Uraian Materi Computer-Assisted Language Learning CALL
reconstruction, and language game 2 computer as stimulus, in which the purpose is to stimulate students’ discussion, writing, or
critical thinking. Examples include programs which may not specifically designed for language learning, such as Slim City-
Sleuth, or Where in the World is San Diego?; 3 computer as tool or computer as workhorse, intended to empower the learner to
use or understand language the programs do not necessarily provide any language material at all, such as word processors,
spelling and grammar checkers, desk-top publishing programs, and concordancers.
c. Integrative CALL, based on an integrative way of teaching using task-or-project-based approach. It was intended to integrate the
various aspects of the language learning process. This integrative CALL makes use of multimedia computers and the
internet. Multimedia technology with CD-ROM allows a variety of media
text, graphics, sound, animation, and video to be accessed on a single machine, and it also entails hypermedia. An example of the
hypermedia used for language learning is the program Dustin developed by the Institute for Learning Sciences at Northwestern
University, i.e. a simulation of a student arriving at a US airport. However, multimedia software has not given major impact in
language learning as it is costly and most software provided commercially might not base on sound pedagogical principles.
Besides, today’s computer programs are not intelligent enough to be truly interactive.
Fortunately, electronic communication and the internet can help provide more integrative CALL, which involves integration of skills
and integration of meaningful and authentic communication with al aspects of language learning curriculum.
The internet can help teachers provide a wide range of integrative CALL. For example, students can use the World Wide Web
WWW to search for millions of fies from around the world to get authentic materials e.g. newspaper and magazine articles, radio
broadcasts, short videos, movie reviews, book excerpts to meet their need and interests. An example of the use of the internet to integrate
authentic and creative communication into all aspects of the course is given below as cited directly from “Computer Assisted Language
Learning: an Introduction” by Mark Warschauer http:www.ict4lt.orgenwarschauer.htm.
Students of English for Science and Technology in La Paz Mexico don’t just study general examples and write homework for the
teacher; instead they use the Internet to actually become scientific writers. First, the students search the World Wide Web to find articles
in their exact area of specialty and then carefully read and study those specific articles. They then write their own drafts online; the teacher
critiques the drafts online and create electronic links to his own comments and to pages of appropriate linguistic and technical
explanation, so that students can find additional background help at the click of a mouse. Next, using this assistance, the students prepare and
publish their own articles on the World Wide Web, together with reply forms to solicit opinions from readers. They advertise their Web
articles on appropriate Internet sites e.g. scientific newsgroups so that interested scientists around the world will know about their articles
and will be able to read and comment on them. When they receive their comments by email they can take those into account in editing
their articles for republication on the Web or for submission to scientific journals.
What PLPG Teachers can Do with the Computers and the Internet
Since commercially prepared multimedia materials for teaching English are limited and could be costly, teachers can use computers which are
available in most schools and students’ homes and the internet to complement their traditional teaching.
With the computers, for instance, the teacher can ask the students to write on the computers sentences, paragraphs, or essays, depending
on their levels, and ask the students to use the spelling check and grammar check as well as thesaurus facilities. They are asked to print
out their original writing before checking no spell check or grammar check facilities activated and after checking. The teacher then check
and give necessary inputs to the final results for students to revise if necessary. To integrate this writing task with speaking skilll, students
may then be asked to report their problems difficulties of writing in English and their experience of using the spelling grammar check and
thesaurus facilities to the class. With the internet, students may be asked to search for articles on a
given topic, and then they are asked to read carefully, summarize in their own words, and or give oral presentation. With the internet, the
teacher can also create cyber classes for example by using www.nicenet.org in which heshe can monitor students’ work
individually, check attendanceparticipation from long distance, and have communication messages individually or classically from long
distance. This is especially good in cases when the teacher is away and still need to monitor students’ works.