical goals of the curriculum and class. Technology focus on course goals and take advantage to enhance those purposes.

·         Evaluating the appropriateness of software for the goal and the provided sufficiency of hardware.

·         CALL is explain by the student to create a classroom environment. They required to “buy in” to the concept of computer-enhance learning.

·         Making the technology can access for all learners. Various of learners’ style and learners’ ability must be consider. Acquainting with “technophobic” learners because not all of learners is easy to operate the computer program.

·         Using technology effectively. According to Egbert (2005), effective is mean the students can learn language better or faster using the technology than using ordinary tools.

·         Using technology efficiently. Efficiently related to the time that is when the teacher or students can finish an objectives in less time.

·         Have a back-up plan if the technology fails. For example when presentation use the electronic and occur the problem because of hardware or software, so we have plan if this moment occur.

Szendeffy’s (2005) and Egbert’s (2005) say uses of computer in language classroom are seemingly endless.

There are some recommendation resources such as list of Web-based information and the printed book:

1.      Collaborative projects

Analysis the data can do with statistical processing software or data management. Students in Japan and United States are working together through collaborative project on environmental awareness (Miyagi, 2006)

2.      Peer-editing of composition

Peer-editing of draft of composition means the exchange of information on disc, work based bulletin boards or networked computers offers students an efficient. The instructor can manage the comments at the end of the draft through this technology.

3.      E-mail.

According to Ganglewski, Meloni, & Brant (2001), Because of email, the foreign learners do not have to be in specific classroom in certain time just to communicate with the other foreign language.

4.      Blogs

Blog is very important in education because of simple web, their multimedia features, interactivity, and autonomous learning and ability to support cooperative.

5.      Web-based bulletin board communication

Setting up the bulletin board discussion, the teacher also gives students a means to using directly in writing.

6.      Web page design

Nowadays, number of educational institution that have studies program that offered for students in web page design is rapidly growing.

7.      Videoconferencing

Videoconferencing is allowing the people to meet and share information although in different location without travelling

8.      Reinforcement of classroom material

Now, many textbooks come with CD-ROM disc (accessible on computer), DVD (accessible on many computers), extra reading and visual material, filled with practice exercises, and self-cheks tests.

9.      Podcasting

Podcasting is the method to distributing multimedia such as audio programs or music video through Internet, for playback on personal computer or playback on mobile devices.

10.  Games and simulations

Many games and simulations involve the verbal language, that stimulating students to problem solving task in which they have to use functional language to reach the goals of the games.

11.  Computer-adaptive testing

Now, many standardized tests are computer-adaptive that is during early items, right and wrong answer analyzed electronically in order to presents option for later items, from  a bank possible items that not too easy or not too difficult and because that present an optimal challenge..

12.  Speech recognition software

According to Igarashi (2004), speech recognition programs for the language classroom has many potential applications, including simple exercises in pronunciation and electronic visual feedback that can show accuracy of student control of prosodic and phonemic elements.

13.  Concordancing

Billions of linguistic corpus data now available, process of concordancing that is searching for words in collocations and contexts, become relatively simple.

14.  Multimedia presentations

Teacher and students use PowerPoint or the other media presentation software  to make the presentation be interest with graphic, audio, art, photos, chart, and so on.

INITIAL INTERACTION IN THE CLASSROOM  

       1.    Definition of Interaction

Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other. Theories of communicative competence emphasize the importance of interaction as human beings use language in various context to negotiate meaning, or simply stated, to get an idea out of one person’s head and into the head another person and vice versa

      2.    Interactive Principles

a.       Automaticity

Learners are thus and massage and not n grammar and other linguistics more easily proceed to automatic modes of processing.

b.      Intrinsic motivation

As students become engaged with each other in speech acts of fulfillment and self-actualization, their deepest drives are satisfied.

c.       Strategic Investment

Interaction requires the use of strategic language competence both to make certain decisions on how to say or write or interpret language, and to make repairs when communication pathways are blocked.

d.      Willingness to communicate

Interaction requires an attitude on the part of the learner that says, “ I want to reach out to others and communicate.”

e.       The language-culture connection

The cultural loading of interactive speech as well as writing requires that interlocutors be thoroughly versed in the cultural nuances of language

f.       Inter language

The complexity of interaction entails a long developmental process of acquisition. Numerous errors of production and comprehension will be  part  of this development.

g.      Communicative competence

All of the elements of communicative competence (grammatical, discourse, sociolinguistics, pragmatic, and strategic) are involved in human interaction and must work together

      3.    Roles of the Interactive Teacher

As Dornyei and Murphey (2003) explained, the success of classroom learning is very much dependent on how students relate to each other, what the classroom environment is, how effectively students cooperative and communicate with each other, and of course what roles the teacher and learners play.

a.       The teacher as controller

A role that is sometimes expected in traditional educational institutions is that of “master” controller, always in charge of every moment in the classroom. Master controllers determine what the students do, when they should speak, and what language forms they should use.

b.      The teacher as director

Some interactive classroom time can legitimately be structured in such a way that the teacher is like a conductor of an orchestra or director of a drama.

c.       The teacher as manager

This metaphor captures your role as one who plans lessons, modules, and courses, and who structures the larger, longer segments of classroom time, but who then allows each individual player to be creative within those parameters.

d.      The teacher as facilitator

A facilitator capitalizes on the principle of intrinsic motivation by allowing students to discover language through using it pragmatically, rather that by telling them about language

e.       The teacher as resource

You are available for advice and counsel when the student seeks it. It is of course not practical to push this metaphor to an extreme where you would simply walk into a classroom and say something.

      4.    Foreign Language Interaction Analysis

How is a model like this helpful in developing interactive language teaching? There are several practical uses. First, it gives you a taxonomy for observing other teachers. Moskowitz recommends using a chart a chart or grid to note instances of each category.

Second, it gives you a framework for evaluating and improving your own teaching. For example, how well do you balance teacher talk and student talk? while the FLINT model includes seven categories for teacher talk and only two for  student talk, don not let that fool you into believing that your own talk should dominate.

Third, the FLINT model, especially the first seven categories, helps to set a learning climate for interactive teaching.

     5.    Questioning Strategies for Learning

One of the best ways to develop your role as an initiator and sustainer of interaction is to develop a repertoire of questions provide necessary stepping can fulfill stones to communication. Appropriate questioning in an interactive classroom can fulfill a number of different functions (Adapted from Christenbury & Kelly, 1983; Kinsella 1991)

1.      Teacher questions give students the impetus and opportunity to produce language comfortably without having to risk initiating language themselves.

2.      Teacher questions can serve to initiate a chain reaction of student interaction  among themselves. One question may be all that is needed to start a discussion; without the initial question, however, students will be reluctant to initiate the process.

3.      Teacher questions give instructor immediate feedback about student comprehension. After posing a question, a teacher can use the student response to diagnose linguistic or content difficulties.

4.      Teacher questions provide students with opportunities to find out what they think by hearing what they say. as they are nudged into responding to question about , say, a reading or a film, they can discover what their own opinions and reactions are.

REFERENCE

Brown, D. (2000). Teaching by principle : An interactive approach to language pedagogy. San Fransisco, California : Longman

Hall, I., & Higgins, S. 2005. Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning.

Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers. http://dspace.univ-tlemcen.dz/bitstream/112/7904/1/meiloudi-amina.pdf(RetrievedSeptember,29, 2018)

Kennewell, S. et al. (2008). Analysing the use of interactive teaching. Journal of Computer Assisted Learning

Warschauer, M. &Whittaker, P. F. (1997). The Internet for English Teaching: Guidelines for Teachers. TESL Reporter, 30(1), 27-33.

http://iteslj.org/Articles/Warschauer-Internet.html.(Retrieved September, 29, 2018).