UJIAN AKHIR SEMESTER
TEACHING ENGLISH AS A FOREIGN LANGUAGE
Lecturer: Drs. Hartoyo, M.A., Ph. D.

TEACHING SPEAKING THROUGH GENRE APPROACH
TOPIC: EXPRESSION OF POLITENESS AND ASKING FOR CLARIFICATION
BY
Samsul Arifin/Class B/0708066035

INTRODUCTION
In this teaching practice, the practical teacher used SMPN 11 South Jakarta as the place of doing practical teaching. It is located at Jl. Kerinci VII Blok E/ no. 137 Kebayoran Baru, South Jakarta. There are twenty seven classes in this school. Grade IX consists of nine classes and my group used Grade IX.7 as the class for practicing teaching. The class has 42 students that consist of 18 boys and 22 girls. There are three main reasons why my group chose SMPN 11 Jakarta namely: (1) the school is well equipped with language laboratory and audio visual room; (2) the students of the school are familiar with utilizing information communication technology in learning language; (3) the students have homogeneous capability in mastering English.
In the implementation of KTSP SMPN 11 South Jakarta, an English teacher has duties that must done such as: (1) making preparation of conducting teaching; (2) doing teaching learning activities; (3) doing assessment; (4) doing analysis of assessment for both students’ absorbing power and learning mastery; and (5) doing remedial and enrichment activities. In this report, the writer focuses on analyzing three main duties of English teacher: (1) making preparation; (2) doing teaching learning activities; and (3) doing assessment.
The aspects of making preparation includes how the practical teacher made learning design called RPP (Rencana Pelaksanaan Pembelajaran) and how he chose and developed teaching material. Doing teaching and learning activities will be analyzed based on: (1) how well the teacher teach English uses two cycles of teaching and learning process (spoken and written cycles); (2) how the teacher applies four stages in teaching English: BKOF (building knowledge of field), MOT (modeling of text), JCOT (joint construction of the text), and ICOT (independent construction of the text). Finally, the aspects of doing assessment includes: (1) types of language assessment such as: quiz, oral question, individual and group assignment, presentation and performance; (2) types of instruments can be both in the form of test and the non test which includes observation, documentation, project, portfolio, etc.

MAKING PREPARATION
Both Mr. samsul and Mr. Iwan as teachers model have done a good preparation before doing teaching practice, e.g. making lesson plan, preparing some media or teaching aids and choosing appropriate material for the topic. The teachers have brought some teaching aids related to the topic and utilized ICT in language teaching. Some written materials have been developed to be used as text model. The teachers can develop the topic by using authentic material.

DOING TEACHING AND LEARNING ACTIVITIES
The English teachers opened the lesson by saying greeting to their students. They supposed to be able to stimulate their students to speak English by asking some questions about the expression politeness and asking for clarification explicitly. The teachers can set up the active situation to practice communication orally. The teachers also introduce the topic of the conversation. The teachers used the language expressions related to the topic and the students respond the questions directly. The teachers can explain the lesson clearly. The teachers are able to make students get discourse competence. First, the teachers explain some language forms that are produced and interpreted as the students communicate with each other. Second, the teachers facilitate their students to do a continuous stretch of language oral and written that has been produced as the result of an act of communication and perceived to be meaningful, unified and purposive. In modeling stage, the teachers start the activities by showing some pictures and ask some questions related to the pictures. Then, the teachers show a model of dialogue based on the picture given. After that, the teachers ask their students to read the dialogue loudly. Finally, the teachers ask their students to make dialogue based on the model dialogue given and practice it in pairs. In conclusion, the teachers have done two cycles and the four stages in teaching English.

THE STRENGTHS AND WEAKNESSES OF DOING TEACHING PRACTICE
From the teaching practice that is done by our group presented by Mr. Samsul and Mr. Iwan, I can conclude that both of them have done a good presentation of teaching. Both of them present teaching using two cycles and the four stages in teaching English. The teachers have brought some teaching aids and use ICT, then utilize them to help students understand the lesson more easily. The teachers can also utilize them to raise students’ motivation to learn the lesson. All of written materials in the form of dialogues have chosen as text models are really native and authentic. The way how the teachers explain the lesson can raise students’ interest in learning the lesson. When the students have some difficulties in understanding the lesson, the teacher can use variety of other types of questions so that the students can response the questions easily. The situation of the class created by the teachers is really very active.
The weaknesses of teaching presentation come from management of time and class, and assessment process. Both of the teachers cannot manage the time well. Most of the allocated time is used on building knowledge of field stage. The first teacher spends more than 45 minutes to open lesson. The teacher still explains the topic even though most of the students have understood it. The second teacher only spends 5 minutes to let their students to do activities of independent construction of the text. As a result, the teachers cannot explore the students’ ability to create and practice dialogue in pairs. The teachers’ voice was too soft so that the students who sit at the backside cannot hear the teacher’s voice. So many students give only little attention to the lesson and even most of them do not want to pay attention to the lesson and they do not do the assignment. It seems they got bored with the classes and presentation. The teachers can not manage the class effectively. There are some students who do not pay attention to the lesson and they only make a gang to play some trickery to disturb other students but the teachers do not know the situation. Some students do not make a dialogue but the teachers neglect them because they just focus on clever students. Unfortunately, they never give encouragement to the lazy students who are not able to make a dialogue so the class is only dominated by clever students. The teachers do not have enough time to do assessment. It is an ongoing process that encompasses a much wider domain. Whenever the students have difficulties in answering the tasks, the teachers answer by themselves. It seems that the teachers do not know the knowledge and have skills of assessing their students. Finally, the teachers have no time at all to summarize the lesson. The students who failed in understanding the lesson will continuously fail and lose appetite to learn the following lesson since the teachers do not summarize the lesson to their students understand the lesson more easily.

CONCLUSION
Through this report I can take conclusion that the practical teachers are able to make a good preparation before teaching material in a real class. They can also choose authentic materials and make some media to support their teaching. They also tried to apply variety techniques or methods in teaching. They can also teach with technology. They always try to follow how today’s learning is different from tomorrow’s learning and then try to apply them for the sake of student’s advantages. They perceive technologies as powerful tools for teaching and learning English. The most weaknesses I find during teaching practice are classroom management and not doing assessment of their students’ performance so they do not know whether their method in conducting teaching is really effective or not. Finally, I really appreciate with this activity and making a report of the teaching practice we have done is a good start for me toward a professional teacher since I am given an opportunity to write down what I believe about teaching and learning. I know what factors determine the successfulness of teaching learning.

Assignment 1 of ICT
Evaluation/Feedback of Teaching Learning Process

1. The Materials

The materials used in the course are really useful for me. I can improve my skill in operating computer especially the internet. The assignment of the subject must be sent through e-mail or website can encourage me to open the internet. It is a good technique to force me to operate the internet. I have got many inspirations to utilize computer or other electronic media in teaching my students after joining the course. I hope that I can make a design for teaching English by utilizing CALL. I need more time to practice my ability in operating computer or internet and I suggest to UHAMKA that ICT subject is really urgent for us as teachers. I want the ICT subject to be increased its credit (SKS), so we will get more knowledge about how to apply CALL in real teaching learning process.
2. The Method and Approach
The method and approach that Pak Hartoyo used in conducting teaching learning process during the course is appropriate especially for me as a GAPTEC teacher. Firstly I was introduced the theory of CALL (Individual Differences in CALL) by discussing the material together with my friends so I realize how important CALL is. Second, I was asked to practice the theories in doing practical work in computer laboratory. I can decrease my nervousness in operating computer because of the strong encouragement given by Pak Hartoyo.

3. Lecturer
Mr. Hartoyo is a brilliant teacher but he is a humble teacher. I know that you are still younger than me but you have already got Ph.D. You always respect us as teachers and you encourage us to be a creative writer. I know that you are very busy in doing your jobs with a lot of students in many places but you have to spare your time to send back the e-mail or SMS when we contact you. We want to get in touch with you by doing it. If you never send back my SMS or e-mail, it seems that you do not care about me. The only weakness I can see from you is organizing your time to teach us. I often come to my campus by my motorcycle for hundreds kilometers after working but you do not come to the class. It makes me disappointed.

4. Facilities
The facilities used in the class are not sufficient. They need to be improved to accommodate the increasing number of students. Some computers can not be operated.

5. Comment
I hope that the allocated time of studying ICT will be increased to be 4 SKS so we get enough time to do practical lab. ICT must much more relate to practice not just the theory. I need more practice to make instructional design by utilizing CALL.

Complete Name: Samsul Arifin

First Name: Samsul

Last Name: Arifin

Place and Date of Bird: Jombang, September 15, 1967

Main Job: An English Teacher of SMAN 10 Tangerang. I am also a leader of English Teacher Forum (MGMP) B. Inggris SMA Kota Tangerang. I have been teaching English since 1994. I and my colleagues are still compiling a book of Listening Comprehension. It is a guided book to face Ujian Nasional. We will have finished it by next month and we will distribute to you in the late of November, 2007. See you at MGMP Meeting on the first week of each months (every Tuesday). Thanks.

TEACHING ENGLISH THROUGH COMPUTER
(UAS OF ICT SUBJECT)

Introduction

The first language you learn to speak is called your native language. As a baby, you listened to your parents or other people speaking and then imitated the sounds you heard. Babies seem to be born with an ability to learn the language they hear. Native speakers learn as children to use the right words and arrange them in the right order without even thinking about it. If English is your native language, you will know automatically that “ I going bed “ is wrong, but I am going to bed is right.
When you learn a second language, you have to memorize its words and learn its rules. That is why learning a second language can be difficult and it sometimes makes us frustrated. Realizing the fact, many people try to use many ways in learning English as a second language to make learning of it become easier and more joyful. One of them is by utilizing a computer as a medium which can help us learn English effectively or what we usually call it as Computer Assisted Language Learning (CALL). One of the advantages of teaching English using computer is that we can learn more than the language itself, but we will be given a chance to know more about that language. There are many models of teaching English using CALL that can applied in teaching learning process such as: the audio-lingual model, the cognitive-code model, and the humanistic model.

What is Computer Assisted Language Learning (CALL)?

Computer Assisted Language Learning may be defined as “the search and study of applications of the computer in language teaching and learning” (Levy, 1997:1). Furthermore, Egbert (2005:4) says CALL means learners learning language in any context with, through, and around computer technologies.
From those definitions we know that the first definition prioritizes “application of computer” in its information structure, whereas the second definition not only prioritizes “learners learning language” but also broadens the potential types of relationships between computer technologies and language learning.
The role of technology in CALL can be thought of in terms of the metaphors of tutor, tool, and medium. In the tutor role, computers can provide instruction, feedback, and testing in grammar, vocabulary, writing, pronunciation, and other dimensions of language and culture learning. Voice interactive CALL can also stimulate communicative interaction. In the tool role, computers provide ready access to written audio and visual materials relevant to the language and culture being studied. They also provide reference tools such as online dictionaries, grammar and style checkers, and concordances for corpus analysis. The internet and databases can serve as tools for research. In medium role, a computer provides sites for international communication, multimedia publication, distance learning community participation, and identity formation.

What is the Best Way of Learning about CALL?

At the simplest level, one could get by with pre-packaged software, where, ideally, the only knowledge required would be that of turning the computer on and then loading the program. It is still the case that some degree of computer literacy is a considerable advantage. The alternatives open to the language teacher are the following:
1. Not to learn, to program, and to rely on high-quality software;
2. To learn simple programming means to be able to adapt and tinker with existing software-to improve it, to tailor it to local circumstances, or quite simply to make it work.
3. To learn an authoring language.
4. To reach semi-professional or professional programming standards.
But, not all teachers are computer literate or have limited computer expertise. The two solutions for overcoming these problems are:
First, employing specialist programmers to code according to language teaching specifications, in this way, the programs become non-trivial and integrally related to the teaching situation, while being attractive and not likely to crash every ten seconds or so.
Second, using an authoring language, that is a program which creates a program fairly simply which in turn can be used by learners.

Models of Language Teaching Using CALL

Relate to the software that is available in the field, there are many model of language teaching that can applied in the teaching learning process. Since the supply of programs available changes so rapidly, in this article the writer introduces five computer programs with their models of language teaching which can be used by an English teacher in teaching English to their students: Encarta, Cambridge Advanced Learner’s Dictionary, Hangman, Scrabble, and Longman Student.

1. The Audio-lingual Model
The audio-lingual model claims that language is learnt through the acquisition of association of stimulus and response; the aim of teaching is to get students are able to use structure, etc. automatically and unthinkingly in the appropriate situation. The techniques employed are usually drills in which students practice a particular, structural or lexical point until it becomes automatic, and exploitation activities which encourage transfer to less controlled situation. The prime belief of audio-lingual is that language is primarily speaking and listening, and that reading and writing are secondary skills that should be postponed as long as possible; the computer, however, depends almost totally on written language. For example, by using Encarta, not only can the students find the meaning of a word, but he or she can also hear how the word is pronounced. And by using Longman Student, the student can do listening exercises.

2. The Cognitive-code Model
The computer use of drills has in fact shaded over into another model, that of cognitive-code learning. For the advantage of the computer over the language is that it can analyze what the student writes, see if it conform to the expected answer and tell the students minimally if he is right or wrong, maximally the nature of his mistakes. Correction by the computer is only an advantage if we believe that the student learns by conscious awareness as in cognitive learning. If the student is encouraged to do exercises in Cambridge Advanced Learner’s Dictionary, or Longman Student’s Dictionary, the computer will tell them if he is right or wrong. Some games in Encarta Kids, such as Word Scrabble and Spelling Bee can be useful for the student. Besides that, trying out Hangman and Scrabble can be a way for the student to exercise their English vocabularies.

3. The Humanistic Model
The other popular model of language teaching is the humanistic, a collective name covering the somewhat different of methods united by their emphasis on their value of second language learning to the individual’s own development, whether cognitive, emotional, social or whatever. The aim of humanistic teaching is not to relate the students to the use of language in the external world but to develop the internal world of his or her personality and mind. Computer puzzles and word games popular on computer, such as exercises in Cambridge Advanced Learner’s Dictionary, Word Scrabble, and Spelling Bee (Encarta Kids) can be useful for the students to develop the internal world of his or her personality and mind. Besides that, the students can also experience the exciting games of Hangman and Scrabble.

The Advantages of Computer in Organizing English Teaching and Learning

Looked at from the point of view of the teaching models and of language as information processing, the computer has certain strengths of handling the English teaching and learning. Four distinct advantages of the computer can be recognized:

1. Its capacity to control presentation.
Unlike a book, it can present fragments which add up to a whole; it can do so with any built-in time delay chosen by the students or selected for him. It can combine visual or graphic information with text; it can highlight features of text using color and movement. Potentially this is a great advantage over the linear fixed presentation of a book.

2. Its novelty and creativity
Oddly enough the computer is creative. Unlike any other classroom aid, it can vary the exercise each time. It is done and adapted its language to what the students produce, within certain limits.

3. Feedback
The computer is capable of analyzing what the student does and taking account of this in what it does next. One way of using this capability is through error correction; the student’s mistakes can be characterized and the appropriate advice given to him; or the computer may best its next move on an analysis of what the student types, whether in terms of increasing difficulty of the exercise, or of an answer in an exercise, or of altering the screen display.

4. Its adaptability
The first three advantages of the computer applied to the student, the last applies to the teacher. Unlike books or tapes, which are produced in a single uniform from publisher, computer programs can be adapted by the teachers to suit the needs of their students. A sophisticated way of doing this is for the teacher to master sufficient programming expertise to adapt the vocabulary, the level, the scoring scheme, or whatever of a program to his or her students.

Conclusion

To conclude, the writer has looked at a range of uses of the computer in language teaching and has shown how it is at present utilizing only some of the possibilities. Typical existing programs concentrate on a limited area of language and are incompatible with most contemporary teaching models. It is hoped that this article will on the one hand spur on those involved with the communicative and humanistic models to start thinking how computers might be useful to them, and on the other side it provokes those involved with computers to develop techniques to exploit the unused potential and to make them more usable by teachers. Without such a bridge, the use of computers in foreign language teaching will turn into a meaningless activity, providing programs that no one actually wants to use about aspects of language that few people consider important.

References

TESOL, Volume 34, Number 3, March 2000, p. 619-625
TESOL, Volume 40, Number 1, March 2006, p. 183-203
Skehan, Peter. (1999). English Language Learning. London: University of London.

Article 1: Computer Assisted Language Learning:
Its Strengths and Weaknesses

Mid Semester Test of ICT Subject

Learning is a social activity. It requires many activities and it involves not only students and a teacher but also students and other students or even the students and educational media. Language learning can be done without being accompanied by a real teacher. A computer can act as if it is a teacher. Many teachers conduct teaching learning process through a computer as a medium. Computer can be a good medium to help the students learn English in an easier and interesting way. Through a computer, students can learn more than the language itself, they will be given a chance to know more about the language; here, I try to discuss the use of computer in teaching English. Of course, there are some advantages and disadvantages of utilizing computer in language learning process.
Computer Assisted Language Learning (CALL) relates to the use of computers for language teaching and learning. CALL offers many advantages for both teachers and students in learning language. First, computers can provide instructions, feed-back, and testing in grammar, vocabulary, writing, pronunciation, and other dimensions of language and culture learning. In this case, the teacher will only be a facilitator. He or she has been much helped by a computer. The teacher can easily control the activities of learning being done by his students. The programs that are installed and connected to the server will be easily controlled by a teacher. Not only that, a computer can also provide reading access to written audio and visual materials relate to the language and culture being studied by students. CALL also offers freedom for users to choose any topics of information available within the package (Hartoyo, 2006:27). A study conducted by Amstrong (2003) shows that learning achievement can be increased up to 50 percent when a teaching learning process utilizes CALL. Second, because of CALL’s flexibility of time, it can allow the students to determine what particular topics and how long they want to learn. Hence, students who miss the class because of some reasons, for instance illness, still have an opportunity to learn the particular topic taught in the classroom because the programs are available in the CALL program (Hartoyo, 2006:30). It can stimulate an individual interactive learning program, so both ‘fast and slow’ learners can take the benefit from it. The third, CALL can give a new role to teaching materials. Out of the content of CALL, teaching materials are really passive. Although the students said or did could influence in any deep sense the linear progression of the contents in CALL, materials adapt themselves to the requirements of the individual students; that is they become interactive (Peter, 1993:5).
Despite the fact that there are some advantages of utilizing computers in language learning, there are also a bit of disadvantages of CALL. The CALL program is considered to be much less handy. It is much different from traditional books that are small enough to be carried around and studied wherever and whenever students wish, on a train, on a bus, at home, in the middle of the night, or in a dentist’s waiting room (Anzel et al, 1992). Furthermore, at current time most of students do not possess their own computer at home; therefore, they just used computers available in their schools in which the opening hours are very restricted. Working long hours with computers also can make students’ eyes strain and tiring. It may, sometimes, account for the eye irritation and pain. CALL sometimes decreases the interaction among students or what we call the social aspect of schooling. It can not promote physical activities. Besides that, CALL is costly enough for the programmers or teachers. A lot of funds have to be provided to buy some equipments, design programs, and for its maintenance. The school with limited budget will find some obstacles in funding the CALL program. To create a program of CALL must have at least forty computers for one class capacity. Of course, lots of money needed for building computer laboratory. A lot of money is also needed to train teachers, especially English teachers, since there are only a few of English teachers who can operate computers as well as its new software.
In conclusion, the use of computers in language learning has so many advantages that we as English teachers must utilize it in a real teaching learning process to maximize students’ language potentiality. Talking about its weaknesses, we, as teachers, must inform to stake holders about the urgency of utilizing CALL in teaching learning process since most of the weaknesses come from the financial point. A school can train some English teachers to be able to operate computer as long as there is enough budget to do the program.

References

Anzel, Betina and A.H. Jucker. (1992). Learning Linguistics with Computers: in
Individual Differences in CALL by Hartoyo, 2: 31.

Amstrong, Thomas. (2003). Setiap Anak Cerdas: Panduan Membantu Anak Belajar
dengan Memanfaatkan Multiple Intellegence, Terjemahan Rina Buntaran.
Jakarta: Gramedia Pustaka Utama.

Hartoyo. (2006). Individual Differences in Computer Assisted Language Learning
(CALL). Semarang: Universitas Negeri Semarang Press.

Peter, Scrimshaw. (1993). Language, Classroom, and Computers. London: British
Library Cataloguing in Data Publication.

I am really proud of being a teacher. I am quite sure that I can improve my career opportunity in this profession. I got surprised when I ask my first son about what he wants to be in the future. He answered An English Teacher. His answer gives me a strong motivation to improve my career.

Hi, I am Sam. I am an English Teacher of SMAN 10 Tangerang. If you want to know more about the current event of MGMP Bahasa Inggris SMA , you can see it on this Weblog. After Lebaran, we are going to have an activity of seminar. The topic is about how to teach speaking through GENRE Approach. Do you want to know more about it. Please join the seminar. Get the invitation freely through MGMP SMA Kota Tangerang. Talking about an other seminar, we are going to held an English Seminar and Workshop ” How to Create An Instructional Design Based on Genre by Utilizing ICT”. The Seminar will be held on December, get the information and invitation from UHAMKA or MGMP Bahasa Inggris in your own region. The seminar will invite the expert of ICT from Universitas Negeri Semarang, Pak Hartoyo, M.A., Ph.D. and One of my senior colleague from MGMP Bahasa Inggris DKI Jakarta. You will also be guided how to construct an instructional design based on ICT during the full day workshop. 

ICT Assignment 2
Comment of CD Learning
By Drs. Hartoyo, M.A., Ph.D.

I. CD 1 (TALK NOW)

1.1 INTERACTIVITY
This program can stimulate interaction. It seems that the computer is a living thing that can communicate with the user, for example, if we click wrong answer, it will tell us by saying “NO”. If we click right answer, it will say “YES”. When we can answer all of the questions, it will also give us reward by saying “SELAMAT”. (The Score is EXCELLENT)

1.2 USABILITY
It is really very flexible program. The user can choose the exercise which he likes by choosing the menu. If the user thinks that the exercise is too difficult, he can skip it. The program is easy to be operated since the navigation buttons are easy to be understood. For example, if we want to change the language, we choose the symbol of flag and if we want to quit the program, we just click the picture of foot. (EXCELLENT)

1.3 CONTENT NT APPROPRIATENESS
The materials are suitable for the sixth grade of elementary students or the first grade of SMP students. (VERY GOOD)

1.4 EFFECTIVENESS
The program can help the users to improve their vocabulary, phrases, and pronunciation. The only weakness is for some certain exercises that do not display their spelling. (FAIRLY GOOD)

1.5 PERFORMANCES
The presentations and illustrations are very interesting, attractive and colorful. The programmers should try to insert some popular characters to children, for instance, characters of cartoons. (FAIRLY GOOD)

II. CD 2 (TALK MORE)

2.1 INTERACTIVITY
This program can also stimulate the user, but I think it will be better if the program give a reward to the user who can get high score or a bit comment if the user can only get poor score. (GOOD)

2.2 USABILITY
The users will often click a wrong button since the program is lack of information. I suggest giving some information to avoid clicking the wrong buttons. (GOOD)

2.3 CONTENT APPROPRIATENESS
The materials presented are suitable for junior high school students or the first grade of senior high school students. (FAIRLY GOOD)

2.4 EFFECTIVENESS
The program is really helpful to enlarge students’ vocabularies. They are put in a context. The phrases are really useful for students to understand the words. The illustrations given by the program are also meaningful. (VERY GOOD)

2.5 PERFORMANCES
The most weakness of this program is on the presenter. The users must be given freedom to choose the presenter whom they like best, for example, a well-known singer or the name of a cartoon character. It is necessary to make the users not bored. (GOOD)

III. CD3 (ISSUE IN ENGLISH)

3.1 INTERACTIVITY
Because of lack of information about the program, the users will get confused in choosing the menu. They will also get confused to choose the level of exercises because there is no information about it. The same case happen when the users want to escape, they do not know which button that must be clicked. (ENOUGH)

3.2 USABILITY
The pictures, the symbol, and the navigation buttons used in this program are not good enough. They are not so clear that the users will have difficulties in operating it. (ENOUGH)

3.3 CONTENT APPROPRIATENESS
The materials presented in the program are suitable for junior or senior secondary school. The users will get a lot of information about the highlight of the words by clicking the words or phrases. So, the users do not need to open their dictionary very often. (VERY GOOD)

3.4 EFFECTIVENESS
The program provides information about words, phrases, and tenses. The explanations are clear enough to be understood. The tense that is discussed in the program is suited according to the level of difficulty that can be chosen by the users. They are suitable for senior secondary school. (VERY GOOD)

3.5 PERFORMANCE
I think the color used in the presentation is too monotonous. The presentation is boring since there is no variety of background in the presentation. (POOR)

IV. CD 4 (SONGS)

I can not open this CD. It might be caused by my poor ability in operating computer. Fortunately, I can open it by using VCD and here are a bit comments about it.

4.1 INTERACTIVITY
The users can only choose what they want to listen. Talking about the buttons used in the CD, they must be improved to be standard as the other compact discs of song.

4.2 USABILITY
The teacher can use the CD as a part of a game in teaching learning process. The weakness of this CD is flexibility. It is not flexible, but the teacher can use the big screen in front to have its variety.

4.3 CONTENT APPROPRIATENESS
It is suitable for students from kindergarten to elementary level. It can be used to develop students’ vocabulary mastery through song. It can also be used to teach them some moral values of life.

4.4 EFFECTIVENESS
One of the usefulness of song is to increase students’ vocabulary. It will be more enjoyable and interesting.

4.5 PERFORMANCES
The lyrics of the songs that are used in this CD are easily to be understood and remembered. They are quite helpful create enjoyable learning since they can easily memorize the lyrics and understand them. Talking about the lay out of the CD, they are standard.