THE EFFECTIVENESS OF TEACHING MODULE COMPUTER BASED DRILLING MODEL AND PRACTICE IN IMPROVING LEARNING ACHIEVEMENT OF INDONESIAN LANGUAGE

This study aims to determine the effectiveness of the computer-assisted learning module for drill and practice model of Indonesian language learning in SMA/MA East Lombok District. This research includes development research through the stage of requirement analysis, limited sample testing and testing of action research settings. The research subject consists of teachers and SMA/ MA students in East Lombok district. Research Data is collected via questionnaire, observation sheets, tests, and interview guidelines. Data was analyzed using the component's anáolysis technique and continued with test-t analysis. The results showed that (1) th majority of teacher prepare the teaching materials independently than work collaboratively; (2) The result of learning Indonesian language through the use of a computer-assisted drill and practice based learning Module at each cycle increases, (3) There are differences in the results of Indonesian language learning between students who have been taught using a computer-assisted learning module drill and practice model with students who are taught without using a computer-assisted learning Module drill and practice model, and (4) students ' responses to learning modules developed and are in a good category.

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A hypertext approach to foreign language reading

Australian Review of Applied Linguistics Series S ◽

10.1075/aralss.17.07son ◽

2003 ◽

Vol 17 ◽

pp. 91-110 ◽

Cited By ~ 7

Author(s):

Jeong-Bae Son

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Foreign Language Learners ◽

Foreign Language Reading ◽

Reading Materials ◽

Reading Text ◽

Computer Based

This article reports the results of a study conducted to examine the use of three different reading text formats: paper-based format (PF), computerbased non-hypertext format (NHF), and computer-based hypertext format (HF). It investigates foreign language learners’ reactions to the three text formats, focusing particularly on the usefulness of hyperlinks in computermediated text to provide readers with optional assistance during independent reading. Data collected from an interview with a group of Korean as a foreign language (KFL) students are presented and discussed. The results of this study show that the students considered the use of hyperlinks to be helpful and useful for their learning and suggest that it is important to look at the way in which reading materials and supporting information are presented when designing or selecting computer-assisted language learning (CALL) programs.

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The Effects of Computer-Assisted Learning Based on Dual Coding Theory

Symmetry ◽

10.3390/sym12050701 ◽

2020 ◽

Vol 12 (5) ◽

pp. 701

Author(s):

Xianghu Liu ◽

Chia-Hui Liu ◽

Yang Li

Keyword(s):

Language Learning ◽

Coding Theory ◽

Dual Coding ◽

Traditional Learning ◽

Computer Assisted ◽

Computer Assisted Learning ◽

Dual Coding Theory ◽

Modern Computer ◽

Learning Attitude ◽

Post Test

This research explored the integration of dual coding theory and modern computer technology with symmetry into a vocabulary class to improve students’ learning attitude and effectiveness. Three research questions are addressed in this research on the effects of computer-assisted learning based on dual coding theory (DCT). This experimental research was carried out in a high school in a remote rural area in China. The study was conducted in two parallel classes (the experimental and the control) in Grade 8 with a total of 88 students. Our research methods included pre- and post-test, questionnaires, and an interview with symmetry as the focus to obtain the results as follows: (1) Using the integration of computer assisted language learning (CALL) and DCT to effectively improve students’ learning attitude, (2) transforming students’ traditional learning methods into the dual coding method, and (3) enhancing students’ vocabulary learning effectiveness.

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Perspectives on computer assisted language learning

ReCALL ◽

10.1017/s095834400000389x ◽

1995 ◽

Vol 7 (2) ◽

pp. 5-19 ◽

Cited By ~ 1

Author(s):

Kurt Kohn

Keyword(s):

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Computer Based Learning ◽

Recent Developments ◽

Distance Communication ◽

Computer Based ◽

And Training

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

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Evaluation of Computer-assisted Learning Module for Undergraduate Pharmacology Practical Classes

Journal of Mahatma Gandhi University of Medical Sciences and Technology ◽

10.5005/jp-journals-10057-0036 ◽

2017 ◽

Vol 2 (2) ◽

pp. 61-64

Author(s):

Kopal Sharma ◽

Pushpawati Jain ◽

Shipra Jain ◽

Chandrabhan Chandrabhan

Keyword(s):

Computer Assisted ◽

Computer Assisted Learning ◽

Learning Module

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Effectiveness of Online Course in English Using Content-Based Instruction (CBI)

Proceedings Journal of Interdisciplinary Research ◽

10.21016/irrc.2016.ju16ef043o ◽

2016 ◽

Vol 3 ◽

pp. 49-54

Author(s):

Sherrilyn B. Quintos ◽

Yolanda D. Reyes ◽

Cynthia M. Ronquillo ◽

Rowell de Guia

Keyword(s):

Language Learning ◽

Language Proficiency ◽

English Language ◽

Online Course ◽

Computer Assisted ◽

Second Phase ◽

Computer Based Instruction ◽

Depth Analysis ◽

Computer Based ◽

Based Instruction

As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.

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Technology as a Tutor, Tool, and Agent for Reading

Journal of Special Education Technology ◽

10.1177/016264349301200102 ◽

1993 ◽

Vol 12 (1) ◽

pp. 28-37 ◽

Cited By ~ 5

Author(s):

Kyle Higgins ◽

Randy Boone

Keyword(s):

Students With Disabilities ◽

Reading Instruction ◽

Computer Use ◽

Computer Assisted ◽

Teaching Reading ◽

Instructional Programs ◽

Technology In Teaching ◽

Multimedia Technologies ◽

Computer Based ◽

Drill And Practice

The use of computer-based technology in teaching reading with students with disabilities is outlined in this article. Research from the last 10 years is presented and discussed using the metaphors of Tutor, Tool, and Agent as categories of instructional purpose. Although the new multimedia technologies now dominate much of the discussion and investigation concerning technology and reading instruction, drill and practice and tutorial computer assisted instructional programs are the most thoroughly researched area of computer use in reading and provide most of the substantive data that is supportive of computer use for students in special education.

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Acquisition of Basic Concepts by Children with Intellectual Disabilities Using a Computer-Assisted Learning Approach

Psychological Reports ◽

10.2466/pr0.1998.82.3.1051 ◽

1998 ◽

Vol 82 (3) ◽

pp. 1051-1056 ◽

Cited By ~ 5

Author(s):

C. Alcalde ◽

J. I. Navarro ◽

E. Marchena ◽

G. Ruiz

Keyword(s):

Intellectual Disabilities ◽

Educational Software ◽

Body Position ◽

Special Education Students ◽

Computer Assisted ◽

Computer Assisted Learning ◽

Teaching Procedure ◽

Efficient Learning ◽

Practice Methods ◽

Drill And Practice

Computer-assisted learning can be an efficient learning-teaching procedure. Although there is an extensive educational software tradition for this approach, few have better performance than standard drill-and-practice methods. In this work, the specific software “Let's Play With …” was designed to teach concepts of colours, shapes, and body position to children with intellectual disabilities. The software structure follows the Gagné instructional design and applied behaviour analysis. The program was carried out with 39 boys and 21 girls who were special education students in the Cadiz School District. Statistically significant differences were found between groups taught with and without the software.

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