Then, the teacher can also make a grammar practice which can automatically show students‘ score by inserting certain code in the power point macro.
Second, it is interactive. Power point macro-enabled show can make teaching and learning grammar become interactive. The students not only watch and listen
what is explained in the application but also participate to answer questions from what they have watched and listened. In this case, the application permits students
to write their answers freely in the columns or choose one correct answer from 4 possible choices
Third, it is equipped with media support. Power point macro-enabled show can be equipped with additional media such as audio, video, picture, graphic,
animation, text, and object. Such features can be used to attract and facilitate students to learn grammar. They also can be used to empower faculties of
students‘ retention as well.
Fourth, it can record students‘ learning progress. Power point macro-enabled show can save students‘ work. After students have leant grammar using the
application, there will be a message box which asks whether students need to save their work or not. In this case, students have to click ‗yes‘ to let the application
record their work. So that, the teacher can trace back students‘ learning progress
by opening again the application that students have operated.
Fifth, it is easy to be used. The application that is made by using power point macro-enabled show is easy to be used for student. The student can operate the
application easily by only clicking the bottoms and read the instructions.
The last is accessible. The application that is made by using power point macro-enabled show is accessible for students. It means that the students can
access the application not only in their classroom but also in their home. If the students need to use the application in their home, they have to copy first the file
into their flash disk. After that, they have to paste the file to their laptop or computer. Then, they can use the application whenever they need because the
application has already existed in their laptop or computer. To sum up, power point macro-enabled show is regarded as a CALL and a
good CALL in this study because it fulfills the seven criteria of CALL and six criteria of good CALL. As a CALL, it can present and visualize the material in a
representative way. It uses interesting color and high graphic resolution. It uses various learning strategies. It provides students with feedback and reinforcement.
It allows students to do self-evaluation. And, it can be used individually or classically. As a good CALL, it is suitable, interactive, easy to use, and accessible
for students. In addition, it is equipped with media support which can attract and empower faculties of students‘ retention. And, it can record students‘ learning
progress by saving students‘ work.
5. Roles of CALL
There are many roles that computer can do to assist students in language learning. The number of its roles depends on the number of what it can do to help
teacher. Generally, computer can do two main roles in language teaching.
First, computer is used to assist instruction. Computer based instruction is the role of CALL to provide instruction. Based on this role, there are four types of
instructional strategies that can be used in language teaching:
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a. Drill and practice: it is used to present material, exercise, as well as immediate
feedback repeatedly. b.
Tutorial: it is used to present an explanation or illustration of the new or being learnt material.
c. Simulation: it is used to give students‘ a chance to apply their knowledge in
the real situation d.
Instructionaleducational games: it is used to motivate students and develop their ability.
Last, computer is used to assist assessment. Computer-assisted assessment is the role of CALL to assess studen
ts‘ learning progress and to provide them feedback and correction during and after learning process.
So, the roles of CALL are to assist instruction and assessment. In assisting instruction, CALL offers four types of instructional strategies such as drill and
practice, tutorial, simulation, and instructionaleducational games; while, in assisting assessment, the use of CALL is to give students feedback and correction.
6. Advantages of CALL
Educational literature painted a positive picture of the effectiveness of computer in facilitating the mastery of various basic skills. They indicated that the
current computer technology has many advantages for language teaching and learning. Nicol and Andreson
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stated that CALL can provide students with extended practice, which, in turn, can lead to atomization of basic skills. In
addition, it can readily provide students feedback which may be used to improve the timing, quality, and quantity of individual feedback. Moreover, CALL can be
41
Rusman. loc. cit.
42
M. Nicol and A. Anderson, ―Computer-Assisted vs. Teacher–Directed Teaching of Innumeracy in Adults‖, in Ali Ahmad Al-Barakat and Ruba Fahmi Bataineh, International Journal
of Education and Development using Information and Communication Technology, IJEDICT, 2008, Vol. 4, Issue 4, pp. 65
used to foster students‘ motivation to learn. As stated by Willner and Willner
43
as well as Nicol and Andreson, there is empirical evidence that CALL can stimulate
students‘ motivation to engage in academic activities which may readily be helped by computer learning activities. In short, the positive effects of computer in
language teaching and learning are providing students with extended practice, giving immediate feedback which can lead to the optimal use of learning time,
and fostering students‘ motivation to learn.
7. Disadvantages of CALL
Although computer in language class brings benefits as stated above, there are also disadvantages of CALL.
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First, CALL is impractical to be used. It cannot be easily carried around and studied whenever and wherever students wish. They have to posses their own
personal notebook to make it possible. If they do not have it, they only can learn the new material at school which provides students a chance to access computers
in a restricted time. Or, they can use rental computer which demands them to pay bill for each hour. Therefore, CALL can only have maximal benefits for students
who have personal computer. Second, not all schools provide students with computers. It is caused by the
inability of schools to buy computers and to pay computer bill for each month. Or, if schools inevitably provide students with computers, they have to force students
to pay additional expense because of the use of computer which obviously increases students‘ school fee for each month.
Third, not all teachers and students are familiar with computer technology. It is because the knowledge of computer technology is still new for teachers and
students. It then makes some of them illiterate how to operate computer. And
43
E. Willner and J. Willner, ―Pre-service Teachers Perceptions about Computer Use for
Tutoring‖, in Ali Ahmad Al-Barakat and Ruba Fahmi Bataineh, International Journal of Education and Development using Information and Communication Technology, IJEDICT, 2008,
Vol. 4, Issue 4, pp. 65
44
Shagga, op. cit., p. 23.
finally, the use of computer is not maximally employed in teaching learning process.
Last, the existence of CALL programs is imperfect. Commonly, CALL program is designed for facilitating students to learn language limited for only one
aspect because it is still difficult for specialists to design an application that can help teacher teach all language aspects using one program. In addition, the design
of current CALL programs still unables to handle unexpected learning problems as well as response to students‘ questions immediately as teachers do.
In short, CALL has disadvantages in language teaching and learning. It is because computer is not practical to be used and not all schools provide students
with computers. In addition, there are some teachers and students who still do not know how to operate computer which then makes the use of computer is not
maximally employed. Moreover, the existence of current CALL programs is still imperfect for teaching all language aspects.
D. Teaching Past Tense Using CALL: Power Point Macro-
Enabled Show
In this study, the teaching of grammar using CALL is divided into the following stages:
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1. Presentation
At the presentation stage, the role of CALL is to assist instruction. It employs tutorial as an instructional strategy at this stage. Therefore, at this stage, the
function of CALL is as a tutor. It is used to present explanation or illustration of the new material being learnt. The explanation will be equipped with animations,
sounds and video to attract students and make learning more interesting for them. This equipment will help them memorize the material quickly and longer.
45
Celce-Murcia and Hilles, loc. cit.
