Evaluating Integrated Task Based Activities and Computer Assisted Language Learning (CALL)

Anwar, Khoirul; Husniah, Rohmy

doi:10.5539/elt.v9n4p119

Cited by 8 publications

(9 citation statements)

References 8 publications

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“…Therefore, the demands of learning that meets the needs of students must be considered carefully since they are more motivated to learn when all their learning needs are accommodated so that there is a strong togetherness to complete the task. Furthermore, not only the opportunity for larger students to explore individual or group work, this computer-assisted learning has provided a lot of convenience supports in understanding the material, more interesting in the delivery, and more training options that can be offered in class (Anwar & Husniah, 2016). Moreover, the role of teacher services is also critical for the implementation of Mobile Assisted Learning (MAL).…”

Section: Discussionmentioning

confidence: 99%

“…The development of computer technology has turned out to be a necessity in the world of education recently as evidenced by the proliferation of computer-assisted learning services which have indeed become an important pillar to achieve better quality of education (Anwar & Arifani, 2016). For students in urban areas which are in fact close and easy access to government and public services, the use of computers in education may be habitual for most students in (Anwar & Husniah, 2016). Unlikely for those who are in rural areas, even at more remote places which are far from easy access to the use of computer services, may be they are less accustomed and needed strong mentoring and encouragement to increase awareness of the importance of computer-assisted learning to facilitate and accelerate the process of transfer of knowledge in learning (Anwar, Asmara, & Muhammad, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

Anwar¹,

Asari²,

Fuaziyah³

et al. 2019

IJRTE

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Students in remote areas need to obtain adequate educational services including the use of computer technology to enhance effective and quality of learning process. This study aimed to analyse students’ perception towards computer-assisted learning services at some high schools with restricted learning technology in an isolated area. Particularly, it emphasized to find the influence of teacher behaviour, credibility, communication, and accessibility to the use of computer assisted learning. A five-Liker scale of service indicators containing 15 items within four dimensions, namely teacher behaviour, credibility, communication, and accessibility was administered to 117 respondents. A structural equation modelling was applied to analyse the data. The results illustrated that teacher behaviour (1.00), credibility (1.00), and communication (1.00) were perceived to be the most influential factor affecting compared to the teacher service of accessibility (0.74) on computer-assisted learning. This research proved that basic education service was a competent teacher with adaptable behaviour, credible, and upright communication. Accordingly, for the learners who were not yet fully literate in technology, the role of teachers became highly prominent in constituting respectable, credible, and communicative behaviour on the use of computer-assisted learning. Further research is recommended to address other potential areas to ensure other influential control of those four facets.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

Anwar¹,

Asari²,

Fuaziyah³

et al. 2019

IJRTE

View full text Add to dashboard Cite

show abstract

“…The program was developed by following common steps, including needs analysis, design and model development (intervention), and revision (Anwar, 2000;McGriff, 2000;Sugiyono, 2011;Anwar & Husniah, 2016;Arifani, 2016). These several phases are necessary to be implemented in order to get the maximum interest of learning English outside the class.…”

Section: Methodsmentioning

confidence: 99%

EFL Learners’ Perception toward an Outdoor Learning Program

Asmara¹,

Anwar²,

Muhammad³

2016

IJELS

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The aim of this study was to investigate EFL learners' perception of an outdoor learning program, called English Scout Organization which was developed to strengthen their students' interests in learning English at secondary school. For this purpose, the 20 secondary school students in YPI Darussalam Cerme Gresik, Indonesia, were given questionnaires related to the intervention program. The program was designed for sixteen sessions with the activities including simple jigsaw, drilling, and group work activities which were scheduled in a weekly program. The students were tested in the eighth session (One Day Big English Competition) and in the sixteenth session (English Camp). These two steps of evaluations were employed to check the effectiveness of the implementation and the process of all the scheduled programs and to measure students' participation levels. Based on the analysis of the data collected, it was found that they enjoyed the English Scout Program both individually and in groups. They indicated that they enjoyed non-formal activities especially playing games, competitions, and adventures and their interests towards English learning were also strengthened during the implementation of the program.

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“…This is a Research and Development (R&D) which covers identification stage of potencies, integration and consolidation process, and development process (Anwar & Husniah, 2016) by which the detail explanations are decribed at Figure …”

Section: Methodsmentioning

confidence: 99%

Model of Integrated Vocational School (SMK) Products in Gresik Regency

Nuruddin¹,

Santoso²

2016

EMR

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The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.

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Evaluating Integrated Task Based Activities and Computer Assisted Language Learning (CALL)

Cited by 8 publications

References 8 publications

Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

EFL Learners’ Perception toward an Outdoor Learning Program

Model of Integrated Vocational School (SMK) Products in Gresik Regency

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