The Implementation of Maximizing the Language and Learning Link

The Implementation of Maximizing the Language and Learning Link in Computer Learning Environment in Teaching and learning.

By Suprihatin

Introduction

The use of computer as a media in teaching and learning process can facilitate learning. It can’t only help the students construct their understanding but also help the students to achieve their instructional objectives. Nowadays, computers as one of the multimedia have been used in many school in Indonesia.Computer in learning environment can maximizing the process of learning the language.

 Computer Learning Environment and Language Learning

In the last decade, the increasing of information and technologies (ICT) has had great impact to foreign language classroom, especially in teaching makro skills such as listening, speaking, reading, and writing. In studies on implementation and educational uses of computers there are report of changes in students’ behavior as a result of working with computers (Rowe,1993: Crook,1994 as cited in McLoughlin.1998). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which foster cognitive change (Wild, 1995 as cited in McLoughlin,1998) in British Journal of Educational Technology.

This article recognises the social role of the computer, and supports the view that the computers can be used to facilitate learning through language. There is growing awareness that we  realise the full potential of compoters in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990 as cited in McLuoghlin, 1998). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognice the change of focus from individual accounts of learning to social perspectives.

 Some teachers had wellcome these development,seeing the integration of new technology-based pedagogies as mean of reviving instruction, improving students’ language skills, and facilitating collaboration and interaction both within and beyond the classroom. In line with the development of technology teachers need to use appropriate media in teir teaching to achieve their instructional goal as well as to make their classroom more attractive.

As we know that the use of media in teaching learning process can help to maintain the students interest and motivation for learning as Egbert and Smith-Hanson (1999:13) stated that language educators are now using technology effectively to support this learning condition in wide  variety of setting.

There are three models of using computer that should be considered by the teachers. Mirescue (1997, cited  in Hasanah, 2009) stated that those threee models for computer used in language learning are as follows:

1. A computer can be used as  a language teacher.
2. It can also be used as a stimulus for conversation.
3. It can be used as aids to cognitive development.

There are two terms that is usefull to keep in mind about the use of computer in the classroom. They are: Computer Assisted Instruction (CAI) is the term used to describe computer program designed for teaching and Computer Assisted Language Learning (CALL) is the term used for different forms of second language instruction accomplished with the used of computers.

1. A computer can be used as a language teacher.
2. A computer can also be used as stimulus for conversation.
3. A computer can be used as an aid to cognitive development.

There are two terms that is useful to keep in mind about the uses  of computer in the classroom. They are: Computer Assisted Instruction (CAI) is the term used to describe computer programs designed for teaching, and Computer Assisted Language Learning (CALL) is the term used for different form  of second language instruction accomplish with the use of computer.Consequently, when the teacher want to use computer in their classroom, they should consider which model of computer tey will use. It depend on the objectives of their teaching.

Then, computers provides some advantages for language teaching and learning.Galavis (1998, as cited in Refnaldi, 2005) mentioned some advantages of using computers in the classroom, namely:

1.      The use of computers motivates students to learn.

2.      Vidio, pictures, and sound presented by computers stimulate sight and hearing simultaneously in a way traditonal resourcess do not.

3.      Computers can help train students to become more independent learners.

4.      Using compputers to learn English can help learners to become more diciplined.

5.      Computers can be support to the learning strategies acquired by students.

6.      The input that computers can providemay facilitate the formulation of ideas and computers provide access to outhantic materials and audiences around the world through internet.

In line with galavis, Lai & Kristonis (2006 as cited in Hasanah, 2009) stated that the advantages of using computer and its attached in language learning program are it could provide second language learners more independence from classroom and allowing learners the option to work on their learning material at any time of the day. Once implemented, it can be expected that the cost for the computer technology is considerably lower than face-to-face classroom teaching, and when the used in conjunction with traditional second language classroom study, students can study more independently, leaving the teachers more time to concentrate effort on those parts of the second language teaching that are still hard or almost imposible by the computers, such as pronounciation, work on spoken dialogue, training for eassy writing and presentation (Roger, 1996 cited in Hasanah, 2009).

While according to Lee (2000 cited in Lai & Kritsonis, 2006 as cited in Hasanah, 2009) the reason why we should apply computer technology in second language instruction, include computer and its attached language learning program can (a) prove practices for students through the experiental learning, (b) offer students more the learnng motiation, (c) enhance students achievement, (d) increase the students materials to study, (e) encourage greater interaction  between teachers and students and students and peers, (f) emphasize the individual needs, (g) regard independence from a single source of information, and (h) enlarge global understanding.

Moreover, Taylor (1980 as cited in Hasanah,2009) also express that the learning link in computer environment can be wonderfull stimuli for second language learning. Curently, computer technology can provide a lot of fun games and communicative activities, reduces the learning stresses and anxieties, and  provides repeated lessons as often as necessary. This abilities can promote second language learners’ learning motivation. Through various communicatives and interactive activities, computer technology can help second language learners strengthen their linguistic skills, effect their learning attitude, and build their self-instruction strategies and self confidence.

The Implementation of the Maximizing the Language and Learning Link in Computer Environment in teaching and learning process

Formerly, people have been using some media to present some new ideas. First, people, especially teachers, have used a blackboard and piece of chalk. Then, they have used overhead projector completed with a tranparent plastic. Next, they have used slide projector as a presentation tool. The materials for the presentation is saved in a form of slide and then this slides are projected to the screen. Finally a long with the development of the computer, presentation can be done by using a multimedia computer and the most common sofware used by the teachers or students is power point. It is particularly effective when used for whole-class teaching with a Laser Compact Disc (LCD) Projector.

According to Refnaldi (2005) power point presentations in the classroom can be categorized in to six main catagorized namely informal presentations, procedural presentations, celebratory presentations, electronic portofolio, interactive activities, and create & print. He further stated that  among those six catagories, the interactives activity is the most useful category to be implemented in foreign language classroom becouse it is the interactive activity that make the language classroom alive and  meaningfull.Also, internet may used in the teaching and learning activity. It is use when teachers need media to teach such kinds of teaching English skill and component. Whatever the teacher want to teach, the teacher can download the suitable media related to the matreials easily.Through internet, it can help the teachers present a real situation, and the students can understand the  lesson easily.

Conclusion

Computer as a multimedia can help the teachers in teaching and learning through Power Point presentation. It will make the teaching and learning in the class more interesting. Moreover, if the teacher can enhance the slides with pictures and sound it will make them much more attractive. So we, as English teachers, may not be hesitant to use multimedia in our classroom.

The most important thing to be remembered is that the role of media is to help students learning (Kellough & Kellough, 1999: 367 as cited in Hasanah, 2009). The teachers must select the objectives, arrange the instructional plan, assess the result, and follow up the lessons. If the teachers use media wisely, their teaching and students’ learning will benefit. A competent teacher knows when and how to select and use the right tool at the right time.

References

 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to  Language pedagogy. New York: longman.

Depdiknas. 2006. English Curriculum, Jakarta: Direktorat Penddikan Dasar dan  menengah.

Egbert & Smith Hanson. 1999.

Hasanah. 2009. Multi Media in Genre-Based Teaching:Unpublish Articles: State University of Malang

McLouglin, C. And Olier, R.(1998), Maximizing the Language and Learning Link in Computer Learning environment.British Journal of Educational Technology, 29: 125-136. Doi:10.1111/1467-8535.00054.

Refnaldi, 2005. Multimedia in Genre Based Teaching, Paper Presented in the 53rd TEFLIN international Converence, Yogyakarta.