RESUME TECHNOLOGY IN THE CLASSROOM

RESUME TECHNOLOGI IN THE CLASSROOM

TECHNOLOGY IN THE CLASSROOM

Technology may have first entered the language classroom in the 1950s and 1960s in the form of the language laboratory. Institutions hastened to dedicate rooms to the installation of multiple tape-deck-equipped booths where students gathered to listen to native speakers modeling the drills of the current day's lesson. In the early days, those students were lucky to be able to record their own voices on one track of a tape in an attempt to match the native-speaker  the benefit of a listening lab.

A.    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. An option that some have found useful is the use of close-captioned video to offer students written-language input simultaneously with oral.

3.       Self-Made Audiotapes And CDs

With the ready availability and affordability of an audiocassette recorder, you should not shrink from creating your own supporting materials in the form of audiotapes. Audiotapes of conversations, especially conversations of people known to your students, can be stimu-. lating. Or just use your tape recorder to tape radio or TV excerpts of news, speeches, talk shows, etc., for listening techniques.

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. They need not be long or complex. Sometimes a very simple or a segment of the news makes an excellent audiovisual stimulus for classroom work. With a camera, you can try your hand at creating your own “film" (a story,“ candid camera," a skit, etc.), perhaps with some of your students as principal actors.

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. Your own charts, lists, graphics, and other visually presented material can be easily reproduced (through most photocopying equipment or your computer printer) and offer stimulating visual input for students. Transparencies can save paper and can be reused in a subsequent term of teaching the same course. With specialized equipment, computer-generated material can also be projected onto a screen for easy classroom reference to information that is confined to computer disks.

        B.     Computer-Assisted Language Learning (CALL)

            According to Levy (1997) CALL is “the search for and study of applications of the computer in language teaching learning”. Call has goal to find ways for using computer for the aim of teaching and learning language. CALL is represented by the use of computer technologies that promote educational learning. Personal computer was introduced in 1980s and became a familiar household item. And then dictionary began to attach new terms that are ordinary, such as Keyboard, monitor, CPU, mouse, byte, joystick, modem, and so on. Nowadays, advance of computer software and has provided hardware that rapidly growing, sometimes make confuse the resources for language classroom. But the important thing, the teachers do not let the allure of computer based technology make teachers thinking is computer will make the students successful and happy.

            According to Moras (2001), CALL development can be divided into:

a.       Behaviorist: In this phase, Computer as a tutor, presenting drill exercises without feed-back. Advantages :

1)      Providing whenever necessary access to the same learning material is essential to acquiring a language.

2)      Allowing students to access the same material over and over again.

3)      Presenting such language materials on an individualized basis.

b.      The Communicative approach: in this phase focus more on using forms than on forms themselves. This program gives skill practice in a non-drill format, such as text reconstruction, language games, and reading. Computer still as a tutor but giving student choices, control, and interaction. The other CALL models use computer as stimulus (e.g stimulate writing or discussions) or as a tools (e.g word processors, spelling, and grammar checkers)

c.       The current integrative CALL approach based on multimedia computer and internet that combine of texts, graphics, video, animation, and sounds. Resources can be accessed from a PC, internet, or using CD-ROMS.

CALL, CMC, TMLL, or what?

Some practitioners asking about whether used acronym CALL still viable (Bax 20013; Kern, 2006; Warschauer, 1999). One of the problem is whether the computer can give instruction more than book, pens, and libraries did in year past. And the question if the “Computer” part of the acronym eliminates use other digital technologies such as DVDs and CDs use without computer, and finally the computer has pervaded all of aspects of our lives.

PRINCIPLES AND BENEFITS OF CALL

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

a.       Using technology to support the pedagogical goals of the curriculum and class. Technology focus on course goals and take advantage to enhance those purposes. Technology just as a tool and CALL includes the word assisted, so the technology not the main event in classroom.

b.      Evaluating the appropriateness of software for the goal and the provided sufficiency of hardware. This is useful to look at the factors as skill that students need to use computer based resource, their interest in the resource, the common cognitive difficulty of the task, proficiency levels that need to do the task, and the cost that involve in using or acquiring the resource.

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

d.      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.

e.       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.

f.       Using technology efficiently. Efficiently related to the time that is when the teacher or students can finish an objective in less time. For example, when the students are listening to a passage on a CD and wish can replay that a number of times.

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

Szendeffys’ (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

Research project can do utilizing data on internet with two to four students. 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. And then many instructors effectively use bulletin boards and email to correspond with students and vice versa.

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. With the E-mail, the students can communication with individuals around the world. Teacher can use e-mail communication for dialogue journals with students or collaboration with the other teacher.

4.      Blogs

Blog is very important in education because of simple web, their multimedia features, interactivity, and autonomous learning and ability to support cooperative. Blogger also read another blog, giving the comments, and refer to them in their own blogs, and students in the worldwide can interact with the other through their work in blog. Blogging or use blog is so popular among young people.

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. In the process, students do not just know the computer technology in general, but also using English in doing research on a topic, collaborating with other students, composing and designing.

7.      Videoconferencing

Videoconferencing is allowing the people to meet and share information although in different location without travelling. Carrying out of conferences over video is become increasingly popular. As long as the hardware such as wired or wireless access or a digital video camera is available, free software can gained from several Internet sites like Yahoo Messanger, Feston with Skype.

8.      Reinforcement of classroom material

Course objectives can be reinforced with ready availability of a wide array of software programs and added material can be made available. 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. Podcast also can be source of listening for students of English, and through a mobile devices such as iPod, students can access many materials.

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. So, games and simulation have main role in students’ language and can make the students interest to learn language if use games in the classroom.

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 students 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.

INITIATING INTERACTION IN THE CLASSROOM

    A.    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

    B.     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. And as they more fully appreciate their own competence to use language, they can develop a system of self-reward.

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.” This willingness to communicate further implies the risk of failing to produce intended meaning, of failing to interpret intended meaning (on the part of someone else), or being laughed at, of being shunned or rejected.

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 

      C.    Roles of the Interactive Teacher

An interactive teacher is by definition one who is fully aware of the group dynamics of a classroom. 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. The ultimate motive in such direction, of course, must always be to enable students eventually to engage I the real-life drama of improvisation as each communicative event brings its own uniqueness.

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. Managers of successful corporations, for example, retain control of certain larger objectives of the company, keep employees pointed toward goals, engage in ongoing evaluation and feedback, but give freedom to teach person to work in his or her own individual areas of expertise.

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.

      D.    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. You can establish a climate of cooperation by recognizing each individual student in the class as special in his or her own way, by soliciting their ideas, and by careful framing questions.

      E.     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. Appropriately pitched questions can give more reticent students an active “green light” and a structured opportunity to communicate in their second language.

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.

REFFERENCES

Brown, D. Teaching by Principles An Interactive Approach to Language Pedagogy Third Edition, Pearson Longman: San Fransisco.

Mitsikopoulou, B. English and Digital Literacies (Integrative CALL). National and Kapodistrian University of Athens. https://web.warwick.ac.uk. Access on Saturday (December, 01, 2018) at 20.37 pm

Aurora., Dina., & Ciornei. 2013. The Advantages and Disadvantages of Computer Assisted Language Learning and Teaching for Foreign Languages, Elsevier Ltd : Romania.

https://www.researchgate.net/publication/257718913_The_Advantages_and_Disadvantages_of_Computer_Assisted_Language_Learning_and_Teaching_for_Foreign_Languages. Access on Saturday (December, 01, 2018) at 20.32 pm

Seljan, S., Berger, N., & Dovedan, Z. Computer-Assisted Language Learning (CALL).https:// dzs.ffzg.unizg.hr. Access on Saturday (Desember, 01, 2018) at 09.44 am

Rahnavard, F., & Heidar, D. 2017. The Impact of Computer-Assisted Language Learning (CALL)/Web-Based Instruction on Improving EFL Learners’ Pronunciation Ability.

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