1. http://ziaulhaqcenter.blogspot.com/
ICT MEDIUM IN LANGUAGE LEARNING Matriculation Course
FINAL ASSIGNMENT( Mr. Hartoyo, M.A., Ph.D )
1. INTRODUCTION
ICT as a medium of instruction to be more. In this essay we would like to
share some aspects of the use of ICT that has been proven to be positive and
stimulating for both students and teachers. We share our experience in using the
tools related to ICT in the classroom to teach English at different levels. Our focus will
be on how the media-based learning environment using ICT media are used to
support student-centered learning to improve student motivation, individualization
and collaboration in understanding and understand the material being taught, at the
same time the media ICT can facilitate students' understanding of the absorbing
material learning and develop a sense of "we" and the common good. Taking a look
at our different programs of the past and the present, we will look at different ways of
motivating students by involving them in developing their own learning materials. We
analyze how ICT solutions can be used as a support for different classroom activities,
group-work and pair-work task, to work independently, to establish student-centered
learning and the principles of individualization, which form a personal opinion and
can express it in the issue topic issues.
2. OBJECTIVES
The application of Information Communication Technology (ICT) in
English learning and teaching has become very popular. Using the Internet to learn
a language can compensate for the lack of communication with the native speakers
face to face and can create wide opportunities to enhance learning. While ICT has
had a major influence on the teaching and learning of languages, there are
some controversies between theory and practice, especially using it for different
areas of language study (Barret and Sharma, 2007). Some disagreements cover
areas such as the teaching of grammar, vocabulary, language skills and testing.
However, advantages of English learning on the Internet surpasses its
disadvantages. The Internet activities promote learner self-monitoring ability,
strengthen and develop students’ cooperation, encourage the use of multimedia

2. and network technology, allow to employ weblogs and wikis for online
publishing, foster participation in different thematic discussion groups and chat rooms
and communication with foreign pen-pals via e-mail as well as employ other
interactive atasks such as podcasting (Zhong, 2008).
The use of animation flash ( Macromedia Flash Program ) has become
preferable to the use of common paper slide movie or slide character cartoon and
due to the ease of their application. There is no need for accumulating files of written
work, which solves the problem of storing space and, to some extent, helps reduce
students’ and teachers’ workload.
The goal of this essay have been to show learners’ attitudes to the
application of e- Learning in learning English for Specific Purposes (ESP), and to
explain learners’ reflections on e-learning in view of fostering sustainable lifelong
learning. The method of ICT Learning is a specially designed slide show animation
live to study how much student can get the material learning , participants of ICT
Learning are the students who learn English for Specific Purposes at tertiary level.
The language portfolio has become an important part of language instruction
due to its multiple opportunities such as authentic assessment of learners’ knowledge
and skills, their active participation in the evaluation process, and development of
skills of critical thinking. It contains information on specific descriptors for the
linguistic skills required to study in the higher education or lower education. The most
important feature of ICT Learning is the support of reflective learning, which
means that learner self- assessment plays a central role to understand and
applicate what the ICT Learning's contain. The reasons for engaging learners in self-
assessment are: first, it is a learner-centered learning; second, self-assessment is an
integral part of evaluation processes which aim at encouraging learners to take
responsibility for their learning; third, it is a tool for lifelong language learning, this
reason can be reached by using ICT Learning.
3. REVIEW OF RELATED LITERATURE
Some of the fact In a language classroom the computer may have the
following roles:
• teacher – it teaches students new language
• tester - it tests students on the already learned structures
• tool – it assists students to do certain tasks

3. • data source – it provides students with the information they need to solve different
tasks
• communication facilitator – it allows students to communicate withothers. Let
usdiscussindetaileachoftherolesthecomputerhasinalanguageclass.
Computerasateacher.IntheearlyyearsofCALLinschoolssomereluctantteachersmade
assumptionsthatinafewyearsteacherswouldnolongerbeneededinschools,theirrole
being takenoverbycomputers.Itisnotthecase,aswecanvery wellsee.Computerized
teaching (computerasateacher)usesmultimediaCDROMS.Insuchprogrammes,
students
canlistentorecordings,watchvideos,speakintothemicrophone,recordtheirprogressor
learnwords byclickingonpicturesandhearingtheirpronunciation. AnalternativetoCD
ROMSistheWorldWideWeb.Studentscanpracticealltheirskillsthereanditismore
usefulfortheteacherthantheCDROMbecauseteacherscanintervenewiththeirownideas
ormaterials.
Computer asatester.Studentscanpracticetheirknowledgeofaspecificlanguageusing
different
Internetwebsites.Aproblemthesesiteshaveisthefactthatthepracticeprogrammes
arevery limitedintermsofpracticematerials.Basically,thepracticematerialrefersto
multiple–choiceexercises,dual–choiceexercises,trueorfalse.Theonly answerthe
computercangiveisRightor Wrong.
Despitetheselimitationscomputergrammarorvocabulary practiceisenjoyedbystudents
because the latter feel like playing and get the feedback without fearing the
teacher’s
criticism.Theycanalsoworkingroups,sittingatthesamecomputeranddiscussing the
answers.
Computer asatool.Computersareseenastoolsbecausetheyprovide
toolsforacquiringa foreignlanguage.Thelargenumberofweb-
sites,pictures,projects,exercises,audioand videomaterialsareall
toolsintheteachingandlearningprocess.

4. Computer
asadatasource.Littleshouldbesaidaboutcomputersasinformationproviders because
weallknow that,duetocomputersandtheInternet,wecanaccessalmostany information
weneed.AparticularaspectthatwewanttohighlightisrandomInternet
navigation.Itreferstostudentssurfingthewebwithnoparticularaim.Thatiswhy teachers
should offer themanumberofusefulwebsitesandguide theminsuchaway astofindout
informationassoonaspossibleandsolvetheirtasks.
Computerascommunicationfacilitator.NowadaystheInternetistheprincipalmediumb
y whichstudentscancommunicatewithothers.Thiscanbedoneby e-mail,bychatting,
orby participating
indiscussionforums.Teacherscansetupdiscussionforumsandusethemto
communicatewiththeirstudents.Orstudentscanexchangedidactice-mails,discussinga
topicpresentedintheclassroomoranyothertopicofinterest.
Theadvantagesof ICTusagein ForeignLanguageTeachingcanbegroupedas:
1.Capacitytocontrolpresentation.Thiscapacitymarksthedifferencebetweencomputers
andbooks.Bookshave
afixedpresentation,unlikecomputers,whichcancombinevisualwith
listeningmaterials,textwithgraphicsandpictures.
2.Noveltyandcreativity.Ateachercanusedifferent materialsforeachlesson, notlikein
teachingwithtextbooks,whereall classespresentingacertaintopicarethesame.
3.Feedback.Computersprovideafastfeedbacktostudents`answersthrougherrorcorrecti
on. Itnotonlyspotsthemistakebutalsocorrectsit,sometimesevengivingtheappropriate
advice.
4.Adaptability.Computerprogrammescanbeadaptedbyteacherstosuittheirstudents`
needs and level of languageknowledge.Unlikebooks,which are producedin a single
uniformformatandneedtobetaughtirrespectively ofstudents`problems,computer
programmesaremorelearner-friendly.
Wehavepointedouttheadvantages ofusingICTintheclassroom.
Butwealsowanttostate thattheycannotreplacetraditionalteachingmethods.Textbooks
andanyotherprinted materialsarevery necessary
intheteaching/learningprocess.ButICTlessonscanalternate

5. traditionalclasses,ortraditionalactivitiescanbeimprovedby using thecomputerorthe
Internet.
WehavealsodesignedanICTclass,basedonthelesson “I AlwaysHaveCoffee”inthe
textbook“Snapshot”forthe6thgrade.
Thelevelofthestudents ispre-intermediate. Theteacherwantstodevelop
theirreading, writing,listeningandspeaking
skills.Asfarastheclassmanagementisconcerned,students aredividedinto
pairs,eachpairworkingon one computer.The lessoninthe textbookisabout
JonBonJovi,afamoussinger,butthistimethetextbook isregardedonlyasastarting-point
forthelesson.
Theteacher’stask is :
• topreparetheclasscarefully
• toknowthestagesofthe lessonandits exacttiming
• todesignactivitiesforeachstage
• tobeabletoguidethestudentswhileworkingwiththeInternet
• tohaveextraactivitiespreparedincasesomethinggoes wrong
• to askforstudents`e-mail addressesin advance.
Asawarm-upactivity,theteacherstartsthelessonby asking
studentstohavealookatthe picturesinthetextbook.
Fromthatmomenton,thetextbookisnolongernecessary,theonly
resourcebeingthecomputer.
4. ANALYSIS
There has been much debate over the use of computers and the Internet in
Foreign Language Teaching over the past few years. The techniques offered, the
activities and the degree of application in the language teaching syllabus have
undergone a number of serious changes alongside the evolution of technology. The
computer itself has evolved from the status of “tutor” to the one of “tool”.
The computer as a tool stage refers to the usage of computers as main tool
for delivering instructional materials to learners (through drill and practice). The
development of computer – based activities developed learner – computer and
learner – learner interaction, engaging the learners in a wide range of communicative
tasks. This was the moment computers assumed the role of stimuli in language
learning. “The computer as a tool stage” refers to using computers as instruments

6. for understanding and using language through spelling and grammar checkers,
desktop editing programmes. All these steps is called CALL (Computer- assisted
language learning)
The methodology of language learning has developed a new way of using
ICT in teaching, the Hypermedia. Hypermedia provides the language teacher and the
language learner with multimedia resources, such as texts, graphics, sound,
animation, video linked together. It also has a number of advantages omitted by
CALL. It offers an authentic learning environment, it combines listening with seeing.
Skills can easily be integrated in the teaching/learning process; reading, writing,
speaking, listening can be combined in task- based learning.
It is also better for learners to use Hypermedia in classes. They have greater
control over their learning because they can go at their own pace, they can do some
activities on their own, can skip some parts of the text or revise the ones they find
difficult. Another major advantage of hypermedia usage is that the learner can focus
on the content and access different links with grammar explanations, exercises,
vocabulary, pronunciation, etc
But, all of that, hypermedia give different view to the active class. Students
get used to learning the foreign language in a new and pleasant way, not just by
interacting with the teacher and reading from the book but, they can get new
experience by using ICT tool.
The application of ICT gives more opportunities for communication between
learners: with another learner by share what they get from ICT tool, they can
exchange information in real time, they can participate in blog discussions, work in
teams on different projects, exchange emails, search for information, etc. By
using the authentic material provided by the Internet, we will have a better insight
into the culture of the country and people whose language we study.
The Internet also offers a wide variety of reference materials like online
dictionaries, e- encyclopaedias and search mechanisms very helpful for developing
students` individual work. They can find, alone, the missing information, the meaning
of new words, synonyms, antonyms or can communicate with the rest of the group
online, via e-mail or in any other ICT environment.
5. SUMMARY AND RECOMMENDATION

7. We know that the fact In a language Learning we can not leave the ICT tool
and ICT product, some of the fact are:
• teacher – it teaches students new language
• tester - it tests students on the already learned structures
• tool – it assists students to do certain tasks
• data source – it provides students with the information they need to solve different
tasks
• communication facilitator – it allows students to communicate withothers. Let
usdiscussindetaileachoftherolesthecomputerhasinalanguageclass.
We can conclude Theadvantagesof ICTusageinLanguageLearning are as:
1.Capacitytocontrolpresentation.
2.Noveltyandcreativity.
3.Feedback.
4.Adaptability.
Wehavepointedouttheadvantages ofusingICTintheEnglish Learning as we
read the essay below.
Bibliografi
1. www.bonjovi.com,http://ro.wikipedia.org/wiki/Jon_Bon_Jovi
2. http://madonna105.tripod.com/madonna4ever/id4.html
3. Integrating ICT into Language Learning and Teaching, Guide for Authors –
available at
4. www.elearningguides.net /.../3b-GUIDES-TUTORS-EN.pdf.
5. Brian, K., Williams, S.C., Sawyer, Sarah, E, Hutchinson. (2000). Using information
technology: a practical introduction to computer and communications.
Boston: McGraw-Hill
6. Zhong, Y. A Study of Autonomy English Learning on the Internet. English
Language Teaching.Vol.1,No2.Dec2008.http://www.ccsenet.org/journal.html