17 context. For this reason, the instruments to measure and analyze student
engagement are often developed based on the specific information on learning, school, or family context Christenson, Reschly, and Wylie, 2012.
B. Computer Assisted Language Learning CALL and Online Learning
Computer Assisted Language Learning or briefly acknowledged as CALL is the use of computer in order to support the learning process. Computer, in this
field, is not limited to only desktop and laptop devices but it also includes “the network connecting them, peripheral devices associated with them, and a number
of other technological innovations such as PDAs, mp3 players, mobile phones, electronic whiteboards, and even DVD players which have a computer of sorts
embedded in them” Levy Hubbard, 2005 in Hubbard, 2009. Generally, ICT is defined as “any process in which a learner uses a
computer and, as a result, improves his or her language” Beatty, 2003 in Hubbard, 2009. The improvements are in terms of learning efficiency, learning
effectiveness, access, convenience, motivation, and institutional efficiency Hubbard, 2009. ICT promotes learning efficiency and effectiveness that the
students may obtain language knowledge or skills faster or with less effort and make deeper associations thus retain the knowledge or skills longer. When ICT is
used, the students have broader access to collect materials and to interact more. It is convenient since the students are in their own choice to learn in term of time
and place. In integrating ICT for distance learning, there are two settings of ICT use
for classroom communication that are synchronous and asynchronous setting. The first one is described as conducting the class in which “teacher and students meet
18 at the same time but in different place” while the second one is “the circumstances
in which both time and place are different.” Newby et al, 2011. Synchronous computer mediated communication CMC is noted to provide “more balanced
participation than a face-to-face discussion” Reed, 2003; Warschauer, 19951996 in Hubbard 2009 because the students do not have visual cues on who is holding
the floor. It also happens because the students can type and review their messages before being sent which means that the students can participate in the discussion
without having to interrupt or being interrupted. This situation allows the students to be less stressed thus supporting them to build a comfortable learning
environment for them. In asynchronous class, the activities are mainly the use of email and discussion board. Since the students are given ‘a delay’ in sending the
messages, they can be more reflective and create more complex discourse as well as focus on form and meaning rather than in fast-paced synchronous setting
Sotillo, 2000 in Hubbard, 2009. As previously mentioned, in order to promote student learning, CALL
activities nowadays are not limited to the installed computers in the classroom, but it also incorporates mobile gadgets which both are connected to a network.
This enables the teachers and students to have online classroom instruction and interaction “through the use of email, blogs, online social network, and other
interactive website and services” Beatty, 2010. Having the computer and other technological tools connected to the internet, students and teachers have a greater
opportunity “to access learning materials; interact with the content, teachers, and to other learners and to obtain support during the learning process, in order to
19 acquire knowledge, to construct personal meaning, and to grow from the learning
experience” which by Ally 2004 is explained as online learning. He further explains in his definition that online learning is meant to
promote the quality of learning. When it is used alone, it serves only as the medium “to bring real-life models in which students can interact, link new info to
old, and acquire meaningful knowledge” Beatty, 2010. The tools that are utilized for the learning process, both offline and online, have to be intended to create a
meaningful learning environment and to make sense and meaning of the curriculum being taught which facilitate the students to have “higher order,
creative thinking skills”. The supporting environment will likely help the students to engage and optimize the knowledge acquisition Jones, 2009.
A meaningful learning environment in term of language learning, according to Egbert and Hanson-Smith 1999, will occur within a classroom
which complies with a general set of environment. The first is the opportunities to build interaction. Learning is believed to be a social process which means that
interactions with others such as peers, teachers and experts are needed Egbert and Hanson-Smith, 1999. Interaction will help the students to construct their
knowledge and build their understanding. Interaction also means a good relationship among student-teacher which is needed by the students to develop
their ability to survive in term of social relation and their own perception as a learner. Good interaction among students and teachers as well as positive
classroom climate fosters the students’ social engagement that prevents dropout and “more likely increase students’ high level of interest, motivation, and
enjoyment in learning” Taylor Parsons, 2011. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
