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Exploring ICT Integration in Foreign Language Teaching and Learning in an Indonesian Senior High School: Learners’ voice Colloquium unimas 13
Exploring ICT Integration in Foreign Language Teaching and
Learning in an Indonesian Senior High School: Learners’ voice
Postgraduate Colloquium (CLSPGC 2013): Connecting through Research
24-25 September 2013, Malaysia
Objectives and purpose of the study
5.1. Research Setting
5.2. Sample characteristics
5.5. Method of data collection and analysis
6. Results and Discussion
9. Limitations and future directions
“What makes the Web so fascinating? Why do
otherwise balanced and normal adults become
mesmerised in front of a computer screen? Is it the
curiosity of what is out there?”
(Nettelbeck, 2005, p. 111)
Anderson (2010) claims that any child born since the beginning of this century is
growing up in a digital world.
Rozgiene, Medvedeva, & Straková (2008) point out that ICT has been used in
language learning for several decades now.
Subsequently, the advancements of technologies throughout the past century have
encouraged corresponding interest in potential applications of these technologies
in schools (Bull & Hammond, 2008; Anderson, 2010; Tinio, 2002).
Erben, Ban, & Castañeda (2009) explain that teaching
English language learners through technology explores the
use of computers and technology as pedagogical tools to
aid in the appropriate instruction of English language
learners (ELLs) across all content areas.
However, the use of computers and the Internet is still in its
infancy in developing countries, including Indonesia, due
to limited infrastructure and the attendant high costs of
Tinio (2002) expresses that the experience of introducing
different ICT in the classroom suggests that the full
realisation of the potential educational benefits of ICT is
Hence, there is need for further studies.
There have been a number of studies on the ICT integration that
have put much attention on teachers (e.g., Salehi & Salehi, 2012;
Yuvienco & Huang, 2005; Rad, 2012; Sanchez et al, 2012; Lau & Sim,
2008; Shin & Son, 2007; Ardi Marwan, 2009; Hismanoglu, 2012; Samuel
& Bakar, 2006).
Li & Bratt (in Ardi Marwan, 2009, p. 464) claim that „the rationale for
this approach is that the integration of technology is, after all, about
ways in which the technology is used in teaching‟.
Hence, when investigating the use of technology in education, the
researchers should consider the teachers first (Lankshear et al. in Ardi
This study, however, is not to discuss the challenges that the
teachers have to cope with.
In order to use ICT on an ongoing basis in any lessons, it is
important to become familiar with the students‟ familiarity with
technology (Erben, et al., 2009).
The researcher‟s focus, therefore, is on the students and their
collective experiences at the integration of ICT in foreign
language teaching and learning.
Rozgiene, et al. (2008) assert that in today’s life hardly can we imagine doing without high-tech gadgets
The Internet provides an easy and fast access to the use of current and authentic materials in the
language being studied, which is motivating for the language learner (Kumar & Tammelin, 2008; Erben,
et al., 2009).
Erben, et al. (2009) and Rozgiene, et al. (2008) claim that a further means by which teachers can
promote learner autonomy through the infusion of ICT is to allow students to work collaboratively in
pairs or small groups
On the other hand,
Doering & Beach; Parks, Huot, Hamers, & Lemonnier (in Erben, et al., 2009) note that one of
the biggest challenges of technology integration into classroom tasks is the shift in the role of
Kumar & Tammelin (2008) assert that many learners hesitate to take an online language
course because they can only conceive of learning a language in the presence of a teacher and
Kumar & Tammelin (2008) further their point of view by saying that learners’ prior
experiences with language learning and with learning with ICT, their technical skills, and
their personal learning preferences can play a role in their perceptions of teaching and
learning in general and with ICT in particular.
Accordingly, there are many areas that could be covered when it comes to studying the
perception of language learners.
What are the students’ perceptions of ICT integration in foreign language
What are the challenges that students face in ICT integration in foreign language
teaching and learning?
Does ICT integration in foreign language teaching and learning promote or motivate
students to be interested in learning English?
The study was conducted at a senior high school situated in the region of Kalimantan,
Indonesia. In this study, X Senior High School (pseudonym) was used to identify this
The researcher applied convenience sampling, in which he simply chose the sample from
which he had easy access as he teaches in X Senior High School. The study was
conducted with the participation of 49 tenth graders of X Senior High School with the
ages ranging from 15-18.
A questionnaire was designed and distributed to 49 students of X Senior High School.
Some of the questionnaires were collected immediately after completion while others
were collected later. At the end, all the 49 questionnaires were collected. After the
collection, the responses were calculated and analysed using percentages.
The instrument used in this research was a two-section questionnaire.
Section 1 required respondents’ personal information, namely
Section 2 sought to know the perception of senior high school students on the
effectiveness of ICT in improving teaching and learning
(2.1.) willingness to get involved in ICT integration in improving foreign
language teaching and learning
(2.2.) reasons to take part in the ICT integration
(2.3.) ways to find appropriate websites
(2.4.) comments on the websites visited
(2.5.) and (2.6.) problems encountered.
1. The implementation of web-based learning activities is not a very familiar thing, students
who lack knowledge of the internet and online learning would definitely show some of
apprehension towards it (Rozgiene, et al., 2008).
2. Most of the students have an external motivation to use internet to facilitate their
3. The students rely much on the teachers’ directions.
4. The students find the internet very useful and interesting. In other words, they are
generally favourable to ICT in an academic setting.
5. Whenever one is working with Information and Communication Technology, one needs to
be aware of the potential frustrations (Erben, et al., 2009). Without stable and efficient
connection, students feel frustrated instead of developing and enhancing literacy based on
the new technology.
schools stakeholders pay more attention to the use of ICT for teaching and
learning in the schools
maintain the high levels of ICT usage among students though continuous
education and promotion of the benefits attached to ICT resources
a requirement to integrate ICT in the EFL subject at schools
school management especially in Indonesia should as a matter of urgency make basic
investment to acquire modern technologies with a clear vision
develop a clear policy that will guide the development and integration of ICT use
infrastructure of ICT integration should be taken care of
a consistent and fast connection is needed.
Limitations and future directions
1. The limitations of sampling method and the number of sample must be acknowledged. It is
important to remember that the sample size of this study was admittedly small. Hence, the results
that were obtained cannot be generalised to the whole population.
2. This study is a work in progress and more detailed research into the areas of online learning
materials as part of ICT integration and its effectiveness should be covered in future.
Accordingly, besides collecting quantitative evidence, more qualitative evidence can be
collected and analysed. The respondents can be interviewed about the experience of being involved in
ICT integration in improving foreign language teaching and learning.
Thus, more insights can be gained.
THANK YOU FOR YOUR ATTENTION