View of TEACHERS’ CIRCUMSTANCES AND PRACTICES IN USING CALL (COMPUTER ASSISTED LANGUAGE LEARNING) IN INDONESIAN SUBURBAN SCHOOLS
SELL Journal Vol. 1(1) August 2016
TEACHERS’ CIRCUMSTANCES AND PRACTICES IN USING CALL
(COMPUTER ASSISTED LANGUAGE LEARNING) IN INDONESIAN
SUBURBAN SCHOOLS
Arfiyan Ridwan
(arfiyan.ridwan@gmail.com)
STKIP PGRI Bangkalan
Jl. Soekarno Hatta no. 52 Bangkalan, East Java, Indonesia
Abstract: Nowadays, the integrated use of technology is inevitable in the digital
world, including instructional process. The present study reports on the
findings of English teachers teaching using CALL approach in suburban areas in
Indonesia specifically in Bangkalan as one of the underdeveloped regencies in
East Java province. From a total of 50 respondents across the regency, 25
English teachers from 15 schools responded intensively in answering the online
questionnaire with closed-ended and open-ended questions. The researcher
attempted to find out the teachers’ efficacy, the concrete form of CALL approach,
and downsides when applying CALL during instructional process. The results
indicated that in the digital era, those teachers already implemented CALL
approach a simple manner despite limitations related to operational activities
and facilities. Thus, this paper argues that the results of the research must be
addressed with policies by the stakeholders that suburban teachers need to
explore CALL approach more deeply as they are restricted merely in simple
ways of CALL approach.
Keywords: CALL, Technology in Language Learning, Teachers’ believes
The use of technology of information and communication technologies
(ICTs) is inevitable in many aspects of human life. Education is one aspect which
cannot be separated from the use technology as its advancements are very
helpful in instructional activities such as radio, tape-recorder, films, televisions,
broadcasts, and gadgets.
Innovative learning must be done by the teacher in today's digital era, i.e.
by doing approach of using technology in learning. Technology is a significant
factor in improving the quality of education and learning by making a lot of
information more accessible to the general public (Hismanoglu, 2012).
Technology use in language instruction using technology will widely affect for
teachers and students. Now this is the reality found in the process of learning,
only a few students who actually pay attention to the lessons, while others are
not paying attention to the teacher. We cannot fully designate students as
51
SELL Journal Vol. 1(1) August 2016
passive objects, but the teacher was responsible for all this. Through creativity
in methods, teaching aids, as well as patterns of interaction, learning activities
will not be monotonous and boring; so, it will have positive impact on the
learning process. Learning will not be boring because of their appeal forms of
technology students the students like.
Beatty (2010, p. 7) defines computer-assisted language learning (CALL)
as a process in which learners use computer media which resulted in an
increase in language skills. Gamper and Knapp (2002, p. 329) also define
computer-assisted language learning (CALL) as “a research field which explores
the use of computational methods and techniques as well as new media for
language learning and teaching”. Computers as the media give very wide access
to utilization instructional material that can be developed with the computer
itself. Variations of instructional material can be anything related to computers
and the Internet as a computer-based materials such as eBooks, interactive
videos, and other computer products, even if supported by Internet
connectivity.
The rapid development of new technology has recently been predicted
by previous researchers that the teachers in education need to adjust
themselves to all the sophistication of technology. Chapelle (2003, p. 10) make
the conclusion that the role of technology experts is highly correlated with the
attitude of a teacher or researcher. The potential of technological sophistication
is going to make access to technology products in the lifestyle. In this case, the
teacher will adapt the possibilities how to change the way they work and
professionalism which in this case is to teach. Computer Assisted Language
Learning (CALL) is a form of learning approach that involves the use of a
computer and can be powered by the Internet network connectivity. This
approach is in accordance with the development of technology-based learning
that is ideal undertaken by teachers in the 21st century.
The digital revival of the 21st century has been anticipated by the
researchers’ use of technology in language education where advancements of
computer technology will extend to other devices currently known as gadgets.
Since the 1950s in the early development of CALL until now has been a lot of
changes that extend coverage to the Mobile-Assisted CALL Language Learning.
The existence of VCD and DVD has been replaced with smartphones that have
supported a fast internet connection. For example (Beatty, 2010) mentions
examples of the application of CALL in the era of the 21st century as follows:
a)
b)
c)
d)
e)
Web browsing, Hotmail and Gmail, streams of audio and video
Email transfer to mobile devices through smartphones.
Instant messaging application as default features of smart phones.
Online shopping
Calendar and contact features that can put additional data into smart
phones.
52
SELL Journal Vol. 1(1) August 2016
f)
Worksheets via smart phones.
g)
Digital photo settings, editing, printing, to upload and print services
without wires, and published in websites.
METHOD
Since this research has quantitative and qualitative source of data, mixed
methods are applied. Despite relatively new in social science and education
research, mixed methods can be an alternative option to utilize the strengths of
both qualitative and quantitative research (Creswell, 2009) with the expectation
to improve the whole quality of the research Johnson & Christensen (2012, p.
430).
Johnson & Christensen (2012, p. 437) suggest eight major stages to
conduct mixed methods research. Those cover (1) determining whether mixed
design is suitable; (2) determining the justification in using mixed methods; (3)
selecting the mixed research design and mixed sampling design; (4) selecting
the data; (5) analyzing the data; (6) continually validating the data; (7)
continually interpreting the data and finding (8) writing the research report.
Simple quantitative approach was applied in counting the results of
survey combined with pie charts since the data are in the form of numbers. In
addition, qualitative approach was employed for analyzing results of interview
with the respondents using social media due to the researcher’s hindrance in
visiting some schools in remote places. The researcher attempted to analyze the
answers given by the respondents in depth.
Participants
The population of this study is the English language teachers of high
school level in the town of Bangkalan in both public and private schools, where
there are 4 Public Senior High Schools (SMA), 4 Vocational Senior High Schools
(SMK), 1 Public Islamic Senior High School (MAN), and 5 Private Senior High
Schools. Purposive sampling was employed on this study in which the
teacher(s) from each school
Questionnaire
The researcher used Google form feature for the questionnaire with the
following link https://goo.gl/forms/RZ3jzraWZsxK4Owk2
(see attached
questionnaire format). There are a total of 11 questions divided in three
categories of questions covering computer facilities at home and office,
computer use in classroom setting, and ability in using computer and internet.
Open-ended and closed-ended questions were employed as the format of the
questionnaires. In certain parts of the question list, the teachers were given
53
SELL Journal Vol. 1(1) August 2016
freedom in delivering their own opinions and explanation regarding to their
circumstances and methods in using CALL in instructional process.
FINDINGS AND DISCUSSION
Teachers’ exposure to computers
The first part of the questionnaire was about computer possession at
home and at schools. The questions were meant to investigate in what extents
the teachers have good access to computer use making them familiarize to
computer use, not only at home but also at schools where they teach.
The table shows that as many as 92% (23 people) of the respondents
said they have a computer / personal laptop in addition to the existing facilities
at the school. Only 8% (2) of respondents stated that do not have a computer /
personal laptop. This shows that the majority of English teachers in the town of
Bangkalan have a computer / personal laptop so that there are indications that
the membership of these teachers tend to be high in computing seeing that the
ratio between the two voters who certainly significant difference.
The second question in the online questionnaire is related to how well
the school facilities become a support in CALL approach. When asked if the
school facilities support them as teachers for teaching and learning process, as
much as 76% of teachers answered yes and 24% do not. Having explored
further, it was found that teachers whose school has a language laboratory
facility or a computer is included in the public schools either at the high school
level, SMK, and MA. It is very contrastive with the teachers who answered not
where they come from private schools that are still growing, especially from
private Islamic Senior High Schools. Nevertheless, overall it can be concluded
that the computer facilities have been spread out in most schools senior high
school.
It turns out that the number of computer facilities owned by senior high
schools in Bangkalan varies from a few, fair in number, up to very many.
Schools whose number of computer in the labs is less than 15 accounted for 8
schools. This figure looks quite many considering the role of computers in the
language laboratory is very helpful in the learning process. The same number, 8
schools, also happened to the category 15-26 computers. Although slightly more
than 35 computer looks pretty high, i.e. 8 schools.
The ratio between the number of computers with the number of students
is taken into account for consideration in the assessment of the appropriateness
of learning activities, especially in the laboratory. In one class, the average
number of students is 30 to 35 in Bangkalan meaning that a language laboratory
ideally provides access one computer to each student independently. Schools
54
SELL Journal Vol. 1(1) August 2016
with 27-35 and > 35 computers belong to a whopping 9 school both. Conversely,
the number of schools that have computers 15-26 and
TEACHERS’ CIRCUMSTANCES AND PRACTICES IN USING CALL
(COMPUTER ASSISTED LANGUAGE LEARNING) IN INDONESIAN
SUBURBAN SCHOOLS
Arfiyan Ridwan
(arfiyan.ridwan@gmail.com)
STKIP PGRI Bangkalan
Jl. Soekarno Hatta no. 52 Bangkalan, East Java, Indonesia
Abstract: Nowadays, the integrated use of technology is inevitable in the digital
world, including instructional process. The present study reports on the
findings of English teachers teaching using CALL approach in suburban areas in
Indonesia specifically in Bangkalan as one of the underdeveloped regencies in
East Java province. From a total of 50 respondents across the regency, 25
English teachers from 15 schools responded intensively in answering the online
questionnaire with closed-ended and open-ended questions. The researcher
attempted to find out the teachers’ efficacy, the concrete form of CALL approach,
and downsides when applying CALL during instructional process. The results
indicated that in the digital era, those teachers already implemented CALL
approach a simple manner despite limitations related to operational activities
and facilities. Thus, this paper argues that the results of the research must be
addressed with policies by the stakeholders that suburban teachers need to
explore CALL approach more deeply as they are restricted merely in simple
ways of CALL approach.
Keywords: CALL, Technology in Language Learning, Teachers’ believes
The use of technology of information and communication technologies
(ICTs) is inevitable in many aspects of human life. Education is one aspect which
cannot be separated from the use technology as its advancements are very
helpful in instructional activities such as radio, tape-recorder, films, televisions,
broadcasts, and gadgets.
Innovative learning must be done by the teacher in today's digital era, i.e.
by doing approach of using technology in learning. Technology is a significant
factor in improving the quality of education and learning by making a lot of
information more accessible to the general public (Hismanoglu, 2012).
Technology use in language instruction using technology will widely affect for
teachers and students. Now this is the reality found in the process of learning,
only a few students who actually pay attention to the lessons, while others are
not paying attention to the teacher. We cannot fully designate students as
51
SELL Journal Vol. 1(1) August 2016
passive objects, but the teacher was responsible for all this. Through creativity
in methods, teaching aids, as well as patterns of interaction, learning activities
will not be monotonous and boring; so, it will have positive impact on the
learning process. Learning will not be boring because of their appeal forms of
technology students the students like.
Beatty (2010, p. 7) defines computer-assisted language learning (CALL)
as a process in which learners use computer media which resulted in an
increase in language skills. Gamper and Knapp (2002, p. 329) also define
computer-assisted language learning (CALL) as “a research field which explores
the use of computational methods and techniques as well as new media for
language learning and teaching”. Computers as the media give very wide access
to utilization instructional material that can be developed with the computer
itself. Variations of instructional material can be anything related to computers
and the Internet as a computer-based materials such as eBooks, interactive
videos, and other computer products, even if supported by Internet
connectivity.
The rapid development of new technology has recently been predicted
by previous researchers that the teachers in education need to adjust
themselves to all the sophistication of technology. Chapelle (2003, p. 10) make
the conclusion that the role of technology experts is highly correlated with the
attitude of a teacher or researcher. The potential of technological sophistication
is going to make access to technology products in the lifestyle. In this case, the
teacher will adapt the possibilities how to change the way they work and
professionalism which in this case is to teach. Computer Assisted Language
Learning (CALL) is a form of learning approach that involves the use of a
computer and can be powered by the Internet network connectivity. This
approach is in accordance with the development of technology-based learning
that is ideal undertaken by teachers in the 21st century.
The digital revival of the 21st century has been anticipated by the
researchers’ use of technology in language education where advancements of
computer technology will extend to other devices currently known as gadgets.
Since the 1950s in the early development of CALL until now has been a lot of
changes that extend coverage to the Mobile-Assisted CALL Language Learning.
The existence of VCD and DVD has been replaced with smartphones that have
supported a fast internet connection. For example (Beatty, 2010) mentions
examples of the application of CALL in the era of the 21st century as follows:
a)
b)
c)
d)
e)
Web browsing, Hotmail and Gmail, streams of audio and video
Email transfer to mobile devices through smartphones.
Instant messaging application as default features of smart phones.
Online shopping
Calendar and contact features that can put additional data into smart
phones.
52
SELL Journal Vol. 1(1) August 2016
f)
Worksheets via smart phones.
g)
Digital photo settings, editing, printing, to upload and print services
without wires, and published in websites.
METHOD
Since this research has quantitative and qualitative source of data, mixed
methods are applied. Despite relatively new in social science and education
research, mixed methods can be an alternative option to utilize the strengths of
both qualitative and quantitative research (Creswell, 2009) with the expectation
to improve the whole quality of the research Johnson & Christensen (2012, p.
430).
Johnson & Christensen (2012, p. 437) suggest eight major stages to
conduct mixed methods research. Those cover (1) determining whether mixed
design is suitable; (2) determining the justification in using mixed methods; (3)
selecting the mixed research design and mixed sampling design; (4) selecting
the data; (5) analyzing the data; (6) continually validating the data; (7)
continually interpreting the data and finding (8) writing the research report.
Simple quantitative approach was applied in counting the results of
survey combined with pie charts since the data are in the form of numbers. In
addition, qualitative approach was employed for analyzing results of interview
with the respondents using social media due to the researcher’s hindrance in
visiting some schools in remote places. The researcher attempted to analyze the
answers given by the respondents in depth.
Participants
The population of this study is the English language teachers of high
school level in the town of Bangkalan in both public and private schools, where
there are 4 Public Senior High Schools (SMA), 4 Vocational Senior High Schools
(SMK), 1 Public Islamic Senior High School (MAN), and 5 Private Senior High
Schools. Purposive sampling was employed on this study in which the
teacher(s) from each school
Questionnaire
The researcher used Google form feature for the questionnaire with the
following link https://goo.gl/forms/RZ3jzraWZsxK4Owk2
(see attached
questionnaire format). There are a total of 11 questions divided in three
categories of questions covering computer facilities at home and office,
computer use in classroom setting, and ability in using computer and internet.
Open-ended and closed-ended questions were employed as the format of the
questionnaires. In certain parts of the question list, the teachers were given
53
SELL Journal Vol. 1(1) August 2016
freedom in delivering their own opinions and explanation regarding to their
circumstances and methods in using CALL in instructional process.
FINDINGS AND DISCUSSION
Teachers’ exposure to computers
The first part of the questionnaire was about computer possession at
home and at schools. The questions were meant to investigate in what extents
the teachers have good access to computer use making them familiarize to
computer use, not only at home but also at schools where they teach.
The table shows that as many as 92% (23 people) of the respondents
said they have a computer / personal laptop in addition to the existing facilities
at the school. Only 8% (2) of respondents stated that do not have a computer /
personal laptop. This shows that the majority of English teachers in the town of
Bangkalan have a computer / personal laptop so that there are indications that
the membership of these teachers tend to be high in computing seeing that the
ratio between the two voters who certainly significant difference.
The second question in the online questionnaire is related to how well
the school facilities become a support in CALL approach. When asked if the
school facilities support them as teachers for teaching and learning process, as
much as 76% of teachers answered yes and 24% do not. Having explored
further, it was found that teachers whose school has a language laboratory
facility or a computer is included in the public schools either at the high school
level, SMK, and MA. It is very contrastive with the teachers who answered not
where they come from private schools that are still growing, especially from
private Islamic Senior High Schools. Nevertheless, overall it can be concluded
that the computer facilities have been spread out in most schools senior high
school.
It turns out that the number of computer facilities owned by senior high
schools in Bangkalan varies from a few, fair in number, up to very many.
Schools whose number of computer in the labs is less than 15 accounted for 8
schools. This figure looks quite many considering the role of computers in the
language laboratory is very helpful in the learning process. The same number, 8
schools, also happened to the category 15-26 computers. Although slightly more
than 35 computer looks pretty high, i.e. 8 schools.
The ratio between the number of computers with the number of students
is taken into account for consideration in the assessment of the appropriateness
of learning activities, especially in the laboratory. In one class, the average
number of students is 30 to 35 in Bangkalan meaning that a language laboratory
ideally provides access one computer to each student independently. Schools
54
SELL Journal Vol. 1(1) August 2016
with 27-35 and > 35 computers belong to a whopping 9 school both. Conversely,
the number of schools that have computers 15-26 and