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with other similar forms. Productive learning covers receptive learning and its extension. Nation 1990: 32 explains that productive learning involves, 1
knowing how to pronounce the words, 2 knowing how to write and spell it, 3 knowing how to use it in correct grammatical patterns along with the words it
usually collocates with, 4 knowing when to use it, 5 knowing how to use the word to stand for the meaning it represents and being able to think of suitable
substitutes for the word if there is any. The process of learning vocabulary also needs to consider implicit and
explicit knowledge of the learners. Acco rding to Ellis 2005, “implicit knowledge
is procedural, it is held unconsciously and can only be verbalized if it is made explicit”. Implicit knowledge can be applied in rapid and fluent communication
since it can be accessed rapidly and easily. Meanwhil e, explicit knowledge is “the
declarative and often anomalous knowledge of the phonological, lexical, grammatical, pragmatic and socio-critical features of an L2 together with the
metalanguage for labeling this knowledge” Ellis, 2004. Furthermore, Ellis 2005 stated that “explicit knowledge is held consciously, is learnable and
verbalize and is typically accessed through controlled processing when learners experience some kind of linguistic difficult in the use of the L2”. Meanwhile,
Schmitt 2012 assumes that vocabulary knowledge is declarative in nature and can never be implicit. Similarly, Ulman 2001 and Hulstjin 2007 as cited in
Schmitt 2012 also claim that vocabulary knowledge is symbolic and explicit; therefore, it is declarative while grammatical knowledge is procedural. Further,
Schmitt 2012: 125 states that Nation’s vocabulary aspects such as components related to form of word, meaning and the various semantic relations between
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words can be best learned explicitly and components related to the form of word and its receptive or productive aspects of usage can be best learned implicitly but
can also be learned explicitly.
2. Web-Based Learning Environment
As CALL is optimally used in learning language, then it leads to web- based learning environment. Web-based learning environment allows students to
be flexible in doing their learning process since it does not engage the students strictly with the learning time and place. Online system gives students
opportunities to study and complete their tasks anytime and anywhere as long as they connect to the website through the internet. However, it is important to
design the website effectively to support the learning process optimally. Nielsen 1993 proposes a concept that the usefulness of web-based
learning environment is a combination of its usability and utility. The usability concept includes the criteria that a website should be easy to learn, efficient to
use, easy to remember, subjectively pleasing and only has few errors. The utility concept is divided into two categories namely pedagogical usability and added
value of web-based learning and teaching. The pedagogical usability includes support for organization of the teaching and studying, support for learning and
tutoring processes as well as achievement of learning objectives, and support for the development of learning skills. The added value of web-based learning and
teaching includes organization of teaching process, development of quality of teaching, development of learners’ learning skills and testing as well as
development of educational ICT. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Web-based learning should be designed effectively and efficiently in order to facilitate learners to be autonomous and responsible in their learning process.
Hall 2003 also proposes principles of effective web-based development and design for learning. The principles cover two big criteria namely simplicity and
complexity. Simplicity is divided into usability and consistency. Usability refers to the process of making the experience for learner simpler and stress free while
consistency refers to the higher order design elements of site organization that allow learners to follow the learning instructions easily. Complexity includes
interactivity, multi modality and adaptability. Interactivity is the requirement that the learner carry out some activities besides simply reading or listening Brooks,
1997. Multi-modality is the various formats the web offers so that students can experience the information in various formats such as audio, textual and visual
Jacobson Spiro, 1995. Adaptability is the notion of tailoring learning to a student’s preferred learning style Lanza Roseli, 1991; Dillon Weston, 1996;
Dillon Gabbard, 1998. It is the description of learning environments created by the educational web designers. Knowing the description of learning environments,
learners can easily adjust their preferred learning style which support them to achieve the learning goals. Thus, a web designer should be able to design their
web-based program effectively and efficiently so that it can help students to achieve the learning goal.
a. Computer-Asissted Language Learning and the Principles
As technology has been widely used to support teaching learning activity, the term Computer-Assisted Language Learning CALL has also been very
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familiar. Beatty 2003: 7 defined CALL as “any process in which a learner uses a computer and, as a result, improves his or her
language”. It means that computer here works as the media of language learning. Further, to maximize the benefits of
applying CALL in language learning process, teachers and language practitioners need to be able to set the best environment to support the application of CALL.
According to Egbert and Smith 1999, there are eight conditions in CALL to create the best environment in implementing CALL optimally.
1 Interaction and negotiation of meaning
In language learning, interaction is important for learners to practice their knowledge both in written and spoken forms. Through interaction, learners will
also experience the process of negotiation in meaning by having repetition, clarification and restatement. Vigotsky 19341962 as cited in Peyton 1999: 17
stated his argument that interaction mediate all human learning with others. Therefore, it is believed that the more learners interact in the target language, the
faster learning stages they will develop. It happens because during the interaction, learners may face challenges which force them to perform their language skills
and improve them. As Swain 1985:252 cited in Peyton 1999:18 stated that “the use of language in interaction with others provides opportunities for
contextualized, meaningful use, to test out hypotheses about the target language, and to move the learner from purely semantic analysis of the language to a
syntactic analysis of it”. Network interaction is designed to provide learners with various contexts
and positive learning environment to develop their language competence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Warschauer 1996 as cited in Peyton 1999: 21 reviewed the studies of computer-mediated communication in second language composition and foreign
language classroom resulted on “the amount of student participation and student- to-student interaction in the computer-mediated discussions was dramatically
higher than in face-to-face discussions among the same individuals. Therefore, it is proven that CALL can provide effective interaction for students to negotiate
meaning.
2 Authentic audience
Audience is the most crucial part in language learning since it helps learners to interact during the learning process especially in enriching and
negotiating meaning. In language teaching and learning area, audience is classified into two best marginal members namely addressed audience and
invoked audience Johnston: 1999 as cited in Egbert and Smith 1999. Addressed audience refers to the teaching learning participants who are engaged
in actual readership. Invoked audience refers to the teaching learning participants that are created through the text.
Further, authentic audience is also defined as “an audience that is concerned exclusively with the me
aning of the speaker’s message” Johnston, 1999: 60.
Therefore, based on Johnston’s definition about authentic audience, it can be concluded that authentic audience should have positive interest and
engagement towards the learning process which involve them to take part in it. In addition, it is confirmed that electronic audiences are authentic audiences in
