A.

Background
As part of the research and development agenda, we are currently focusing on information and users Communication
Technology (ICT) about teaching and learning English as a foreign language (EFL). Suggestion for research that ICT has the most
positive effect on language teaching and learning where it is targeted at certain fields, especially reading, with a clear rationale for
its use from the basis of extensive research on ICTs, on pedagogy and on developing student learning in classrooms. In the
Indonesian national curriculum, English has been classified from the basic level to the university level. This paper is talking about
reading. Reading is the best way to improve your vocabulary! The context of articles, stories, and conversations helps you figure
out and understand the meaning of English words in the text that are new to you. Reading also provides repetition of vocabulary
words you have already learned to help you remember them. Reading comprehension is easier if you already know the keywords
in the reading. This is one reason that new vocabulary is presented and practiced at the beginning of each USA Learns unit. You
learn the meaning and practice the pronunciation of the most important words that you will later read in video scripts and reading
lessons. Here also introduced methods in improving reading learning. the method raised by the researcher is dexway blended
learning. Dexway Blended Learning Method combines face to face classes with online training. A method which recreates real-life
situations organized in a learning environment combining multimedia content with live interaction. The student’s language skills
develop naturally through structured lessons. Student progresses during each lesson at their own pace starting with vocabulary
warm ups and gradually building up to more complex exercises. This system allows progressive and flexible learning of grammar
rules, lexical and phonetic concepts through practice.

B. Article
NO. AUTHOR YEAR TITTLE OBJECTIVE METHOD FINDING CONCLUTION
1. Nor Ashikin 2012 The Effects of One of the objectives of the Quantitative In the pretest, the highest Firstly, for all the three modes, it
Yusofa and Web-Based study is to determine the effects method mean is from the group that was found that the pretest and
Norkamruzita Language of learning passive voices in was supposed to be exposed posttest had a significant
Saadon Learning on three different English classes to the integrated mode difference. Thus, these three modes
University which applied three different (PreWT) and the lowest of instruction can improve the
 Students' modes of teaching, which were mean is from the cyber
Grammar the traditional face-to-face mode. This could be
Proficiency method, integrative method contributed to the maximum
(traditional and webbased mark that one of the students
materials) and web-based had, which is 6 out of 10
marks. After the treatment,
learning method. Furthermore, it
based on the posttest results,
is aimed to investigate the the highest mean score is
effects of gender in each mode from the integrated group
of teaching and also to (PostWT), with the mean of
determine the best method in 7.43. The lowest mean score
learning grammar. comes from the traditional
method(Posttest_Traditional,
with the mean of 4.52.
However, there was an
improvement in the
maximum mark for all the
methods.
students’ performance in grammar.
Lecturers can use their creativity to
select from these three methods in
delivering and teaching grammar.
Moreover, from the findings,
gender gives no effect on the
students’ performance, regardless
the type of instruction used. All
genders, females and males, show
an improvement in any condition.
Thus, genders should not be the
main consideration upon choosing
the mode of teaching in class. Last
but not least, the finding reveals
that the integration method is the
best method to be used in grammar
class as it helps to improve on the
students’ score. This finding gives
the idea that lecturers should be
encouraged to use more of this
mode so that students feel enjoy
and can understand the grammar
lesson easier.

2. Pavel Zikl, 2015 The possibilities using ICT for compensation of Quantitative The results showed the To conclude, we may state that the
Iva Košek of ICT use for difficulties with reading in method expectable difference in use of the font Open Dyslectic,
Bartošová, compensation of pupils with dyslexia and during reading speed and error which was designed specifically for
Kateřina difficulties with re-education. rate between dyslectics pupils with dyslexia did not lead to
 Josefová reading in pupils and intact pupils. Reading any marked improvement of
Víšková, with dyslexia speed of pupils with reading speed or error rates in
Klára dyslexia is one third lower comparison with the commonly
Havlíčková, than reading speed of used font. Although the comparison
Alice intact pupils, the shows slightly better results with
Kučírková, difference being more or Open Dyslectic, especially in
Jolana less constant irrespective pupils with serious problems, the
Navrátilová, of the font used (31,3 % font was not proved to be
Barbora with Open Dyslexic, 32,2 statistically better. On the other
Zetková % Arial; Table 2). The hand, a number of pupils claimed
difference in error rates is that Open Dyslectic was more
also considerable (84,4 % readable for them, so it is possible
more mistakes with Open that certain individuals might find
Dyslexic, 75 % more the font more suitable than
mistakes with Arial; Table common fonts.
3). Nevertheless, this
difference is very marked
and it is not statistically
significant.
3. Blanka 2012 The teaching of Focus on the fields of Qualitative In this sense, blended Both theory and practice prove that
Frydrychova foreign knowledge in which citizens learning has become one learning is a complex process,
Klimova, languages and acquire the skills and knowledge of the successful learning dependent on the understanding and
Ilona ICT necessary for effective tools in second language expertise of the individual teacher
Semradova communication, e.g. on the acquisition (SLA). In fact, faced with the individual students
teaching of foreign languages blended learning has been with his/ her different learning
and ICT. a major growth point in needs and strategies. And
the English Language knowledge construction with the
Teaching (ELT) industry aim of allowing learners to develop
over the last ten years. As greater flexibility and awareness of
Dziuban, Hartman & communicative, linguistic, and
Moskal [10] state, blended learning levels needs to be part of
learning in the EFL setting any good language course
can be defined as a
pedagogical approach that
combines the effectiveness
and socialization
opportunities of the
classroom with the
technologically enhanced
active learning
possibilities of the online
environment. According to
De Praeter [12], a classic
example of using the
blended learning approach
is a course of English as a
second language where the
instructor decides that all
audio-based activities
(listening comprehension
and oral comprehension)
will take place in the
classroom while all written
text-based activities will
take place online (reading
comprehension and essay
 writing). However, if the
EFL course is designed
purposefully and
meaningfully, and with
cultural understanding of
students’ backgrounds,
there are even further
benefits of the blended
learning approach to the
teaching of foreign
languages.
4. Carmen 2017 ICT in the This study aims at establishing Qualilative The majority of the The majority of the teachers
Galván English the reasons for the failure to teachers interviewed interviewed consider that ICT
Malagón & classroom. normalize the use of computers, consider that ICT supposes supposes a great advance for
Magdalena Qualitative specifically in the English a great advance for education in general, but as things
López Pérez analysis of the language classroom. The education in general, but are now, none of them consider that
attitudes of subjects of the study are English neither are they in favour they have proved a revolution in the
teachers of language teachers in the of an excessive use of field of education, in part because
English towards province of Badajoz, based on computers in the language computers are used to work in the
its the hypothesis that any problems classroom because they same way as in traditional teaching.
implementation which might arise with the consider that they interrupt Neither are they in favour of an
in Secondary implementation of ICT would be their development and excessive use of computers in the
Schools found principally in the attitudes their usual dynamics. language classroom because they
of teachers involved. consider that they interrupt their
development and their usual
dynamics. The system or the
methodology employed up to now
are to a large extent responsible for
 this type of attitude. The truth is
that the general perception of the
teachers is that the use of the
computer in the classroom
continues to be for the pupils,
synonymous with play,
entertainment and amusement; they
consider it a prize or recompense.
5. Albina 2017 ICT in Teaching The purpose of the study is to Quantitative Table (1) shows that there Conducted pedagogical experiment
Bilyalova a Foreign evaluate the importance of ICT method were no statistically showed that the use of ICT has a
Language in usage in teaching foreign significant differences positive impact on the quality of
High School languages in universities and the between the experimental teaching a foreign language.
development of practical and control group Finally, the study demonstrated that
recommendations to enhance the at the pre-test of reading the integration of ICT in the
effectiveness of foreign comprehension and pre- process of teaching a foreign
language teaching using ICT test of grammar skills. language makes it more dynamic,
This means that the control information-intensive, helps
group and the efficiently organize the learning
experimental group were process, increases the efficiency of
equivalent before starting formation of communicative
the study. competence, provides a positive
motivation of learning and
Table (2) shows the mean cognitive activity of students,
scores of the two groups facilitates the activation of
(Control and independent work of students. On
Experimental) in the pre the basis of the foregoing, it can be
Reading Comprehension argued that the use of ICT is a
Test were (4.1) and (4.0) promising direction in foreign
 respectively while in the language teaching and needs further
post test were (4.2) and study.
(4.5) respectively; in the
pre Grammar Test were
(3.8) and (3.9) respectively
while in the post test were
(43.9) and (4.6)
respectively. This means
that the students'
reading comprehension
and grammar skills scores
in experimental group
were improved in the post
test because of the
use of ICT.
6. Olga 2017 ICT in teaching The aim of this paper is to help Qualitative Participant of the study The results indicate that teaching
Malinovská foreign adult people with acquired method were not able to read the foreign languages to adult persons
& Libuše languages to severe visual impairment to Braille, or they could read with acquired visual impairment is
Ludíková adult people teaching foreign language it very slowly and one of the topical issues that need
with acquired ineffectively. Not using to be further addressed. While in
severe visual any text materials during the past blind persons could not do
impairment the lessons and sending without a Picht machine or the
homework, vocabulary Braille, today both are replaced by
and writing exercises by computers, mobile phones, special
email was considered very compensatory devices and related
successful by the students. software. On the one hand, these
The interviewees were technological changes provide a
completely satisfied and greater and more stable platform
 stated this method was the for the inclusion
most effective. As for the of persons with visual impairment,
online resources (for on the other hand, intact
example grammar individuals, in this case lecturers
explanation etc.) sent by and teachers of foreign languages,
email, some websites were often lack adequate methodology
non-blind-friendly, which and an overview of possibilities of
can reduce the motivation educating these persons. This gap
to study. in the recently developed
methodology might have far-
reaching implications concerning
job opportunities and
resocialization and socialization of
persons with acquired visual
impairment. The quality-based
research provides an insight into
the wide issue of educating adult
persons with visual impairment.
The aspects of the research
presented to the readers will be
addressed by means of further
research activities.
7. Blanka 2011 Making The aim of the article is to Qualitative Finding of both This article has attempted to
Frydrychova academic explore the potential use of ICT method approaches in the learning describe the ways in which ICT has
Klimova writing real with (Information and process definitely promote been efficiently implemented in the
ICT Communication Technology) as better comprehension, writing classes at the Faculty of
a tool that supports and active processing and Informatics and Management in the
improves students’ skills of positive interdependence Czech Republic and how their use
 formal written English in the while at the same timemight help students to be successful
context of higher education. they give a learner a in the networked environment of
chance to become a more
the network society, in which they
autonomous, motivated
must work creatively and
and responsible individual.
collaboratively, but responsibly. In
higher education both approaches
contribute to students’ personalized
learning. That means that students
are able to control their learning as
they are able to adjust the
information according to their
personal needs. They can access
materials at any time and anywhere.
Furthermore, they can proceed at
their own pace. Finally, both
approaches in the learning process
definitely promote better
comprehension, active processing
and positive interdependence while
at the same time they give a learner
a chance to become a more
autonomous, motivated and
responsible individual.
8. Amir 2011 Improvement of The present study investigated Quantitative The process involved The use of computer assisted
Marzban reading the effect of ICT and more method analyzing data and educational techniques can improve
comprehension specifically CALL on the quality developing a conclusion as students’ reading comprehension.
through of students’ reading to whether the treatment
computer- comprehension in an Iranian had any impact on
assisted academic setting the subjects’ reading
language comprehension. The
learning in significance of the
Iranian difference among the
intermediate obtained means of
EFL students experimental and control
groups in the post-test was
determined through two-
way ANOVA

After consulting the F

distribution table, and
looking up the critical
values of F for the 1 per
cent level of
significance with (K-1) =
3 degrees of freedom for
the between-groups
variance estimate, and (N-
K) = 57 degrees of
freedom for the within-
groups estimate, the
critical value of F is found
to be 4.79. Since the
calculated F-ratio of 5.14
is larger than this, we can
assume that we are safe in
rejecting the null
 hypothesis. So we can
conclude that
there is a significant
difference in the means
and we can assume that
such differences could not
be due to chance.
9. Babak 2011 ICT: Newwave The aim of this researchis is tries Descriptive Research shows that Using ICT to support English
Ghasemi, in English to highlight the potentialities of research technology is most language learners pose challenges
Masoud language ICT as a powerful tool for effective when teachers for teachers of how to exploit new
Hashemi learning foreign language teaching and receive more training in its and emerging such technologies .
/teaching the effects of this technology on instructional applications. We as language teachers should
second language learning consider new strategies in teaching
but ICT without correct strategies
can not help us in classroom .
10. Giuliana 2010 ICT and new The aim of this paper is analyses Quantitative We found 9 courses for The above analysis shows a deep
Dettori, methodologies the situation of language method specialty languages. These similarity of the educational
Valentina in language learning software currently may be focused on the materials for French learning
Lupi learning available. terminology used in published on disc or on the Internet,
specialized fields, like, even though the former were
e.g., economic aspects of usually developed before the latter
tourism or art history, or and are therefore of older
on linguistic aspects, such conception. In both cases, most
as phonetics, lexicon, products are not designed for
orthography. They differ classroom work but rather for
from exercises because individual use. Drilland- practice
they propose several exercises still constitute the most
activities of various kinds, frequent proposal. With such tools
hence making an effort to at disposal, it is not surprising,
provide a wide-angle therefore, that the new pedagogical
acquaintance with the orientations for language learning
considered topic. do not appear fully applied in
school, as the current offer of
We found only 7 of them educational software for L2 is still
on the considered web widely bound to the behaviouristic
sites, which is not approach.
surprising, as these are free
materials and the Among web materials, however, we
development of a course also find some new types, which
usually requires quite propose compound, contextualized
some effort. Moreover, the activities entailing learners
commercial courses on CD collaborative involvement in tasks
that were so numerous in that make sense for them. This
the past decade did not suggests that the situation is
really prove to be very changing, even though apparently
useful language learning slowly; hence there is hope that in
tools, and this decreased the near future the educational
the interest for this kind of software for L2 will better support
demanding realizations. the application of an active and
Internet courses have the fruitful approach to learning, thus
advantage, with respect to contributing to improve language
those of the previous learning in school.
generation, to provide
links to
real documents and to be
possibly enriched and
updated with frequency.

The distribution according

to levels shows that the
offer decreases as levels
increase, with the
exception of A1. This is
not surprising, since more
proficient students require
more complex activities,
which are more difficult to
design and implement.
Moreover it is expectable
that a lower number of
learners may be interested
to activities related to the
highest levels. It is also not
surprising that the offer for
level A1 is lower than for
A2, as it is difficult to start
the study of a language
without the assistance of a
teacher/tutor. As concerns
the skills addressed,
interaction and oral
production are less
frequently considered
likely for the difficulty to
 implement such activities.
Finally, the
distribution according to
target users clearly shows
that most materials are
conceived for users able to
learn in autonomy;
children, who most need
teacher’s assistance,
receive the lest attention.
This suggests that most of
these activities have been
designed for individual use
rather than as tools to be
integrated in classroom
work.
C. Tittle
Improvement the reading compheresion skill by using dexway blended learning in IX grade

BY

Fatmawati M. Tika B / 216110033

Nurhikmah S /216110006