THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE LEARNING

(CALL) TO IMPROVE ENGLISH SPEAKING SKILLS

Dyah Ratnaningsih, Damoyanto Purba, Daviq Wiratno

Politeknik Pelayaran Surabaya, Indonesia – dyalifhana@poltekpel-sby.ac.id, damoyanto.puba@poltekpel-
sby.ac.id, daviqwiratno@poltekpel-sby.ac.id

. ABSTRACT: The use of technology in learning this course has grown rapidly, one of
which is learning English-based CALL (Computer Assisted Language Learning) is a
computer-aided learning media. The use of computer media in the field of education has
many advantages that is with this computer science more easily accessible, spread and
stored.
This study tries to determine how much influence the use of CALL media with lecture
methods and discussion to improve the cadets’ English speaking ability.
This study uses a quantitative approach and descriptive-quantitative analysis that
reveals the problems that occur during the English learning. Analysis of data used is
statistical analysis by reviewing the learning process as in learning activities using
CALL with lecturing and discussion methods . The sample of this study are the cadets in
class A and B which consist of 50 cadets.
The findings show a significant difference of use of Computer Assisted Language
Learning (CALL) media in discussion method and lecture on English speaking skill.

Key Words: CALL, lecturing method, discussion method, speaking skills

1 INTRODUCTION
Background of the Study
In the field of education, Politeknik Pelayaran
Surabaya (the Surabaya Merchant Marine
Polytechnic) is one of the vocational universities to
continuously improve its graduates' abilities to meet
the demands of the industries such as shipping
companies, port authorities, and all persons engaged
in the maritime industry both at home and abroad.
One of the abilities that should be improved is the
ability to communicate in English. This is in
accordance with Sallis (2002) stated that all
educational institutions should implement and
standardize the management quality for example in
educational institutions which promote sustainable
quality programs and the ability that is expected is
able to communicate in English to support the
demand from the international maritime industry .
The world of education also cannot be separated
from technological developments, especially in higher
education to support learning. The development of
educational technology produces various concepts
and educational practices that use the media as a
source of learning. This gives the perception that
education technology is the same as the media, this is
actually contradictory because the position of the
media is only a tool in conveying the content or
material of the lesson. In the education system,
technology has a role to support curriculum
development especially in design, development and
implementation. Politeknik Pelayaran Surabaya itself
also has a wide range of computer labs and
simulators to support learning activities.
In connection with English learning, the use of
technology in this course has grown rapidly, one of
this is CALL (Computer Assisted Language
Learning) based language learning. It is a computer-
aided learning media. The use of computer media in
the field of education has many advantages that is
with this computer science more easily accessible,
spread and stored (Zain, 2007: 1).
Meanwhile, according to Levy (1997: 1), "the
definition of CALL is more succinctly and more
broadly as the search for study of applications of the
computer in language teaching and learning", which
can be interpreted that CALL can be defined more
concisely and widely as an application study
computer in language learning.
However, based on observations, most of the
learning activities in the classroom are still using the
discussion and lecturing method. The report shows
that the oral test scores and practice of cadets are
still below average. Apart from the test scores, the
duration of time in speaking at the time of question
and answer and explain their ideas or ideas often
difficulty in choosing vocabulary, speech duration is
also slow, less courage to start talking to lecturers or
to classmates.
Therefore, with the availability of a language
laboratory that has been equipped with a computer
with the same number of cadets in one class, it is
 expected to use computer learning or with the term
Computer Assisted Language Learning (CALL) with
the method of discussion and lectures can improve
speaking skills in the language English.
So, the aim of this study is to know how much
influence the use of media Computer Assisted
Language Learning (CALL) combined with the
discussion and lecturing method on the Students’
English speaking skill.
2 THEORETICAL FRAMEWORK
2.1 English for Specific Purposes
2.2 Computer Assisted Language Learning (CALL)
Levy (1997: 1) states "the definition of CALL is
more succinctly and more broadly as a search for
study of applications of the computer in language
teaching and learning", which could mean that CALL
can be defined more concisely and extensively as a
study of computer applications in language learning.
Furthermore CALL is not only considered as the
simple canonical desktop and laptop devices or
computers. It also includes the networks connecting
them, peripheral devices associated with them, and a
number of other technological innovations such as
PDAs (personal digital assistants), mp3 players,
mobile phones, electronic whiteboards, and even
DVD players which have a computer of sorts
embedded in them (Levy & Hubbard, 2005).
The CALL-based learning also has several
advantages: 1) Fun: giving a sense of fun to learn to
students, 2) Responsibility: giving students the
opportunity to take responsibility for the mastery of
the materials, that is by doing the tasks done, 3)
Active: Students will play an active role in every
activity during learning, 4) Communicative: many
imaginative things that are difficult to think of
students can be presented through computer
simulations so that such circumstances will facilitate
and simplify the students' minds in understanding
English (Iswanti and Lolita, 2010).
2.3 Lecturing Method
The lecture method can be called by the method of
speech or lecture method. According Djamarah
(2002) lecture method is a way of teaching that is
used to convey information or information or
description of a subject matter as well as the problem
orally. This method of presentation is by direct
narrative or explanation of the students. Thus in this
method the active role is from the teacher / lecturer.
Furthermore Djamarah (2002: 100) also mentioned
the advantages and disadvantages in the method of
discussion. The advantages are teachers / lecturers
can master the class easily, eaasily organize seats in
the classroom, can be followed by a large number of
students, easy to prepare and be implemented,
teachers / lecturers explain the lesson easily. While
the disadvantages are the teachers / lecturers will
become a verbalism which make the visual learning-
style students loss attention while the auditory can
receive more, it will make the students bored, the
teacher / lecturer concludes that the student
understands and is interested in his lecture (subjective
interpretation), make students become passive, and
the last is not suitable for shaping skills and attitudes
and tend to place teaching positions as final authority
2.4 Discussion Method
Discussion in a broad sense is to provide answers to
serious questions or talks about an objective
problem. Whereas in a narrow sense, the discussion
is the exchange of thoughts that occur in small
groups or large groups to discuss topics of mutual
interest, so that each member of the participants
express their opinions both written and oral about a
problem or topic. Then the opinion is discussed with
other members, so that the opinion obtained together
(Sahara, Fitriah ZA & Kusnadi, 2009: 18).
Meanwhile, according to Mulyana (2006: 116)
discussion can be defined as a responsive
conversation that is woven by problematic questions
that are directed to solve the problem.
So based on this understanding can be concluded that
the method of discussion is one way to communicate
actively by interacting and exchanging thoughts and
opinions between one person to another. So the
method of discussion in learning to make lecturers
and students active in discussing the topic being
studied.
2.5 Speaking Skills
Speaking is an oral spoken process for expressing
thoughts and feelings, reflecting on experiences, and
sharing information. Ideas are the essence of what we
are talking about and words are a means of
expressing them. Speaking is a complex process
because it involves the ability of thought processes,
discussion and social skills (Ellis, 1989). Meanwhile,
according to Hornby (2005), speaking is "to talk to
somebody about something, to have conversation
with somebody." So speaking is an activity that
someone does to someone else about a thing or
conversation activities that someone does to others.
According to Iskandarwassid and Sunendar (2009:
239), speech skills have a close relationship with
listening skills. A speaker associates meaning,
regulates interaction; who to say what, to whom,
when, and about what. In the context of
communication the speaker acts as a sender, while
the receiver is the recipient of the message that is the
object of communication. Then, feedback (feedback)
will appear after the news received and the reaction
of the recipient of the message. Speech skills refer to
the principle of stimulus-response, which is
essentially the skill of producing a stream of
articulation-sound systems to convey the will, the
need for feelings, and the desires of others.
 Furthermore, Ur (1996) stated that speaking is one
of the most important skills of all the four language
skills because individuals who learn a language are
referred to as the speakers of that language.
Therefore Davies & Pearse (2000) explain that the
main aim of English language teaching is to give
learners the ability to use English language effectively
and correctly in communication.
In this study speaking skills are studied only in three
categories: grammar, fluency and comprehension.
The scoring rubric from Brown (2004) is used.
Table 2.1 Speaking Rubric (Brown, 2004: 172-173)
3.2 Participants
4 TECHNIQUE
3 METHOD
3.1 Research Design
This study is quantitative research using an
experimental design. This research involves two
variables; which are independent variable or X
variable (independent variable) and dependent
variable or Y variable (dependent variable). The
independent variable is English learning using CALL
(Computer Assisted Language Learning) with
lecturing and discussion methods. This X variable
can be manipulated and controlled by the researcher.
While the dependent variable is the English speaking
skills of the cadets. The instruments are the English
Speaking Test which the validity and reliability
already tested. While the main data is the speaking
skill test scores.
The data analysis searched for percentage of cadets’
speaking skill level in class A using CALL with
discussion method compared with class B using
CALL with lecturing method to know the effect of
CALL media by using both methods in improving
English speaking skill.
To determine the value of each cadet, the researcher
calculates from grammar component (G), fluency (F)
and comprehension (C). The maximum value for G is
20, for C is 30 and the maximum value for F is 50
(Brown, 2004: 172-173). Then this pattern below is
used.
While the descriptive analysis of mean scores using
this formula:
M = average level of speaking skills in English
ΣX = total sum of values
N = number of research subjects
The mean scores will show improvement by cadets.
If the average value is 75 then cadets are considered
successful in reaching the Good category.
Participants in the present study were 50 cadets of
Politeknik Pelayaran Surabaya. They were studying
ESP Maritime English in the academic year 2016-
2017. These students were randomly chosen from the
nautical department. The ESP syllabus used in the
study is the syllabus mandated by the Ministry of
Transportation Indonesia, which is a series of
textbooks chosen and used are based on International
Maritime Organization (IMO) Model Course 3.17.
OF DATA ANALYSIS AND
RESULT
The technique of data analysis in this research was
the pre test and post test in one group using CALL
with lecturing method and another group using
CALL with discussion method. The oral test score
was based on the scoring rubric from Brown (2004).
Those tests were analyzed using t-test to know the
cadets’ speaking skill by comparing the scores in pre
test and post test.
The t-test in comparing the pre test in both groups
shows that t count value has probability 0.501.
Because of the probability is ˃ 0.05, so it can be
defined that there is a difference between the pretest
results of the CALL group by the discussion method
and the CALL group with the lecturing method.
While in post test the t- count value has probability
1.301. Since the probability is ˃0.05, then can be said
that there is a difference between the posttest results
of the CALL group by the discussion method and the
CALL group with the lecturing method.
Finally the score difference is shown below:
Table 4.1 score difference between CALL with discussion
method and CALL with lecturing method
Groups mean Score difference
 Pretest CALL 19.0 + 2.48 Ellis.(1989). Learning to Learn English Learners’
with Book. Cambridge University Press.
discussion Hornby. (2005). Oxford Advance Learner’s
method Dictionary. New York: Oxford University Press.
Posttest CALL 21.48 Iskandarwassid & Sunendar. (2009). Strategi
with Pembelajaran Bahasa. Bandung: Rosda.
discussion
method
Levy, M. & Hubbard, P. (2005) Why call CALL
Pretest CALL 18.5 + 0.5
CALL? (editorial). Computer Assisted Language
with lecturing Learning, 18(3), 143-149.
method Levy, M. (1997). Computer Assisted Language
Posttest CALL 19 Learning: context and conceptualization. New York:
with lecturing Oxford University Press.
method Mulyana, E. (2006). Menjadi Guru Profesional;
Menciptakan Pembelajaran Aktif dan
Based on the result using t-test, it can be seen that Menyenangkan. Bandung: Rosda Karya
there are significant differences in the use of Sahara, Fitiyah ZA dan Kusnadi. (2009).
Computer Assisted Language Learning (CALL) Keterampilan Berbahasa Indonesia. Jakarta: FITK
media using discussion methods and lecturing on UIN Syarif Hidayatullah.
English speaking skills. This can be seen from the Sallis, E. (2002). Total Quality Management in
results of hypothesis testing that shows the value of Education. Kogan Page Ltd. UK.
t-count is greater than t-table at 5% significance Ur, P. (1996). A Course in Language Teaching.
level. It can be concluded that the use of Computer Practice and Theory. Cambridge: Cambridge
Assisted Language Learning (CALL) media using University Press.
discussion method and lecture on English speaking
skill resulted in different outcomes in both groups
although higher results were achieved by groups
using CALL by discussion method. This appears on
the difference in value held by the CALL group with
the discussion compared with the Call group with
lectures that is 21.48 ˃ 19.

5 CONCLUSIONS

The conclusion that can be drawn from research

result and discussion of research data is there is
significant difference of use of Computer Assisted
Language Learning (CALL) with discussion and
lecturing method in improving the English speaking
skill. This can be seen from the results of hypothesis
testing that shows the value of t-count is greater than
t-table at 5% significance level. Furthermore it also
concluded that the group using Computer Assisted
Language Learning (CALL) with discussion method
achieve higher English speaking skills than the group
using Computer Assisted Language Learning
(CALL) with lecturing method.

REFERENCES
Davies, P., & Pearse, E. (2000). Success in
English Teaching. Oxford University Press.
Djamarah, Syaiful, B. (2002). Prestasi Belajar
dan Kompetensi Guru. Surabaya: Usaha Nasional.