TABLE OF CONTENT
2.2.2. Kinds of CALL Programs used in EFL Classroom ... 15
2.3. Basic Principles of CALL in EFL Classroom... 23
2.3.1. Condition for Classroom Language Learning... 23
2.3.2. Integrating ESL Standard ... 25
2.3.3. Meeting Learning Condition with Computer Support ... 26
2.3.4. Guidelines for using Computer in Educational Setting ... 27
2.4. Teaching Speaking through CALL in EFL Classroom... 30
3.3.2. Questionnaire ... 43 4. Research Finding and Discussion ... 46
4.1. Introduction ... 46
4.2. Data from Observation ... 46
4.2.1. The Implementation of CALL in teaching Speaking ... 46
... 4.2.2. The Benefits and Hindrances of Implementing CALL in Teaching Speaking ... 60
4.3. Data from Questionnaire ... 61
4.3.1. The Implementation of CALL in teaching Speaking ... 62
... 4.3.2. The Benefits and Hindrances of Implementing CALL in Teaching Speaking ... 70
4.4. Data from Interview ... 71
4.4.1. The Implementation of CALL in teaching Speaking ... 72
... 4.4.2. The Benefits and Hindrances of Implementing CALL in Teaching Speaking ... 76
4.5. Data from Document Analysis... 78
4.6. Conclusion ... 79
Chapter V Conclusion and Recommendation ... 81
CHAPTER I INTRODUCTION
1. Background of the Study
English as a foreign language in Indonesia, is regarded as an important subject nowadays. This condition has been caused by the fact that English has become the most used-language in the world. Graddol's study (as cited in Jarvis: 2005) suggests that in the year 2000 there were about a billion of English learners - but a decade later, the numbers will have doubled in 2010.
In responding to this condition, the Indonesian government through the ministry of national Education has stated the importance and the need for the teaching and learning English in Indonesia explicitly in the curriculum 2004 i.e. Competence-Based English Curriculum.
More than half of the people in the world use English. That’s why it is ready to carry out the role as the global language. This language has played an important role as the medium language for science, technology and many aspects of human life. Mastering English is regarded as a main requirement for the success in mastering science. In mastering English, it can be acquired through various programs. It is hoped that the program of English teaching and learning at school can be the main place for Indonesian students in mastering English (Depdiknas, 2001)
However, in reality, there are still many obstacles found in implementing the new curriculum. Most of Indonesian English teachers have not changed their ways or methodology of teaching English in the classroom. They still teach the class by focusing on grammar. This reality has occurred since the changes (the developments) of the curriculum have not been followed by the development of teachers’ understanding of the concepts, which underlie the curriculum (Kasihani,
2000; Sudjana, 2000 as cited in Emi, 2005).
In the context of teaching speaking in Indonesia, the fact that the students are reluctant to use English in doing face-to-face interactions even when they are in a classroom setting. This condition seems to be a result of the students’ lack of words or grammatical structures to say their ideas in English. In this context, Burns and Joyce (1997, as cited in Amalia) classify three sets of factors that may cause reluctance on the part of the students to take part in classroom tasks involving speaking. The factor is cultural factor (learners prior learning experiences and the expectation created from this learning experiences); linguistic factors (learners lack of knowledge in transferring ideas from learner’s native
language to English); and psychology or affective factors (include lack of motivation, culture shock, negative effects from the previous learning experience (Burns and Joyce 1997: 231).
of teaching. Furthermore, teaching and learning English should be equipped with sophisticated media and tool such as computers (including desktop and notebook) to enhance English language teaching and learning (Smaldino 2005:12).
CALL (Computer Assisted Language Learning), as a new strategy, has opened the new way of the use of learning media. Since it can combine various media (such as text, sound, picture, numerical, animation and video) in one digital software (Chiang 1996, http://www.elt.com). Furthermore, because of its capability of being interactive, the computer becomes a sophisticated tool or media to improve the quality of ELT.
The use of CALL nowadays has increased drastically signed with the emergence of specific computer programs for English language teaching such as speech recognition, sound recorder, multimedia and tutorial software (Smaldino 2005). The programs are not only the offline ones, but also the online ones.
Furthermore, Indonesian government has recommended the use of CALL by establishing the planning of national education development (Rencana Strategi Pembangunan Pendidikan Nasional 2003). It is said that one of the programs that will be conducted in 2005-2009 is implementing information technology (IT) in the classroom (Departement Pendidikan Nasional, 2003).
In the context of the researcher’s site for this study i.e. MTs Al-Ikhlas
This research, thus tried to portray the implementation of CALL in the EFL classroom, particularly in Madrasah Tsanawiyah or Junior high school. The focus is on the implementation of CALL in teaching speaking in EFL classroom, the benefits of CALL and hindrances that the teacher found in implementing CALL.
2. Research questions
There were two research questions that were answered in this study: 1. How do the English teachers implement CALL in teaching speaking in EFL
classroom?
2. What are the benefits and hindrances faced by the teachers and students in implementing CALL in teaching and learning speaking in EFL classroom?
3. The Purpose of the Study
The research focused on the implementation of computer-assisted language learning in English foreign language classroom. The followings are the purposes of this study:
1. To find out the implementation of CALL in teaching speaking in EFL classroom
4. The Significance of the Study
The study was intended to investigate the implementation of CALL, its benefits and hindrances faced by the English teachers and students in implementing CALL in teaching and learning speaking in EFL classroom. CALL has become a new strategy in the teaching of English as a foreign language. The results of this study can provide information on:
1. The use of computer assisted language learning in teaching speaking in EFL classroom. This information is valuable for teachers of English in the research site in particular who still rarely use CALL.
2. The material development for computer based learning to improve the quality of teaching speaking in EFL classroom.
3. Benefits and hindrances of using CALL, this information, hopefully, make the English teachers realize the hindrances in implementing CALL and try to solve the problems.
5. Operational Definition of Terms
In this project, there are some terms related to the field of the study or operational definition. The terms are:
1.
2. CALL: CALL means using computers to support language teaching and learning in some ways (Egbert 2005:3)
CHAPTER III
METHODOLOGY OF THE RESEARCH
3.1. Introduction
This section will discuss some important elements related to research methodology is that the research design which describes how to design the process of collecting data. According to Maxweel (1996) that qualitative paradigm ignores the fact that most sampling in qualitative research is neither probability sampling nor convenience sampling but falls into a third category: purposeful sampling.
Based on the statement above, it is concluded that in order to get closer to the process of learning activities in the classroom it is better to choose a respondents based on the conditions involved in the local values in its process.
3.2. Research Design
This study is a qualitative case study in particular, because it fulfills the following characteristics. First, this study dealt with a single or small-scale case. It described, interpreted, and even evaluated some phenomena by arranging them into categories or types based on functions (Merriam, 1998:12). Second, this study dealt with interpretation as the main method of a qualitative case study. Third, this study focused on the development process in which events and action took place (Maxwell, 1996: 71).
was done at MTs Negeri 1 Stabat. That activity was done by distributing questionnaire to the English teacher and the students to examine the questionnaire whether it was comprehensible or not before given to the real respondents. Fortunately, the questionnaire was comprehensible enough since most of the respondents in the piloting study could answer the questions clearly. The questionnaire for piloting study was also attached in appendix section II.
3.2.1. Research Site
The site of the study was MTs Al-Ikhlas in Pangkalan Susu Langkat Regency North Sumatera Province. There were several reasons for choosing this school as the research site. Firstly, the researcher conducted informal interview to both of the English teachers in the school. Based on their explanation, the school is one of the best schools in Langkat Regency. The English teachers have also implemented CALL in their school. This assumption became the basic reason why the researcher had chosen the school.
Secondly, in terms of accessibility, there was no hindrance faced. This was because of good relationship among the researcher, the headmaster, and administration staffs. It implied that there would not be any difficulties found, i.e. data collection was feasible to do.
training class. Then, there was one computer in every class with monitor 21-inch screen.
Thus, regarding those reasons, it was expected that the research was very possible to be done in this setting. Besides, the result of the study hopefully, would be of importance for the school in implementing CALL in the future.
3.2.2. Participants
The participants of the study were two English teachers and the seventh and eighth year students (class VII1 and VIII1) of MTs Al-Ikhlas Pangkalan Susu academic year 2008/2009. Each class consists of 20 students. The whole students in the school were 176 divided into 9 classrooms. The research was conducted during the curriculum 2006 or school-based curriculum.
In addition, the English teachers of MTs Al-Ikhlas were S1 graduates from IKIP Medan. They have been also selected as professional teachers recently. Both of the teachers often implement CALL in their class. In relating to the students, the researcher has chosen grade seventh and eighth. The reason why the researcher chose those two grades was that the students have more times than the students in grade ninth, since the students in grade nine should prepare themselves for national final examination. The students who become the participant were the students with best qualification and well selected. That information was got from the writer’s informal interview done on January 2009 to the two English teachers.
3.2.3. Data Collection Techniques
As outlined above, this study employed a qualitative research; the process of collecting data involved both the selection of the instruments and the conditions where the instruments would be administrated. The researcher imposed four methods of collecting data; class observation, questionnaire, interview and documentation. The use of multiple sources of evidence in case studies allows a research to gain a more complete data. The most important advantage presented by using multiple sources of evidence is development of converging lines in inquiry. The methods of collecting data the researcher applied are:
1. Observation
The researcher conducted classroom observation in which the researcher became non-participant, and he just recorded the classroom without involving in the activities. The classroom observations were done to answer the first and second research questions, which relate to the process of implementation of CALL in EFL classroom and its benefits and hindrances. The class observations were done in class seven I (VII1) and class eight I (VIII1).
The classroom observations were done six times with calculation three times for each teacher. However, in the third and fourth classroom observations, both of the teachers have not used computers in teaching speaking. Whereas in their lesson plan they had written that they would used computer as visual aids. At that time, electricity current was turned off by PLN (state electricity company).
English teacher who taught in class eight I, the classroom observations were done on 31st of January, 13th of February, and 2nd of March 2009.
In conducting the classroom observation, the researcher took some notes, video recording for six times. Furthermore, the data from that video recording were used as the source in observing how the teachers implement CALL in their classrooms.
2. Questionnaire
Distributing questionnaire to the respondents was done for answering the first and the second research questions. The forms of the questionnaire are opened and opened-ended. The activity was done on 12th of February 2009 for class seven. Then for class eight, the researcher distributed the questionnaire on the following day i.e. 13th of February 2009. The researcher also distributed the questionnaire to the English teachers on 12th and 13th of February 2009.
There were four opened-ended questions and nine opened questions in the questionnaire addressed to the students. There were ten questions for answering the first research question and four questions for answering the second research question. For the English teachers, the questions were the same as the students’ questionnaire.
3. Interview
Conceptually, the purpose of qualitative research interview is to understand themes of the lived daily world from the subjects’ own perspective. It
also involves a specific approach and techniques of questioning. Technically, the qualitative research interview is conducted according to interview guide that focuses on certain themes that may include suggested question.
Moreover, the interviews were used to gain the data that have not appeared yet in the questionnaire. Interviews were also used to strengthen the data got from observation and questionnaire.
The interviews were conducted in two days. On 2nd of March 2009, the researcher interviewed the English teachers with 11 questions. It was done in sequence. The writer recorded the interviews. For the transcript can be seen in appendix section II.
For the students, there were six students (three from class VII1 and three from class VIII1) who had been interviewed by the researcher. The interviews were conducted on 3rd of March 2009. There were 13 questions proposed to the students. The reason for choosing the six students i.e. they were the best three students (rank one up to three) in their classroom. Based on teachers’ explanation
taken from the researcher’s survey, the students are also good in English.
4. Document
To increase the writer’s data related to answer the first and second
learning process the lesson schedule. These documents are important for the researcher to determine the time for class observations and useful evidence.
In addition, the researcher also used the result of the teachers’ ongoing-assessment in the form of list of students’ mark for speaking skills by implementing CALL. This document was intended to compare whether this document support data from observation, questionnaire, and interview in terms of the benefits of implementing CALL in teaching speaking or not.
3.3. Data Analysis Method
Data analysis was conducted during and after data collection. It was done simultaneously with ongoing activities related to teaching and learning activities by implementing CALL in teaching speaking in the classroom, the questionnaire, interview, and document.
3.3.1. Observation
from the researcher based on his note during the observation in teaching speaking activities.
The researcher noted in the column if the activities happened in the classroom. The existing activities were compared with some CALL theories and teaching speaking. Then the data were concluded in findings.
3.3.2. Questionnaire
Questionnaire data was needed to answer the first and second research questions. The questionnaire can be seen in Appendix II. The questions were categorized into three: the way of implementing CALL, the program used, and its benefits and hindrances. The students were offered with 14 questions consisting four opened-ended questions and ten opened questions. The results of the questionnaire were put into tables. The researcher classified the respondents’
answers into three types based on the categories. The researcher also used descriptive statistics to percentage the respondents answer.
3.3.3. Interview
and recorded in CD in order to make easy to the researcher to analyze. The researcher prepared guiding questions to avoid deviation from the topic. Next, the results of the interviews were interpreted and described to answer the finding for the first and second research questions.
3.3.4. Documents
Document data was needed to answer the first and second research questions (process of implementing CALL, its benefits and hindrance in teaching speaking). There were six pieces of lesson plans, which contained teaching speaking by implementing CALL. The lesson plans will be shown in appendix section IV. Based on the document of lesson plans, the researcher scheduled the classroom observations. Then the researcher read and analyzed the document and compared with the process of teaching and learning in the class whether it was right or wrong.
In addition, the researcher also presented the list of the students’ mark in
3.4. Validity and Reliability of Data
In attempting to make the data valid and reliable, the writer had formulated the data analysis with the following terms:
1. Triangulation: meaning that the writer used observation, interview, and documents analysis. Merriam (1998) believes that reliability and credibility of data are strengthened by triangulation (Lynch, 1996:59)
2. Member check: this strategy was undertaken to ensure the internal validity as well. The researcher came to the respondents to check whether the obtained data were acceptable as well as reasonable. The respondents might add more information. This was done on the 3rd of April 2009.
3.5. Conclusion
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter consists of two major parts. The first part discusses about the conclusion, the major findings for answering the research questions. The second part discussed about the recommendation that need to be applied by practitioners of CALL based on the result of the study.
5.1. Conclusion
The conclusion of this study will be discussed based on the research questions as proposed in chapter I Section 1.2. There are two research questions, which addressed in this study.
Data from observation, interview and questionnaire related to the first research question i.e. the implementation of CALL in teaching speaking can be concluded into two models. Among others are: 1) the implementation of CALL in a multiple-computer room; and 2) the implementation of CALL in one-computer room (Smaldino 2005). These findings are relevant to the theory of CALL as suggested by Beatty (2003), Egbert (2005), Smaldino (2005), and Dudeney and Hockely (2007).
The English teachers used various programs in implementing CALL in teaching speaking. The programs are: speech recognition, sound recorder, English ALIVE (Simulation and multimedia package), CLD (Cambridge Learners’
checker and Thesaurus as the features of Microsoft Word, and Voice Chat in LAN (Local Area Network). It seems that these findings support the findings in previous studies as done by Kern (1995), and Herring (1996).
Based on the analysis of data from observations, questionnaire and interviews, It can be concluded that there were five findings related to the benefits of implementing CALL in teaching speaking. They are: (1) providing ample exposures (opportunities to hear and see the use of target language); (2) enhancing the students’ confidence (in students’ performance to use the target language); (3)
creating the class more active (with various learning activities); (4) developing student-centered learning (improving their speaking interaction pattern); and (5) providing authentic material for learning.
However, there are also some hindrances that are gained from the analysis of data from observations, questionnaire and interviews. Among others are: (1) relying much on software and or programs; (2) needing update for program periodically; (3) consuming electricity current so much.
5.2. Recommendation for Further Studies
indicates the necessity of the implementation of CALL in the teacing and learning in Indonesia (Departement Pendidikan Nasional 2003). The findings of this study, which give the description of how to implement CALL in speaking class, confirm the importance of the implementation of CALL in English classrooms in Indonesia intensively.
Secondly, for the teaching of English by implementing CALL, it is recommended that the teacher should prepare the software, which can be connected to the internet in order to enhance the quality of CALL in language teaching. If the teacher uses the off line software, he/she must find the full version programs (non-updated computer program) not the share ones.
Next, based on the findings, the personal computers rely on electricity current. In Indonesian context, the turning off electricity always happens. Therefore, the English teacher should schedule the implementation of CALL in the class.
Then, for the English teachers in Indonesia, we may not be technophobes (those who are afraid of using computer) anymore since the development of computer software really helps to teach English better and better as far as we can select the proper programs or software for our students.
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