The Role of Computer Assisted Language Learning (CALL) for English Language Learning of Elementary and High Schools in Indonesia

Computer Assisted Language Learning (CALL) or in another word collaborating computer with the classroom component to enhance language learning has a long history of pedagogical development since 1950 until nowadays which started with the simple program into microcomputers. It covers all learning processes using computers which advance the language skills of the learners. In the language courses, CALL is implemented by using several applications but this essay will solely mention 8 applications out of many. The study cases prove that those implementations offer several great values toward academic life. However, in order to achieve successful implementation, the pre-conditions or requirements of the CALL implementation must be fulfilled. In Indonesia, the advent of some hindrances such as cost, teacher trainings are the main issues to fulfil those requirements. Alternatively, several recommendations are proposed to refute the problems such as schools and local government cooperation, customisation learning technology and peer school teaching.


Introduction
Computers are highly in demand since their functions are not only to calculate numerals but also to assist human activities. In the case of language learning, computers have significant contributions and lead to better teaching (Hagen, 1993:21). Furthermore, since 1950s they tend to be more popular for language learning because there is a need to figure out the efficient and scientific methods in language teaching (Beatty:2003). Computers are prominent devices among other technologies which should attach to collaborate with the curriculum requirement and reach certain learning goals. In addition, pre-condition such as technology-literate teachers is needed to guarantee the successful implementation (Hagen:1993).
In Indonesia, English is mainly used as a second language which is learned formally at school. It is taught by using text books and the students need to follow the language instruction within. In fact, the classroom sometimes tends to be boring because students face the same learning method every day. As a result, they lack motivation in learning.
Simultaneously, that condition affects the academic life and learning process.
The aim of this essay is to give an overview of CALL and evaluate its potential use for language learning. Firstly, a literature review providing background to CALL will be given. Secondly, opportunities of CALL for language learning will be presented. Thirdly, the potential implementation of CALL in English language learning of elementary and senior high education in Indonesia will be analysed.
Next, recommendations of using CALL in English language learning of elementary and high schools in Indonesia will be proposed. Finally, a conclusion will be drawn. Beatty (2003) defined CALL as the process of using computers in OHDUQLQJ ZKLFK UHVXOWV OHDUQHU ¶V ODQJXDJH LPSURYHPHQW %\ XVLQJ WKLV terminology, appropriate materials and methodologies are easily recognized by learners, teachers and researchers. Furthermore, they can be adapted to various teaching and learning styles. CALL covers the issues of material design, technology, theories of pedagogical and instruction modes. Since the nature of computers has changed, CALL persistently develops pedagogy terms and technology advances in both hardware and software. CALL can be implemented in and out of the class. It can be used in the classroom as an honour for good learners or a reinforcement tool for students who work at a slower pace. Conversely, out of the classroom, it is a complete language learning application which serves individual away from his or her resident. CALL is mostly concerned with autonomous learning where learners may have chances to study independently from the teachers and organise their personal learning. Regarding the design of CALL materials, endless revisiting is granted that helps learners practice and have remedial for certain parts they need.

CALL in the 1950s and 1960s
In 1959, The University of Illinois collaborating with a business partner, Control Data Corporation developed Program Logic/Learning for Automated Teaching Operation (PLATO) system in which the first and most significant application for teaching and learning of language at the computer was used. This system had the capability to give feedback such as an examination collaborated with remedial work based on OHDUQHUV ¶ LQFRUUHFW DQVZHUV 7KH OHDUQHUV QHHG WR IROORZ WKH VDPH VWHSV LQ the same fashion with point rewards and advancement for correct answers. The exercises were mainly conversion of traditional textbook exercises and avoided the usage of computer features (Beatty:2003).
On the other hand, the invention of simulation brought the special nature of computer to allow for branching of choices. It can be seen from the machine interface that under the constructivist model instruction ZKHUH WKH OHDUQHUV ¶ NQRZOHGJH DERXW WKH ZRUOG UDWLRQDOLVHG WKH WDVN 7KH classroom altered into computer based environment where the learner may make frequent errors in a non-threatening way. As a result of simulation in independent learning situations which allow for repeated attempts, the positive stress which often fuels learning may reduce (Beatty, 2003).

CALL in the 1970s and 1980s
In this period, the classification of computers was divided into three categories: mainframe computers, mini-computers and microcomputers. The former category was room-sized machines. The second one was similar to what it is recently called as a server. The latter category is what we call desktop computers or personal computer such as portables and laptops (Beatty: 2003).
CALL research in this period focused on videodisc technology, a high-volume storage system. Its technology allowed less powerful computers which commonly relied on textual exercise to go beyond the behaviourist models of instruction (Beatty:2003).
According to Bush and Crotty (1991), promoting listening rather than speaking, using the target language exclusively, implicit over explicit grammar, and correcting or providing evidence through modelling and certain effort to make a low-anxiety atmosphere were pointed out as some videodisc learning features.

CALL in the 1990s
The multimedia CALL environment is the ones cited so far provide an overview of the types of features likely to be offered among thousands of new publicity of CALL (Beatty:2003). In accordance with Murray, Morgenstern and Furstenberg (1991:97-118), the guidelines concern with how to evaluate narrative-driven multimedia learning environments such as multiplicity of protagonist, multiplicity of plot events, knowledge-based choice points, choice-points based on temperament of the learner, whimsical surprises, multimedia for presentation and intrinsic rather than extrinsic rewards. Those points are useful to decide the possibility and desire in multimedia context among many non-narrative materials that do not accommodate the guidelines.

Applications of CALL
Eight CALL applications are available including word processing, games, literature, corpus linguistic, computer mediated communication (CMC), WWW resources, adapting other materials for CALL and Personal Digital Assistant (PDA) (Beatty, 2003:52). Sharma and Barret (2007:69) mention office software in general as CALL applications including word processors, data base processors, spread sheets applications, and program of presentations. In fact, they only mention the two of them; word processors and presentation programs which can be collaborated to language learning.
In the term of Blended Learning, Sharma and Barret (2007) combine proper technology with direct teaching features. However, most of their applications in language courses use computers, some hardware and software within to enhance the learning process. Search engines, word processors, media players, CD Roms, internet, Interactive White Boards (IWB), emails, internet chat rooms, Virtual Learning

Environments
(VLE), blogs and wikis are the sample of technology used in the practice of Sharma and Barret.

Requirements to implement CALL in the classroom
Hagen (1993)

Values of the CALL implementations for language learning
Sharma and Barret (2007)  Alternatively, they may try to start the advanced level in purpose of testing themselves.
Third, web-based tasks tend to be more interactive than paper based tasks because it lets learners make choices. In the case of mixmatch collocation task, learners may try to match one word to the others and start to make a new phrase.
Next, technology also leads to independent learning. Learners are able to access learning materials from everywhere (home, office, or even café), review any materials they have not understood and get evaluation instantly. Invitingly, they may manage the learning timetable based on their own preference since the material is available online.
Lastly, updated online materials in the internet are more available than the printed one. There is a wide range of material in the internet.
Thus teachers should choose the most current, appropriate and reliable to the topic of learning. By using updated online materials, teachers save a lot of time in preparing materials because one material can be used thousands of time to different groups and there is no time consuming in duplicating the worksheet like in the paper based materials.

Education curriculum in Indonesia
The curriculum of education in Indonesia has an autonomous  technologically savvy and computer such as playing games online, socializing online or surfing the internet using mobile-phone. However, those facts may liable to them into violence and irresponsible activities. ).

Recommendations of using CALL in English language learning for elementary and high schools in Indonesia.
Comparing the requirements and current condition of Indonesian about the use of CALL. Finally, the cycle process of transfer will direct to students and teach them how to use technology appropriately in field of education.

Conclusion
The CALL overview and the evaluation of potential use of computers have been delivered in details. In the first part, a literature review of CALL was given. Next, opportunities of CALL for language learning were also presented in brief. Moreover, the potential implementations of CALL in English language learning of elementary and senior high education in Indonesia was analysed. Finally, recommendations of using CALL in English language learning of elementary and high schools in Indonesia were proposed.
CALL covers all learning processes using computers which advance the language skills of the learners. They have a long history of pedagogical development since 1950 until nowadays which started with the simple program into microcomputers. Their implementations include many kinds of applications. However, there are only 8 types mentioned in this essay. Based on study cases, those implementations have some great values toward academic achievement but the requirements to collaborate CALL with any classroom components must be considered in order have a successful implementation.
In Indonesia, those requirements are likely doubtful to achieve because some problems persist such as budget or cost, teacher trainings etc. However, there are some recommendations were proposed to refute the condition in Indonesia such as schools and local government cooperation, customisation learning technology and peer school teaching.