20 Sentences Slang Words

Slang Words 

·         Dini Aulia Rachman

·         Gadis Ranti Afika

·         Indah Agustineu

·         Maysaroh Firgini

·         Shintia Maniea P

20 Sentences with Slang Words 

1.      Ain’t : am not, are not, is not, has not

(He says he ain’t mad)

Google translate: dia bilang dia tidak marah

Correct answer: dia bilang dia tidak marah

Both of them are corret

2.      Whatcha : what are

(Hey, whatcha doin?)

Google translate: Hei, apa yang kau lakukan?

Correct Answer: Hei, apa yang kau lakukan?

Both of them are correct

3.      Gonna : Going to

(We’re gonna win this game)

Google Translate: Kita akan memenangkan permainan ini

Correct Answer: Kita akan memenangkan permainan ini

Both of them are correct

4.      Duh : had some meaning,  it can use to show how idiot you are or how you done with the situation.

(He’s dating with my friend, duh!)

Google translate: Dia berkencan dengan temanku, ya

Correct Answer: Dia berkencan dengan temanku, astaga yang benar saja!

5.      Cool: in general it’s mean cold but it can be “fantastic”

(She looks so cool with the black dress)

Google translate: Dia terlihat keren dengan gaun hitam

Correct anwer: Dia terlihat keren dengan gaun hitam

Both of them are correct

6.      Thug life: It’s for someone who has a succeed from zero. (untuk seseorang yang yang sukses padahal memulainya dari nol, atau bukan siapa siapa)

(My family really proud of her, she has a thug life)

Google Translate: Keluargaku sangat bangga padanya, ia memiliki kehidupan yang buruk

Correct Answer: Keluargaku sangat bangga padanya, ia memiliki kehidupan yang sangat sukses.

7.      Badass : Intimidating person or it can be cool

(Oh my god, he looks so badass)

Google translate: Dia terlihat sangat tampan

Correct answer: Dia terlihat sangat menajubkan

8.      Fucked up: mess or so done

(I’m fucked up)

Google Translate: Saya sangat kacau

Correct answer: Saya sangat kacau

9.      Babe: Hot

(Jungkook BTS is so babe, don’t you think?)

Google Anwer: Jungkook bts sangat sayang, bukan begitu?

Correct Answer: Jungkook bts sangat menggoda, bukan begitu?

10.  Crush: Bisa diartikan menjadi menghancurkan, atau gebetan.

(I love him when he’s smiling to me, oh my crush)

Google translate: Aku mencintainya ketika ia tersenyum kepadaku, oh naksir aku

Correct answer: aku suka banget pas dia senyum sama aku, ya ampun gebetanku

11.  Fuckin: Very very very 100x (sangat banget, parah)

(I’m fuckin sorry about that)

Google Translate: Aku sangat penyesal

Correct anwer: Aku benar benar sangat menyesal

12.  Bae : Before anyone else (kind of baby or darling)

(Bae, you are my life)

Google Translate : bae, kamu adalah hidupku

Correct answer : Sayang, kamu adalah hidupku

13.  Dying: Something that was so funny

(I’m Dying! This is so funny)

Google translate : Saya sekarat, ini sangat lucu.

Correct Answer : duh mau mati, ngakak banget yah ini lucu parah

14.  Lit: Super cool or on fire

(The Party was Lit last night)

Google translate : Pestanya menyala semalam

Correct Answer : Pesta nya pecah banget kemarin malem

15.  On point : Outstanding

(Makeup? On point)

Google Tranlate: Dandan? Tepat

Correct Answer:  Riasan wajah? Cakep

16.  The Tea: gossiping

(Call Joy, She always has the tea)

Google Translate: Sebut Joy, dia selalu minum the

Correct Answer: Panggil Joy, dia selalu punya gossip terpanas

17.  Salty: Angry or bitter about something

(Why are you always salty?)

Google Translate: Kenapa kau selalu asin?

Correct Answer: Kenapa kamu selalu sensi sih?

18.  Savage: Someone who "roasts" people nonstop and doesn't care what others will say.

(She’s win arguing with senior was savage)

Google Translate : Dia menang argumen dengan kakak tingkat itu biadab

Correct Answer : Dia menang argument sama kakak tingkat, mantep ye

19.  Yolo : You only life once

(You should go to Malaysia, YOLO!)

Google Translate: kamu harus pergi ke Malaysia, yolo.

Correct Answer: Kamu harus pergi ke Malaysia, kamu hidup Cuma sekali loh

20.  Dunno : Do not

(I dunno about this situation)

Google Translate: Aku tidak tahu tentang situasi ini.

Correct Answer: Aku tidak tahu tentang situasi ini.

Rindu

Kamu tau apa yang paling aku benci ketika tengah malam? Kesunyian.
Aku benci ketika harus merindukanmu, apalagi ditengah malam seperti ini. Menganggu tidurku, menganggu pikiranku, menganggu hidupku.
Aku masih tidak paham atas dasar apa rindu ini meluap, padahal aku tidak merasakan frekuensi apapun disekitarku.

Tanganku selalu gatal, tak bisa jika tidak menulis ketika merindukanmu.
Kamu pake pelet apa sih? Dukunmu hebat juga. Boleh dikenalkan?
Lucu ya, menulis tentang seseorang yang bahkan tidak tahu keberadaanmu dan juga siapa dirimu. Menyakitkan memang, untuk apa sebenarnya semua ini?

Banyak orang bilang, ketika ingin melupakan seseorang yang terjadi malah selalu mengingat orang tersebut. Dibandingkan harus melupakanmu aku lebih memilih menikmatinya. Dalam jangka waktu yang tidak aku ketahui.

Aku menyayangimu,

Tinggal Sejenak

Aku hanya ingin tinggal sejenak disini, bersamamu…
Menikmati lagu kesukaanmu dengan mata yang terpejam.
Meninggalkan beberapa luka yang singgah di hati,
Merasakan denyut di tanganmu ketika jemari ini menyatu,
Menggenggam tanganmu erat,
.
.
Aku sangat menyukai sinar matamu,
Di sana aku dapat melihat kebahagiaan,
Di sana aku dapat merasakan suka,
Aku sangat bahagia berada disisimu, selalu.

The differences Between CAT and MT

Machine Translation: Fast and Cheap, but Inaccurate

Machine translation is accomplished by feeding a text to a computer algorithm that translates it automatically into another language. That is, no human is involved in the translation process.
The advantages of machine translation include cost and speed. Computers can process a machine translation almost instantly. There are free programs such as Google Translate that can translate relatively short texts instantly, but if you need to translate a very long document, you can purchase software that can process an unlimited amount of text at the cost of the software alone. There is also software available that can be integrated with other computer and online tools, providing instant translations in various contexts.

The major disadvantage is lack of accuracy. If you’ve ever used Google Translate to attempt to understand a text in a foreign language, you will know that this method does not produce a particularly natural-sounding or accurate translation. Language is highly complex and dynamic, and while this type of translation technology has improved greatly over the years, it will never be able to completely accurately identify the nuances of each language and transfer them into another language.
It is possible to hire a “post-translation editor” to look over the translation and correct errors, but it can be harder to correctly deduct the meaning of a sentence from its machine translation than from its original language. Translators hired to “smooth out” such translations sometimes end up asking clients to send them the original text because the translation was unintelligible. This is a big waste of everybody’s time!

The best use for machine translation, then, is when you need to understand the general gist of a text. If you need an accurate translation that anyone can understand, you’ll want to opt for a computer-assisted translation.

Computer-Assisted Translation: Human Translation Enhanced with Computerized Tools

Computer-Assisted Translation is a human translation carried out with the aid of computerized tools. That is, a human translator is the one reading and deducing the meaning of the source text and transferring it into the target language. They are simply utilizing computerized translation tools to help them work more quickly and accurately.

You probably already use some of these tools yourself. For example, nearly every word processor, and many web browsers, have a built-in spell checker and/or automatic spelling correction function. This saves writers and translators a lot of time looking up words in the dictionary!
Speaking of dictionaries, when a translator does need to look up a word, they can save time by using a computerized dictionary. As a translator, my most often-used tools are the multi-language dictionary (to help recall words that may be escaping me at that moment) and the thesaurus (to help me choose exactly the right word for my translation).

More complex computerized translation tools include translation memory tools (databases of texts in multiple languages), terminology managers (that help translators maintain consistent terminology throughout the translation), terminology databases (to help translators locate the correct terminology for that field), bitext aligners (which align the source text and the translation for side-by-side comparison), and more.

Source:  https://www.ulatus.com/translation-blog/machine-translation-vs-computer-assisted-translation-whats-the-difference/

Mata Kuliah Lintas Budaya

Apa itu hubungan Lintas Budaya?

Pada era globalisasi seperti saat ini terdapat banyak perusahaan atau organisasi internasional. Tidak dapat di pungkiri tentunya ada elemen – elemen di dalam organisasi atau perusahaan itu sendiri yang terdiri dari berbagai macam negara, suku bangsa, adat istiadat, agama, dan watak. Oleh karena itu tentunya dalam mengelola perusahaan atau organisasi tersebut dibutuhkan sisten untuk mengatur agar profesionalitas dapat tetap terjaga. Kita ambil contoh apabila dalam suatu kelompok yang terdiri dari berbagai macam sudut pandang terjadi suatu perselisihan, maka disinilah manajemen lintas budaya ini akan digunakan.

Budaya mempengaruhi perilaku, di mana budaya itu sendiri mendorong kembali manifestasi dari budaya. (Peter dan Olson, 1998). Perilaku yang dimiliki oleh seorang individu mungkin dipandang dan ditiru atau ditolak oleh individu yang lain. Hal tersebut kemudian menjadi norma-norma perilaku grup dan diidentifikasikan sebagai bagian dari budaya yang diperlihatkan di dalam populasi. Tindakan-tindakan manajemen bertindak sebagai suatu sarana untuk mentransfer arti-arti atau nilai-nilai yang secara kultural terdapat di lingkungan eksternal untuk diadopsi ke dalam organisasi, sehingga komunikasi yang digambarkan di dalam model merupakan suatu moderator utama dari pengaruh budaya terhadap perilaku. Kebanyakan riset-riset yang ada juga menyimpulkan pentingnya komunikasi untuk menyampaikan budaya yang ada di dalam suatu kelompok/grup.

Budaya mempengaruhi perilaku melalui manifestasi-manifestasinya, seperti yang diungkapkan oleh Hofstede, yaitu: Values, Heroes, Rituals, Symbols. Ini semua merupakan bentuk-bentuk di mana secara cultural penetapan knowledge disimpan dan diungkapkan. Karena itu, setiap budaya grup menghadapi manifestasi-manifestasi budaya yang berbeda pula.”

Manajemen lintas budaya sangat diperluakan dalam suatu kelompok internasional karena perbedaan latar belakang dari masing–masing komponen dalam kelompok tersebut tentunya mempengaruhi sifat dan cara kerja dari kelompok tersebut, disinilah peran manajemen sebagai alat komunikasi sehingga elemen–elemen tersebut dapat saling mengerti satu sama lain, agar kinerja dari masing–masing elemen itu sendiri dapat maksimal.

Manajemen lintas budaya tidak hanya berperan sebagai komunikator elemen dalam kelompok itu saja, tetapi manajemen lintas budaya juga membentuk budaya tersendiri didalam kelompok tersebut. Didalam penyesuaian para elemen dari kelompok lintas budaya tersebut tentunya ada beberapa hal yang harus dihadapi oleh para elemen kelompok tersebut seperti yang saya kutip dari “Barna (1983) menerapkan model tahapan Selye (1974) terhadap sindrom adaptasi yang umum untuk menjelaskan fase dari penyesuaian ekspatriat. Fase-fase tersebut adalah:

1. Tahapan munculnya pertanda reaksi

Pada tahapan ini, para ekspatriat yang ditempatkan di Host Country mulai menunjukkan gejala-gejala reaksi terhadap culture shock. Mereka mulai menunjukkan tanggapan terhadap budaya yang berbeda yang harus mereka adaptasi.

2. Tahapan perlawanan;

Selanjutnya, muncul sebuah tindakan-tindakan yang merujuk terhadap sebuah perlawanan dan konflik diri terhadap kebudayaan yang menyebabkan shock.

3. Tahapan kejenuhan.

Ekspatriat yang telah mengalami konflik akan mendapati rasa jenuh dan letih akan budaya baru yang tidak dapat mereka adaptasi. Rasa letih ini dapat berupa letih fisik dan/atau letih rohani.
Anggapan Barna bahwa usaha dalam rangka memperpanjang dan menggiatkan aktifasi fisiologis terhadap karakteristik individu-individu yang mencoba untuk menyesuaikan lingkungan yang tidak familiar bagi mereka dapat menghasilkan culture-shock.

“Para peserta harus menilai kepentingan relatif dari karakteristik kepribadian yang dianggap berkontribusi pada kesuksesan ekspatriat itu. Sebuah analisis faktor dari tanggapan mengidentifikasi lima faktor pengetahuan pekerjaan dan motivasi, keterampilan relasional, fleksibilitas atau adaptasi, keterbukaan budaya ekstra, dan situasi keluarga. Situasi keluarga faktor peringkat tertinggi dalam urutan pentingnya, hasil yang menguatkan penelitian lain pada tugas internasional (hitam et al. 1999). Dalam rdanalysis data mereka, Arthur dan Bennett (1997) digunakan di Campbell (1990) teori kinerja pekerjaan sebagai kerangka dan uji coba terhadap empat model alternatif dari kinerja pekerjaan pengalihan internasional. Hasil analisis faktor konfirmatori menunjukkan bahwa delapan -faktor menunjukkan solusi paling cocok untuk data. Faktor-faktor yang berlabel fleksibilitas, situasi keluarga, manajemen atau administrasi, integritas, usaha, toleransi, lintas -wisata budaya dan keterbukaan.”

“Sebaliknya, hasil studi oleh Parker dan McEvoy (1993) menunjukkan bahwa penyesuaian bekerja di luar negeri terutama dipengaruhi oleh variabel organisasi (kompensasi dan peluang karir), sedangkan penyesuaian kehidupan secara umum terutama adalah fungsi dari faktor individu, organisasi, dan lingkungan dengan menggunakan data dari 169 ekspatriat. Hitam dan Gregersen (1991) juga menyelidiki hubungan antara pekerjaan individu, organisasi, dan non-kerja prediktor dan tiga aspek penyesuaian lintas budaya. Orang dan situasi karakteristik tampaknya menunjukkan pola hubungan yang kompleks dengan dimensi penyesuaian lintas budaya. Stahl (1998) mengeksplorasi strategi mengatasi dari 120 ekspatriat jerman yang ditugaskan ke Jepang dan Amerika Serikat. Hasil penelitian menunjukkan bahwa kedua negara berbeda-beda dalam masalah dan konflik mereka hadir untuk ekspatriat. Setiap kelas dari situasi stres memerlukan satu set khusus untuk mengatasi kegiatan yang dapat dikaitkan dengan ciri-ciri kepribadian seperti kebutuhan untuk belajar, extraversion, dan empati, bagaimanapun, karakteristik kepribadian dari ekspatriat yang sukses di berbagai negara dan dengan pekerjaan yang berbeda menunjukkan varians kecil suatu menemukan bahwa mendukung gagasan dari jenis luar negeri umum.”

Manajemen lintas budaya dapat membantu kita memahami bagaimana lingkungan kelompok yang terdiri dari berbagai latarbelakang dan tentunya dapat menunjang kinerja dari elemen dalam kelompok tersebut.

link:  http://bbs.binus.ac.id/ibm/2017/06/manajemen-lintas-budaya/

CALL

INTRODUCTION
 
The main purpose of this resource booklet is to give Thai university English language teachers a brief overview of the development of Computer-Assisted Language Learning (CALL) and how computers have been used or can be used for English language teaching (ELT) and learning. Its focus is on the history of CALL, uses of CALL in English language teaching, and advantages and limitations of CALL.
The chapter is divided into 5 sections: (1) Definition of CALL, (2) History of CALL Development, (4) Uses of CALL in English Language Teaching, (5) Advantages and Limitations of CALL, and (6) Tips in using CALL. A CALL bibliography (printed materials and online resources), as a resource for interested ELT teachers, is available at the end of the volume.

Definition of CALL
 
Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. More specifically, CALL is the use of computer technologies that promote educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes. There are several terms associated with CALL. CALL is variously known as Computer-Aided Language Learning (CALL), Computer-Assisted Language Instruction (CALI) and Computer-Enhanced Language Learning (CELL). The first two terms generally refer to computer applications in language learning and teaching, while CELL implies using CALL in a self-access environment (Hoven, 1999).
 
 
 
Why CALL?

The reasons why ELT teachers use CALL:

• Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).
• New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.
• Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).
• The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
• The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.

HISTORY OF CALL DEVELOPMENT
This section gives a brief history of CALL development. The review aims at showing, chronologically, the development of CALL over the last 30 years by linking to important technological developments, theories of learning and language teaching approaches. Some key examples of CALL programs and projects developed in this period are also shown. Warschauer (1996) divides CALL into phases of development as follows: Behavioristic CALL, Communicative CALL, Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The beginning of a new phase does not necessary mean the end of programs and methods of the previous phase, rather the old is included within the new (Warschauer, 1996).
The historical development of CALL is summarized in the following table:
 
 
 
 
 
  Behavioristic CALL
 

Main-frame and Mini Computers (1950s-1970s)
Technological Development by Year	Approaches to Language Teaching	Approaches to CALL & Examples
1950 - Mathematician and computer pioneer Alan Turing predicted that one day there would be a machine that could duplicate human intelligence in every way. 1951- Whirlwind, the first real-time computer was built. 1957- FORTRAN language was developed. 1959-COBOL (Common Business-Orientated Language) was developed. 1960-Tandy Corporation founded. 1964-DEC Mini Computer was built. 1965-BASIC language was developed. 1967-Development on PASCAL 1968-LOGO language was developed. 1970-Development of UNIX operating system. 1971-First Microprocessor-4004 was invented. 1972-C language was developed. 1972-8008 Processor was released by Intel. 1972-The first international connections to ARPANET are established. ARPANET became the basis for the internet. 1974-Introduction of 8080. An 8 Bit Microprocessor from Intel. 1975-Formation of Microsoft by Bill Gates and Paul Allen. 1976-Apple Computer, Inc. founded, releasing the Apple II, first mass-market of PC. 1979-Introduction of 8088 processor. 1979-Compact disk was invented.	Empiricist theory Behaviorism Audiolingualism Structural Linguistics Principles of Language Learning: Focus on stimulus, response, reinforcement. Language learning is a process of habit-formation. Focus on drill and practice. Learn through imitation and repetition. Give immediate feedback. Individualized instruction was included to serve the pace of the learner.	Behavioristic CALL (eg. PLATO project: Aims at providing interactive, self-paced learning using mainframe computers.) Main characteristics of behavioristic CALL: Based on behaviorist theory of learning. Focus on receptive drills. Mainly drill and practice type software. Computer as tutor. Learning activities promote language accuracy rather than fluency. Designed to be implemented on mainframe and mini computers. Criticism of Behavioristic CALL: The Behaviorism and Audiolingualism were rejected theoretically and pedagogically by theorists and practitioners.

  Communicative CALL
 

Personal Computers (PC) (1980s)
Technological Development  by Year	Approaches to Language Teaching	Approaches to CALL & Examples
1980-Development of MS-DOS/PC-DOS began by Microsoft 1981-The first WIMP (Windows, Icons, Menus and Pointing Devices) by The Xerox Palo Alto Research Lab. 1982-The TCP/IP Protocol established, and the "Internet" is formed. 1982-80286 processor was released. Compaq released their IBM PC compatible 1983-MS-DOS 2.0 was released. Hewlett-Packard released LaserJet printer AT was released. Apple Macintosh was released. 1984- MS-DOS 3.0 was released. 80386 DX was released. 1985- Microsoft Windows was launched. 1985- EGA was released. 1985 - 80386 DX was released VGA was released 1988 - MS-DOS 4. The development of word processing such as: WordMaster WordStar WordPerfect	Cognitive  Psychology Communicative Language Teaching Transformational Grammar Principles of Language Learning: Learning is process of discovery, expression, and development. Focus on functions of the language. Emphasise on language use rather than usage. Contextualization is important. Communicative competence is the desired goal. Focus on using language forms rather than forms themselves. Teach grammar implicitly. Encourage students to produce language rather than manipulate the language, (Brown, 1994).	Communicative CALL: (e.g. Storyboard, Text reconstruction, Cloze exercises)  Serious educational applications appeared. A boom of CALL due to the introduction of Personal Computer Main Characteristics: View that drill and practice exercises did not yield enough genuine communication. Computer-based activities Focus on using the language in context. Non-Drill Practice format Type Text reconstruction Paced reading Cloze exercises Criticism of Communicative CALL: Computers were not fully well integrated into the curriculum. The greater contribution is on marginal rather than the central educational elements.

 
 
  Integrative CALL: multimedia CD-ROM
 

Multimedia CD-ROM (1980s-1990s)
Technological Development  by Year	Approaches to Language Teaching	Approaches to CALL & Examples
1982 Audio CDs was introduced 1982 Book on Audio CDs was introduced by Sony and Phillips--beginning of the Compact Disk 1982 MIDI, Musical Instrument Digital Interface was introduced. CD-ROM, invented by Phillips, produced by Sony 1989 CD-I released by Phillips and Sony. 1989 Release of Sound Blaster Card, by Creative Labs 1990 Introduction of Windows 3.0 by Bill Gates & Microsoft. 1990 - MPC (Multimedia PC) was introduced. 1991 - 80486 DX was released. A sound card and triple speed CD-ROM were added. 1992 Introduction of CD-I launched by Phillips. 1993 Pentium released 1993 a CD-ROM drive capable of 300KB/sec (double speed) was introduced.	Humanistic Approach Focus on Communicative Language Teaching: Focus on meaning. Use of authentic, meaningful and contextualized materials. Fluency in language is a primary goal. Focus on interactive language learning. Consider learners’ factors such as age, interest, learning styles, motivation. Tasks relevant to students’ real life interests and experiences (Felix, 1998) Shift away from language usage to language use (Felix, 1998) The teacher became a facilitator rather than the person who gives out information.	Integrative CALL:Multimedia CD- ROM (eg.Toolbook, Authorware, Planet English, Real English, Wiser Educator) Main Characteristics Use advantages of multimedia CD-ROM in teaching language for communicative purposes. Allow computer to incorporate a variety of media (text, graphics, sound, animation, and video) by Hypermedia.  Emerge of friendly-user, powerful authoring software such as ToolBook, Authorware, and Director. Based on communicative language teaching approach Built on student's intrinsic motivation Foster the interactivity between the learner and the learner, and learner and computer. Multimedia resources are linked together. Learners can navigate their own path and set their own pace by pointing and clicking mouse. More authentic language learning environment is created.  The four language skills are integrated.  Focus on content and language skills. Allow learners to link to a variety of sources such as grammatical explanations, glossaries, pronunciation, exercises, etc.

 
 
  Integrative CALL: internet applications
 

Computer-Mediated Communication (Internet) (1990s)
Technological Development  by Year	Approaches to Language Teaching	Approaches to CALL & Examples
1969-Computer-mediated communication (CMC) but serious applications appeared in early 1990s. 1960s-Hypertext was invented by Ted Nelson. 1989- World Wide Web--the integration of hypertext and the Internet- was invented by Tim Berners-Lee. 1990- Internet applications became popular such as E-mail, FTP, Talk (UNIX system) 1992- Gopher was released. The release of CERN (WWW), a hypertext based system for finding and accessing internet resources. 1993- Mosaic (Web browser) was released.) 1994- Netscape 1.0 was released. 1995- Windows '95 was launched with Internet Explorer by Bill Gates & Microsoft. 1995 - JavaScript was introduced by Netscape. 1998 – Windows’98 was released. 1995-1999 - Development of: QuickTime Real Audio  Real Movie Shockwave Web-based E-mail  Web-based Chat Voice Chat Internet Phone Emerge of web authoring software such as Hot Potatoes, Authorware, and Director. Desktop Conferencing	Communicative Language Teaching Focus on using the internet applications for communicative language teaching: Foreign language learning will be an acquisition of language content through purposeful and reflective participation. The curriculum is dynamic. The role of the teacher is a facilitator, an inseminator of ideas, who draws student’s motivation. The learner is responsible, reflective and creative. Textbook is a resource along with electronic resources. Classroom becomes a reconfigurable space with electronic facilities. (Debski (1997:47-48)	Integrative CALL: Internet Applications (eg. E-mail communication, FTP, World Wide Web, Chat, Gopher sites, MOO servers, CU-SeeMe, Desktop Video Conferencing) Aim at integrating computer-mediated communication applications for communicative language teaching as follows: E-mail Allow learners to have direct communication around the globe. FTP  Allow learners and teachers to download documents, graphics, sounds, videos, and animation. WWW Learners search and share different kinds of files on the internet (documents, graphics, sounds, video, animation). Chat:  Allow learners to have real time communication. Main Characteristics: Allow computer to incorporate a variety of media from the internet such as text, graphics, sound, animation, and video. Internet resources are linked together by Hypermedia.  Based on communicative. language teaching approach. Built on student's intrinsic motivation for authentic communication. Encourage interactivity between the learner and internet users around the world.  More authentic language learning environments are created.  The four language skills are integrated (listening, speaking, reading, and writing). Focus on a variety of content and multi-cultures.

USES OF CALL IN ENGLISH LANGUAGE TEACHING
 
This section gives a brief overview of how CALL has been used or can be used for the purpose of language learning and teaching. The use of CALL can be divided as follows: (1) Computer as Drill and Practice, (2) Computer as Tutor (3) Computer as Simulation / Problem Solving, (4) Computer as Game, (5) Computer as Tool for ELT teachers and learners, and (6) Applications of Internet for ELT.
 
Computer as drill and practice
 
In this use of CALL, computers are viewed as a tool for saving time with the immediate feedback. The learning principles behind Drill and Practice is the Behaviorism Learning Theory and the Audiolingual approach language to teaching. The main aim of Drill and Practice is to review the content / background knowledge, and to assist the learners to master separate language skills (such as reading, listening, etc.)
Drill and practice consists of three steps: Providing stimulus; Receiving active response from the learner; and Giving immediate feedback.
There are several types of drill and practice activities (exercises) such as Paired Associate (Matching); Sentence Completion; Multiple Choice; Part Identification; True-False; and Short-Answer questions.
 
Well-designed Drill and Practice programs can record the learner’s progress and scores and the time a student spends on each exercise. Some programs add timing features to help the learner to control their speed while practicing. Drill and practice CALL programs in the early years focused on practicing language skills and components separately (such as vocabulary, grammar (such as irregular verbs, past tense, articles), reading, and translation. A lot of drill and practice exercises were produced by classroom teachers. There are several limitations of Drill and Practice exercises such as the lack of interaction and content materials which are not authentic, meaningful, and contextualized (Felix, 1998). As a result, the receptive language drill and practice programs of the 1960s –1970s did not produce enough authentic communication for the learners.
 
Another type of Drill and Practice is so called "contextualized activities" such as gap filling, reconstructing texts, etc. Examples of these programs are those developed in early 1980s such as Cloze exercises, Text reconstruction, and Eclipse (by Higgins), etc. A key authoring program used to generate text reconstruction is Storyboard, written by John Higgins (Levy, 1997).
 
 

Computer as tutor
 
The role of the computer as tutor is to present to the learners the content of the lesson as text graphics, video, animation, or slides, including learning activities, drills and practice. The computer serves as a means for delivering instructional materials.
The program consists of the following stages: Introduction stage (stating aims, background knowledge), Presentation of the content, exercises and/or testing; and Giving the feedback.
Examples of CALL tutorial programs are:

• Grammar : Longman Grammar Software; Grammar Expert Plus; Tense Buster (Clarity Software); Grammar Mastery (ALA); Grammar Rom (Addison Wesley Longman); Grammar 3D: Contextualized Practice for Learners of English (Heinle & Heinle).

• Reading : Read It! Study Skills (Clarity Language Consultants) (EAP reading); RocketReader (1998) (a speed reading program); ReadFlex (Speed Reading); Reading for English (Athelstan) (Reading Comprehension); SEEN: Tutorials for Critical Reading (KenCD Software) (tutorials designed to develop analytical thinking and critical reading skills); Accelerated Reader (Advantage Learning Systems).

• Writing : Paragraph Punch (a writing tutor for effective paragraph); WriteExpress Easy Letters (effective business letters); Power Editing (an interactive tutorial on how to edit and revise sentences); Report Writer for Science and Engineering Reports (Clarity Language Consultants) (EFL/ESL report science and engineer writing).

• Speaking, Pronunciation & Listening: Learn to Speak (The Learning Company); English Pronunciation (1997-98) (Okanagan University College); Dragon, Naturally Speaking (A voice recognition program); See It, Hear It, Say It! (Courseware Publishing International); Accent Improvement (SpeakWare); Real English (Wiser Software).
• Integrated Skills / Courseware: Ellis (CALI), Dynamic English (DynEd); English Discoveries (Berlitz); English Language Development (Jostens); Rosetta Stone (Fairfield Language Technologies); Planet English (Unisearch Ltd and the University of New South Wales); Issues in English (Protea Software); Active English (Courseware Publishing International).

Computer used for simulation / problem solving
 
Simulations and problem solving is used to foster analysis, critical thinking, discussion and writing activities. The computer is not used much for tutorial purposes. The program is designed to create language interaction through problematic situations, conditions or problems challenging for the learner to solve. Many simulation programs are problem solving games, which are entertaining and educational ("edutainment").
Oregon Trail (1995-1998) (CD-ROM)<http://www.cd-romlink.com> is one of the earliest educational simulation problem solving games. The learners are challenged to make a series of decisions to guide their party from Missouri to Oregon by covered wagon. These decisions begin with choosing a departure date, through the daily decisions relating to pace, restocking and direction. The learners face a series of obstacles: fires, floods, injuries, no water, bad water, no grass, food spoilage, etc. The learners have to make life-or-death decisions. Though Oregon Trail is not directly designed for ELT classes, the teacher can create learning activities in both receptive and productive skills.
Other educational simulation problem solving games are Carmen Sandiego, A Day in the Life (1995), and Carmen Sandiego Word Detective (1999), which helps learners to master essential language skills, Amazon Trail II (The Learning Company) which is a simulation of a trip up the Amazon River.
 
Computer as game
 
The main principle behind computer gaming is that "Learning is Fun." The main aim is to create a pleasurable learning environment , and to motivate the language learner. However, good educational games should have clear educational objectives.
CALL games and simulation games are similar in that both are designed to motivate students to learn through entertainment. However, they are different in certain ways. Simulation games always use simulations (real life situations) in the presentation of a game, while CALL games focus on providing fun, but challenging environment to the learner. Though CALL games have clear learning objectives, they are different from Tutorials and Drill and Practice. The main function of CALL games is not so much to present the language content as tutorials do but to provide entertainment to the learner.
Examples of CALL vocabulary games are Spelling Games, Spelling Bee and Magic Hat, Scrambled Word, Word Worm, Hangman, Word Order, Find a Word, Word Puzzles, Spelling Buddy, Cross Words, I Love Spelling (DK multimedia), Scrabble Deluxe (Virgin Games) (Computerized version of the board game), etc.

LINK:  http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm