to produce the language faster without thinking about the individual word, for example, ‘see you later’, ‘good bye’, ‘what a surprise’.
Dealing with speaking activity, Pinter 2006 states that when learners are involved in such activities or tasks, they have to negotiate meaning. In processing
to reach a clear understanding of each other, they sometime use a guess work. Thus, they construct their own meaning rather than their partners’ meaning. For
that reason, “tasks should be introduced slowly and carefully, making sure that learners are ready and capable of dealing with the demands of the tasks” Pinter,
2006, p. 60
3. Computer Assisted Language Learning CALL
Levy 1997 defines CALL as the search for and study of applications of the computer in language teaching and learning. Likewise, Egbert Hanson-
Smith 2007 states, “CALL means learners learning language in any context
with, through, and around computer technologies ”. In other words, the language is
learned by using computer tools. Many studies have been conducted to optimize qualities of CALL. One of them is developing CALL materials to assist the
language learning process. Egbert Hanson-Smith 2007 pointed out the eight conditions in
implementing CALL for optimal language learning environments. These eight conditions are considered as pedagogical aspects for learning media in this study.
They are learners have opportunities to interact and negotiate meaning, learners interact in the target language with an authentic audience, learners are involved in
authentic tasks, learners are exposed to and encouraged to produce varied and creative language, learners have enough time and feedback, condition and learners
are guided to attend mindfully to the learning process, learners work in an atmosphere with an ideal stress anxiety level, and learner autonomy is supported.
Firstly, learners have opportunities to interact and negotiate meaning. It emphasizes that learning happens through interaction between learners and others
Egbert Hanson-Smith, 2007. Thus, the teacher is supposed to plan the materials carefully and creatively to make students participate actively and can
negotiate meaning. The teacher can integrate computer technology into the task. As an example, they can create animation video for listening task. Through video
animation, students are able to see picture, movement, and hear a sound at the same time. Eventually, they can try to listen and negotiate meaning.
Second, learners interact in the target language with an authentic audience. The concept of authentic audience
is ‘an audience that is concerned exclusively with the meaning of the speaker’s message’ Johnston in Egbert Hanson-Smith,
2007. They may be the teacher, another learner or another person who can negotiate in the target language. In other words, authentic audience is a
knowledgeable source of target language. Third, learners are involved in authentic tasks. Authentic tasks are quite
important in learning language. Chapelle in Egbert Hanson-Smith, 2007 stated that
‘authentic task is useful and interesting task to be those whose goals require communication in the target language’. A communicative task requires
learners not only simply to learn the language but also to know how to use it in their real life, such as ordering foods in restaurant or making a hotel reservation.
Fourth, learners are exposed to and encouraged to produce varied and creative language. One of the most important things in acquiring a language is
