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