The Effect of Computer Assisted Language Learning (CALL) on Teaching Reading of Junior High School Students
Yuri Lolita (a), Yumna Rasyid (b), Sabarti(c)
(a) Universitas Negeri Jakarta
(b) Universitas Negeri Jakarta
(c) Universitas Negeri Jakarta
Abstract
Abstract. Despite the enormous potential of computer assisted language learning (CALL) in teaching and learning process, no serious action has been taken to develop this phase of education at schools. To study the role of reading in secondary schools and how it may be improved through computers, six months-long study was conducted to examine which of two methods of teaching reading skills, a traditional class vs computer-assisted language learning (CALL), aided secondary students in improving the literal, inferential, and evaluative levels of reading skills. This experimental research study included two randomly selected groups of seventh-grade students of junior high schools of Sunan Giri Gresik. Both groups received 8 reading lessons either through CALL or through a traditional method. Participants to reading skills were measured by pre and post-tests by panel of three examiners. A paired one-tailed t-test was used to analyze test scores. The results of data analysis showed that CALL was 45% more effective than the traditional class. Although the study suggests that CALL provides a more conducive environment for teaching reading, it must be used effectively.
Keywords: teaching reading skills,Computer-assisted language learning (CALL)
Topic: International Conference of English Language Teaching, Literature & Linguistics