5. Practice at home as a homework assignment
At this stage, students will be given the software to be learnt and practiced at home. To ensure that all students practice at home, teacher asks students to submit
their work in the next meeting.
From the explanations, it can be concluded that the use of CALL in this current study is both as tutor and tool. It means that the use of CALL does not
replace the function of teacher. Students do not learn in isolation with the computer in all stages, instead they only use it at the presentation, focused practice
and assessment activities. Here, teacher is still the leader which leads and monitors students to do communicative practice activities and also provide them
homework as well as feedback and correction.
E. The Relevant Previous Study
There are many researches that have been conducted to find out the effectiveness of computer-assisted language learning CALL in teaching
grammar. However, there are only three related previous researches that are used as references for this study.
First, it is a research that is conducted by Iravani and Tajik
46
about The Effect of Software-Assisted Grammar Teaching on Learning Grammar of Iranian Male
Junior High School Learners. In this research, they found that using CALL in teaching grammar has a greater impact on the students grammar learning than
46
Hasan Iravani and Mehdi Tajik, The Effect of Software-assisted Grammar Teaching on Learning Grammar ofIranian Male Junior High School Learners Journal of Language and
Translation Volume 3, Number 1 pp.23-28, 2012, p. 27.
using traditional method. It is because students are more intrinsically motivated to learn due to they do not have to learn in a monotonous learning situation like in
the traditional class. However, to make the use of CALL is effective, the researcher should ensure that before treatment all of the students know how to
operate the computer. Another reference is a research that is conducted by Nabah, Hussain, Omari,
and Shdeifat
47
. This research is about The Effect of Computer-Assisted Language Learning in Teaching English Grammar on the Achievement of Secondary
Students in Jordan. The result of this research showed that the use of CALL is effective in teaching passive voice grammar. It is because computers enable each
individual to work according to his own pace, and also provide students with immediate feedback, as well as give them a chance to use many senses which can
empower faculties of retention to them. Moreover, in this study, there was showed that male students have higher scores than female students in the post-test
regardless of the teaching way that is used. It may be due to male students are more serious in their learning process and more incredibly interested in computers
and multi-media programs. Another finding of this study is that scientific students have higher marks than literary students regardless of the gender or method of
teaching. It is because the scientific stream students generally have relatively higher mental abilities and be more interested in studying and better in learning
languages than the literary students. Last, it is a research that is conducted by Shagga
48
by the title The Effectiveness of Using Computerized Educational Games on Developing Aspects
of English Grammar for Deaf Hearing Loss Students Ninth Graders in Gaza Governorates. This study showed that the computer educational game is more
effective for developing aspects of English grammar for the deaf hearing loss students than using the sign language because the computer educational games
47
Abdallah Abu Nabah, Jebreen Hussain, Aieman Al-Omari, and friend, The Effect of Computer-Assisted Language Learning in Teaching English Grammar on the Achievement of
Secondary Students in Jordan The International Arab Journal of Information Technology, Vol. 6, No. 4, October 2009, p. 435-437
48
Shagga, op.cit., p. 107-108
that are designed for this study enables the deaf hearing loss students to use their sense vision rather than sense hearing and it is assumed that the increasing
academic achievement of the deaf hearing loss students is as the result of increasing students‘ motivation to learn. However, in this study, it is showed that
there is no significant difference between male and female pupils‘ scores when
using CALL. It is because both of them were exposed to similar social and educational environment.
To sum up, the three related previous studies proved that the use of computer is effective in teaching grammar due to it motivates students to learn, enables
students to work in their individual path, provides students with immediate feedback, and gives students a chance to use many senses which can empower
faculties of retention to them.
F. The Conceptual Framework of the Study
The variables of this study are English grammar i.e. past tense and computer- assisted language learning CALL. According to traditional perspective, English
grammar is defined as a structural foundation of English. It consists of a pattern that governs language behavior. Thus, the teaching of grammar in this view
emphasizes language form only in which students are only required to remember and practice language pattern without considering the use of such pattern in
meaningful context. As a result, students know the language pattern but cannot use such pattern in their live. Further, functional view defined grammar not only
as a set of grammatical form, but also grammatical meaning and use. Consequently, teacher is required to not only teach language pattern but also show
the students how the language is used in meaningful context. To create such context, teacher is recommended to use media to facilitate them to teach grammar
effectively. The media that is considered as a sophisticated one is computer because it can present students not only, picture but also sound, video, animation,
and graphic that can facilitate teacher to create meaningful grammar in context and make learning inte
resting. Thus, students‘ motivation to learn grammar increases. In addition, CALL can also provide students retention, extended
practice, and immediate feedback which can lead to the optimal use of learning time. As a result, it can be predicted that using CALL in teaching past tense can
be effective.
G. The Theoretical Hypothesis of the Study
From the explanation above, it can be hypothesized that computer-assisted language leaning CALL is effective in teaching past tense to the tenth grade
students of SMAN 5 Tangerang Selatan.
