RESEARCH METHODOLOGY
This chapter presents the research design, research participants, instrument of the research, data collecting technique, and data analysis technique.
A. Research Design
The method of this research was qualitative descriptive, using the data collected in the form of words or pictures, not numbers. . As cited by Moleong (2017), the qualitative technique is defined as "a research procedure that produces descriptive data in the form of written or spoken words from individuals and observable behavior," according to Bogdan and Taylor (2007). On the other hand, qualitative research seeks to gain a complete picture of anything from a human perspective that has to be studied. Qualitative research aims to elucidate the thoughts, perceptions, beliefs, and ideas of those being investigated in a way that quantitative analysis cannot. The type of research that the researcher did was a case study.
An in-depth examination of programs, events, processes, and activities against one or more persons is called a case study in qualitative research (Mustamid, 2015).
22 B. Subject of the Research
The subjects of this study were three English teachers at SMPN 3 SUNGGUMINASA. They consisted of female English teachers who teach English in classes seventh and eighth grade. The researcher considered the topics chosen to give information to the research focus of ICT.
C. Research Instrument a. Observation
The researcher used this observation to choose the information and communication technology for teaching English. Observation of each teacher aims to observe how the teacher implements ICT and find out the kinds of ICT used in teaching English.
b. Interview
In this research, the researcher used semi-structured interviews. A semi-structured interview is a discussion where the interviewer does not precisely follow a formalized list of questions. The interview guide consisted of ten questions about the teachers' perspectives on implementing ICT in teaching English.
c. Documentation
To find out the results of this study, the researcher used a voice recorder and took pictures and videos for observation and interviews as documentation material.
23 D. Data Collection Technique
For data collection, researcher conducted observations and interviews as instruments:
1. The researcher contacted the teacher to determine the time of observation and interview.
2. The researcher observed each teacher's class based on a predetermined schedule. Researcher carry out all activities in the classroom using ICT.
3. The researcher conducted semi-structured interviews with each teacher using a 10-question interview guide and their responses.
4. The researcher analyzes the data and summarizes the findings and some interesting conclusions.
E. Data Analysis Technique
The researcher used interactive model analysis to analyze the observation and interview data. Miles and Huberman (2014) define four streams of simultaneous verification activities in the model: data collection, data reduction, data display, and data drawing and verification.
a. Data Collection
Researchers gathered data by observing and interviewing teachers on how they teach and learn. The researcher collected and documented all of the information from the lesson. The researcher then used observations based on facts to examine teachers' perspectives on how ICT is used in the classroom to teach English. The researcher transcribed the teacher's recorded chat with the researcher.
24 b. Data Reduction
In this step, the researcher used data gathered at the time of the research on teachers' perspectives on the implementation of information and communication technology (ICT) in teaching English and the different types of ICT used for teaching English. As a result, the database would be organized and categorized according to a researcher's primary points.
c. Data Display
In this step, the researcher describes and discusses her research findings in a systematic form. Therefore, it is easy to analyze. Displays data to present data within the organization.
d. Drawing and Verification of Conclusions
In the last step, the researcher makes conclusions and suggestions based on data analysis.
25 CHAPTER IV
FINDINGS AND DISSCUSSION
In this chapter, the findings of the research are presented. In this chapter, the results and the analysis of the study are categorized into two main areas. Observation and interview were the primary methods used by the researcher to gather and analyze the data. The discussion focuses on the study's findings and how they should be interpreted.
A. Findings
The findings cover data about what kinds of information and communication technology (ICT) are implemented by the teachers in teaching English and teachers' perspectives on implementing information and communication technology (ICT) in English language activities. The participants were three English teachers' at SMPN 3 SUNGGUMINASA.
1. The teachers implement kinds of Information and Communication Technology (ICT) in English Language Teaching in the Seventh and Eighth grades of SMPN 3 SUNGGUMINASA
Table 4.1 Kinds of Information and Communication Technology are implementation by teachers in English Language Teaching
No Information and
Communication Technology (ICT) Hardwere and Softwere
Teacher 1 (VIII A)
Teacher 2 (VII K)
Teacher 3 (VII I)
1 Computer/Laptop
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2 LCD
3 Speaker
4 Mobile Phone
5 Ms. Word
6 PowerPoint
7 E-book
8 Internet 9 E-mail 10 Social Media
11 YouTube
12 Blog
13 Google Classroom 14 WhatsApp
a. LCD
Teachers use LCD or projected media to display computer- generated content such as images, video, or data. That is done based on observations made in the classroom. Since teachers prefer LCD to write on the board when teaching, LCD makes it possible to visually provide a wide range of content to all pupils. Furthermore, it is more efficient and helps pupils get more comfortable with technology. Students' enthusiasm for learning increased when teachers used LCD in the classroom, as evidenced by classroom observations.
27 b. Computer/Laptop
Teachers utilize computers and laptops to help students learn English by implementing (ICT) in the classroom. Connecting the LCD through a laptop makes it easy to see the content.
c. Mobile phone
In the classroom, mobile phones in implementing (ICT) in teaching English help students open E-books or YouTube links provided by the teacher through WhatsApp groups on students’ mobile phones.
d. Microsoft word
Data can be processed with Microsoft Word. Observations in the classroom show that the teacher uses Microsoft Office tools to present information and conducts quizzes. Friends can observe the teacher and students correctly if students type in incorrect responses on the teacher's laptops, which the students do directly.
e. E-Book
Electronic books or e-books are book publications that are available in digital form. Established on the observation in the classroom, students used e-books classroom because textbooks at the school are very limited. Therefore, the teacher gives instructions to open students’ mobile phones to open E-books by looking for the material to be studied.
28 f. Power point
Based on observations, the teachers used PowerPoint during the teaching process. Presenting and displaying text and video information is currently the most popular medium for students to employ for efficient message communication.
g. YouTube
An online video-sharing platform, YouTube, was founded in 2006.
According to what we saw, both teachers and students utilized YouTube to disseminate information and practice their pronunciation through educational videos.
2. Teachers’ perspectives on the implementation of Information and Communication Technology (ICT) in English language teaching
At SMPN 3 SUNGGUMINASA, this element was designed to gather teachers' perspectives on implementing information and communication technology (ICT). To collect the data, the researcher interviewed three English teachers. The researcher found seven indications of the views of English language teachers on the implementation of information and communication technology.
When the researcher talked to English teachers about their thoughts on using ICT in the classroom for language instruction, they revealed that they have a wide range of opinions on the subject.
29 1. ICT Improves students’ interest
Extract 01
―ICT is a technology or information tool that teachers can use to increase student interest in learning such as using a learning platform.‖
Information and communication technology (ICT) is already well understood by teachers (ICT). They already have a basic understanding of ICT and have used it in the classroom to boost student learning and enthusiasm for education, and they are eager to share their knowledge.
2. The students are enthusiastic with ICT Extract 01
―Yes, usually students are very enthusiastic when I use ICT in the English learning process.‖
Extract 02
―Yes, they are more enthusiastic when I use ICT, especially because it is digital, so students are more enthusiastic.‖
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Based on the extract above, the teachers perceived that if teachers used ICT in the English language, teaching the students would be more enthusiastic if the teacher uses ICT. the teacher also said that now is the digital era, so students are no strangers to technology, therefore, students are more enthusiastic if teachers use ICT rather than not using it.
3. ICT makes it easy for the students to understand the material Extract 01
―Yes, students are elementary and quickly understand the lesson. Students also enjoy it because the material is interesting using ICT.‖
Based on the extract above, the teacher perceived that the students evolve easier to understand lessons with ICT and are more motivated if given materials produced as attractive as achievable. By implementing these, students can quickly summarize the learning provided by the teacher.
4. The students are more motivated to learn with ICT Extract 01
―Of course, for students to be entertainment and motivate students to learn and students are also very excited, especially when I display interesting material using PowerPoint and LCD.‖
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Based on the extract above, the teacher perceived that ICT is not only current as a mechanism in the learning process but can also be used by teachers to entertain students while studying so that learning materials become interesting. Students are not quickly bored in obtaining class lessons, let alone using LCD.
5. ICT make it happy the students to study English Extract 01
―Students are pleased and excited because they use ICT, they are very interested, especially if we use interesting material shown through videos from YouTube according to the material being studied, students are pleased.‖
Based on the extract above, the teacher perceived that with ICT, students are pleased with learning. Because with ICT, their interest in learning increases, and they get many conveniences to access information about engaging lessons or learning videos from the YouTube media platform.
6. Improve students working a task Extract 01
"Yes, of the course, students are more excited about doing assignments than before if they do not use ICT."
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Based on the extract above, compared to classrooms where teachers do not implement information and communication technology (ICT), the teacher perceived that students’ do better on tasks when using ICT. As a result of ICT implementation, students are more committed, spirited, and reserved to completing the assignments set forth by their teachers.
7. ICT help the Teachers to teach English Extract 01
―In my opinion, the benefits are many, such as if I use the LCD students are easier to see the material displayed by the teacher and it also makes it easier for me to give practice questions, I can directly give instructions to students who want to answer the practice questions that I give and answer them directly on the laptop by typing the answers themselves and can be corrected directly with other students.‖
Extract 02
―In my opinion, the benefits of ICT are many in the learning process, especially now that the era of globalization is all technological and learning is also accompanied by ICT.‖
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Based on the extract above, the teachers perceived that the benefits of using ICT make it easier for teachers to become tools for taking daily grades by providing practice questions via laptops and LCDs. Students can directly type the answer and can be corrected directly together with other students. Currently, ICT has become an uncommon thing for learning because the average teacher and student are already literate in Information Technology and Technology (ICT).
B. Discussion
In this part, the research discusses finding the kinds of ICT implementation by the teacher in teaching English obtained from the observation checklist and the teachers’ perspectives on the implementation of ICT obtained from the interview.
1. The teachers implement kinds of Information and Communication Technology (ICT) in English Language Teaching in the Seventh and Eighth grades of SMPN 3 SUNGGUMINASA
In this research, the researcher found that some kinds of ICT are implemented by the teacher in VII and VIII grades likewise:
a. LCD
The materials were displayed through LCD or projected media by the teachers. According to classroom observation, teachers used LCDs for presentations and to view students' projects so that the pupils could see clearly. LCD is a tool or medium used to show computer-generated content like images or data. The teachers decided to use LCD rather
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than writing on the board since writing on the board necessitates taking the material along with the board. It's connected to Pribadi (2017).
LCD is one media typically used to display on an LCD screen like PowerPoint, a computer application program that is extensively used for present purposes to be employed in information and knowledge presentation activities. You can incorporate text, images, and videos into your presentation media.
b. Computer/Laptop
A laptop/computer was used as a teaching aid by the teachers.
Students can more easily see the information since the teacher connects an LCD to a laptop for information and knowledge presentation activities. You can incorporate text, images, and videos into your presentation media. The teachers bring their laptops every teaching. it related to Cahyani & Cahyono (2012). Teachers can use the many kinds of Technology ICT in teaching English significantly to facilitate teachers to make the learning more enjoyable. ICT-based knowledge can be utilized in the teaching process called multimedia computers such as laptops, projectors LCD, and learning CD in providing subject matter so that students can improve their knowledge and understanding, especially in learning English, and improve students' motivation in learning.
35 c. Mobile phone
Teachers use mobile phones as a tool to convey material to students. Mobile phones help teachers and students learn English according to the convenience and ease of learning. They positively respond to learning English through their smart devices due to internet connectivity, fast access to learning materials and applications, software, and websites. That is related to Ally et al. (2007) integrating mobile phones in teaching English and have given good results showing that mobile phones have increased students' ability to improve outcomes in learning English in the classroom.
d. Miscrosoft word
Microsoft Word is software for processing data. The teacher conveys material using Microsoft Word to display material like vocabulary and other materials. It is related to Umar's (2018) Microsoft PowerPoint, or Microsoft word can be used to present the topic. Finally, complementary is when the ICT is used to aid and support the students" learning. This approach allows a student to be more organized and efficient. They can receive from the computer, submit their works by email, and look for information from various online sources.
36 e. E-book
Electronic books, more suitable known as E-Books, are open publications in digital form. The teacher implements the E-Book in learning English to make it easier for students to access the material.
f. PowerPoint
The teacher utilized PowerPoint to demonstrate topics that pupils found engaging due to teacher observation. Due to the colorful template of PowerPoint, pupils were more enthused by the subject when the teacher utilized PowerPoint. PPT is a presentation media or software application. Students can better understand a message when displayed on a multimedia information display. According to Patel in Ahmadi (2018), PowerPoint as a projected media to enhance the learning experience in traditional classrooms is similar to this idea.
Teachers stand in front of their students and use a chalkboard or whiteboard to explain their ideas. We can utilize PowerPoint to show multimedia in the classroom, but these methods will need to be revised as technology advances. Teachers can use PowerPoint to create media for teaching and learning. Students won't miss any of the material because the presentation can return to the previous slide, so they can ask their teacher to show them again if they need to. If a student has a question about something they've already covered, teachers can refer back to a previous slide in the presentation to answer their inquiry.
37 g. YouTube
The teachers turned to the video-sharing website YouTube to improve their listening abilities and learn more about the subject matter. It is linked to Chhabra's work in this area (2012). A teacher can choose which videos to show students based on their proficiency level to use YouTube videos in English language instruction to improve vocabulary, accents, and pronunciations, among other things. The teacher utilizes YouTube to find a movie to show in class and then encourages the students to narrate their version of the movie to practice their public speaking skills using online video.
2. Teachers’ perspectives on the implementation of Information and Communication Technology (ICT) in Teaching English Language at SMPN 3 Sungguminasa
Based on the results of the analysis of the teachers' perspectives on the use of Information and Communication Technology in teaching English, it can be seen that all participants have strong confidence in the use of Information and Communication Technology in teaching English.
This is evidenced by the results of interviews obtained by researchers who agree that Information and Communication Technology are essential in teaching English. With technology, all students can find much material using ICT media platforms such as the internet and learning videos from YouTube. In addition, students can also improve their English skills through videos from their mobile phones. This is research similar to Abdul
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(2019), which states that the teachers showed that the teacher gave positive perception and agreed toward teachers' use of Information and Communication Technology (ICT) in English language teaching.
39 CHAPTER V
CONCLUSION AND SUGGESTION
Conclusion and recommendations were made in this chapter. Research findings were used to arrive at this result. English teachers and researchers will benefit from this recommendation because it offers some new ideas for the teaching process.
A. Conclusion
The researcher would conclude based on the research findings by showing the observation and interview results.
1. Teachers used LCDs, laptops, speakers, mobile phones, E-books, Microsoft Word, PowerPoint, YouTube, and WhatsApp when teaching English using information and communication technology (ICT). The teacher uses ICT to help teachers become more successful and efficient in their teaching and learning processes.
2. Teachers feel that Information and Communication Technology (ICT) may help students learn English in a real-world setting. If presented attractively, it can encourage students to stick with the lessons. Another benefit: Students who have access to the internet via ICT can find a wealth of information to boost their academic performance. Teachers also feel that information and communication technology (ICT) is appropriate for pupils at all levels, from the most basic to the most skilled.
40 B. Suggestion
Based on the conclusion above, the researcher suggests some suggestions as follows:
1. For teacher
They suggest teachers use various Information and Communication Technology (ICT) to help them display material.
Incorporating ICT into lessons makes learning more engaging and exciting. Whether web-based or non-web-based, technology has made it easier for teachers to create materials that pupils require. In addition, all assignments, announcements, and multimedia learning can be accessed via ICT.
2. For students
The fact that the students could study English while using ICTs was a promising sign (ICT). It was considered that students had to work hard to succeed in school. Students can quickly use information and communication technology (ICT) resources. Students can benefit from ICT both in and out of the classroom if they have a working knowledge. They should use ICT (Information and Communication Technology) to improve their English language skills.