7. To cultivate effective listening, teachers should teach students to rely on …….
A. the syntax. B. the vocabulary.
C. the semantic cues. D. the speaker’s pronunciation.
8. Tolerating silence in the classroom is meant to ……. A. encourage students to initiate turns.
B. give teachers time to plan the interaction. C. give students time to relax.
D. give teachers time to think. 9. Real interaction in a foreign language classroom requires teachers
who ……. A. Tolerate errors;
B. Speak a lot. C. Have a good pronunciation
D. Understand mistakes. 10. To promote interaction, individuals must …….
A. Speak a lot. B. Appreciate the uniqueness of other individuals.
C. Encourage two-way communication. D. Direct other individuals.
BAB V: KEGIATAN BELAJAR 4 COMPUTER-ASSISTED LANGUAGE LEARNING
A. Kompetensi dan Indikator
1. Kompetensi a. Mampu memahami 3 macam kegiatan pembelajaran bahasa,
khususnya bahasa Inggris, yang menggunakan bantuan komputer Computer-assisted language learningCALL
berdasarkan fase perkembangannya, yaitu behavioristic CALL, Communicative CALL, dan Integrative CALL.
b. Mampu merancang dan mempraktekkan suatu kegiatan pembelajaran bahasa Inggris dengan menggunakan bantuan
komputer CALL. 2. Indikator
a. Menyebutkan 3 macam kegiatan pembelajaran bahasa, khususnya bahasa Inggris, yang menggunakan bantuan
komputer Computer-assisted language learningCALL berdasarkan fase perkembangannya.
b. Menerangkan pendekatan pengajaran bahasa yang melandasi 3 macam kegiatan pembelajaran bahasa dengan bantuan
komputer CALL tersebut. c. Menyebutkan kelebihan CALL dibandingkan pembelajaran
tradisional. d. Menyebutkan 2 perbedaan antara pembelajaran tradisional dan
CALL. e. Menerangkan
ciri-ciri behavioristic CALL. f. Menerangkan
ciri-ciri communicative CALL. g. Menerangkan
ciri-ciri integrative CALL.
h. Membuat rancangan pembelajaran bahasa Inggris dengan CALL
i. Mempraktekkan pengajaran bahasa Inggris dengan CALL
B. Uraian Materi Computer-Assisted Language Learning CALL
Computers have been widely used in the teaching of language to supplement the traditional teaching. Traditional classroom teaching
was simply the teacher talking and the students listening Jonasses, et al., in Yim San, 2007. Teaching of language in which computer is
used as tutor, stimulus, or tool is called Computer-assisted Language Learning CALL.
The distinctions between the face-to-face language classroom and CALL are in their emphases, i.e.:
• in face-to-face language classroom everyone learns at the
same speed, while in CALL each student learns at self-paced. •
in face-to-face language classroom students learn at a set time and place, while in CALL students learn at any time and
any place. With the development of the internet, CALL has played more
important role in language education, especially because studies have shown that it gives the opportunity for more autonomous learning
compared to the traditional language classroom teaching. Besides, it is expected that CALL will make learning more interesting and
accommodate learners with different needs and abilities. The following description of CALL is summarized from
“Computer Assisted Language Learning: an Introduction” by Mark Warschauer
http:www.ict4lt.orgenwarschauer.htm .
Three Phases of CALL
CALL has developed over the last 30 years and can be categorized in 3 distinct phases, i.e.:
a. Behavioristic CALL, developed in the 1950s and implemented in the 1960s and ‘70s, based on the behaviorist theories of learning.
The programs entailed repetitive language drills and is referred to as “drill and practice”. In this case, the computer serves as a
vehicle for delivering instructional materials to the student. One of the most sophisticated CALL tutoring system was the PLATO
system, which included vocabulary drills, brief grammar explanation and drills, and translation tests at various levels.
b. Communicative CALL, developed in the 1980s, based on the communicative approach to teaching. Some premises for
communicative CALL according to Underwood cited in Warsschauer, 2008 are as follows:
• focuses more on using forms rather than on the forms
themselves; •
teaches grammar implicitly rather than explicitly; •
allows and encourages students to generate original utterances rather than just manipulate prefabricated language;
• does not judge and evaluate nor reward the students with
congratulatory messages, lights, or bells; •
avoid telling students they are wrong and is flexible to a variety of student responses;
• uses the target language exclusively
• will never try to do anything that a book can do just as well
Computer programs under communicative CALL included 1 computer as tutor, in which the purpose is for the students to find
the right answers with a fair amount of student choice, control and interaction, such as courseware for paced reading, text
