ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers
DOI:
https://doi.org/10.32332/joelt.v10i2.5168Keywords:
barriers, EFL, ICT integration, perception, teachers’ voiceAbstract
This study investigates how primary English teachers integrate ICT into their English class practices in primary school settings. It specifically describes the primary English teachers in integrating ICT into their online classes and the teacher's perception of the function and challenge of integrating ICT in English language teaching. Three English teachers teaching at primary school were recruited as the participants in this study. Framed within a qualitative descriptive study, the researcher collected the data by observing and interviewing the teachers. In doing observation, the researcher used the instruments, such as video records and notes; for interviewing steps, the researcher used audio recordings. The data were analyzed using an interactive analysis model by following steps, namely transcribing, classifying, describing, and interpreting the data. This study concludes that integrating ICT into the teaching and learning process with clear instructional plans has advantages that help students in learning effectively. ICT still has challenges for teachers, like the poor state of the internet and the lack of school and home facilities. It is recommended for schools, teachers, and students be better prepared to use ICT by providing adequate internet connections and providing training to teachers or students.
References
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Çakici, D. (2016). The use of ICT in teaching English as a foreign language. Participatory Educational Research (PER), 4(Special Issue 2016-IV), 73-77 November. https://doi.org/10.2307/3585495
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Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. The JALT CALL Journal, 9(2), 149-168.
https://doi.org/10.29140/jaltcall.v9n2.153
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Dewi, R. K., Wardani, S., Wijayati, N., & Sumarni, W. (2019). Demand of ICT-based Chemistry learning media in the disruptive era. International Journal of Evaluation and Research in Education, 8(5), 265-270. https://doi.org/10.11591/ijere.v8i2.17107
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers and Education, 54(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001
Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), 533-542. https://doi.org/10.1093/elt/ccs050
Gafur, A., & Surjono, H. D. (2010). Potensi pemanfaatan ICT untuk peningkatan mutu pembelajaran SMA di kota Yogyakarta. Jurnal Cakrawala Pendidikan, 2(2), 161–175. https://doi.org/10.21831/cp.v2i2.337
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Hadijah, S., & Shalawati, . (2020). ICT Integration Trends in EFL (English as Foreign Language) Classrooms. In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH
2019) - Sustainable Development in Developing Country for Facing Industrial Revolution 4.0. 45–51. https://doi.org/10.5220/0009058600450051
Hafifah, G. N. (2019). Information and Communication Technology (ICT) in English Language Teaching. In Proceedings of MELTC (Muhammadiyah English Language Teaching Conference). 21-36. http://journal.um-surabaya.ac.id/index.php/Pro/article/view/2999/2075
Hero, J. L. (2020). Teachers’ preparedness and acceptance of Information and Communications Technology (ICT) integration and its effect on their ICT integration practices. Puissant – A Multidisciplinary Journal, 1, 59–76.
Hidayati, T. (2016). Integrating ICT in English language teaching and learning in Indoensia. JEELS, 3(1), 38–62. https://doi.org/10.30762/jeels.v3i1.173
Hu, Z., & McGrath, I. (2011). Innovation in higher education in China: Are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy and Education, 20(1), 41-59. https://doi.org/10.1080/1475939X.2011.554014
Isnani, K. (2019). A study among English teachers’ perceptions: Investigating the roles of ICT in Indonesian EFL classroom. ETERNAL (English, Teaching, Learning, and Research Journal), 5(2), 247-253. https://doi.org/10.24252/eternal.v52.2019.a6
Kao, C. P., Tsai, C. C., & Shih, M. (2014). Development of a survey to measure self-efficacy and attitudes toward web-based professional development among elementary school teachers. Educational Technology & Society, 17(4), 302-315.
Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. The Handbook of Technology and Second Language Teaching and Learning, 278–292. https://doi.org/10.1002/9781118914069.ch19
Koh, E., Kin, Y. G., Wadhwa, B., & Lim, J. (2012). Teacher perceptions of games in Singapore schools. Simulation and Gaming, 43(1), 51-66. https://doi.org/10.1177/1046878111401839
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1–14. https://doi.org/10.1080/15391523.2003.10782399
Lowther, D. L., Inan, F. A., Daniel Strahl, J., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed? Educational Media International. https://doi.org/10.1080/09523980802284317
Lubis, A. H. (2018). ICT integration in 21st-century Indonesian English language teaching: Myths and realities. Cakrawala Pendidikan, 37(1), 11-21. https://doi.org/10.21831/cp.v37i1.16738
Maasum, T. N. R. T, Mustaffa, R., & Stapa, S. H. (2015). Young learners’ perceptions of learning English using language games in a non - formal context. Mediterranean Journal of Social Sciences, 6(6 S5), 375-382. https://doi.org/10.5901/mjss.2015.v6n6s5p375
Machmud, M. T., Widiyan, A. P., & Ramadhani, N. R. (2021). The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar. 10(1), 78–85. https://doi.org/10.11591/ijere.v10i1.20786
Mahmoud, A. A. A., & Tanni, Z. A. (2014). Using games to promote students’ motivation towards learning English. Al-Quds Open University Journal for Educational & Psychological Research & Studies, 2(5), 11-33. https://doi.org/10.12816/0016267
Maqbulin, A. (2020). The use of Information and Communication Technology (ICT) in English teaching for Islamic Senior High Schools in Nganjuk. Inovasi-Jurnal Diklat Keagamaan, 14(3), 170–179. https://doi.org/10.52048/inovasi.v14i3.163
Muhson, A. (2010). Pengembangan media pembelajaran berbasis teknologi informasi. Jurnal Pendidikan Akuntansi Indonesia, 8(2), 1-10. https://doi.org/10.21831/jpai.v8i2.949
Muslem, A., & Juliana, R. (2017). The use of information and communication technology (ICT) amongst EFL teachers: Perceptions and challenges. English Education Journal (EEJ), 8(4), 469–487.
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and barriers to ICT use among English teachers in Indonesia. Teaching English with Technology, 18(1), 3–23.
Nurseto, T. (2012). Membuat media pembelajaran yang menarik. Jurnal Ekonomi dan Pendidikan, 8(1), 19-35. https://doi.org/10.21831/jep.v8i1.706
Otero, R. G. (2016). Innovative resources based on ICTs and authentic materials to improve EFL students’ communicative needs. New Perspectives on Teaching and Working with Languages in the Digital Era, 2016, 83–93. https://doi.org/10.14705/rpnet.2016.tislid2014.424
Özdemir, S. (2017). Teacher Views on Barriers to the Integration of Information and Communication Technologies ( ICT ) in Turkish Teaching. IJESE, 12(3), 505–521. https://doi.org/10.12973/ijese.2017.1244p
Paudel, P. (2020). Information and Communication Technology in foreign language classes in English: Roles and practices. International Journal of Technology in Education and Science, 5(1), 37–55. https://doi.org/10.46328/ijtes.179
Pradipta, T. R., Perbowo, K. S., Nafis, A., Miatun, A., & Johnston-Wilder, S. (2021). Marginal region Mathematics teachers’ perception of using ICT media. Infinity Journal, 10(1), 133-148. https://doi.org/10.22460/infinity.v10i1.p133-148
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2022-12-31
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