SINDAY, MICHAEL P. MAED - ENGLISH Sources Imran, M. C., Bashar, K., Uleng, B. P., Ariani, N., & Siradjuddin, S. (2022). • Research Topics The Impact of Computer Assisted Language Learning (CALL) Technology on Indonesian Learners' Speaking Skills. Methodology • • • Ratnaningsi h, D., Purba, D., Wiratno, D., & Nofandi, F. (2019). • The influence of Computer-Assisted Language Learning (CALL) to improve English speaking skills • • • • • • Rahnavard, F., & • The impact of computer–assisted language learning • Findings Limitations Descriptive Qualitative 8 Indonesian English Education Departmen t Purposive Sampling Interview Descriptive Approach Descriptive Quantitativ e Analysis Experiment al Design 50 cadets of Politeknik Pelayaran Surabaya Random Sampling • it is very possible . . . to be easily literate through various media • No actual observation or data of students speaking skills while under CALL. • The use of CALL improve students speaking skills • Participants are randomly selected without screening test in an experimental design. There is no clear basis on the selection of the two groups. Experiment al • Students who engages in CALL • Online CALL is not applicable to Areas for future Research • Futher investigation can investigate the impacts of the CALL instruction on other skills and in the different contexts • QuasiExperimental Research should be done properly including the screening test in order to properly determine the distribution of participants in every group. • Level up students pronunciatio SINDAY, MICHAEL P. MAED - ENGLISH MASHHADI, H. D. (2017) (call)/web-based instruction on improving efl learners’pronunciati on ability • • • Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022) • Web-based language learning and speaking anxiety • • • • • CHINTHA, M. B. R. (2023). • The Impact of Computer Assisted Language Learning (CALL) to Improve English Speaking Skills of Engineering Students • 60 Iranian female students One on one interview Descriptive • Interview Mixed methods Students and Teachers SPSS and Narrative Inquiry Indonesia • Descriptive Quantitativ e • improves pronunciatio n skills CALL Provides Positive effects to students Pronunciatio n skills and learning Students are anxious when the learning process focuses more on speaking skills or speaking performance CALL made a significant effect on Engineering students • • • areas without connectivity Focus is on Pronunciation Majority of the results focused on the students side and teachers are not much highlighted since they were also selected as Respondents . Data are not well presented as to how CALL made impact on the students n skills into forming sentences and proper use of words in a grammaticall y correct construction of sentences. • Application of Web based Learning on a real class setting. • Proper application of CALL to improve students English Speaking Skill through SINDAY, MICHAEL P. Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). MAED - ENGLISH • Improving the English-speaking skills of young learners through mobile social networking • • • • • Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016) • Evaluating listening and speaking skills in a mobile gamebased learning environment with situational contexts • • • Quasiexperiment al Mobile SNS Beijing China 2 FirstGraders SPSS 18 (ANOVA) Experiment al 40 Female Senior High Students GameBased intervention • Use of SNS improved students speaking skills • A limited participants, does not represent a population of target participants • • Game-based learning activities in situational contexts, supported by the mobile system, effectively facilitated students speaking skills • study has a relatively small sample size used of only female participants The longterm impact of the instruction in the traditional and mobile learning environments was not considered in this study • • • real-time observations and intervention. Conduct the study to a much bigger number of participants. students will be provided with feedback so that they can immediately correct mistakes in the learning materials or output they construct themselves Locations in which learning materials SINDAY, MICHAEL P. MAED - ENGLISH • Dewi, R. S., Kultsum, U., & Armadi, A. (2017). • Using Communicative Games in Improving Students' Speaking Skills • • • Classroom Action Research Jakarta, Indonesia 36 students and 1 • communicati ve games have contributed a positive impact on teaching • Communicati ve games should be well-prepared and not rushed. • were created will be recorded and shared so that students will not be confused about the surrounding context during learning activities adding new vocabulary terms from surrounding contexts to learning activities and learning new grammar rules by using the system communicati ve game should be applied as designed activities in teaching SINDAY, MICHAEL P. MAED - ENGLISH English Teacher • • Bustari, A., Samad, I. A., & Achmad, D. (2017) • The use of podcasts in improving students’ speaking skill • • Preexperiment al Approach with one group pretest post test design secondgrade students of • • learning process communicati ve games expected to enhance students’ enthusiasm and motivation It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. There is an improvement of the students’ speaking skill by using the podcast The application of podcast media in the speaking skills. It is recommende d that the study should be preserved and extended to other language skills. • • Not all students can afford a device for podcast and not all areas has access to internet. Not applicable in far-flung area • • This media is appropriate to be implemented in the classroom. In order to improve individual skill such as speaking SINDAY, MICHAEL P. MAED - ENGLISH • Safitri, H., Rafli, Z., & Dewanti, R. (2020) • Improving students’ speaking skills through task-based learning • • • • Nirmawati, L. A. (2015). • Improving students’ speaking skills through speaking board games • • • • • SMA Negeri 11 Banda Aceh. Lottery Sampling Oral Test 15 Students of English Departmen t Indonesia Classroom Action Research Classroom Action Research 28 students Quantitativ e Observatio n Interview class made the students more active in practicing speaking • • • Task-based learning help them to develop their speaking skills and enhance their confidence Students improve their speaking skills significantly Improved the students’ confidence and made the student more active to speak, because the games provided a where connectivity is an issue. • Accuracy is still the lowest mean score among other indicators • • Limited only to teaching speaking Strategy for speaking should be given more emphasis not on teaching. The Strategy does not • • • • • skill, the students should immerse themselves in learning english Focus on Accuracy for the next study while retaining other strengths of this study. Make the students speak more Provide them model in the listening activities Give some activities in which they SINDAY, MICHAEL P. MAED - ENGLISH friendly atmosphere Pratiwi, Z. F., & Ayu, M. (2020). Riswandi, D. (2016). • • The use of describing picture strategy to improve secondary students’ speaking skill • Use of YouTubebased videos to improve students’ speaking skill. • • • • • Qualitative single case study Senior High School • Qualitative Action Research 28 Junior High School Students Surakarta TaskBased Language Teaching • • The use of describing picture strategy improves students' Englishspeaking competence There was an improvement in terms of students’ motivation and interest in this speaking class YouTubebased videos also help the student learn about speaking in terms of the way of speaking (fluency), vocabulary, • • encourage students to speak more. In this strategy students could not use their grammar well It would be difficult for teachers who are not good in navigating webpages such as old teachers to utilize this strategy even if using it in offline mode. find new vocabularies • Embed on the strategy the strict monitoring of the grammar construction. • Provide a list of suggested youtube videos that teachers could immediately click the link so that it would narrow down their search area. SINDAY, MICHAEL P. Bangun, B. K (2018) MAED - ENGLISH • Improving students’ speaking skill by using show and tell method • Qualitative Classroom Action Research • pronunciatio n, grammar, and content of what to speak. There were improvement on students’ speaking skill. • • Ningsih, M. N. P., & Ayu, M. (2023). • The implementation of mind mapping technique to improve students'speaking skill • • • • Quantitativ e Experiment al one group pre test post test 10 participants Purposive Sampling • Mind mapping technique was effective to help students learning speaking English • • Teacher speaks too fast despite the good construction of the activity. It should be addressed that implementing teachers should also reconsider the level of the participants. Media used should be scrutinized well in order to maximize the effect of the strategy Unrelated media may cause harm than good. • Familiarize the method before implementin g this in the classroom. • Provide clear examples that would be easy for students to understand. SINDAY, MICHAEL P. MAED - ENGLISH References Bangun, B. K. (2018). Improving students’ speaking skill by using show and tell method: A classroom action research. International Journal of Language Teaching and Education, 2(1), 41-48. Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058-1089. Bustari, A., Samad, I. A., & Achmad, D. (2017). The use of podcasts in improving students’ speaking skill. JELE (Journal of English Language and Education), 3(2), 97-111. CHINTHA, M. B. R. (2023). The Impact of Computer Assisted Language Learning (CALL) to Improve English Speaking Skills of Engineering Students (UG). computer, 7(3). Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using Communicative Games in Improving Students' Speaking Skills. English language teaching, 10(1), 63-71. Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile gamebased learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. Imran, M. C., Bashar, K., Uleng, B. P., Ariani, N., & Siradjuddin, S. (2022). The Impact of Computer Assisted Language Learning (CALL) Technology on Indonesian Learners' Speaking Skills. IJOLEH: International Journal of Education and Humanities, 1(2), 183-189. Ningsih, M. N. P., & Ayu, M. (2023). THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE TO IMPROVE STUDENTS'SPEAKING SKILL AT SMPN 10 BANDAR LAMPUNG. Journal of English Language Teaching and Learning, 4(1), 14-18. Nirmawati, L. A. (2015). Improving students’ speaking skills through speaking board games of grade viii of smp n13 yogyakarta in the academic year of 2013/2014. Yogyakarta State University. Yogyakarta. Pratiwi, Z. F., & Ayu, M. (2020). THE USE OF DESCRIBING PICTURE STRATEGY TO IMPROVE SECONDARY STUDENTS’SPEAKING SKILL. Journal of English Language Teaching and Learning, 1(2), 38-43. SINDAY, MICHAEL P. MAED - ENGLISH Rahnavard, F., & MASHHADI, H. D. (2017). THE IMPACT OF COMPUTER–ASSISTED LANGUAGE LEARNING (CALL)/WEBBASED INSTRUCTION ON IMPROVING EFL LEARNERS’PRONUNCIATION ABILITY. Ratnaningsih, D., Purba, D., Wiratno, D., & Nofandi, F. (2019). The influence of Computer-Assisted Language Learning (CALL) to improve English speaking skills. English Linguistics, Literature, and Language Teaching in a Changing Era, 144-149. Riswandi, D. (2016). Use of YouTube-based videos to improve students’ speaking skill. In Proceeding of the international conference on teacher training and education (Vol. 2, No. 1, pp. 298-306). Safitri, H., Rafli, Z., & Dewanti, R. (2020). Improving students’ speaking skills through task-based learning: An action research at the English department. International Journal of Multicultural and Multireligious Understanding, 7(6), 88-99. Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324.
