Problem Formulation CALL FOR PAPER 2010 MUNAS APTIKOM.

Seminar dan Call For Paper Munas Aptikom Politeknik Telkom Bandung, 9 Oktober 2010 305 and is divided into functional requirements that specify what the system should do and non- functional requirements that specify or constrain how the system will be implemented. The process of determining requirements can be seen as a modelling exercise based on three processes; deletion, distortion, and generalisation, the same filters that Chomsky identified as shaping natural language Chomsky, 2002. 1.4 Research Benefits and Contributions a. This research will be beneficial for the lecturers so that they will pay more attention toward the students’ vocabulary skill in learning the language. They will know how to treat the students in learning foreign language so that the students will learn better. b. This project will be usefull for the students to evaluate their own progress in vocabulary bulding based on the target determined for each level. c. The institution is also will get beneficial by having a software application for measuring the language proficiency in term of vocabulary comprehension. 2. Literature Review 2.1 Vocabulary Building Channell 1988 argued for the need for teaching approaches for vocabulary learning as a separate learning activity since the lexicon that organizes the mental vocabulary in a speaker’s mind appears to be an independent entity in processing. A similar view was expressed by Carter 1992, pp. 152–153, that ‘the need for much more vocabulary to be taught and learned as a separate activity rather than, say, part of a grammar or reading lesson’. However, Carter did not suggest separating vocabulary learning from communication and pointed to the need for both a static approach i.e. word semantics and a dynamic approach i.e. word usage in vocabulary teaching and learning. The importance of learning word meanings as well as words in contexts has also been stressed Allen, 1983; DeCarrico, 2001.

2.2. CALL

Computer Assisted Language Learning CALL offers the language teacher and learner a number of activities that when carefully planned as part of the pedagogical room will help the learner learn a language. Therfore, the application of software lifecycle theory to the specific needs of Computer Assisted Language Learning CALL research and development is really need to be considered as one of the ways of the skills improvement in teaching and learning practice. The role of the computer in CALL has moved from the “input – control – feedback” sequence to management of communication, text, audio, and video. Future domestic appliances will integrate and merge video, television, audio, telephone, graphics, text, and Internet into one unit as can in 2006 be seen on newer generations of “mobile telephones communicators”.

3. Methodology

The research methods employed in this study include a quasi-experiment by conducting subjects, study procedure, pretest, learning process. post- test, survey questionnaires and interviews

4. Research Findings

The learning condition for vocabulary class had been conducted without sets of CALL software. Teachers provide students with specific instructions to complete the tasks. Students only can produce a few words what they read, or hear. They can produce sentence by their own. So it’s like an ‘imitating class’ even they are adults learners. By the evaluation identified above, then, the class conducted by using Web quests as sets of CALL software. In this strategy, teachers provide students with specific Web sites that can help them complete the same tasks. Teachers must thoroughly review each source for relevance and credibility. Students can produce a written report or multimedia presentation, which may include folk songs, fictional diary entries, a pictorial history, or essays. The progress or improvement in vocabulary building increased significantly. The respond from students interest and motivation was also increased, and they can perfom their own skill in producing sentences or develop their own ideas with their own words to express some information asked in the intruction taks. 5. Conclusions and Recommendations The main objective in this paper has been to introduce the CALL efficacy model to ensure the quality of CALL programs improved the students’ proficiency in vocabulary comprehension. The model is constructed by identifying four main components, theory, computer technology, user 306 Seminar dan Call For Paper Munas Aptikom Politeknik Telkom Bandung, 9 Oktober 2010 actions, and learner information, and integrating them into a whole. The students proficiency in vocabulary has increased significantly, and also their interest and motivation in studying vocabulary comprehension. Bibliography [1]. Allen, V. F. 1983 Techniques in teaching vocabulary New York, Oxford University Press. [2]. Brown, Douglas. 1994. Principles of language learning and teaching 3rd Edition. New Jersey: Prentice Hall, Inc. [3]. Carter, R. 1992 Vocabulary: Applied linguistic perspectives New York, Routledge. [4]. Channell, J. 1988 Psycholinguistic considerations, in: R. Carter M. McCarthy Eds Vocabulary and language teaching London, Longman, 83–97. [5]. Cushion, S., He´mard, D. 2003. Designing a CALL package for Arabic