CHAPTER III RESEARCH METHOD
A. Research Design
The main aim of the present study is to develop an ICT module for EFL student teachers to teach English with digital technology by investigating the digital competences they are needed and the kind of ICT module they prefer. Therefore, the process of analysis, design, and development procedures that adapted from ADDIE model are required to produce an expected kind of module. Needs analysis with the mixed-method study was employed in the present study in order to design a practical use ICT module for student teachers of the English education program. The thematic content analysis under the qualitative paradigm was applied to investigate the descriptive data on student teachers’ basic technological skills background, their eligibility due to TESOL Technological Standard, their technological acceptance, and their ICT module preferences, while the quantitative paradigm applied to calculate the reliability of the student teachers’ basic technological skills background, their eligibility due to TESOL Technological Standard, and their technological acceptance instruments statistically.
B. The Subject of the Study
In order to conduct the needs analysis, sixty student teachers of English education department FKIP Ibn Khaldun University Bogor was involved purposively on the present study.
They consist of 55 females and 5 males, 35 student teachers from 6th semester, 23 student teachers from 8th semester, and 2 student teachers that have been studying for more than 8 semesters, ages range from 19 to 27 years old were joined voluntarily to conduct the present research. Those participants were involved purposively since they have taken the ICT, CALL, and MALL courses that the campus provided it for them to be ready to teach with digital technology, and they also done the teaching practice program (PPL) that situating them to experience the real struggles faced by many teachers in incorporating technology into their instructions. Therefore, they were expected to give more apparent descriptions of the lacks, wants, and needs, and whether their existing basic digital skills and literacy have met the required competences based on the MoNE, TESOL’s Technology standard for EFL teachers, and teachers’ tasks with ICT.
C. The Setting of the Study
The study was conducted on April, 16th until 22nd 2021 via Google Form due to the Covid-19 pandemic that is still last that resulting limited direct interaction to the subject of the study.
D. Data Collection Procedure
Due to the outbreak of the Covid-19 Pandemic, the main data for the present study was collected by delivering semi close ended questionnaire through google form. In order to confirm their responses, several items of the questionnaire require them to
answer based on their experiences and opinion to substitute the interview session. The use of google form as the tool to collect the data of the present study enables the researcher to get the record of the participants’ responses automatically.
E. Research Instruments
The semi close-ended questionnaire was employed in the present study. The questionnaire was divided into four sections which intended to investigate:
1) student teachers’ demographic information,
2) their basic skills and knowledge on the matter of digital technology to reveal their lacks, needs, and wants which the questionnaire items were adapted from the instrument constructed based on the indicators of TESOL Technology standard for EFL student teachers that combined and adapted with the instrument items developed by Adegbenro, Gumbo and Olakanmi (2017), and Hussin’s 9 fundamental skills for instructor (2018),
3) their acceptance toward the use of the technology based on TAM theory proposed by Davis (1985) which the items of the questionnaire were adapted from the instrument constructed by Basri and Paramma (2019), and
4) student teachers’ ICT module preference that covers their preference on the layout and design of the module, kind of software or digital apps they are willing to learn (the features and how to operate it) should be included on the content, how the content of the module are arranged, etc. The author
arranged this part by considering the suggestions proposed on the module design procedure to plan the physical appearance and the content arrangement.
The items of the questionnaire were examined by 2 expert validators to judge the validity of the instrument. Based on the process, it was decided that only the questionnaire items that addressed to reveal the participants’ technological basic skills respecting the criteria proposed on TESOL Technological Standards and only the most well-known and most basic digital tools that included on the present study’s questionnaire items.
The instrument on Google form also prepared in two language deliverances so the participants can feel free to choose to make sure they gave the accurate information corresponds to the questions that were addressed.
The reliability of the instruments was tested by utilizing the Cronbach’s Alpha reliability test by using IBM SPSS Statistics 22. The items of the instruments that tested are the items on student teachers’ familiarity on digital tools both to support instructions in general and to enhance language teaching and learning, their eligibility due to the TESOL technology Standard, and their technological acceptance. Based on the tests, it was revealed that the reliability of student teachers’ familiarity on digital tools instrument items gain 0.942. The reliability of the instrument on student teachers’ eligibility due to the TESOL technology Standard gain 0.833. The reliability of student teachers’ technological acceptance instrument gain 0.765. Based on the results, it indicates that these instrument items are highly
reliable since it all gain more than 0.600 based on the Cronbach’s Alpha reliability test criteria. The final instrument can be seen on the appendix.
F. Data Analysis
After the data was gathered, the next step that needs to be done is analyzing the data in order to conclude the answer of the present research. Followings are the procedure in analyzing the data:
1. Coding
The responses of the questionnaire on the present study then coded to ease the categorization procedure and also to simplify in concluding the answer to the research questions. 60 respondents were participated on the present study. In order to ease the transcribing process of the data and keep the confidentiality of the participants involved, coding the participants is needed.
2. Transcribing
Transcribing was done to describe the result of the questionnaire responses. The findings of the transcription then categorized, analyzed, and synthesized with the existed theory.
The data gathered through both closed and open-ended questions then converted into typed scripts.
3. Categorizing
The transcribed data then categorized based on the indicators which has already prepared, namely; 1) student teachers’
demographic information, 2) their basic skills and knowledge on the matter of digital technology, 3) their acceptance toward the use of the technology based on Technology Acceptance Model (TAM) theory, and 4) student teachers’ ICT module preference.
4. Analyzing
The questionnaire responses then counted and percentage to reveal the needs of student teachers to improve their digital competences while the transcriptions of the open-ended questions then categorized thematically based on the most common issues and responses that arise in the study. The result of the data analysis they will be used as the basis to design and develop the ICT module for EFL student teachers.
G. Data Triangulation
To validate the data gathered, the findings of the present study will be calibrated with the existing theories regarding TAM theory, the theory of the use of technology in language learning, and experts’ explanation regarding the use of digital technology application in enhancing language learning and its integration with the existing curriculum.
67 CHAPTER IV
DATA ANALYSIS AND RESEARCH FINDINGS
This chapter presents, describes, analyzes, and discusses the data gathered and the findings found on the research, and it also presents the description of data analysis.
A. Research Findings
1. EFL Student Teachers’ Competences to Teach English with Digital Technology
The items proposed on the close ended questions were prepared to reveal student teachers’ basic technological skills including the courses they have taken to enhance their technological literacy, their basic digital skills to determine their needs in meeting the standardized requirements (TESOL Technological Standard), the kind of websites, platforms or applications that they familiar to in order to teach with digital technology (Present Situation Analysis/PSA). Few open-ended questions also added to confirm several questions or statements on the closed ended items.
1.a. Student Teachers’ Basic Technological Skills
Student teachers’ basic technological literacy mostly developed from the courses they have joined during their study at school and college. Therefore, the present study is trying to reveal the kind of courses that have improved their digital literacy, and it was found orderly that 66,67% of the participants believe that the Mobile Assisted Language Learning (MALL) course has affect their digital literacy followed by Information and Communication
Technology (ICT) for 55%, Computer Assisted Language Learning for 41,67%, Instructional Media for 28,3%, and others (5%) as shown on the following chart:
Chart 4.1 Student Teachers’ Digital Literacy Supporting Courses
It was also found that 59 (98,33%) out of 60 participants testified that the digital literacy supporting course(s) they got on campus has develop their confidence to use it on their future career since it has enriched their digital literacy by introducing various learning platforms, made them get used to with the digital tools by showing them how to utilize the digital tools into their teachings, such as to prepare their material with good presentation tool to enhance their teaching, and it has also improved their creativity to design and preparing digital based material to do more innovative teaching.
Regarding to reveal the student teachers’ basic technological skills in operating the digital tools, it was revealed that 98,3% of the participants are able to copying, pasting, and cutting some elements on a document, 96,67% of the student teachers admitted that they are able to turn on and off the computer properly, opening and closing the software windows,
saving and deleting files, and print a document. 95% of the participants are able to organizing files and folders. 93,3% of the participants can rename the file, change the font styles and sizes, share and send files by email, and use search command to locate a file. 91,67% of the participants admitted that they can use search engine. 90% of the participants can move a file from a hard drive to a USB drive and vice versa, and create and use attractive and engaging presentation. 88,3% of the student teachers can prepare instructional materials for their students using word-processing software, while 86,67% of them can adjust monitor brightness and contrast, and use a video conferencing tool. 81,67% of the participants can recognize file modification time, 76,67% of then can adjust the size of a software window, 70% of them can install software programs, and 65% of them are able to scan a disk to eliminate the viruses. The statistics of the data gathered are shown on the following Chart 4.2.
Chart 4.2 EFL Student Teachers ICT Basic Skills
1.b Student Teachers’ Capability to Access and Use Digital Tools to Teach with Digital Technology
To teach with digital technology, there are some types of digital tools that student teachers need to be familiar to and they supposed to have certain experience in using it previously so they won’t really get frustrated if the tools are not working well during its utilization inside the class. It is expected that they can fix it on their own or substitute it with another similar types of tools on their teachings. Regarding to the student teachers’ familiarity to the digital tools in general, the present study was trying to investigate the utilization of SNS, conference meeting platforms, presentation tools, digital platforms to create interactive quizzes, video content, collaborative activities, visually engaging content, digital portfolios, lesson plan, and websites address exchange.
Table 4.1 Competences That are Needed by The EFL Student Teachers to Teach with Digital Technology
4. Social networking platforms Whatsapp Twitter Blog Telegram Facebook Instagram
59 (96,67%) 36 (60%) 20 (33,33%) 45 (75%) 40 (66,67%) 52, (86,67%)
5. Conference and meeting tools and digital learning platforms
Skype zoom Edmodo Google meet Google
Classroom Moodle
12 (20%) 59 (98,3%) 9 (15%) 52 (86,6%) 57 (95%) 1 (1,6%)
6. Applications to create engaging presentations Ms. Powerpoint Canva Sway Powtoon Prezi
58 (96,67%) 51 (85%) 3 (5%) 10 (16,67%) 6 (10%)
7. Applications to create interactive quizzes or activities
Google form Ms. Form Live worksheet Kahoot Quizziz
57 (95%) 19 (31,7%) 2 (3,33%) 42 (70%) 30 (50%)
8. Applications to create annotated, engaging video content Kinemaster Wevideo InShot Viva Video
47 (78,33%) 8 (13,33%) 38 (63,33%) 38 (63,33%)
9. Applications to provide interactive and collaborative learning
WIKI mentimeter Survey monkey Google drive Padlet Blogger
19 (31,67%) 5 (8,33%) 1 (1, 67%) 57 (95%) 29 (48,33%) 19 (31,67%)
10. Create Visually engaging content Corel draw Canva Photoshop Google draw
18 (30%) 51 (85%) 36 (60%) 8 (13,33%)
11. Create digital portfolios Weebly Google sites
2 (3,33%) 11 (18,33%)
12. Preparing learning material and activities lessonwriter.com Google sites webquest
2 (3,33%) 15 (25%) 1 (1,67%)
13. Manipulating or changing link of websites into QR code or memorable websites address
QR Code Generator QR Code Reader Bitly.com gg.gg
19 (31,67%) 20 (33,33%) 16 (26,67%) 4 (6,67%)
Table 4.1 reveals the result of the present study investigation about student teachers’ digital competence in utilizing the supporting digital tools to support their future teaching. In general, the result of the study shows that the student teachers are have already getting used to with few most popular digital tools although several of it are still least explored such as digital tools to create portfolios, prepare learning materials and activities, and manipulate the URL address.
1.c Student Teachers’ Capability to Access and Use Digital Tools to Enhance Language Learning and Teaching with Digital Technology
English core skills are the main focus on language learning that commonly done and practice during the lessons. The main language skills namely reading, listening, speaking writing, and added up with vocabulary enrichments and grammars are the core competences that are needed to be enhanced and practiced during the language learning. However, the pandemic of Covid 19 has disrupted it and force the language teachers and learners to find the way to substitute the face to face the learning activities into digital platforms. Therefore, the present study also trying to reveal the student teachers’ experience with digital tools that developed to focus on language skills enhancement. The table 4.2 below shows the findings of the present study regarding to the student teachers’ experience and familiarity in utilizing the digital tools to enhance language learning.
Table 4.2 Student Teachers Familiarity with Digital Applications, Platforms and Websites to Enhance Language Learning
14. Reading Skills webquest Bilingualkidspot.com Independent.co.uk AR textbooks
4 (6,67%) 4 (6,67%) 2 (3,33%) 6 (10%)
15. Listening Skills Lyricstraining.com talkingbook Elllo Esl-lab.com audacity vocaroo
5 (8,33%) 4 (6,67%) 24 (40%) 1 (1,67%) 8 (13,33%) 3 (5%)
16. Speaking Skills Talktyper Orai Google assistant google translate
1 (1,67%) 3 (5%) 38 (63,33%) 59 (98,33%)
17. Writing Skills Essaybot Quillbot Blog
Writingexcercises.
co.uk
2 (3,33%) 8 (13,33%) 19 (31,67%) 1 (1,67%)
18. Vocabulary
visual dictionaries (http://visual.merriam-
webster.com/) thesauruses (www.visualthesaurus.com) visual imagery http://thevisualdictionary.net/
11 (18,33%) 8 (13,33%) 4 (6,67%)
19. Grammar Duolingo Grammarly Class dojo Grammar Ninja
46 (76,67%) 52 (86,67%) 4 (6,67%) 1 (1,67%)
The result reveals that most of the participants are least exposed to many digital tools presented on this study such as for reading, listening, writing, and vocabulary enrichment. Although on few tools that provide some potentials support for practicing speaking skills such as google translate and google assistant, and for grammar such as Duolingo and Grammarly they are apparently get used to with those popular tools, however, regarding to its utilization in language learning enhancement on those particular skills, it is needed deeper investigation since the main purpose of those tools are not specifically to support those kinds of language skills.
1.d. Student Teachers Eligibility Due to Digital Competence Standard
The followings are the findings that revealed whether the student teachers’ (participants) have already met the digital technology standards to prepare them to be ready teaching with digital technology.
Table 4.3 EFL Student Teachers’ Technological Standard Point 1 No. EFL student teachers acquire and maintain foundational
knowledge and skills in technology for professional purposes. Yes No Interpretation
20 I belong to online communities (e.g., mailing lists, blogs, wikis, podcasts) Mention the name of your community……. 5
(8,3%) 55
(91,7%) No
21 I share information about available technology to enhance
teachings with my classmates 49
(81,7%) 11
(18,3%) Yes
22 I can take advantage of professional development related to technology integration (e.g., conferences, journals, mailing lists, communities of practice).
54 (90%)
6
(10%) Yes
23 I keep up with information through a variety of sources that inform technology use. (e.g., books, journals, mailing lists, conventions).
51 (85%)
9
(15%) Yes
24 I can use online technology as available to deliver instructional
or support material. 60
(100%) 0 Yes
25 I can adapt a variety of digital resources. 55
(91,7%) 5
(8,3%) Yes
26 I conform to local legal requirements regarding accessibility and copyright
59 (98,3%)
1
(1,7%) Yes
The previous table 4.3 shows the results of the investigation about student teachers’ technological standards point 1 to figure out whether the EFL student teachers have acquired and maintained foundational knowledge and skills in technology for professional purposes. The findings revealed that most of the requirements have been significantly fulfilled, hence, 91,7% of them admitted that they are not belong to any kind of group or communities that focus to support and enhance their digital competence.
Table 4.4 EFL Student Teachers’ Technological Standard Point 2
No.
EFL student teachers can integrate pedagogical knowledge and skills with technology to enhance language teaching and
learning. Yes No Interpretation
27 I can identify appropriate technology environments (e.g., lab, one computer class, online, independent use) to meet specific learning/teaching goals.
58 (96,67%)
2
(3,33%) Yes
28 I choose technology that is aligned with needs and abilities of the students (e.g., language learning–focused software, productivity tools, content tools)
56 (93,33%)
4
(6,67%) Yes
29 I ensure that students understand how to use the technology to meet instructional goals before I teach
58 (96,67%)
2
(3,33%) Yes
30 I can make several backup plans for when the technology is not working
55 (91,67%)
5
(8,33%) Yes
The table above shows the findings of the second technological standards that required to be possessed by the student teachers to be able to teach with digital technology. This point investigates whether the EFL student teachers can integrate pedagogical knowledge and skills with technology to enhance language teaching and learning. This study found out that most of the EFL student teachers admitted that they are able to integrate their pedagogical knowledge and skills with technology to enhance language teaching and learning.
Table 4.5 EFL Student Teachers’ Technological Standard Point 3
No. EFL student teachers’ ability to apply technology in
record-keeping, feedback, and assessment. Yes No Interpretation
31 I am familiar with few record-keeping tools and techniques (e.g., software-based classroom management tools, electronic grade books, reports to stakeholders)
35 (58,33%)
25
(41,67%) Yes
32 I can use technology to illustrate learner progress (e.g., graphic representations of scores over time, revision history).
39 (65%)
21
(35%) Yes
33 I understand various methods of providing electronic feedback on student work (e.g., email, insert comments).
54 (90%)
6
(10%) Yes
34 I can give feedback through digital file exchange (e.g., review tools in writing; annotated comments in speaking).
54 (90%)
6
(10%) Yes
Table 4.5 shows the findings of the third point of the EFL student teachers’ technological standard. This item is trying to investigate EFL student teachers’ ability to apply technology in record-keeping, feedback, and assessment. Based on the findings it can be said that most of the participants are able to apply their technological competence and knowledge in record keeping,
giving some feedback, and doing some assessment by using digital tools.
Table 4.6 EFL Student Teachers’ Technological Standard Point 4
No. EFL student teachers use technology to improve
communication, collaboration, and efficiency Yes No Interpretation
35 I share my email address with students and peers. 51 (85%)
9
(15%) Yes
36 I can maintain an electronic forum (e.g., webpage, blog, WAG) to post information for students about the class.
54 (90%)
6
(10%) Yes
37 I can view and give comment on students’ electronic work (e.g., electronic portfolios, project work, websites).
53 (88,33%)
7
(11,67%) Yes
38 I can share instructional material digitally. 57 (95%)
3
(5%) Yes
39 I can implement lesson plans obtained from the Internet. 58 (96,67%)
2
(3,33%) Yes
40 I can draw on resources (lesson plans and teaching ideas) that are posted online.
56 (93,33%)
4
(6,67%) Yes
41 I can use electronic resources to find additional materials for lesson planning and classroom use.
56 (93,33%)
4
(6,67%) Yes
42 I can arrange a system to collect, organize, and retrieve
material and students’ data. 51
(85%)
9
(15%) Yes
Table 4.6 shows the result of the fourth point of the EFL student teachers’ technological standard that was trying to investigate whether the EFL student teachers use technology to improve communication, collaboration, and efficiency. The findings revealed that most of the participants have used the digital technology to maintain and improve communication, collaboration, and efficiency.
1.e. Student Teachers’ Technological Acceptance
Table 4.7 EFL Student Teachers’ Technological Acceptance
No.
Student Teachers Technological Acceptance
(TAM) Yes No Interpretation
Perceived Ease of Use (PEU)
43 I would find ICT based learning to be flexible to interact with 55 5 Yes