Designing call-1

DESIGNINGDESIGNING CALLCALL

Presented by Group Presented by Group 44•Bambang TriatmojoBambang Triatmojo•Iesye FaishaIesye Faisha•Nurul UmamaNurul Umama•Rima Sulastika ChandraRima Sulastika Chandra

What is designing What is designing CALL…?CALL…?

Prior to designing CALL Prior to designing CALL programs, a careful plan programs, a careful plan consisting of a number oconsisting of a number off tasks needs to be performedtasks needs to be performed

Initial PlanningInitial Planning

• Determining ObjectivesDetermining Objectives• ChoosingTypes of ProgramsChoosingTypes of Programs• Selecting MaterialsSelecting Materials• Choosing SoftwareChoosing Software• Determining TasksDetermining Tasks• Structuring Program DesignStructuring Program Design

The initial process of designing a model of self-access Computer Assisted Language Learning (CALL) Program comprises of a set of tasks as follows:

Determining Determining ObjectivesObjectives

•Russel (1972:775) states :Russel (1972:775) states : “ “It is important to identify It is important to identify

the purpose – objective – the purpose – objective – the materials are intended the materials are intended to serve”to serve”

Choosing Types of ProgramsChoosing Types of ProgramsThere are several types of computer based programs commonly used in language learning such as :

drill and practise, games, tutorials, simulations, problem solving, and demonstration

Criswell (1989:9) point out that these are two types of

Tutorials :

Linear program and Branching program

Choosing Types of ProgramsChoosing Types of Programs

Linear programLinear program• Presents every frame to every student.Presents every frame to every student.• It programs may be paced by the It programs may be paced by the

student and may include interstudent and may include intereesting sting graphicsgraphics..

• Present information in Present information in carefullycarefully sequencedsequenced small bits, and the student small bits, and the student is required about each bit. The student is required about each bit. The student cannot alter the toward progression of cannot alter the toward progression of the program, except to pace it.the program, except to pace it.

Branching programBranching program

• It is an improvement over linear programs because of the It is an improvement over linear programs because of the greater control it gives to learners in the sense that students greater control it gives to learners in the sense that students may start to learn any topic without necessarily following a may start to learn any topic without necessarily following a particular learning sequence.particular learning sequence.

Criswell (1989:9) Criswell (1989:9) Highlights some characteristics of brancing programs:Highlights some characteristics of brancing programs:

• Include pre-test of major sections in the program.Include pre-test of major sections in the program.• Computes the student score and advives the student to Computes the student score and advives the student to

either skip over or complete the sectioneither skip over or complete the section• Include review sequences that the student can select as Include review sequences that the student can select as

needed.needed.

Choosing Types of ProgramsChoosing Types of Programs

Hartoyo’s CALL Tutorial Hartoyo’s CALL Tutorial ProgramProgram

• 19981998• Intended to assist students in learning EFL, Intended to assist students in learning EFL,

especially grammar, in their spare time especially grammar, in their spare time without reducing their classroom contact for without reducing their classroom contact for other subjects.other subjects.

• It is designed using multimedia authoring It is designed using multimedia authoring software to enable students to choose any software to enable students to choose any topic or information they want to learn based topic or information they want to learn based on their own interests, and to enable them to on their own interests, and to enable them to review any part of a topic or information review any part of a topic or information without any limitation. without any limitation.

• It is non-sequential tutorialIt is non-sequential tutorial

Selecting MaterialsSelecting MaterialsJohnson (1991) states that it is important that multimedia Johnson (1991) states that it is important that multimedia

authors and teachers do not fall back into the trap of authors and teachers do not fall back into the trap of setting the same dull old task, such as:setting the same dull old task, such as:

• Performomg meaning drillsPerformomg meaning drills• Copying out list of wordsCopying out list of words• Doing vocabulary or grammar tests with one word answersDoing vocabulary or grammar tests with one word answers• Memorizing ‘paired associates’ out of contextMemorizing ‘paired associates’ out of context

Authors and teachers need to recognize that language is not Authors and teachers need to recognize that language is not just an assemblage of distinct vocabulary items and just an assemblage of distinct vocabulary items and structure to be learned, but a heaving, swirling, dynamic structure to be learned, but a heaving, swirling, dynamic whole, the means by which men, women and children whole, the means by which men, women and children communicate with each othercommunicate with each other

Selecting Material by Hartoyo Selecting Material by Hartoyo (1998)(1998)

Consist of grammatical structures which are Consist of grammatical structures which are considered to be the main problems for considered to be the main problems for Indonesian learners of EnglishIndonesian learners of English

Five problematic aspects of grammar:Five problematic aspects of grammar:• Nouns (plural noun reflections)Nouns (plural noun reflections)• Articles (definite and indefinite articles)Articles (definite and indefinite articles)• Subject-verb agreementSubject-verb agreement• TensesTenses• ConjunctionsConjunctions

Choosing SoftwareChoosing SoftwareThere are some multimedia software There are some multimedia software that can be used to design/develop a that can be used to design/develop a CALL program. CALL program.

CALL program developed by CALL program developed by Hartoyo was designed using Hartoyo was designed using

Asymetrix Multimedia Asymetrix Multimedia ToolBookToolBook 3.0, an authoring 3.0, an authoring

system running under system running under windowswindows

ToolBookToolBook

ToolBook is also hypermedia ToolBook is also hypermedia that it is able to manage a that it is able to manage a

collection of information that collection of information that can be accessed non-can be accessed non-

sequentiallysequentiallyToolBookToolBook

Considerations in using Considerations in using ToolBook 3.0 for designing ToolBook 3.0 for designing CALL program by HartoyoCALL program by Hartoyo• ToolBook 3.0 is expansive and flexible in ToolBook 3.0 is expansive and flexible in

its ability to provide access to text, its ability to provide access to text, pictures and other media.pictures and other media.

• ToolBook is supported by text, graphics ToolBook is supported by text, graphics and visual illustrations, and it can also be and visual illustrations, and it can also be combined with audio as well as video.combined with audio as well as video.

• ToolBook is mainly run on PCs (IBM) which ToolBook is mainly run on PCs (IBM) which are widely used in the place where the are widely used in the place where the study was carried outstudy was carried out

Determining TasksDetermining TasksTask in computer based programs are Task in computer based programs are

essential in stimulating interaction both essential in stimulating interaction both between learners and the computerbetween learners and the computer

CALL program disigners must be able to CALL program disigners must be able to analyze what learning tasks should be analyze what learning tasks should be provided to stimulate interaction provided to stimulate interaction between the user and the computerbetween the user and the computer

Tasks in the CALL program Tasks in the CALL program developed by Hartoyo were developed by Hartoyo were

presented in the form of a set of presented in the form of a set of exercises following material exercises following material presentation section, and presentation section, and

learners were asked to practice learners were asked to practice themthem

TasksTasks

Designing Structure of the Designing Structure of the programprogram

The program normally consists of three parts :The program normally consists of three parts :

• The first part consists of information / The first part consists of information / explanation about the tutorial program to explanation about the tutorial program to help the user use the program easierhelp the user use the program easier

• The second part presents materisl The second part presents materisl highlighted in the programhighlighted in the program

• The third part is a set of exercises that The third part is a set of exercises that enables the user to assess his/her enables the user to assess his/her understanding toward the materials he/she understanding toward the materials he/she has just learn.has just learn.

Principles for Designing and Principles for Designing and Testing the CALL ProgramTesting the CALL Program

1.1. Interactivity (feedback and Interactivity (feedback and Instruction)Instruction)

2.2. Usability (flexibility)Usability (flexibility)

3.3. Content AppropriatenessContent Appropriateness

4.4. EffectivenessEffectiveness

5.5. PerformancePerformance

Principles for Principles for Designing and Designing and

Testing the CALL Testing the CALL ProgramProgram

InteractivityInteractivity

(feedback and Instruction)(feedback and Instruction)

Interactivity refer to how the program can stimulate interaction, especially interaction between the computer and the user

It includes the effectiveness of the instructions and feedback provided in the program

1. Interactivity (feedback and Instruction)

2. Usability (flexibility)

3. Content Appropriateness

4. Effectiveness5.5. PerformancePerformance



Usability (flexibility)Usability (flexibility)

Refers to the flexibility, easy and inherent interest of the program

used, and how easy it is to navigate within the program

1.1. Interactivity Interactivity (feedback and (feedback and Instruction)Instruction)

2.2. Usability Usability (flexibility)(flexibility)

3.3. Content Content AppropriatenessAppropriateness

4.4. EffectivenessEffectiveness5.5. PerformancePerformance



Content AppropriatenessContent Appropriateness

Content appropriateness is concerned with the amount of

material presented in the program, how easy the material is learned and understood, and how

far the material meets the students’ need











EffectivenessEffectiveness

Refers to how effectively the program assist language leraners

to improve their mastery of grammar.



PerformancePerformance

Refers to the presentation, layout of the screen, the colour, and the illustration (picture, diagram, charts, etc.) used in the program





THANK YOUTHANK YOU

Designing call-1

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