H. Douglas Brown - Language Assessment
H. Douglas Brown - Language Assessment
ABSTRACT
The objective of this research is to develop a model of learning speaking English for students
majoring in English Language Education in STKIP Kusuma Jakarta, and to examine the
effectiveness of CALL-Based instruction the model in improving students’ speaking skill. The
research was conducted using system approach model of Dick and Carey, and was carried out
from October 2012 to July 2014 in 3 stages i.e. preliminary stage; model development stage;
validation, evaluation, and revision stage. The data were obtained through tests,
questionnaires, interviews, observation, and expert judgments. The English speaking test was
designed to measure students speaking skill before and after the implementation of the model.
Then, the data were analyzed qualitatively and quantitatively. The research findings showed
that the development of the model can improve the students’ speaking skill through the increase
in the mean score before the implementation of the model, 61 to 69 after implementation of the
model. The testing of hypothesis using paired-samples t-test resulted in a probability value (sig)
0.000 < α = 0.05 which means that there is a significant difference on students speaking skill
before and after implementing the CALL-based instruction model. It can be concluded that the
model is effective in improving the students speaking skill in English Education Study Program
of STKIP Kusuma Negara Jakarta.
(hypertext /multimedia system) in which the student and the computer can interact,
and students have the freedom to choose any topic or events they will learn
(2008:21). Based on these definitions, it is understood that CALL is a more specific
part of the Technology-Enhanced Language Learning.
The development of CALL has been started from the 1960s and firstly
characterized by the drill-and-practice. It is the earliest CALL procedure termed as
Behavioristic. It requires students to respond to the stimuli on a computer screen or
to perform a variety of tasks such as filling in the blanks in a text, pairworks, multiple
choice activities, listening, and drills. Then, computers will analyze input from
students and then provide feedbacks. More complex CALL program are then
designed to respond to students' mistakes made by connecting users (branching) to
the help page and improvement activities.
The second stage of CALL development put more emphasis on the use of
language than the language analysis. The softwares of CALL at this stage still
provided an opportunity to practice the skills but not in the format of the drills. Some
of these include reconstructing sentences and language games with the computer as
a tutor. The computer provided a context for students to use language such as asking
for directions and there are also programs that are not designed for language learning
such as SimCity, but can also be used to learn the language.
The third stage is the Integrative CALL. It integrates learning language skills
into learning tasks by providing directions and coherence. It is done through
multimedia i.e. text, images, sounds and animation, and computer-based
communication (Computer Mediated Communication/CMC), which then responded
by users. CALL’s procedure in this stage has shifted from firstly characterized by
the drill-and-practice and tutorial to a system that facilitates the learning beyond the
classroom. The shift also includes the use of programs that respond to oral and
written inputs from users such as Intelligent CALL or CALL that uses artificial
intelligence (Thornbury, 2008: 43). One simple example of artificial intelligence
applied in learning English is English tutor robots that can be accessed on
http://www.eslfast.com/robot/tutor_mike.htm. Users who are the English learners
can communicate in written language with the English robot tutor that will respond
to questions and correct users’ errors in grammar and vocabulary in the immediate
time or “real time”. While for those who are at a higher level of proficiency, they
can work with Elbot the Chatbot which can be accessed at http://www.elbot.com.
For English teachers/pre-service teachers, to master English is a form of
professional competencies— one of the four competencies that must be possessed
by teachers as stated in Law No.14 Year 2005 on Teachers and Lecturers. Besides
English for teaching purposes, mastering English as the language of instruction must
also be mastered. However, English speaking skills cannot be mastered easily in a
short time because this skill requires more than being proficient in grammar and
semantics. English speaking skills will be achieved through a learning process that
needs a lot of practices and opportunities to speak in English.
The process of learning a language speaking skills would be more difficult if
the language is not used daily. It is like learning English in Indonesia which is studied
as a foreign language. Not only students are required to communicate effectively,
but also to use the appropriate language in social interaction. This means that
students should get a plenty of opportunities to practice English in real-life situations
using suitable learning approach.
66
International Journal of Language Education and Culture Review
METHOD
67
International Journal of Language Education and Culture Review
STKIP Kusuma Negara Jakarta using the systematic approach model of Dick and
Carey, and Gall and Borg (2003: 569). According to Gall and Borg’s
recommendations to limit the scale of the research project for the development of
theses and dissertations only until a few stages of the cycle of research and
development, and that according to Dick and Carey that the tenth step of an R & D
is not an integral part of the development process, and also based on the reason that
the development of this model is intended to cater the needs of teaching learning
process in STKIP Kusuma Negara, then the study was carried out only up to the
ninth stages, namely revision of the final product.
The research procedure consisted of three main stages. They are preliminary
stage; development stage; and the stage of validation, evaluation and model revision.
68
International Journal of Language Education and Culture Review
Testing of the model effectiveness was conducted through trials in large group
using experimental method with one-group pretest-posttest design. The effect of
treatment is determined by comparing pretest and posttest scores using paired-
samples t-test.
1. Preliminary Stage
The preliminary stage produced a theoretical design of instructional model. A
needs analysis to measure aspects of motivation, learning purpose, language
function, information, and ICT was conducted to determine the general idea of the
students’ learning needs. The findings showed that students need more conversation
practices, additional learning material about the language function, and conversation
models by native speakers of English.
An environment analysis was also conducted utilizing interviews with
lecturers and classroom observations. The observation results showed that: 1) the
lecturers still dominate the conversation compare to students, 2) lecturers use more
textbooks than multimedia, 3) lecturers used presentation method by giving specific
topics to students and then have them prepared and presented the topics to the class,
and 4) students are interested to daily topics of language function used everyday and
to the use of technology in the classroom.
Figure 1. Platform I
69
International Journal of Language Education and Culture Review
The second platform which later on became a part of the model is a simple
Learning Content Management System namely CMS Lokomedia which load speed
is relatively higher compare to the previous platform. This LCMS can be accessed
via a webpage accessible at STKIP Kusuma Negara on
http://stkipkusumanegara.ac.id by clicking on the E-Learning tab, or directly on
http://yulidhar1.stkipkusumanegara.ac.id/login.php for students, and on
http://yulidhar1.stkipkusumanegara.ac.id/administrator/index.php for teachers and
administrators.
Figure 3. Platform II
70
International Journal of Language Education and Culture Review
71
International Journal of Language Education and Culture Review
model can improve speaking skill of students. The students were tested before and
after the implementation of the model.
The targeted population of the research was all students of English Education
Study Program in STKIP Kusuma Negara. The reachable population was the second
semester students of English Education Study Program. A sample of 30 students who
were taking Speaking II course was taken using purposive sampling technique.
English speaking tests was conducted before and after the implementation of
CALL-based model. The mean of the participants before treatment was 61, and
increased to 69 after the use of the model.
Data normality test was performed using the Kolmogorov-Smirnov and
Shapiro-Wilk through SPSS 16. The results are presented in Table 2.
The calculation of normality test produces a probability value (sig) .000 and
.006 and .014 <α = 0.05. It means that the students’ score was from normal
distribution. Hypothesis testing was done using a paired samples t-test with SPSS 16
by comparing the data before and after the implementation of CALL-based
instruction model with α = 0.05.
Results of calculation paired samples t-test are presented in Table 3.
The calculation produces a probability value (sig) .000 <α = 0.05. Thus, H0
which states that there is no difference between the mean score of students’ English
speaking skill before and after implementation of the CALL-based model was
rejected. The mean scores of English speaking skill before implementation of the
model was of 61.00, and 69.00 after the implementation of the model showed that
the CALL-based model is better than conventional models used in the earlier
speaking course.
As has been expected, the CALL-based model has more advantages compared
to conventional learning that has been done so far as described below:
1. The computer-assisted self-learning activities which were carried out before the
face-to-face class has proven to develop the students' ability to respond
72
International Journal of Language Education and Culture Review
73
International Journal of Language Education and Culture Review
the development of students' writing skill. This is in line with the principle that
language learning should be integrated and mutually supportive. As a language
is not a separate part, the learning in the classroom must integrate the four
language skills.
6. From teacher’s point of view, the CALL-based instruction model has facilitated
the management of the learning process and made the organization of teaching
materials more easily. Teachers can take advantage of the management system
for delivering learning materials to students and direct students to the learning
resources that can be accessed anytime and anywhere, without being limited by
the format of the document. They can also communicate with students using
facilities available in the system. In addition, the ability to store information in
a Learning Management System has allowed teachers to do evaluation process
efficiently. These findings support the idea that CALL-based instruction model
provides benefits for teachers in terms of evaluation.
CONCLUSION
74
International Journal of Language Education and Culture Review
REFERENCES
Bates, A.W. & Gary Poole. (2003). Effective Teaching with Technology in Higher
Education: Foundations for Success. San Francisco: Jossey-Bass.
75
International Journal of Language Education and Culture Review
Dick, Walter, Lou Carey & James O. Carey. (2005). The Systematic Design of
Instruction, Sixth Edition. Boston: Pearson Education.
Dudeney, Gavin & Nicky Hockly. (2007). How to Teach English with Technology.
Edinburgh: Pearson Education.
Gall, Meredith D., Joyce P. Gall, & Walter R. Borg. (2003). Educational Research:
An Introduction. 7th ed. Boston: Pearson Education.
Harmer, Jeremy. (2001). The Practice in Language Teaching. 3rd ed. UK: Pearson
Education.
Hubbard, Peter et.al. (2013). A Training Course for TEFL. Oxford: Oxford
University Press.
Joyce, Bruce, Marsha Weil and Emily Calhoun. (2000). Models of Teaching. USA:
Pearson Education.
Nation ISP & John Macalister. (2010). Language Curriculum Design. New York:
Routledge.
Nation, ISP & Jonathan Newton. (2009). Teaching ESL/EFL Listening and
Speaking. New York: Routledge.
Richey, Rita C., James D. Klein & Monica W. Tracey. (2011). The Instructional
Design Knowledge Base: Theory, Research, and Practice. New York:
Routledge.
76
International Journal of Language Education and Culture Review
Swe Khine, Mynt (ed.). (2006). Teaching With Technology: Strategies for Engaging
Learners. Jurong: Prentice Hall.
77
International Journal of Language Education and Culture Review
78