This is a summary of the presentation in ICT class from the group 3. We discussed about designing and evaluating CALL program.

1. Designing and Evaluating CALL Program
a summary for ICT in Language Learning class
Group 3:
Elvita Rosa Ayunistya
Lilik Alfuatin
Wening Nur Khabibah
Irnawati
Parmi
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI SEMARANG
2017

2. 2. Initial Planning : a plan or what should we do at first before we will design a model of
self-access computer-assisted langugae learning (CALL) program. The tasks that we should
do are :
- Determining objectives
- Types of programs
- Selecting materials
- Choosing software
- Determining tasks
- Structuring program design
2.1 Determining Objectives
In designing a model of CALL program, the important things that we should
identify is determine the purpose, objective, the materials (Russell,1992:775).
The difference between purpose and objective based on Longman Activator
Thesaurus: Purpose: what you want to achieve when you do something; the reason
you do or plan something, and the thing you want to achieve when you do it: The
games have an educational purpose. Objective: the specific thing that you are trying
to achieve - used especially about things that have been officially discussed and
agreed upon in business, politics, etc.
The function of objective is a guide to the nature of the structure of the project.
The function of CALL program is to provide a self-access learning resource that can
be utilized by learners of English.
For example of CALL program is “Too-too-moo and the Giant” that was developed
by Basuki and Hartoyo in 2010. The purpose of this kind of model is to improve
learners’ reading proficiency. The objective is to learn more about reading a narrative
text. The materials are a narrative text, some features of learning reading narrative
such as cartoon animation, the explanation, vocabulary, game and quiz.
2.2 Choosing Types of the programs
There are several types of computer-based programs in learning language: drill
and practice, games, tutorials, simulations, problem solving, and demonstration.
Among these types of CALL programs, a tutorial type of the self-access computer-

3. mediated language learning program has been more selected and preferred. There are
two types of tutorials:
a. Linear Program
- Presents every frame to every student.
- The presentation is like textbook
- May include interesting graphics
- The amount of instruction is same for every student, but the time is varies from
student to student
- Presents information in carefully sequenced small bits
- The student cannot alter the forward progression of the program
b. Branching Program
- Include pre-tests of major sections in the program
- Include review sequences that the student can select as needed
- The feedback that is given to student ranges from simple to more elaborate.
Example: “Correct” “You forgot to carry the 1. Please try again”
The example is “Too-too-moo and the Giant”. It concludes a narrative text with the
length of 767 words, with the background of Javanese culture. The program also
provides some features in learning reading narrative, like cartoon animation, the
explanation of narrative text, vocabulary, as well as interactive game and quiz. This
branching CARE tutorial program tells about a poor little Too-too-moo and her
mother who had to feed a giant who came to their house every day, since if they did
not feed him, he would eat Too-too-moo instead.
2.3 Selecting Material
The material covered in the program developed by Hartoyo (1998) consist of the
grammatical structures which are considered to be the main priblems for EFL
learners. The five problematic aspects of grammar are nouns, articles, subject-verb
agreement, tenses, and conjunctions.
2.4 Choosing subject
The self-access computer-mediated language learning prigram developed by hartoyi for
instance, was designed using asymetrix Multimedia Toolbox 3.0.

4. The idea of using this toolbook is based on tge following cobsiderations:
1. Toolbook 3.0 is a hypermedia system
2 toolbook is supported by text, graphics, and visual illustrations abd conbined with
audio
3. As toolbook is mainly run on PCs IBM
2.5 Determining Tasks
Wlison (1994), who conducted a study on the CALL pacjage for learning English as
a foreign language, suggested that before designers can build CALL systems that
“understand” their users. They must be able to analyze what learning tasks should be
provided to stimulate interaction between the user and the computer.
2.6 Designing structure of the program
The program normally consists of three parts. The first one is information or
explanation about the tutorial program to help the user use the program easier. Then
the second part presents material highlighted in the program. Further explanation
related to the material is provided in the form of pop up windows which appear
whenever the user clicks on the relevant “hotwords” or keywords. The last but not the
least is a set of exercises that enables the user to assess or check his/her understanding
toward the material. Besides the material, the users are given short break, so they will
not bore. Of course , it still relates to the material like a song to refresh their brain.
After that, the user is encouraged to do the exercises. They are designed to attract and
simulate the students to do that exercise. The exercises also were completed with a
response whenever the students answer the question. For example if the answer is
correct, the response could be “good”, “good job”, “excellent”, “well done”.
Similarly, a response such as: “well……still incorrect”, “your answer is incorrect”,
“try again and good luck” are provided to the learner who answers the question
incorrectly
Feedback is very important in language learning. The results of their study indicate he
feedback has a significant impact on students’ motivation, leading to increase interest
in learning. The program also provides several facilities such as “objectives”, “help”,
”next”, ”previous” and “main menu” buttons to enable learners to navigate a

5. particular section or page. An individual study record that provides some
information, the duration they has spent using the program, what comment they get
and how many question they have done correctly is very useful, so do another
facilities.
2.7 Principles for Designing and Testing the CALL Program
1. Interactivity (feedback and instruction)
How the program can stimulate interaction, especially interaction between the
computer and the user.
2. Usability (flexibility)
How easy to navigate within the program.
3. Content appropriateness
How easily the material is learned and understood, and how far the material meets
the student’s need.
4. Effectiveness
How effective the program assists language learners to improve the student’s
mastery of
5. Performance (attractiveness)
How attractiveness the presentation