INFORMATION AND COMMUNICATION TECHNOLOGY IN LANGUAGE LEARNING

Introduction to ICT in Language Learning

Created by:

EVITA SARI PUTRI BAROKAH :13050027

AYU PRIMA ASTUTI :13050049

DESI WIDIAWATI :14050009

SELVIRA VEGA SUNDARI :14050013

RIANA ASISTI :14050016

RIZKI LIAN SAPUTRA :14050065

PREFACE

Bismillahirrahmanirrahim,

First of all, the writer give thanks to God’s love and grace for the writer. Thanks to God

for helping and giving chance to finish this assignment timely. And the writer would like to say

thank you to Miss Novita Eka Tristiana, as the lecturer that always teacher and give much

knowledge about ICT in Language Learning to the writer.

This assignment is Information and Communication Technology (ICT) the one of task to

describe what is ICT, the writers hope it can be useful for us. Critics and suggestion is needed

here to make this assignment be better. Hopefully we as a student of English Department at

STKIP MPL can more understand about the material that we convey.

TABLE OF CONTENT

COVER

PREFACE

TABLE OF CONTENT

CHAPTER I INTRODUCTION

A. BackgroundB. Formulation Of ProblemC. Purpose

CHAPTER II DISCUSSION

A. What Is ICT?B. ICT In General ContextC. What Are Hypertext, Hypermedia And Multimedia?

CHAPTER III CONCLUSION

REFERENCE

CHAPTER I

INTRODUCTION

A. BACKGOUND

The use of ICT in education, including language teaching and learning, is a

positive response to the development of the information and communication technology

in the third millennium. Moreover, the use of ICT in supporting language learning is a

necessity, not only to improve the effectiveness and quality of education, but more

importantly to enhance the ICT literacy for teacher and students as their life skill in the

era of rapidly changing and progressing technology (Hartoyo,2009).

This chapter mainly deals with current literature of ICT in language learning, which

include review some basic concepts of ICT, ICT in general context, ICT Tools and

Utilizations in Education context, Current Application of ICT in language learning, and

advantages of ICT in language learning. At the end of each discussion, students are

required to do some practices to apply the knowledge they have just learned. While at the

end of the chapter, students are required to do some exercise as an assessment of general

knowledge or competence about ICT

At the end of the activities of the first chapter, students are expected to be able to gain

some basic knowledge and understanding about ICT in language learning. Through some

activities, they are also expected to gain some experiences in utilizing of ICT tools in

language learning.

B. FORMULATION OF PROBLEM

a. What is ICT?

b. What is ICT in General Context?

c. What are hypertext, hypermedia and multimedia?

C. PURPOSE

a. To know ICT

b. To know ICT in general Context

c. To know the hypertext, hypermedia and multimedia

CHAPTER II

DISCUSSION

A. WHAT IS ICT?

Nowadays, ICT is one of the most common terms discussed in our everyday life.

Some of us might conjure an image of computer, internet, or communication gadgets

as we heard ICT. Experts and scholars have tried to define what ICT means, however,

there is no a universally accepted definition of ICT as its concepts, methods and

applications constantly develop and change from time to time. ICT is an abbreviation

which stands for information and communication technology, is elaborated as

follows:

Saat ini, ICT merupakan salah satu istilah yang paling umum dibahas dalam kehidupan kita sehari-hari. Beberapa dari kita mungkin menyulap gambar dari gadget komputer, internet, atau komunikasi seperti yang kita dengar ICT. Para ahli dan sarjana telah mencoba untuk mendefinisikan apa artinya ICT, namun, tidak ada definisi yang diterima secara universal ICT sebagai konsep, metode dan aplikasi terus berkembang dan berubah dari waktu ke waktu. ICT adalah singkatan yang merupakan singkatan dari teknologi informasi dan komunikasi, dijabarkan sebagai berikut:Go

a. Information

Information means the processed data in a meaningful and purposeful

form (Shore 1988:22). In relation to with language learning, information is the

object which we acquire, transmit, and exchange to get the most benefit of it.

Informasi

Informasi berarti data diolah dalam bentuk bermakna dan bertujuan (Shore 1988: 22).

Sehubungan dengan dengan pembelajaran bahasa, informasi adalah benda yang kita

peroleh, mengirimkan, dan pertukaran untuk mendapatkan manfaat besar dari itu.

b. Communication

(Levis 1996:6) defines communication as” interaction process between

communicator and communicant (interlocutor). Communicator conveys messages

to the communicant in a certain limited time and space by a certain media and

method”. Whereas Hubbley (1993:45) states that “communication involves the

transfer between people of information including ideas, emotions, knowledge, and

skills”. skurtu (2002) asserts that language learning means learning how to

communicate in one or many languages through receiving, transmitting and

sharing information.

b.Komunikasi

(Levis 1996: 6) mendefinisikan komunikasi sebagai "proses interaksi antara komunikator

dan komunikan (lawan). Communicator menyampaikan pesan ke komunikan dalam

waktu yang terbatas tertentu dan ruang oleh media tertentu dan metode ". Sedangkan

Hubbley (1993: 45) menyatakan bahwa "komunikasi melibatkan transfer antara orang-

orang dari informasi termasuk gagasan, emosi, pengetahuan, dan keterampilan". skurtu

(2002) menegaskan bahwa belajar bahasa berarti belajar bagaimana berkomunikasi

dalam satu atau banyak bahasa melalui menerima, transmisi dan berbagi informasi.

c. Technology

Technology derived from the word ‘techno’ which means technique, art or

skill, and ‘logos’ which means science. Therefore, technology can be defined as

scientific knowledge of art or skill.

c. TeknologiTeknologi berasal dari kata 'techno' yang berarti teknik, seni atau keterampilan, dan 'logos' yang berarti ilmu. Oleh karena itu, teknologi dapat didefinisikan sebagai pengetahuan ilmiah seni atau keterampilan.

Broadly speaking, ICT includes a broad range of digital technologies

mostly of electronic information-processing technologies such as computers and

the internet, fixed-line telecommunications, mobile phones and other wireless

communication, network, broadband, and various specialized application devices

such as barcode scanners, Braille readers and global positioning systems (GPS).

In this point of view, ICT devices can function individually or embedded with

other machines and appliances to increase their functionality, such as in watches,

washing machines or cars.

Secara garis besar, ICT mencakup berbagai teknologi digital sebagian besar teknologi pemrosesan informasi elektronik seperti komputer dan internet, telekomunikasi fixed-line, telepon selular dan komunikasi nirkabel lainnya, jaringan, broadband, dan berbagai aplikasi perangkat khusus seperti scanner barcode , pembaca Braille dan sistem posisi global (GPS). Dalam sudut pandang ini, perangkat ICT dapat berfungsi secara individu atau tertanam dengan mesin lainnya dan peralatan untuk meningkatkan fungsi mereka, seperti dalam jam tangan, mesin cuci atau mobil.

ICT in education point of view refers to “information and communication

technology (ICT) such as computers, communications facilities and features that

variously support teaching and a range of activities in education. (QCA Schemes

of Work for ICT in Kent Country Council.2004). ICT can be defined as media or

technology to store, retrieve, manipulate, transmit or receive digital data or

information. In addition, it is also concerned with the way these different uses can

collaborate each other. Hence, information and communication technology (ICT)

may be defined as technology functioning to support the process of conveying

information and communication especially in education areas.

ICT di titik pendidikan pandang mengacu pada "teknologi informasi dan

komunikasi (ICT) seperti komputer, fasilitas komunikasi dan fitur yang beragam

mendukung pengajaran dan berbagai kegiatan di bidang pendidikan. (QCA Skema Kerja

untuk ICT di Kent Negara Council.2004). ICT dapat didefinisikan sebagai media atau

teknologi yang untuk menyimpan, mengambil, memanipulasi, mengirimkan atau

menerima data digital atau informasi. Selain itu, juga berkaitan dengan cara ini

kegunaan yang berbeda dapat berkolaborasi satu sama lain. Oleh karena itu, teknologi

informasi dan komunikasi (ICT) dapat didefinisikan sebagai teknologi yang berfungsi

untuk mendukung proses menyampaikan informasi dan komunikasi terutama di daerah

pendidikan.

The term information and communications technologies includes

technologies in which the computer plays a central role, i.e. Computer-Assisted

Language Learning (CALL), the internet, and a variety of generic computers

applications (Fitzpatrick and Davies, 2002). The application of ICT in education

especially language learning is inevitable. The application of ICT is beneficial as

explained by Herington (2002) that technology facilitates:

1. Exposure to ‘authentic’ language;

2. Access to wider sources of information and varieties of language;

3. Opportunities to communicate with the outside world;

4. A learner-centered approach;

5. Development of learner autonomy.

Informasi jangka dan teknologi komunikasi termasuk teknologi di mana komputer memainkan peran sentral, yaitu Computer-Assisted Language Learning (CALL), internet, dan berbagai komputer aplikasi generik (Fitzpatrick dan Davies, 2002). Penerapan ICT dalam pembelajaran pendidikan terutama bahasa tidak bisa dihindari. Penerapan ICT yang bermanfaat seperti yang dijelaskan oleh Herington (2002) teknologi yang memfasilitasi:1. Paparan bahasa 'otentik';2. Akses ke sumber informasi yang lebih luas dan varietas bahasa;3. Kesempatan untuk berkomunikasi dengan dunia luar;4. Pendekatan berpusat pada peserta didik;5. Pengembangan otonomi pelajar.

The existing and emerging ICT teaching tools provide further opportunities to

enhance subjects and add value to teaching and learning. For example, the use of

interactive whiteboards, video projection units, microscopes connected to

computers, prepared spreadsheets to capture and model data, CD-ROMs,

presentation with video and carefully selected resources from the internet all

provide examples of how ICT can be embedded into subject teaching. (DfES,

2004)

Alat mengajar TIK yang ada dan muncul memberikan peluang lebih lanjut untuk

meningkatkan mata pelajaran dan menambah nilai untuk mengajar dan belajar.

Misalnya, penggunaan papan tulis interaktif, unit proyeksi video, mikroskop terhubung

ke komputer, spreadsheet siap untuk menangkap dan model data, CD-ROM, presentasi

dengan video dan sumber daya yang dipilih dengan hati-hati dari internet semua

memberikan contoh bagaimana TIK dapat dimasukkan ke dalam mengajar subjek. (DfES,

2004)

B. ICT IN GENERAL CONTEXT

As explained earlier in this section that ICT cover a wide range of areas and could be

of any kinds of hardware or gadget and software. A grouping of ICT according to its

kinds and applications seems handy in understanding the utilization of ICT.

Seperti yang dijelaskan sebelumnya dalam bagian ini bahwa TIK mencakup berbagai bidang

dan bisa dari setiap jenis hardware atau gadget dan perangkat lunak. Sebuah

pengelompokan ICT sesuai dengan jenis dan aplikasi tampaknya berguna dalam memahami

pemanfaatan ICT.

ICT in general context

Software The utilization of ICT

Standard office application

Word processing E.g. Microsoft word: write letters, reports

etc

Spreadsheet

E.g. Microsoft Excel; Analyze financial

information; calculations; create fore-

casting models etc

Database software

E.g. Oracle, Microsoft SQL Server, access:

managing data in many forms, from basic

lists (e.g. customer contacts through to

complex material (e.g. catalogue)

Presentation software

E.g. PowerPoint: make presentations, either

directly using a computer screen or data

projector. Publish in digital format via email

or over the internet

Desktop publishing

E.g. Adobe In Design, Quark Express,

Microsoft publisher: produce newsletters,

magazines and other complex documents.

Graphics publishing

E.g. Adobe Photoshop and Illustrator;

Macromedia freehand and fireworks: create

and edit images such as logos, drawings or

pictures for use in DTP, websites or other

publications

Specialist application

Accounting package

E.g. Sage, Oracle: Manage an

organization’s accounts including

revenues/sales, purchases, bank accounts

etc. A wide range of systems is available

ranging from basic packages suitable for

small businesses through to sophisticated

ones aimed at multinational companies.

Computer Aided Design

Computer Aided Design (CAD) is the use

of computers to assist the design process.

Specialized CAD programs exist for many

types of design: architectural, engineering,

electronics, roadways.

Customer Relations

Software that allows businesses to better

understand their customers by collecting

and analyzing data on them such as their

C. WHAT ARE HYPERTEXT, HYPERMEDIA, AND MULTIMEDIA?

a. Hypertext

Hypertext is computer software and hardware that allows users to create, store,

and view text and move between related items easily and in a noun sequential

way: a word or phrase can be selected to link users to another part of the same

document or to a different document.

Hypertext adalah perangkat lunak komputer dan perangkat keras yang memungkinkan

pengguna untuk membuat, menyimpan, dan melihat teks dan berpindah di antara item

terkait dengan mudah dan dengan cara berurutan kata benda: kata atau frase dapat

dipilih untuk menghubungkan pengguna ke bagian lain dari dokumen yang sama atau ke

dokumen yang berbeda.

a) The Advantages

According to Conklin in Hartoyo (2012: 11), There are 9 advantages of

hypertext that can be summarized as follows:

Easy of tracing references.

The machine support for link tracing means all references are equally easy

to follow forward to their references are equally easy to follow forward to

their references;

•Mudah referensi pelacakan.

Dukungan mesin untuk link tracing berarti semua referensi sama-sama mudah

untuk mengikuti depan untuk referensi mereka sama-sama mudah untuk

mengikuti depan untuk referensi mereka;

Easy of creating new references.

Here the users can create their own network, or simply annotate someone

else’s document with a comment but without changing the referenced

document.

• Mudah menciptakan referensi baru.

Di sini pengguna dapat membuat jaringan mereka sendiri, atau hanya

keterangan dokumen orang lain dengan komentar tapi tanpa mengubah

dokumen acuan.

Information structuring.

Both hierarchical and non hierarchical organization can be imposed on

unstructured information; even multiple hierarchies can organize the

material;

• Informasi penataan.

Kedua hirarkis dan non organisasi hierarkis dapat dikenakan pada informasi

yang tidak terstruktur; bahkan beberapa hierarki dapat mengatur materi;

Global views.

The browser provide table of contents style views supporting easier

restructuring of a large or complex document; global and local views

(node or page) can be mixed effectively.

• views global.

Browser menyediakan meja penayangan isi gaya mendukung restrukturisasi

lebih mudah dari dokumen besar atau kompleks; pandangan global dan lokal

(node atau halaman) dapat dicampur secara efektif.

Customized document.

The text segment can be threaded together, allowing the same document to

serve multi functions.

• Disesuaikan dokumen.

Segmen teks dapat ulir bersama-sama, sehingga dokumen yang sama untuk

melayani multi fungsi.

Modularity of Information.

Since the same text segment can be referenced from several places, ideas

can be expressed with less overlap and duplication.

• Modularity Informasi.

Sejak segmen teks yang sama dapat dirujuk dari beberapa tempat, ide dapat

dinyatakan dengan kurang tumpang tindih dan duplikasi.

Consistency of information.

References are embedded in their text, and if text is moved, even to

another document, the link information still provides direct access to the

references.

• Konsistensi informasi.

Referensi yang tertanam dalam teks mereka, dan jika teks dipindahkan, bahkan

ke dokumen lain, informasi link masih menyediakan akses langsung ke referensi.

Task stacking.

The user is supported in having several paths of inquiry active and

displayed on the screen at the same time, so that any given path can be

unwound to the original task;

• Tugas susun.

Pengguna didukung dalam memiliki beberapa jalur penyelidikan aktif dan

ditampilkan pada layar pada saat yang sama, sehingga setiap jalan yang

diberikan dapat dibatalkan untuk tugas aslinya;

Collaboration

Several author can collaborate, with the document and commands about

the document being tightly interwoven. (the exploration of this feature has

just begun).

• Kolaborasi

Beberapa penulis dapat berkolaborasi, dengan dokumen dan perintah tentang

dokumen yang erat terjalin. (Eksplorasi fitur ini baru saja dimulai).

b) The disadvantages

There is a problem that may rise in using of hypertext:

Disoriented. Due to the complexity of hypertext structures, the users might

have difficulties in understanding where they are and in deciding where to go

next. The hypertext system, therefore, needs to provide a clear access

structure and means for recovery to help the users through interactive

information-seeking activities. In other words, hypertext should offer a

supportive environment in which the users can access and retrieve

information, find their own paths while browsing and navigating, and expand

webs of information without getting lost in working through it. (Conklin,

1987in Hartoyo, 2012).

• bingung. Karena kompleksitas dari struktur hypertext, pengguna mungkin

memiliki kesulitan dalam memahami di mana mereka berada dan dalam

memutuskan mana harus pergi berikutnya. Sistem hypertext, oleh karena itu, perlu

menyediakan struktur akses yang jelas dan berarti untuk pemulihan untuk

membantu para pengguna melalui kegiatan pencarian informasi interaktif. Dengan

kata lain, hypertext harus menawarkan lingkungan yang mendukung di mana

pengguna dapat mengakses dan mengambil informasi, menemukan jalan mereka

sendiri saat browsing dan navigasi, dan memperluas jaring informasi tanpa tersesat

dalam bekerja melalui itu. (Conklin, 1987in Hartoyo, 2012).

b. Hypermedia

Hypermedia is a computer software and hardware that allows users to interact

with text, graphics, sound, and video, each of which can be accessed from within

any of the others.

a) Advantages

One of the major advantages of hypermedia is the ability to quickly follow

associations and look up related material.

References can be traced both back-wards and forward in a way which can

be difficult and time consuming with printed media. In addition, the user

can annotate the material and create new references.

Information can also be structured in a variety of ways. Multiple

organizations of the same material allow for specialized structures for

different user categories. (Conklin 1986, 1987).

The student can browse the material and find new information as she

explores a subject area.

A hypermedia system is usually considered as fun to use.

b) Disadvantages

Ease of browsing might increase the risk that the learner skips through the

material much too hasty, and thus get a shallow and fragmented

conception of the subject.

The risk of getting disoriented can result in confusion rather than

understanding, especially if the user jumps around between different nodes

in a more or less random manner.

Using a hypermedia system involves a certain cognitive overhead. The

problem is that the user has to interact with the system in order to

accomplish anything, which can be more or less complex.

c. Multimedia

Multimedia is relating to the use of a combination of media, or relating to any of

various systems which can manipulate data in a variety of forms, such as sound,

graphics, or text.

a) Advantages of Multimedia

It is very user-friendly. It doesn’t take much energy out of the user, in

the sense that you can sit and watch the presentation; you can read the

text and hear the audio.

It is multi sensorial. It uses a lot of the user’s sense while making use

of multimedia, for example hearing, seeing and taking.

It is integrated and interactive. All the different mediums are

integrated through the digitization process. Interactivity is heightened

by the possibility of easy feedback.

It is flexible. Being digital, this media can easily be changed to fit

different situations and audiences.

It can be used for a wide variety of audience, ranging from one person

to a whole group.

b) Disadvantages of Multimedia

Information overload. Because it is so easy to use, it can contain too

much information at once.

It takes time to compile. Even though it is flexible, it takes time to put

the original draft together.

It can be expensive. As mentioned in one of my previous post,

multimedia makes use of a wide range of resources, which can cost

you a large amount of money.

Too much makes it unpractical. Large files like video and audio has an

effect of the time it takes for your presentation to load. Adding too

much can mean that you have to use a larger computer to store the

files.

In case you want to upload it onto the internet, there are a few factors

to keep in mind, for example bandwidth and the user’s abilities.

CHAPTER III

CONCLUSSION

ICT is an abbreviation of information and communication technology. It can be

defined as a way, media, or technologies to store, retrieve, manipulate, transmit or receive

digital data or information. ICT in general context includes a broad range of digital

technologies mostly of electronic information-processing technologies. In another word,

information and communication technology (ICT) may be defined as technology

functioning to support the process of conveying information and communication. The

utilization of ICT in general context comprises the use of computer and programs such as

word processing, spreadsheets, database software, hypertext, hypermedia, and

multimedia.

REFERENCE

http://knightsbridge.wordpress.com/2017/02/03/hypermedia-advantages-and-disadvantages/

http://knightsbridge.wordpress.com/2017/02/03/multimedia-advantages-and-disadventages/

https://www.scribd.com/doc/13613649/differences-between-hypertext-hypermedia-and-multimedia

Hartoyo.2012.ICT information and communication technology in language learning.Semarang:Pelita Insani Semarang