Enriching Quality and Providing Affordable Education through New Academia | 79
Enriching Quality and Providing Affordable Education through New Academia | 80 Literature Reviewers
Technology has changed the way people live, work, and learns. The use of technology in education is one of the main challenges for education policy makers (Zalzadeh 2006).
Traditional methods of education are no longer able to meet the needs of today's learners.
New technologies provide opportunities including the ability to tailor learning to the individual (Aminpoor 2007). ICT defined as technology which the function is to support the process of conveying information and communication. According to Kothari (2004) Research defined as a scientific and systematic search for pertinent information on a specific topic. The term 'ICT' is defined as “forms of technology used for creating, displaying, storing, manipulating, and exchanging information” (Meleisea, 2007, cited in Nguyen, Williams &
Nguyen, 2012, p.3). This definition seems to be general; thus, within the scope of the current study, ICT specifically refers to computer-based technologies such as desktops, laptops, tablets, smartphones, and software and internet-based technologies including email, websites, and social networking sites for the purpose of English teaching and learning (Davies & Hewer, 2009). The fast-growing advance of information and communication technology (ICT) has made potential contributions to English language education for the past few decades. As a matter of fact, the use of technologies provides learners with unprecedented opportunities to practice English and involve themselves in authentic environments of language use (Kramsch & Thorne, 2002). For instance, they can use Skype Chat for interaction (Dalton, 2011), or social networking sites such as Facebook or Twitter for writing practice (Cheng, 2012). In addition the integration of ICT boosts learners’ motivation because of multimedia capabilities including visual aids, audios, and videos (Altimer, 2011).
In context of language learning, ICT has an important role as the “media” bridging and enabling the learning process. Computers were introduced to the language learning field in the 1960s (ibid) as CALL (Computer Assisted Language Learning) and many enthusiasts strongly advocated their use, espousing the many advantages they could bring to both language learners and teachers (Mahrooqi and Troudi, 2014: 1). More recently, information and communication technology (ICT) is in the form of e-learning or online sources. in distance communication and the internet have presented additional benefits to the learning environment as they enable integration or virtually unlimited multimedia learning materials from external source into curriculum and make them available at any location in the world (distance education) where there is the computer, mobile phone or tablet device with internet access (Alsunbul, 2002). Hartoyo (2008) also asserts that English language teaching (ELT) has been shaped by the search for the ‘one best method’ of teaching the language.
Regardless of whether the focus of instruction has been reading, the grammatical rules and vocabulary of the target language (e.g. Grammar Translation Method), speaking (how to communicate the target language such as Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language, Communicative Approach), or other issues (e.g.
The Total Physical Response Method), the attempts of the teaching profession have been shaped by a desire to find ‘a’ better way of teaching than the existing method. In other words, the integration of ICT in the field of language learning is inevitable known that the ICT and language learning are two aspects which support each other like two sides of the coin inseparable (Hartoyo, 2010).
In order to achieve the full benefits of ICT in any FL teaching institution, however certain conditions have to be met. These include the availability of computers and e-learning professionals and the presence of a solid infrastructure which is paramount to the success of any IT integration (Pirani, 2004). In addition, teachers’ attitudes towards technology in the language classroom have also been found a main determiner of the degree of technology integration in the curriculum and of its success (Albirini, 2006; Al-Senaidi, Lin and Poirot, 2009). Because technology use reduces teacher-centeredness, it is capable of reducing student language learning anxiety as it gives them the change to practice language comfortably without being embarrassed of making mistake, which would reduce their
“affective filter” (Krashen, 1982; Krashen & Terrell, 1983; McLaughin, 1990). Those who have
Enriching Quality and Providing Affordable Education through New Academia | 81 actually used IT or ICT in the language teaching know how difficult it is sometime to function and to benefit from the available programs and resources if one or more of these is absent.
Research Method
The main purpose of this research is to improve students’ writing skill using collaborative method that uses ICT as a media in teaching learning process. This research conducted to the third grade of MTs Negeri 1 Kota serang, Banten Province. As the issue which is found that students has no interesting in writing subject, this research shows some techniques to improve students’ motivation in writing skill. ICT can help teacher to give material in many ways both audio and visual in order to student achieve it easier.
Information and Communication Technologies (ICTs) have altered the way teaching and learning, taking education to another level, where a previous teacher centered approach has today become a student centered one.
In doing this research, the method that is used is qualitative method as the tool to measure how the effectiveness of the implementation of ICT in teaching learning process in improving students’ writing skill. There are so many kinds of application that can use to support teaching learning process by using ICT. However, the main point of this research is in improving writing skill that can solve teacher’ problem in writing subject at classroom. For example, Google Drive allows students to work together on a project or to give each other feedback that can be useful in the writing process. Writing for Teens for teachers and students to use that can make collaborative writing with the web-based service easy and productive.
Using collaborative method is the appropriate solution to improve student’s writing skill.
The shared learning gives more opportunity to student to discuss and take responsibility for their own learning, and thus become critical thinkers. The concept of collaborative learning is grouping and pairing. Students will make a group for the purpose of achieving an academic goal. It refers to instruction for a small group of students to work together toward a common goal. We can conclude that using collaborative method gives good influence for students as listed below:
1. The students are responsible for one another's learning as well as their own.
2. The advances in technology and changes in the organizational infrastructure put an increased emphasis on teamwork within the workforce. Workers need to be able to think creatively, solve problems, and make decisions as a team.
3. Students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually.
Results
ICT has been publicized as potentially powerful enabling tools for educational change and reform. The utilization of ICT in education has recently started to appeal the potential and significant progress in language learning. It has become a major issue in education world and has been used from preschool through to university that could facilitate students and teacher in teaching and learning process.
ICT in Education
The government asks to all aspect of education to use ICT as the tool in teaching learning process. ICT greatly facilitate the acquisition and absorption of knowledge, offering developing countries unprecedented opportunities to enhance educational systems, improve policy formulation and execution, and widen the range of opportunities for business and the poor. It gives opportunity to teacher to implement all subjects through technology.
Sometimes the obstacle comes up in the teacher itself. Most of them have lack of knowledge in using technology. But it is not a major issue to stop using technology in learning process.
Teacher should creative and they can learn more before giving material to students, that is why ICT can also help teacher more creative in their teaching. Learning system provide the teacher to use ICT in every teaching learning process and it should be produces such a
Enriching Quality and Providing Affordable Education through New Academia | 82 product. ICT in education has at all times been tempered by a pragmatic recognition of what possible within classroom. This situation is to develop some suitable models in teaching learning through ICT with many expectations and perhaps many obstacles too. There are three approaches to IT and ICT in education that are often discussed:
1. IT and ICT in the form of lesson units or workshops for students and teachers.
2. IT and ICT as a means of information storage and retrieval and a method of doing research
3. IT and ICT as the channel for delivering instruction ICT as Students’ Assessment
From teaching learning process there are some results that have been applied by ICT.
One of teaching writing process using ICT is making a video by video maker. They do this activity in a small group. In this process of teaching learning students get a material
“Procedure Text” as one of material based on syllabus for ninth grade. First of all, student should choose a topic about how to make something, and then students shoot the process using their gadget. The process starts from the preparing all ingredients and steps. Finally they should edit the video became a complete video by using video maker or other application that support for making a video. In this application students can submit a music or animation in order to get a good product.
Conclusion
The role of ICT gives a good influence in teaching learning process. Collaborative Method helps students to promote critical thinking and gives students opportunity to share with other students. ICT can transform learning style from teacher-dominated to student centre. Teaching writing trough ICT is more effective preparation for standardize testing to measure the result of such teaching practices. The impact of ICT is very good for teaching learning process especially there is transformation from teacher dominated to students centre. There are many application that teacher can use as media for teaching and precisely give the opportunity to students to creative and have more critical thinking.
Using ICT is easier for student to get the point of material that is conveyed by teacher.
In this activity, students also have opportunity to create a product as their assessment especially in writing skill. One of the applications for students to improve their ability in writing is making a video by video maker. Students should find a material based on teacher’s instruction and for final report they should make a product for measuring the effectiveness of teaching learning process using technology.
Most importantly however, the use of ICT in the classroom signals a shift from the conventional position of power held by the teacher to a more collaborative approach to learning. Generally computer based activities allow the teacher to assume the role of facilitator whilst students take on an increasing responsibility for their own learning The use of computer-based technologies can shift the emphasis of activities away from the teacher and towards the students, enhance social interaction.
References
Gokhale, Anuradha. Journal of Technology Education, Volume 7, Number 1 Fall 199 TeachThought. Nov 8, 2012. 10 ideas For Using Technology To Teach Writing.
L. Tinio, Victoria. ICT in Education. From http://www.eprimers.org and http://www.apdip.net
Abbott.,Chris. 2001. ICT changing Education, Routledge Falmer. New York
Rank, Warren, Millum. 2011. Teaching English Using ICT ( A practical Guide for Secondary School Teacher). Continuum International Publishing Group. New York
Florian, Hegarty. 2004, ICT and Special Education Needs. Open University Press.
Wells, H.G. (1922) Available A Short History Of The World. p. 41
Enriching Quality and Providing Affordable Education through New Academia | 83 Abdul Rahim, P. (2011). The use of ICT among university lecturers: a pedagogical perspective.
Malaysian Journal of ELT Research, 7(2), 1-32.
Albirini, A. (2006). Teachers’ attitude toward information and communication technologies:
the case of Syrian EFL teachers. Computers and education, 47, 373-398.
Alsanaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers and Education, 53, 575-590.
Alsunbul, A. (2002). Issues Relating to distance education in the Arab world. Convergence, 35(1), 59-80.
Enriching Quality and Providing Affordable Education through New Academia | 84