INTRODUCTION
Surabaya Merchant Marine Polytechnic, in the field of
education, is one of the vocational universities that continuously improves its
graduates' abilities to meet the demands of industries such as shipping
companies, port authorities, and all persons engaged in the maritime industry
both at home and abroad. The ability to speak in English is one of the skills
that should be enhanced. The role of attitudinal elements in second or foreign
language learning are deeply embedded in the psyche of the kids. Teachers and
scholars have universally regarded motivation as one of the important elements
influencing the rate and success of foreign language learning (Ghazvini & Khajehpour, 2011). Moreover, all
educational institutions should implement and standardize the management quality
(Sallis, 2006). The willingness
to communicate is the possibility of engaging in communication; it is the
willingness to speak in a second or foreign language (Aliakbari et al., 2016). For example, in
educational institutions that promote long-term quality programs and the
ability to communicate in English in order to meet the demands of the worldwide
maritime business. Learning a foreign language is essential at all educational
levels, therefore communicating in English has become a significant competency
that should be practiced in all academic settings (Fandi�o et al., 2019).
Education cannot be separated from technological
developments, especially in higher education to support learning (Sadiman & Rahardjo, 2002). The development
of educational technology produces various concepts and educational practices
that use the media as a source of learning (Sudjana & Rivai, 2009). The use of ICT
tools in EFL classes can enhance student learning; additionally, there is a
correlation between students' high motivation and the perceived need for CALL,
and students enjoy and appreciate their computer-based learning (Meshkat & Hassani, 2012). For example, it
was discovered that obtaining grammar points given via e-mail can be beneficial
in boosting learners' grammar scores using a computer as a tool and e-mail as
an application (Pirasteh, 2014). This creates the
impression that educational technology is comparable to media. However, this
view is actually paradoxical because the media's role is just to deliver the
lesson's substance or material. In education system, technology has role to
support curriculum development, including design, development, and
implementation (Sukomardojo & Ratnaningsih, 2022). Surabaya Merchant
Marine Polytechnic itself has a wide range of computer labs and simulators to
support learning activities.
�In connection
with English learning, Computer Assisted Language Learning or CALL is used. It
is a computer-aided learning media which easy to access, to spread, and to
stored (Levy & Hubbard, 2005). CALL could
improve Indonesian EFL learners� motivation (Adara & Haqiyah, 2021). Language
education has also experienced improvements in digital technology during the
last two decades, which have made substantial contributions to
computer-assisted language learning (CALL) along similar lines (Shahriarpour, 2014). Meanwhile,
according to Levy (1997), CALL is more
succinctly and more broadly as a search for study of applications of the
computer in language teaching and learning. CALL is thought to be a computer
application for language acquisition. However, based on observations, the majority
of classroom learning activities continue to rely on debate and lecturing.
According to the assessment, cadets' oral test results and practice were still
below average. Aside from test scores, the length of time spent speaking and
expressing things, such as picking vocabulary, was frequently problematic.
Furthermore, the speech is slow and lacks the bravery to initiate conversation
with lecturers or students. As a result, with the availability of a language
laboratory equipped with computers and the same total number of cadets in one
class, Computer Assisted Language Learning (CALL) using the approach of
discussion and lectures is projected to increase English speaking skills (Hashmi, 2016). Hence, the aim of
this study is to know how much the influence of Computer Assisted Language
Learning (CALL) combined with the discussion and lecturing method on the
students� English-speaking skill.
The test scores covered the length of time spent
speaking during Q&A and explaining their ideas or ideas, the difficulty in
picking terminology, the duration of speaking is also slow, and the lack of
bravery to begin talking to the lecturer or classmates. The average outcomes of
the capacity to speak English to as many as 60 cadets before taking action with
CALL media were less than 60% of the projected results, which were 80%. The sample's
aspects of speaking skills had a value of 40% for fluency of speech (fluency),
50% for grammar (structure), 50% for pronunciation (pronunciation), 50% for
tone of voice and pause (intonation and pitch), and 60% for understanding of
spoken material (comprehension). As a result, with the availability of a
language that is equipped with a computer and the same number of cadets in one
class, it is believed that computer-assisted language learning (CALL) with
discussion and lecture approaches can increase speaking skills in English.
METHOD
The study used quantitative study. Quantitative
research is concerned with numbers, reasoning, and an objective viewpoint.
Quantitative research focuses on numerical and unchangeable facts, as well as
thorough, convergent thinking rather than divergent reasoning such as the
spontaneous, free-flowing creation of a variety of ideas concerning a study
subject (Creswell, 2012). To find out if
the application of this study was either successful or not, there were 20
cadets in the Class II Nautica used as samples. The study used a quantitative
approach with experimental quasi-experiments (Arikunto, 2013). Data retrieval by
comparing initial ability with after taking the initial test (pre-test) and
final test (post-test). This study took on The Surabaya Voyagers Second Class.
In this study there are two variables of free or
variable x (independent variable) and variable bound or variable y (variable).
The free variable was the study of vocabulary using games. This variable can be
manipulated and controlled by researchers. Whereas the fixed variable was the
ability of the SMCP of the English maritime language of the cadets.
This variable can be manipulated and controlled by the
researcher. While the dependent variable is the SMCP vocabulary ability in
maritime English of the cadets. The location used in this study is the Surabaya
Merchant Marine Polytechnic class Nautica C semester II.
Whereas the fixed variable was the ability of the SMCP
of the English maritime language of the cadets.
1)
The methods
of data collection used in the study are those of tests and the questionnaire.
Test method testing methods are used for data retrieval, (pre-test) for
treatment before treatment and post-test, after treatment is administered.
2)
Method of
observation (observation) Observation methods are used to identify any or no
obstacles to the implementation of the game games "catch, play ball,"
"scavenger hunt," and "quiz show" at vocabulary class.
RESULTS AND DISCUSSION
This session discussed some
matters related to the processing of data for research, starting with:
Presentation of data, analysis presentation, hypothetical testing, and research
results. As for more details, as follows: Starting and final tests are analysed
with the following steps:
1) Determining
assessment criteria given to cadets and tabulating frequencies according to
assessment category
2) Based
on the data tabulations, the percentage of each according to the margin.
3) The
sum deduction of each data is derived from the small percentage.
4) In
this data analysis, it's searched for a percentage of the extent of SMCP
Maritime English vocabulary proficiency on initial and final tests to find out
the improvement in vocabulary proficiency. Pre-test value data from 20 cadets
were obtained and shown with the following descriptive statistics:
Table 1
Maritime English Pre-test
Scores
|
N
Valid
|
20
|
|
Missing
|
0
|
|
Mean
|
62.1000
|
|
Median
|
68.0000
|
|
Mode
|
60.00
|
|
Std.
Deviation
|
4.37547
|
|
Minimum
|
38.00
|
|
Maximum
|
92.00
|
|
Sum
|
1242.00
|
Based
on Table 1 above, the value of the average (mean) is 62.10, the minimum on which
the cadet gets is 38 and the maximum value of 92 and The Frequent mode or score
of 60.
Table 2
Distribution of The Frequency
of Maritime English Achievement Value
|
Valid
|
Frequency
|
Precent
|
Valid Precent
|
Cumulative
Precent
|
|
38.00
|
1
|
5.0
|
5.0
|
5.0
|
|
48.00
|
3
|
15.0
|
15.0
|
20.0
|
|
50.00
|
1
|
5.0
|
5.0
|
25.0
|
|
54.00
|
1
|
5.0
|
5.0
|
30.0
|
|
60.00
|
4
|
20.00
|
20.00
|
50.0
|
|
62.00
|
3
|
15.0
|
15.0
|
65.0
|
|
68.00
|
1
|
5.0
|
5.0
|
70.0
|
|
70.00
|
1
|
5.0
|
5.0
|
75.0
|
|
72.00
|
1
|
5.0
|
5.0
|
80.0
|
|
74.00
|
1
|
5.0
|
5.0
|
85.0
|
|
76.00
|
1
|
5.0
|
5.0
|
90.0
|
|
78.00
|
1
|
5.0
|
5.0
|
95.0
|
|
92.00
|
1
|
5.0
|
5.0
|
100.0
|
|
Total
|
20
|
100.0
|
100.0
|
�
|
Based
on Table 2, it shows that the most common value is 60 with the number of cadets
as many as 4 or 20% of the number. Whereas the least of which appears is
38.50,54.68.70,72,74,778 and 90 of the remaining 30.�
Maritime
English Post-Test value data presentation of 20 cadets is obtained with
descriptive statistics as follows:
Table 3
Maritime English post-tests
scores
|
N������������������
Valid
����������������������
Missing
Mean
Median
Mode
Std. Deviation
Minimum
Maximum
Sum
�
|
����������������������
20
�
0
80.2000
80.0000
82.00
8.0786842
60.00
94.00
1604.00
|
Based
on Table 3 above, the average value (mean) for 80.20 minimum value cadets get
is 60 and the maximum value they reach is as high as 94. Frequent score of 82.
Table 4
Distribution of English
Post-Test Value Frequency Maritime
|
Valid
|
Frequency
|
Precent
|
Valid Precent
|
Cumulative
Precent
|
|
60.00
|
1
|
5.0
|
5.0
|
5.0
|
|
70.00
|
1
|
5.0
|
5.0
|
10.0
|
|
72.00
|
2
|
10.0
|
10.0
|
20.0
|
|
74.00
|
2
|
5.0
|
10.0
|
30.0
|
|
78.00
|
1
|
10.0
|
5.00
|
35.0
|
|
80.00
|
2
|
20.0
|
10.0
|
45.0
|
|
82.00
|
4
|
5.0
|
20.0
|
65.0
|
|
84.00
|
1
|
10.0
|
5.0
|
70.0
|
|
86.00
|
2
|
10.0
|
10.0
|
80.0
|
|
88.00
|
2
|
5.0
|
10.0
|
90.0
|
|
90.00
|
1
|
5.0
|
5.0
|
95.0
|
|
94.00
|
1
|
5.0
|
5.0
|
|
|
Total
|
20
|
100.0
|
100.0
|
�100.0
|
Based
on Table 4, it appears that the frequently appear value is 82 with a total of 4
or 20% of the number of cadets. While at least 60, 70, 78, 84, 90 and 94 in the
number of 1 person.�
In
the maritime English vocabulary test instrument, given a value of 1 for the
correct answer and vice versa given the number 0, then the processing is
carried out using validated analysis of the Pearson Correlation Method obtained
the following calculations:
Table 5
Pearson Correlation's
calculations for the validity test
|
No
|
The Points
|
Conclusions
|
|
1.
|
.691**
|
Valid
|
|
2.
|
.642**
|
Valid
|
|
3.
|
.826**
|
Valid
|
|
4.
|
.848**
|
Valid
|
|
5.
|
.738**
|
Valid
|
|
6.
|
.681**
|
Valid
|
|
7
|
.426**
|
Valid
|
|
8.
|
.756**
|
Valid
|
|
9.
|
.384**
|
Valid
|
|
10.
|
.419**
|
Valid
|
|
11.
|
.443**
|
Valid
|
|
12.
|
.515**
|
Valid
|
|
13.
|
.632**
|
Valid
|
|
14.
|
.496**
|
Valid
|
|
15.
|
.361**
|
Valid
|
|
16.
|
657**
|
Valid
|
|
17.
|
427**
|
Valid
|
|
18.
|
350*
|
Valid
|
|
19.
|
509**
|
Valid
|
|
20.
|
661*
|
Valid
|
Based
on Table 5, that maritime English test instruments have 20 problems with
different things. By comparison with table 5% (n =20) by 0356, it is decided
that the English assessment is valid because t calculating > table.� As to know the reliability of the English
maritime test, it can be calculated using a version of the SPSS program 17.0
and obtained the following results.
Table 6
Table of calculating
Reliability Test
Case Processing Summary
|
|
N
|
%
|
|
Cases�� Valid
Excluded Total
|
20 0
20
|
100.0
.0
100.0
|
Listwise
deletion based on all variables in the procedure
Table 7
Reliability Statistics
|
Cronbach�s
Alpha
|
Cronbach�s
Alpha Based On
Standardized
Items
|
�
�
�
N of items
|
|
.755
|
.743
|
20
|
Based
on Table 7, they obtained a host of technical analyses with the value of
Cronbach alpha 0.755, which is more than an alpha religious requirement of the
amount, 0.6, so that the test instrument was restated reliable or when
re-examined the latter at later time, it obtained no different results.� The usage of the independent test first
sample is to find out if there's a difference between pre-test and post-test
scores. The meaning of the word independent is free, which means no relation
between two samples or two values will be tested. To perform the test, it
requires a preliminary hypothesis as follows.
The two groups come from
different classes. To perform the T-test, the following initial hypothesis is
needed:
H0:
There is no significant effect in the use of Computer
Assisted Language Learning (CALL) media using discussion and lecture methods on
English speaking skills.
H1:
There is a significant influence in the use of Computer Assisted Language
Learning (CALL) media using the discussion and lecture method on English
speaking skills. Obtained the following results.
Table 8
Computer Assisted Language
Learning (CALL) using discussion and lecture methods on English speaking skills
|
Group
|
Mean
|
T arithmatic
|
Df
|
|
CALL & discussiom
|
19.0
|
0,501
|
59
|
|
CALL & presentation
|
18,5
|
�
Based
on Table 8. It can be seen that the value of the T arithmatic has a probability
of 0.501. Because the probability is > 0.05, then H0 is rejected, or in
other words, there is a difference between the pre-test results of the CALL
group with the discussion method and the CALL group with the lecture method.
CALL
group post-tests data with discussion. In this group, they bound teaching and
learning activities with maritime English subjects and computer-assisted media
or Computer Assisted Language Learning (CALL) which are also the same as the
discussion method.� Before the post test,
lecturers and cadets were asked to demonstrate their ability to speak in
English by means of roleplay, namely communicating using a ship in an emergency
and asking for help immediately. Another cadet. Act as another ship that
responds and will provide assistance. After this activity was completed, in
this study speaking skills are studied only in three categories: grammar,
fluency and comprehension. were immediately discussed in the form of questions
and answers, especially in overcoming obstacles or problems encountered such as
pronunciation errors, grammar, and others. After that, the post-tests were
done.
Table 9
Descriptive Statistics
Post-test CALL with Discussion Group Method
|
N������������������������������� Valid
Missing
Mean Median
Mode
Std. Deviation Minimum
Mximum
|
25
0
80.0689
88.0000
80.0000
4.2329
77
92
|
Based
on Table 9, it is known that from 25 cadets, the value or score of speaking has
an average (mean of 80.06%. While the number of middle (median) is 88 and the
mode or value that often appears is 88. For the lowest value is 77 and the
highest value is 92. Then for the distribution of data, the value of 77
appears, the value of 78 is 6, and the value of 80 is 8, the value of 88 is 6,
and the value of 92 is 1.
Table 10
Frequency of Distributed
Post-test CALL with Discussion Group Method
|
|
Frequency
|
Percent
|
Valid Percent
|
Comulative Percent
|
|
Valid
|
|
4
|
16.0
|
16.0
|
16.0
|
|
77
|
|
6
|
24.0
|
24.0
|
40.0
|
|
|
78
|
8
|
32.0
|
32.0
|
72.0
|
|
|
80
|
6
|
24.0
|
24.0
|
96.0
|
|
|
88
|
1
|
4.0
|
4.0
|
100.0
|
|
|
92
|
|
|
|
|
In Table
10, they bound teaching and learning activities with maritime English subjects
and computer-assisted media or Computer Assisted Language Learning (CALL) which
are also the same as the discussion method.�
Before the post-test, lecturers and cadets were asked to demonstrate
their ability to speak in English by means of roleplay, namely communicating
using a ship in an emergency and asking for help immediately. Another cadet.
Act as another ship that responds and will provide assistance. After this
activity was completed, in this study speaking skills are studied only in three
categories: grammar, fluency and comprehension. were immediately discussed in
the form of questions and answers, especially in overcoming obstacles or
problems encountered such as pronunciation errors, grammar, and others. After
that, the post-tests were done.
Table 11
Descriptive Statistics
Post-test CALL with Discussion Group Method
|
N
Valid
Missing Mean Median
Mode Std.Deviation Minimum Maximum
|
25
0
71.3200
70.000
70.000
4.2329
65
80
|
Based
on Table 11, the data processing in table 11 above, it is known that of the 25
cadets, the score for speaking has an average of 71.32. While the number of the
median is 70 and the mode or value that often appears is 70. The lowest value
is 65 and the highest value is 80. Then for the distribution of data, the value
of 65 is 2, the value of 70 is 13, and the value of 73 is 6, the value of 75 is
3 and the value of 80 is 1.
Table 12
Frequency of Distributed
Post-test CALL with Discussion Group Method
|
|
Frequency
|
Percent
|
Valid Percent
|
Comulative Percent
|
|
Valid
|
|
�
�������2
|
8.0
|
8.0
|
8.0
|
|
65
|
|
������ 13
|
52.0
|
52.0
|
60.0
|
|
|
70
|
������ 6
|
32.0
|
32.0
|
82.0
|
|
|
73
|
������ 3
|
24.0
|
12.0
|
96.0
|
|
|
75
|
������ 1
|
4.0
|
4.0
|
100.0
|
|
|
80
|
|
|
|
|
Table 13
Post-test test results
between the CALL Group with Discussion Group Method
|
Group
|
Mean
|
�Calculated T
|
|
CALL & Discussion
|
21.48
|
1.301
|
|
CALL &
Lecturer
|
19
|
49
|
Regarding
Table 12, the calculated t value has a probability of 1.301. Because the
probability is > 0.05, then H' is a difference. Between the post-tests
results from the CALL group with the discussion method and the CALL group with
the lecture method.
Table 14
The difference between the
results of the pre-test and post-test �between
groups CALL with Discussion Group Method
|
Group
|
Mean
|
Difference Amount
|
|
Pre-test
group CALL with discussion
|
19.0
|
+248
|
|
Pre-test
group CALL with discussion
|
21.48
|
+248
|
|
Pre-test
group CALL with discussion group
|
18.5
|
+0,5
|
|
Pre-test
group CALL with discussion group
|
19
|
+0,5
|
Based
on Table 14, the results of the hypothesis test used T-test, we can find that
there is a significant difference using Computer Assisted Language Learning
(CALL) with discussion and lecture methods on English speaking skills. It's
clear from the results of hypothesis testing which shows the calculated T is
greater than the T-table at a significant level of 5%, thus it can be concluded
that the use of Computer Assisted Language Learning (CALL) media using diction
and lecture methods on English speaking skills resulted in indifference. The
final results in the two groups although higher results were achieved by the group
CALL with the discussion method. This can be seen in all the difference amount
by the CALL group with discussion compared to the call group with lectures,
namely 21.48 > 1.
CONCLUSION
The study's findings and discussion of research data
indicate that there is a substantial difference in the usage of
computer-assisted language learning (CALL) media employing dialogues and
lectures on English speaking skills. The results of hypothesis testing show
that the calculated T is greater than the T-table at a significant level of 5%,
so it can be concluded that the use of Computer Assisted Language Learning
(CALL) media using diction and lecture methods on English speaking skills
resulted in indifference final results in both groups, though the group using
CALL with the discussion method achieved higher results than the group using
CALL with the lecture method.
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THE ANALYSIS OF CALL, DISCUSSION AND LECTURE METHOD TOWARD STUDENTS� SPEAKING SKILLS