CD Analysis

TASK 3 : CALL Program Assessment

There are Four CD’s For Teaching English with Games. There are:
1. Vocabulary
2. English Word
3. Learning English For Beginner : “Talk Now”
4. Speaking English For Intermediate : “Talk More”

From the fourth CD’s, we must obtain information about the five criteria in use, design and test CALL (Computer Assisted Language Learning) Program. There are :

1. Usability (Flexibility).
2. Content Appropriateness.
3. Interactivity ( Feedback and Instruction).
4. Effectiveness.
5. Performance (Attractiveness)

Phonetic Alpahabet ABC

You Probably familiar with phonetic, and recently many English courses provide this methodology to teaching reading to your children. But in my opinion it is not as easy as it seems to be, because phonetic will be much more easier to be taught to the ESL students or those who use English as their second language. These students are basically familiar to English words but they just don’t understand how to construct the letter to become a word. While the students who use Bahasa or EFL students (English as foreign language) will be better to know A to Z not to use the phonetic and more dictation until they combine into words.

Designing Website

Hi, This is my first blog I had. Actually I really confused by the whole systems that WordPress had, but eventually I found this blog is fun and addict..:), and the simplest thing I can express anything I want and I hope people can enjoy it as well as I do…thanks so much Pak Hartoyo for everything….:)

Chocolate Cake with Vanilla Coconut Frosting

Chocolate Cake with Vanilla Coconut Frosting.

Computer Assisted Language Learning (CALL)



Along with the development of technology and the development of a learning system in education, computer role is very important., especially in language learning system. Various systems and methods of language learning continues to be developed for the learning system becomes more interesting and more interactive. The teachers and other educators are required to always develop the capability themselves, performing a variety of new and more creative innovation in delivering learning to students, especially in language learning. One of the indispensable means to make this happen is the computer. More

Computer-Assisted Language Learning

Ajarkan anak berbicara baik

Ajarkan Anak Bicara Baik

Berpuasa tak sekadar menahan lapar, tetapi juga menjaga diri dari perilaku tercela. Bahkan, berbuat baik di bulan Ramadhan telah dijanjikan pahala yang berlipat ganda oleh Tuhan. Sehingga, tak heran setiap orang akan berlomba memperbaiki sikap dan perilakunya di bulan ini.

Berbuat baik juga bisa dilakukan lewat mulut. Menjaga perkataan, memberi semangat, mengucapkan kata-kata yang menentramkan hati, menginspirasi dalam mencari jalan keluar, hingga sekadar memberi senyum yang menyenangkan kepada orang-orang di sekitar, merupakan perbuatan yang mendatangkan pahala.

Namun, apa jadinya bila niat berbuat baik ini terhalang bau mulut tak sedap. Menjaga kesehatan mulut dan perilaku, penting dimiliki di bulan yang penuh rahmat ini. Nah, berikut kiat dari sejumlah pakar agar si kecil memiliki mulut yang baik di sepanjang bulan yang baik ini. More

The Use of ICT to Enhance the Language Learning


The Use of ICT to Enhance the Language Learning

A. Introduction
The improvement of technology nowadays brings many hopes to the undergoing learning process in classroom. The traditional methods on teaching English have been drastically changed with the remarkable entry of technology in the field of teaching. The technology given provides so many options which can be used not only to make the teaching interesting but also to make teaching more effective and productive in the term of students’ improvement. This term has been approved by the latest curriculum of KTSP which gives many chances to teachers to build the competence professionally. Through the technology teachers may have various teaching sources from everywhere. One of the teaching materials is the use of ICT in the classroom where teachers may freely access and download any sources from the Internet or probably use many kinds of software.
The use of Internet, software has encouraged teachers to the use of ICT in the classroom, as we know ICT in language teaching is the new trend right now. Most schools and universities used this trend to increase the students’ interest to their institution. Many schools and universities support their institution with computer & internet network, LCD projector and some other devices. To these reasons the use of ICT as one of teaching aids can be proved to be one of the best devices which can be utilized for the fulfillment of the modern teaching styles. The advantages of this kind of learning is that student can be satisfied both in visual and auditory, also it is a stimulating method to motivate the students to get the most of the lesson. Students would pay more attentions on the details of the dialogue and improve their abilities on daily life’s communication written and orally.
The objective of this paper is to know whether the use of ICT in classroom could really make not only teaching interesting but also teaching more effective and productive in the term of students’ improvement on language learning.

C. Review of Related Literature
The Essay is about the use of ICT to enhance the language learning . Information technology ( IT ) as defined by the information Technology Association of America ( ITAA ), is study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware. In short, IT deals with the use of electronic computers and computer software to convert, store, protect, process, transmit and retrieve information, securely. Computer is a more interactive aid compared with others, such as tape recorder, film projectors, and such common equipment – marker and white board. Hartoyo ( 2005, p. 12 ) quotes Nelson, et al ( 1976 ) states that the unique property of the computer as a medium for education is its ability to interact with the student. It has also been argued that computers could be used in ways that promote interaction that is beneficial for language learning (Abraham and Liu,1991:61). Some educators have also assumed that the computer has created a new “ classroom context that appears to invite task related interaction among children” (hawkin, Sheingold, Geahart, &Berger, 1982 cited in Johnson,1991:62).

Learning language through the multimedia has the positive effects to the learners. Multimedia is applicable to any kind of media, for example; sound, picture, animation and video) in a package. Multi media can give many skills for the learners; give interaction and wide learner control in accessing it. The other positive effects that the learners will get have an opportunity to learn the particular topic, which he misses in the classroom learning as far as the topic is still available with the compute-assisted learning language program.
In addition, it is flexible in a number of significant ways. It often happens that students cannot attend a class because of illness, timetable clashes, and other problems. This presents no difficulty for the computer. Provided a computer is available, the students can come at any time, and spend as long as is needed to gain full benefit from the material. It can accommodate different speeds of learning, or alternatively, limits can be imposed on the time available for answering questions, which is valuable when it is used for testing purpose (Ahmad, et al, 1985)
The other one, the learners can get the explanation by clicking the buttons, which the learners need to know more about the information and they try to simulate the new materials whether the teachers has not explained the materials to the learners. After reading the explanation of the material on it, they can do the exercise and answer the test on the screen and they will get the score as soon as they finish. When they answer the test, and they get the wrong answer the computer will show the correct optional following with the explanation, and then they have opportunity to correct their answer. The material can be their portfolio. Beside that, the learners have a chance to face the challenge to find the new creation of the students’ ideas, opinions. While using the computer program the learners particularly focus on formal aspect of grammar, although they are working on listening or reading activities well. To improve vocabularies retention, the learners can use the innovative use of voice technique that they will hear a word in the target language in one ear, and the meaning in their own language in the other ear, simultaneously. They can practice it through the Digital Audio. With the help of multimedia and ICT, the learner tries to cope with growing demand for skillful multimedia. Moreover, the learners are more awareness of their own learning process and they have responsibility to finish their assignment as their challenge to prove that they are very satisfied to use the multimedia in language learning.
In multimedia not only has the positive effects but it has also the negative effects of learning language through it. The multimedia has not been a main media, but it is just an ancillary media. Since the multimedia is an ancillary media, first, the programmers or the teachers themselves should design and provide the new materials or the instruction to do the next tasks for the learners. It means that the teachers are still existence in teaching and leaning activities. The students will get the difficulties in operating the multimedia if they are not having a good knowledge of it. .The learners should be familiar with the multimedia itself and understand how to access it well. The learner need much time to understand the menu and the web’s display. Moreover, now most students do not have their own computers at home. They just practice at school with the minimum and very restricted time. Therefore, they have to get the miss lesson by learning themselves and if they do not have a computer, they should rent it. It also needs much cost to rent a computer. Besides that, if the learners do not understand with the instruction on multimedia they have to learn by themselves. For the clever students, it will not be a big problem they can produce it well, but for the slow learners, they will face many problems, such as, to operate the computer itself, to understand the instruction on the computer, to access the internet or to do the tasks that the students should have to do for their assignment. If the learners do not understand one of the points above, they cannot do the assignment well. There is no interaction with other students, less communication and sometimes they will be very selfish learners, especially for the clever students. It is full of risk if the technology is very complicated to access. The other negative effect is to be easy and free to open other access without any permission from teachers.
The multi media is easy to browse, to surf and to search data and it is dynamic. Those are some strengthen of using the multimedia. We know that the multimedia is always changing and changing with some kinds of the programs. The changing of the program can replace the regular language classroom with the naturalistic and authentic language-learning environment. In this case, if the learners feel bored of learning in the classroom they can change the atmospheres of the learning language in multimedia room where they can feel relax and enjoy while they are learning the language. In addition, other strengthen of multimedia is well documented it means that the multimedia can help with some difficulties associated with the language learning situation. The learners can find the materials of the language learning which they miss it when they cannot come to the class. The learners are going to access computer and audiovisual equipments rapidly. They do not need to worried they will leave behind with their other friends. Moreover, these activities will give the train to the learners to self-monitor and self-assess their progress, which promotes autonomous and responsibility in learning. In other word, the learners can be creative and full of imaginative to use the target language text, images, sound and video through the construction of generic software such as Microsoft Words Pupil or Web Page Creation. When the learner can create the sounds of learning the target language
E. Summary and Recommendation
The users of computers should follow the development of the computer because it is very complicated problems if the users do not understand of the multimedia or ICT progression. Before creating language learning with the multimedia or ICT, it should include the teacher’s resistance to technology, because of the lack of interest or knowledge, or uncertain condition in effectiveness of teaching the target language for the learners. The other weakness for the learners in language learning is still concerning about the actual autonomy that multimedia allows learners, since it is still the teachers who choose the options what the learners must work on. The weaknesses of the multimedia or ICT can bring the effect to our health, particularly for the eye irritation and pain. The positive and the strengthen of using multimedia in language learning can be the supports and the valuable skills of the learners in particular condition and the teachers themselves can improve and enhance the way of their teaching language. In this case, the purpose of learning the target language through the multimedia or ICT can improve the learners’ motivation and build their skill in designing or programming the multimedia or ICT. The valuable skill that the learners will get, not only the designing of the multimedia but also the knowledge about the target language. The learners will be motivated in learning language with the multimedia and perhaps, they are more eager to learn than they learn in traditional ways. In addition, they will be responsibility or be awareness in achieving of learning the target language using the multimedia or ICT. The skills of the learners offers the possibilities for designing communicative task such as those build around computer-mediated communication and telecollaboration, including the ability to interact with the real time with oral or written communication, to conduct information searches to find attractive and meaningful materials. The learners will have some experiences real-life and communicatively meaningful language situation and context and trains them to self-monitor and self-asses their progress, which promote autonomous learning. They get not only the knowledge and the experience but also the varieties of the appliances or the tools of the multimedia, such as print, audio and visual materials that match the students learning style and preferences. The students will get the challenge to finish their task, they will provide with a list of supplementary activities that are optional for those who finish the obligatory activities or who they need extra practice.

Hartoyo. (2006). Individual Differences in Computer Assisted Language Learning

Becker, H. J. (1999). Internet use by teachers (Report No. 1). Irvine, CA: Teaching Learning & Computing.

ETS: International ICT Literacy Panel. (2001). Digital transformation: A framework for ICT literacy. Educational Testing Service:

Psikologi Anak

Jika Ortu Tak Sabar, Anak Susah Pintar

Rasa tidak sabar dan kesal kerap melanda orangtua ketika mengajari anaknya belajar. Namun ternyata, implikasi rasa kesal dan tidak sabar tersebut ternyata mampu memicu anak menjadi stres. Akibatnya, anak semakin tidak mampu menyerap informasi yang diberikan.

“Ketika tubuh sedang stres, ada hormon yang dikeluarkan dan dilepaskan dalam aliran darah. Itu yang disebut hormon kortisol atau hormon stres. Hormon ini memiliki efek negatif terhadap kesehatan, seperti mengurangi kemampuan kognitif dan menekan fungsi normal dari tiroid. Karena itu, jangan heran ketika kita (orangtua) makin tidak sabar mengajari, anak justru makin bengong dan tidak bisa menjawab,” kata psikolog Sani B Hermawan, Sabtu (31/7/2010) di sela-sela acara Smart Parents Conference Jakarta.

Menurut Sani, jika anak berada dalam situasi tertekan, anak tidak bisa menyerap karena ketakutan. “Hormon itu kan bergiliran kerjanya. Kalau anak stres, maka ada hormon yang menghambat karena ada hormon lain yang muncul sehingga membuat anak tidak dapat menyerap informasi karena kepekaannya menghilang,” kata Sani.

Ketika anak diajar dengan bentakan dan punishment (kalau salah disuruh berdiri atau tidak boleh makan) justru proses penyerapan informasi anak menjadi tidak berhasil.

“Prosesnya sederhana seperti ketika anak dikejar anjing, maka yang saat itu jalan adalah emosi (rasa takut), bukan logika. Dengan demikian, logika menjadi tidak muncul. Sementara emosi dan logika berperan penting dalam pembentukkan sikap. Kalau rasa takut muncul, maka akan menghambat logika rasa ingin tahu,” kata Sani.

Oleh karena itu, Sani menyarankan para orangtua agar menciptakan suasana belajar yang menyenangkan. Dengan begitu, anak-anak akan tertarik, ingin tahu, dan ingin mencoba-coba.

“Daya serap anak meningkat ketika ia merasa senang dan aman. Kalau anak itu senang, gate (pintu gerbang) di otaknya akan terbuka sehingga informasi juga mudah masuk,”


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