MUKHTARUDDIN, NPM: 0908.0660.32
2/6/2010

POSTGRADUATE ENGLISH EDUCATION PROGRAM
UNIV. MUHAMMADIYAH PROF. DR. HAMKA. JAKARTA

THE ‘CALL’ APPROACHE FOR
ENGLISH TEACHING AT HOMESCHOOLING

ABSTRACT
Home schooling is one of informal education which guaranteed as our education style except formal and non formal education style as mentioned in UU SISDIKNAS no. 20, 2003 chapter 27, verse 1-2. There are three main approaches used as the basis of teaching English at home schooling as the first, second or foreign language to date. They’re School at home approach, Living books, and Natural learning approach. The school at home approach is home schooling that held in the home, it’s famous by textbook, traditional and school approach. By contrast natural learning approach is based on student feeling to learn more without text book or other, because their desire to learn is strong naturally. However, recent finding have revealed that English approach through Computer Assisted Language Learning (CALL) is needed the conducive atmosphere, well enough time, facilities and flexible learning and fun. Some home scholars have advocated the living books approach to use in their English teaching approach. This article aims to review these issues and indicating which one is the most appropriate approach that can be used as the theoretical framework of English teaching approaches.
Key word: Teaching, CALL, Home schooling.

INTRODUCTION
Since the beginning of this century and based on the regulation of our national education system , we’ve realized that our government guaranteed the education system of formal, non formal and informal one. And home schooling is one of the informal schools that famous in our country nowadays, which involve the parents becomes the facilitator to create conducive learning atmosphere and develop their son’s talent maximally. There are three kind of home schooling :
1. Single home schooling.
It’s home schooling that held by parents in one family and do not join with other families. It’s usually took to raise something secret, there is one important desire that the parents should got their sons and don’t interact with other.
2. Plural home schooling.
It’s home schooling that held by two or more families for some equal activities, while the main activities must be done by each parents in their home.
3. Community home schooling.
It’s association of some plurals home schooling that arrange and decide the syllabus, learning materials, main and list activities. It has a good commitment between parents and home schooling community about 50:50. So, it’s quite management, full control, facilities big attention from each home schooling community and bench marking through internet and other technology facilities.
Of late researcher have come up with the great information about models of teaching approaches in home schooling, especially in English lesson in first, second and foreign language. They’re John Caldwell Holt (1964), Raymond & Dorothy Moore (1997), Maria Montessori (1998), Charlotte Masson (2001), Everett Reimur (2004), and Murray Room (2004). All models are designed the conceptualize various approaches to English teaching at home schooling, these approaches very fundamental but they have more or less the same objectives. They describe how children learn, how they learn to speak, to read, to write and to listen. Although computers and educational packages are generally in use today, Computer Aided Learning (CAL) in the future will be even more essential and important. Today computers are ued a big, fast encyclopedia or data book, a tape recorder, type writer or video, but in the future CAL system will contain smart adaptive trainers that will adapt themselves to learners’ features and proposes the best method of teaching.
It goes without saying that these approaches have continued to involve in the filed of English teaching at home schooling to date, i.e. from school at home approach, natural learning and living books approach . The school at home approach was adopted by many researchers, home scholars and practitioners since 1960s. One the other decade later, the other researchers criticized the proponents of the school at home approach and advocated the new approaches, known as natural learning approach. At the beginning of the millennium century, many researchers believe that both the former and the letter approaches have their own malice and virtue and put forward the interactive approach. This paper reviews this approaches (school at home, natural learning and living books approaches) and pins point which one of this approaches might be the most appropriate to teach English at home schooling.

THE SCHOOL AT HOME APPROACH
This approach is just like a formal school, but the place is in the home. It’s famous by textbook approach, traditional approach or school approach. The researcher who endorse this approach is John Caldwell Holt (1964), Raymond & Dorothy Moore (1997).
John Caldwell Holt (1964), state that “the human being is the learner person and they love to learn, we don’t addict them to learn something, whoever addicted, controlled and under pressured, it’s effect to kill their learning interest.” To confirm his argument, John (1964) further argue that there is ineffectiveness of early childhood education if the parents school their child at 8-12 years old in the school, his famous statement is “all children will be better to study without any instructions like in the school.” And he provides some books such as: How children fail (1964), Ways to help people to thing better (1976), and in the end of 1977s, he published the magazine entitle Growing without school, at 1960-1970s he was also the first pioneer, aspirator and consultant of home schooling in USA .
Raymond and Dorothy Moore (1997), spent years to investigate the result of early education, they examine their own students and another around ages 8 up to 10 years old, and found that “in the early years, up to somewhere around age 8 up to 10, it is the best for children to be at home in a loving supportive environment.” They found also that “the children can’t effectively learn until they’re developmentally ready to learn, and in some situations, like a working single parent, a child may need to be put in preschool, but the optimal environment is a home where they feels secure and develop their own pace. They’re free to mistakes without 25 other student making funs to student.” One child has a certain level, and than their ability and unconscious to learn is amazing, they learn after they ready to learn. When their parents become facilitator and flexible learning, the home schooling is depends on parent’s education, background study and what’s their destiny, what their children want to be? (Sumardiono, Home Schooling, Sebuah Pendidikan Alternatif. 2007, 04)

THE NATURAL LEARNING APPROACH
Unlike the school at home approach, the natural learning approach assume that the process of learning is based on the student feeling to learn more without text book or other because their unconscious to learn is strong naturally. Everett Reimur (2004) state in his book entitled School is dead that “learning could done wherever and whenever the children want to do, it might be in living room, bathroom, kitchen field, etc. it doesn’t depend on place, time and someone.” Then Murray Room, a teacher from Canberra Primary school produced the following chart to show that original seven intelligences might mean for his students:
TYPE LIKE TO DO
Linguistics Learner Read, Write and tell the stories
Logical/Math learner Do experiments, figure thing out work thing out, work with number, asking the question, asking the pattern and relationship.
Spatial learner Drawing, building, designing and creating something, watching the movie and playing machines
Musical learner Singing and listening the music, playing the instrument and response to music
Bodily/Kinesthetic Moving around, touching and talking, using the body language
Intrapersonal Having a lot friends, talking to people and joining the groups
Interpersonal Working alone, purse own interest
Table 1: seven intelligences by Murray Room (2004)
Teaching English through this approach in home schooling is depend on the children’s natural unconscious, because they are learners naturally.
LIVING BOOKS APPROACH
The living books approach emerge because of incomplete conceptualization of the school at home and natural learning approach which polarize a description of how the learner learn well. In general, the living books approach assume that learning is fun, teaching is transferring a good habit, base English skill for receptive skill (listening and reading competence) and productive skill (speaking and writing competence) , math and expose them in the reality life such as joining a trip, visiting a museum, shopping, going to library, exhibition, etc.
This approach was improved by Charlotte Masson and Maria Montessori since 1998s, who taught by mean of living books, appreciation of music and art, making field notes using narration instead of testing, teaching reading, listening (receptive competence) and speaking and listening (productive competence), bringing order back to children education to their home but it’s not quick read manual, took more care and time to be established, until called by ‘the gentle art of learning’ . The backbone here is teaching the children respect, values and virtues. Charlotte Masson foundation has a good habit to introduce the living books approach.
The children have an inherent desire to know; teachers and parents can either encourage this natural inquisitiveness or squelch it. There is a joy when children learn-not to take a test, not to take a grade, not to compete with each other, and not please their parents and teachers- but because they want to know about the world around them.
Both educator and parents will find the proven help in creating a positive learning atmosphere through living books approach that show how to develop a child’s natural love of learning. All of them can contribute to this volume; give useful application that work in a variety in educational settings, from formal education to informal one like home schooling. When children love to learn is one of the best seller books about the Charlotte Masson approach..

Review of Literature
Studies on teaching and researching listening have been explored, especially the instructional methods and design of listening activities (Rost, 2002). In the area of multimedia application in listening instruction, studies have consistently demonstrated the benefits of interacting with computer-based activities to support aural language learning and teaching (Jones, 2006; 2003). There is a great deal of listening software for learners. According to Rost’s study in 2005, listening comprehension encompasses the following phases: attention, perception, word recognition, syntactic parsing, comprehension and interpretation. Guided, meaningful practice with items that will help learners reach goals in each phase and become more automatic in their processing of listening material should be provided (Fang, 2006; Buck, 1995). One of the most essential aspects of applying technology in teaching listening is to understand how to use multimedia tools. The current design of the program emphasizes the connection between instructional principles and multimedia application with the purpose of conducting an efficient CALL listening class. Studies show that multimedia-delivered listening comprehension tasks can cause better performance, as well as increase language recall abilities (Brett, 1995, 1997; Jones, 2006).

Analysis
1. Using interesting listening materials is helpful for keeping attention.
2. Pictures help to understand materials.
3. Listening to clips from real life situations keeps attention and interest.
4. Vocabulary and grammar review prepare to process listening tasks.
5. Pre-listening activities, such as learning new vocabulary and understanding background, are helpful for comprehending related listening materials.
6. The program can provide the activities which integrate listening with speaking and reading.
7. The program can help learners to learn step by step.
8. The visual and verbal annotations are necessary for an effective multimedia program.
9. The video and audio materials are clear and the input reflects use in the real world.
10. Feedback is informative and meaningful.
Recommendation
Using technology in class does not quarantine the effectiveness and the quality of the learning and teaching of listening. In the current study, effective multimedia application in the teaching of listening is expected to design instructional tools in order to help learners reach learning goals, to provide comprehension aids in the process of decoding utterances, to enhance learner involvement along with the interaction between the teacher and students, as well as incorporate various listening materials in a sequence to guide students through the process of listening. The current study suggests that, while designing a CALL listening class, both teaching and learning perspectives should be taken into consideration to construct appropriate instructional design so as to bring out the best in the integration of class teaching and multimedia application.

THE CONCLUSION
To conclude, the concept of teaching English approach in home schooling, which may be assumed as the current development of living books approach is crucial to the view of teaching English approach. And this approach can be adopted by teachers today in informal or formal education and teaching English.
There are several reasons why the living books approach is considered to be more suitable approach for teaching English. First, living books approach was an approach trough the reality life, it’s transform a good habit, basic skill and took more care and time to improve the natural learning unconscious of students. Second, adopting this way, the facilitator or parents can easily design and plan an exciting material to add the learning student’s interest in every meeting, for building English students talent. Third, the facilitator should make the children ready to learn and don’t left them when they study everything.

Summary
The instructional design is another emphasis in the study. Based on the findings and on other studies, we can induce pedagogical considerations for integrating the multimedia program into the beginning level of listening classroom. First of all, instructional design needs to take learners’ learning styles into consideration. Second, the listening materials should include those which are interesting, authentic, simplified or comprehensive ones based on the goal of the skill training. Third, maintaining cognitive flexibility is an important consideration. Fourth, developing listening strategies is essential in the instructional design. Sixth, the progressive structure helps learners to better focus on specific learning skills. Seventh, integrating listening with other areas of learning enhances the opportunities to practice real life situations. The last one considers cross-cultural communication as one of the important elements if applicable.

BIBLIOGRAPHY

BNSP Departemen Pendidikan Nasional, Model Silabus dan Rencana Pelaksanaan Pembelajaran, Jakarta:DIKDASMEN, 2007.
Sumardiono, Home Schooling, Lompatan Cara Belajar, Jakarta: Elex Media Computindo, 2007.
_________, Home Schooling, Sebuah Pendidikan Alternatif, Jakrta: Elex Computindo, 2007.
UU Sistem Pendidikan Nasional, no. 20 tahun 2003, Bandung:PT Citra Umbra, 2003.
Mulyadi, Seto, Home Schooling, Mudah,Murah dan Direstui Pemerintah, Bandung: Mizan Media Utama, 2007.

ON LINE JOURNAL
Andreolla, Karen. “Living Books for the Mind and Heart, Charlotte Masson Research Journal.” No. 1 (May 2008). http://www.charlotte_masson.com. Html. (accessed May 24th 2004).
Ransom, Marsha. “The Idiot’s Guide to Home Schooling, Journal Home schooling, no.2 (May 2001), http://www.sumardiono.com. Html.(accessed May 24th 2004).

Abstract
The use of computer is now growing rapidly as fast as a global technology development that develops language teaching methods in the world. One of the methods will be discussed and analyzed in this paper is the use of CALL (Computer-Assisted Language Learning). Along with this writing the writer will write about Roles of Computers in Learning and Computers and Language Learning. It will also be emphasizing on the strengths, weaknesses, advantages and disadvantages by not forgetting the quotation of some experts’ opinion concerning the use of computer in language learning that can be useful for readers to get information.
Keywords
CAL (Computer-Assisted Learning), CALL (Computer – Assisted Language Learning), adaptive trainers, research centre, spoken dialogue, second language, Computer assisted instruction, communicative activities.

Introduction
The applications of computers are growing rapidly, and expectations of this technology are growing at the same rate. One of the newest branches of computer application is Computer Aided Learning or CAL. Although computers and educational packages are generally in use today, Computer Aided Learning in the future will be even more essential and important. Today computers are used as a big, fast encyclopedia or data book, a tape recorder, type writer or video, but in the future CAL systems will contain smart adaptive trainers that will adapt themselves to learners’ features and propose the best method of teaching.

History of CAL

CAL’s history began in the early 60’s, when the third generation of digital computers were built and introduced. These systems were cheaper and more reliable than the earlier models. So digital computers became typical facilities in universities and research centers. Consequently, researchers started to find new fields of applications for the computers and CAL was one of those. Certainly at the beginning, like other technological productions, CAL systems, which are a combination of computer hardware, added special purpose peripherals, and CAL software, had only scientific and academic applications, and were experimental. At that time, before other specialists, psychologists used the computer as an ideal tool for conveying programmed instructions. This branch of CAL was called Computer Assisted Instruction, CAI. (Hooper,1975) In 1969, as Frye listed (1969), about 20 various CAL systems had been developed in universities and research centers. Obviously these were the first steps and were concentrated on academic goals and had a wide range from a computer based science testing system (Hensen, 1969) to one of the earliest distributed and remote educating systems that was developed in Harvard university. (Lawrence, 1969)

Advantages of CALL Programs
Educators (Jonassen, 1996; Salaberry, 1999; Rost, 2002) indicate that the current computer technology has many advantages for second language learning. Computer and its attached language learning programs could provide second language learners more independence from classrooms and allowing learners the option to work on their learning material at any time of the day. Once implemented, it can be expected that the cost for computer technology is considerably lower than for face-to-face classroom teaching, and when used in conjunction with traditional second language classroom study, students can study more independently, leaving the teacher more time to concentrate effort on those parts of second language teaching that are still hard or impossible by the computer, such as pronunciation, work on spoken dialogue, training for essay writing and presentation (Roger, 1996). Lee (2000) further stated that the reasons why we should apply computer technology in second language instruction, include computer and its attached language learning programs can (a) prove practices for students through the experiential learning,(b) offer students more the learning motivation, (c) enhance student achievement, (d)increase authentic materials for study, (e) encourage greater interaction between teachers and students and students and peers, (f) emphasize the individual needs, (g) regard independence from a single source of information, and (h) enlarge global understanding. Taylor (1980) also expressed that computer assisted language learning programs can be wonderful stimuli for second language learning. Currently, computer technology can provide a lot of fun games and communicative activities, reduce the learning stresses and anxieties, and provide repeated lessons as often as necessary. Those abilities will promote second language learners’ learning motivation. Through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence. According to Robertson et al. observation (1987), the participants who joined computer-assisted language learning programs also had significantly higher self-esteem ratings than regular students. Today, with the high development of computer technology, computers can capture, analyze, and present data on second language students’ performances during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition. When teachers attempt to assess students’ learning progress, they can get the essential information from a well-designed computer language learning programs and then offer feedback tailored to students’ learning needs (Taylor & Goatskin, 2003). In addition, Students can get various authentic reading materials either at school or from home by connecting to the Internet. And, those materials can be accessed 24 hours a day. In a word, computer technology also provides the interdisciplinary and multicultural learning opportunities for students to carry out their independent studies. For learning interaction, Warchauer (2004) indicated that the random access to Web pages would break the linear flow of instruction. By sending E-mail and joining newsgroups, second language learners can also communicate with people they never met before and interact with their own teachers or classmates. Shy or inhibited learners can be greatly benefited through the individualized technology-learning environment, and studious learners can also proceed at their own pace to achieve higher levels. In particular, many concepts and cognitions are abstract and difficult to express through language the language teaching area. It seems that computers can make up for this shortage by using the image showing on the screen. Nunan (1999) reported that “interactive visual media which computers provided seem to have a unique instructional capability for topics that involve social situations or problem solving, such as interpersonal solving, foreign language or second language learning” (p.26). Both cognitive theorists and humanists all pointed out that practice experience is a very important factor for people’s learning. Experiential theory educators believe that learning is about making sense of information, extracting meaning and relating information to everyday life and that learning is about understanding the world through reinterpreting knowledge (Ormrod, 1999). When computer technology combines with Internet, it creates a channel for students to obtain a huge amount of human experience and guide students to enter the “Global Community”. In this way, students not only can extend their personal view, thought, and experience, but also can learning to live in the real world. They become the creators not just the receivers of knowledge. And, “as the way information is presented is not linear, second language learners can still develop thinking skills and choose what to explore” (Lee, 2000).

Disadvantages of CALL
First, although there are many advantages of computer, the application of current computer technology still has its limitations and disadvantages. Gips, DiMattia, & Gips (2004) indicated that the first disadvantage of computer and its attached language learning programs is that they will increase educational costs and harm the equity of education. When computers become a basic requirement for student to purchase, low budget schools and low-income students usually cannot afford a computer. It will cause unfair educational conditions for those poor schools and students. On the other hand, expensive hardware and software also becomes the big obligations for schools and parents. Second, it is necessary that both teachers and learners should have basic technology knowledge before they apply computer technology to assist second language teaching and learning. No student can utilize computer if he or she lacks training in the uses of computer technology. Unfortunately, most teachers today do not have sufficient technological training to guide their students exploring computer and its assisted language learning programs. Therefore, the benefits of computer technology for those students who are not familiar with computer are inexistent (Roblyer, 2003). Third, the software of computer assisted language learning programs is still imperfect. Current computer technology mainly deals with reading, listening, and writing skills. Even though some speaking programs have been developed recently, their functions are still limited. Warschauer (2004) pointed out that a program should ideally be able to understand a user’s “spoken” input and evaluate it not just for correctness but also or “appropriateness”. It should be able to diagnose a student’s problems with pronunciation, syntax, or usage and then intelligently decide among a range of options. Fourth, computers cannot handle unexpected situations. Second language learners’ learning situations are various and ever changing. Due to the limitations of computer’s artificial intelligence, computer technology is unable to deal with learners’ unexpected learning problems and response to learners’ question immediately as teachers do. The reasons for the computer’ inability to interact effectively can be traced back to a fundamental difference in the way humans and computers utilize information (Dent, 2001). Blin (1994) also expressed that computer technology with that degree of intelligence do not exist, and are not expected to exist for quite a long time. In a word, today’s computer technology and its attached language learning programs are not yet intelligent enough to be truly interactive. People still need to put effort in developing and improving computer technology in order to assist second language learners.
Strengths
Interactivity is a crucial strength of the new technology. The computer is interactive, first of all, by virtue of the fact that the user can gain control over learning and therefore becomes an active participant in the learning process. Interactivity also allows the instant feedback from the computer. The interactivity of the computer makes it especially suited for implementing learner-centered teaching methods. Multimedia should be considered truly revolutionary for language pedagogy. The new technology really shines in its presentation of form and meaning. The sound and graphic capabilities of the computer not only have improved presentation, they have also made possible what conventional textbooks cannot do. Digitized audio has made possible the modeling of pronunciation. The teaching of characters’ stroke order and direction has taken a giant step forward from the cumbersome representation on paper to the animated demonstration formerly achievable only with a human instructor. Still or animated graphics for illustrating meanings and speech production may both educate and entertain. Random and rapid access allows the instant retrieval of vocabulary and grammar explanations. It also contributes to easy learner control and recycling of materials. The computer’s ability to store and manipulate data also makes it possible to keep scores, log errors and track learner performance. The consistency and patience of the computer is not only crucial for learning by association and repeated exposure. Paradoxically, without the possible ill-effects of an over-bearing human teacher, the patient and interactive computer can provide a very user-friendly and learner-centered learning environment. In addition to the above-mentioned general characteristics, digital speech technology in particular has enabled the graphic display of the relevant acoustic properties of speech such as amplitude, pitch level and frequency composition.
Weaknesses
Although speech recognition is already commercially available, inherent speaker variability in a CALL situation makes speech recognition in CALL programs rather difficult to achieve. Hence the difficulty in providing feedback to learner’s speech. On a higher level, due to the complexity of natural language parsing, the learners’ creative and open-ended output cannot be easily evaluated. Due to the difficulty of speech recognition and natural language parsing, the interactivity of the computer does not go far enough. Interactive conversation which is a most valued pedagogical activity is very hard to implement on the computer.
Conclusion
Technology has the potential to play a major role in foreign language learning and instruction. However, the development of this potential is in the early stages. Issues on which the realization of this potential depend include “the shift from thinking of technology as assisting instruction to thinking of it as supporting learning; the problems attending the evaluation of technology’s efficacy; the prerequisites to genuine individualization of software; and the advantages and disadvantages of pedagogically shaped as contrasted with authentic materials and of learner control over the learning environment” (Garrett, 1991, p.95).

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Taylor, R. & Gitsaki, C. (2003) Teaching well and loving it. In Fotos & Browne (Ed.), New perspectives on CALL for second language classrooms (pp. 131-147).Mahwah, NJ: Lawrence Erlbaum Associates

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FILOSOFI HIDUP SEORANG MUTAWADHI’

“Jadikanlah Akhirat di Hatimu dan jadikanlah dunia di tanganmu” (Umar RA)

Perkataan salah satu sahabat Nabi ini sangat membukakan hati kita untuk senantiasa memandang bahwa Akhirat  harus lebih kita utamakan dari yang lainnya. kendatipun perhatian kita pada dunia juga harus tetap ada porsinya.

konsep ZUHUD yang didengungkan saat ini banyak yang menyalahi  atsar sahabat Umar ini, sehingga banyak yang menganggap bahwa berislam cukup hanya di Masjid saja, di Mimbar atau ditempat-tempat yang jauh dari hiruk pikuk dunia, tapi konsep zuhud yang sesungguhnya adalah mengutamakan kepenting an AKhirat dari segalanya dngan tetap menegakkan Al-Islam dari seluruh sendi kehidupan manusia.

so Keep the hereafter in your heart, and the world in your hand.

sincerelly yours,
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