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teachers in language classroom, the advantages and the disadvantages of using computer-based media.
a. The Roles of Computer in Language Learning
Taylor, as cited by Levy 1997, states that there are three roles of computer, namely computer as a tutor, computer as a tool, and computer as a tutee
p. 83. 1 Computer as a tutor.
To function as a tutor, computer does not only convey the materials, but also can evaluate the student’ opinion and response the action done by the
students in doing the exercises or evaluations. 2 Computer as a tool.
To function as a tool, computer is only the equipment to support language learning. The computer also provides some features that can be used by the
learners in order to improve their knowledge. 3 Computer as a tutee.
It is explained that to function as a tutee, the student or the teacher should have computer mastery in which how to operate and to program the computer, so
the computers are able to give and convey the materials to learn certain language.
b. The Roles of Teachers in Language Classroom
The role of teacher in the real implementation of CALL depends on how far he views what the product will be considering some roles to work on it. Levy
1997 presents two teacher roles, namely teacher as contributor and teacher as author p. 100-108, as follows.
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psycholinguistics Class
Computer
Teacher ergonomics
computational linguistics psychology
Learner technology
Computer
linguistics Language
1 Teacher as contributor. Levy 1997 compares Ahmad’s model 1985: 45 and Farrington’s
‘Triangular mode’ 1986: 199 in order to describe the role of teacher as contributor p. 100. As seen in the figure, both of the models have three main
points. Ahmad’s model 1985 relies on, namely, learner, language, and computer, and all parts are related to others p. 45. Here, the model explains that teacher
does not play a big role in CALL. On this figure, Levy 1997 says that the computer is the tutor or ‘helpful teacher’ p. 101.
The Ahmad’s Model The Farrington’s Model
methodology machine translation
Figure 2.2: Two models of CALL
Moreover, Farrington’s model relies on, namely, class, teacher, and computer. In this model, computer is seen as a tool used by the teacher to receive
knowledge. According to Farrington 1986, as cited by Levy 1997, it will be the most effective when the teacher manages the learning.
2 Teacher as author. Teacher as author means that teacher is the designer of CALL. As the
designer of CALL, Hertz 1987: 183, as cited by Levy 1997, mentions some possible roles of the teacher p. 107, on the next page.
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a Level 1: the computer-using teacher. The theory states that teachers have basic computer operating skills and
the ability to use and evaluate language learning software. It means that the teacher does not any chance to create the materials inserted on the computer.
b Level 2: the non-programming author of courseware content. In this level, the theory says that teachers are able to author the content of
the CALL materials, but they do not have any programming expertise. c Level 3: the user of authoring systems.
At this level, teachers are familiar with an authoring system and can use it to develop their own materials. It is stated on the theory that the user can insert
content into the program and this may mean supplying questions, answers, feedback for correct and incorrect answers, or a text upon which the activity or
game can operate. d Level 4: the teacher-programmer.
At this level, the teacher can program a computer in some way. Therefore, this level is the option for the language teacher to learn to program the computer
in some way. By considering the roles of teachers above, the writer agrees with
Schaefermeyer 1990: 15, as cited by Levy 1997, who states that rather than expecting many teachers to produce software, the focus should be on ways of
using software p. 108.
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c. The Advantages of Using Computer-based Media
