PERCEPTIONS AND BARRIERS TO ICT USE AMONG ENGLISH TEACHERS IN INDONESIA

• Authors: Muslem Asnawi , Yusuf Yunisrina Qismullah , Juliana Rena
• Languages of publication: EN

Abstracts

EN

The purpose of this research is to investigate English teachers’ perception and challenges of the implementation of ICT in ELT classrooms. This study used mixed methods, qualitative and quantitative in nature. A purposive sampling technique was used to select the study subjects, who are 26 English teachers from 16 public senior high schools in Banda Aceh. Questionnaires and interviews were used to collect data. The data were analysed and interpreted through qualitative and quantitative procedures. The results showed that the English teachers found ICT very helpful in teaching. However, the limited time and tools, coupled with a poor Internet connection as well as a lack of knowledge and experience of ICT training were obstacles for the teachers using ICT. The results of this study give meaningful insights for policy makers in relation to the implementation of ICT for teaching and learning in the classroom.

Keywords

EN

ICT; implementation; barriers

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2018
• Volume: 18
• Issue: 1
• Pages: 3-23

Contributors

author

Muslem Asnawi

• Syiah Kuala University

author

Yusuf Yunisrina Qismullah

• Syiah Kuala University

author

Juliana Rena

• Syiah Kuala University

References

• Alazzam, A. O., Bakar, A. R., Hamzah, R., & Asimiran, S. (2012). Effects of demographic characteristics, educational background, and supporting factors on ICT readiness of technical and vocational teachers in Malaysia. International Education Studies, 5(6), 229-243.
• Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report: A Review of Studies of ICT Impact on Schools in Europe. Brussels: European Schoolnet. Retrieved October 30, 2015, from http://www.aef-europe.be/documents/RAPP_doc254_en.pdf
• Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
• Cavas, B., Cavas, P., Karaoglan, B., & Kisla, T. (2009). A study on science teachers’ attitudes toward Information and Communication Technologies in education. TOJET: The Turkish Online Journal of Educational Technology, 8(2), 20-32.
• Chemwei, B., Kiboss, J. K., & Njagi, K. (2016). Relationship between teacher-educator characteristics and the integration of Information and Communication Technologies in teaching and learning in Teacher Education Institutions in Kenya. International Journal of Education and Social Science, 3(4), 20-28.
• Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Thousand Oaks, CA: Sage Publications.
• Domalewska, D. (2014). Technology-supported classroom for collaborative learning: Blogging in the foreign language classroom. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(4), 21-30.
• Elsaadani, M. (2012). Teaching staffs’ attitude toward ICT: Is gender a factor? International Women Online Journal of Distance Education, 1(2), 21-30.
• Garimella, S., & Srinivasan, V. (2014). A Large Scale Study of the Effectiveness of Multi-Sensory Learning Technology for Learning English as a Second Language. Retrieved November 23, 2015 from http://www.englishhelper.com/whitepaper.pdf
• Granito, M.,, & Chernobilsky, E. (2012). The effect of technology on a student’s motivation and knowledge retention. Proceedings of Northeastern Educational Research Association Conference (NERA, 2012) (pp. 1-22). Paper 17. Retrieved November 23, 2015 from http://digitalcommons.uconn.edu/nera_2012/17
• Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the multicultural classroom. In D. P. French, (Ed.). Technology in the College Science Classroom (pp. 1-6). Stillwater: Oklahoma State University.
• Jurich, S. (2001). ICT and Teaching of Foreign Languages. Retrieved October 24, 2015 from http://www.techknowlogia.org/TKL_Articles/PDF/335.pdf
• Karakaya, K. (2010). An Investigation of English Language Teachers’ Attitudes toward Computer Technology and their Use of Technology in Language Teaching (Master’s thesis). Middle East Technical University, Ankara, Turkey. Retrieved June 22, 2015 from https://etd.lib.metu.edu.tr/upload/12612234/index.pdf
• Kolbakova, F. (2014). The Use of ICT among the Teachers of English in Estonia by Comparison with Europe and Asia (Master’s thesis). University of Tartu, Tartu, Estonia. Retrieved October 9, 2016 from http://dspace.ut.ee/bitstream/handle/10062/46990/Master's_Thesis_Kolbakova.pdf
• Kurniawan, D. (2014). Obstacles teachers face in integrating ICT into ELT in senior high schools in Palembang. Holistics Journal, 6(11), 10-18.
• Liu, J. (2009). A survey of EFL learners’ attitudes toward Information and Communication Technologies. English Language Teaching, 2(4), 101-106.
• Mahdi, H. S., & Al-Dera, A. S. (2013). The impact of teachers’ age, gender and experience on the use of Information and Communication Technology in EFL teaching. English Language Teaching, 6(6), 57-67.
• Maulida, I. F., & Lo, J. (2013). E-learning readiness in senior high school in Banda Aceh, Indonesia. Information Technology and Applications, 7(4), 122-132.
• McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.). The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning (pp.35-58). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO). Retrieved November 23, 2015 from http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf
• Muslem, A., & Abbas, M. (2017). The effectiveness of immersive multimedia learning with peer support on English speaking and reading aloud. International Journal of Instruction, 10(1), 203-218.
• Mustafa, F. (2016). Undergraduate students’ understanding on plagiarism in academic writing. Proceedings of the First Reciprocal Graduate Research Symposium between University Pendidikan Sultan Idris and Syiah Kuala University, February 26-28, 2016, Tanjong Malim, Perak, Malaysia (pp. 113-117). Banda Aceh: Syiah Kuala University.
• Niederhauser, D. S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17, 15-31.
• Rabah, J. (2015). Benefits and challenges of Information and Communication Technologies (ICT) integration in Québec English schools. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 24-31.
• Rank, T., Warren, C., & Millum, T. (2011). Teaching English using ICT: A Practical Guide for Secondary School Teachers. London: Continuum.
• Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (IC4E, 2012) Vol. 27 (pp. 215-219). Singapore: IACSIT Press.
• Schoepp, K. (2005). Barriers to technology integration in a technology rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1-24.
• Silviyanti, T. M. (2014). Looking into EFL students’ perceptions in listening by using English movie videos on YouTube. Studies in English Language and Education, 1(1), 45-63.
• Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL teachers’ perceptions on using ICT in their teaching: To use or to reject? Teaching English with Technology, 15(4), 29-43.
• Soska, M. (1994). An introduction to educational technology. Directions in Language and Education, 1(1), 1-7.
• Taiwo, S. (2009). Teachers’ perception of the role of media in classroom teaching in secondary schools. TOJET: The Turkish Online Journal of Educational Technology, 8(1), 75-83.
• Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11(1), 117-140.
• Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10(1), 148-156.
• Ward, M. O., Gristein, G., & Keim, D. (2015). Interactive Data Visualization: Foundations, Techniques, and Applications (2nd ed). Boca Raton: CRC Press.
• Wekke, I. S., & Hamid, S. (2013). Technology on language teaching and learning: A research on Indonesian Pesantren. Procedia-Social and Behavioral Sciences, 83, 585–589.
• Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of Information and Communication Technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1-8.
• Yusuf, Y. Q., Natsir, Y., & Yusra, S. R. (201). (2016)/ dont 4get 2 txt me plz! Linguistic and discoursal features of short message service by female texters. 3L: The Southeast Asian Journal of English Language Studies, 22(1), 81 – 96.
• Zare-ee, A. (2011). University teachers’ views on the use of Information Communication Technologies in teaching and research. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 318-327.