CHAPTER IV FINDINGS AND DISCUSSION
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
(91,67%) (8,33%)
44 Learning to operate ICT based learning would be easy for me 54 (90%)
6
(10%) Yes
45 It would be easy for me to get ICT based learning to do what I want to do
55 (91,67%)
5
(8,33%) Yes
46 I feel that my ability to determine ICT based learning ease of use is limited by my lack of experience
57 (95%)
3
(5%) Yes
Perceived Usefulness (PU) 47 Using ICT based learning in my English Language Teaching
course would enable me to accomplish tasks more quickly
58 (96,67%)
2
(3,33%) Yes
48 Using ICT based learning would improve my English Language Teaching course performance
58 (96,67%)
2
(3,33%) Yes
49 Using ICT based learning would enhance my effectiveness on the English Language Teaching course
57 (95%)
3
(5%) Yes
50 Using ICT based learning would make it easier to do my English Language Teaching course
58 (96,67%)
2
(3,33%) Yes Attitude towards the use of Digital Technology (ATU)
51 I believe it is a good idea to use an ICT based learning on English Language Teaching course
58 (96,67%)
2
(3,33%) Yes Behavioral Intention to Use (BIU)
52 I plan to use an ICT based learning in the future 59 (98,3%)
1
(1,7%) Yes
TAM (Technological Acceptance Model) usually used as the standard that provides 4 aspects to be measured that considered as significant factors that affect one’s technological acceptance level, namely, Perceived Ease of Use (PEU), Perceived Usefulness (PU), Attitude toward the Use of digital technology (ATU), and Behavioral Intention to Use (BIU). On the present study, it is found that most of the participants has fulfilled the criteria. Based on the findings it can be indicated that most of the participants are significantly perceived the practicality and the usefulness of the digital technology utilization. They also show their positive attitude on the utilization of digital technology-based learning on English Language Teaching. Lastly, regarding to the student teachers’
behavior or intention to use, it was found out that most of them are willing to implement the ICT based learning on their future teachings. Overall, it can be assumed that most of the participants accept the utilization of digital technology into language instructions.
2. Student Teachers’ ICT Module Preferences
The findings of the student teachers’ ICT module design preferences are presented on the following table:
Table 4.8 Student Teachers’ ICT Module Design Preferences
layout and design of the module
Size of the book
(in centimeter)
A4 (21x29,7) A5 (14,8X21)
A6 (10,6X14,8)
B5 JIS (18,2X25,7)
B5 ISO (17,6X25)
B6 JIS (12,8X18,2)
UNESCO (15,5X23)
Duadecimo (13X19)
50 (83,33%)
4 (6,67%)
1 (1,67%)
1
(1,67%) 0 1
(1,67%) 3
(5%) 0
Cover design
Pictures
Theme
ICT Devices Digital apps and platforms
ICT
Users Plain 9
(15%)
44 (73,33%)
3 (5%)
4 (6,67%) Type
Animation Realistic images Mix
19 (31,67%)
15 (25%)
26 (43,33%)
Font Formal Informal Artistic
14 (23,33%)
23 (38,33%)
23 (38,33%)
Color scheme Colorful Pastel Dark Grey scale
28 (46,67%)
24 (40%)
5 (8,33%)
3 (5%) Content
layout
presentation Pictures
Realistic images
Animation or cartoon Mix Because………….
13 (21,67%)
11 (18,33%)
36 (60%) Font
Formal Informal Artistic
31 (51,67%)
11 (18,33%)
18 (30%) Color scheme
Colorful Pastel Dark Grey scale
20 (33,33%)
26 (43,33%)
8 (13,33%)
6 (10%) Language use preferences
English Indonesia Because………
27 (45%)
33 (55%)
Table 4.8 presented above shows the results of the student teachers’ ICT module design preferences. It reveals that the
participants prefer the ICT module compiled in A4 sized papers, with digital apps and platforms for the theme pictures of the cover drawn in the mixture of realistic and animation type picture, using both informal and artistic fonts in colorful scheme.
For the content layout presentation design, they prefer that the pictures use the mixture of the realistic and cartoon or animation, with formal style for the font, layout in pastel color scheme for the content.
Regarding to the language of deliverance, it was also found that 55% of the participants wish that the module is compiled in Bahasa Indonesia while the other 45% prefer it in English for various reasons. Most of those participants who prefer Indonesian language believe that it can be more comprehensible so it can reach more readers. Meanwhile, nearly half of the participants who prefer English testified that it can make them getting more used to the target language, it can enhance their reading skills, ease them to use it during their classroom activities, it can be more attractive and enhance teachers’ teaching performance.
The following chart 4.2 presents the features of the content that participants wish to be included inside the module.
The findings revealed that the participants wish the module to include the explanation or technical functions of the feature, the procedure explanation of how to utilize the digital tools, contain the approach or pedagogical aspects suggestions, the information whether it is free or paid, the level of the learners that suit the digital tools, the pictures of the procedures on how to use it, the
language learners learning style suggestions, and the glossaries.
The actual statistics of the findings can be seen on the following chart.
Chart 4.3 Student Teachers ICT Module Content Features Preferences
And last but not least, the needs analysis was also trying to figure out the arrangement of the module. The shows that 67%
of the participants prefer if the content of the module is arranged based on the function, while 33% of them prefer it compiled based on the teaching activities.
B. DISCUSSIONS
1. Competences That Are Needed by The EFL Student Teachers to Teach with Digital Technology
The findings indicate that the participants of the present study are mostly have joined course(s) about the use of digital technology and get the benefits of it. These findings are in line with Brenner and Brill (2016) as they admitted that they have been exemplified with proper digital technology integration model, they have been given the opportunity to experience the integration technology into instructions to project and reflect its utilization, and have been provided with a technology-rich environment during their study and teaching practicum. ICT related course(s) are beneficial in preparing student teachers with related knowledge and competence, as Littlejohn and Hood (2017) suggested that basic digital literacy is needed for student teachers to feel more convincing in utilizing the tools and maximizing the use of open educational resources (OER) to support the instructions. Jeong (2017), also suggested that educational and pedagogical goals should be considered along with the utilization of the new technology to make student teachers aware in choosing the suitable kind of tools to be used and how to operate it on their language learning and future carries as teachers.
In revealing the participants’ basic digital technology competences, the term “familiarity” is aligned with the first stage of technology adoption hierarchical model that posed by Rieber and Welliver (1989) then refined by Hooper and Rieber (1995). It
is used to define the participants’ initial exposure towards technology, while the “have used it” statement is used to rephrase the term “utilization” of the new digital technology that the participants try to incorporate it for instructional purposes (Rogers, 2002). The findings of the present study suggest that most of the participants possess relatively adequate basic digital skills although few alternative digital applications, platforms, and websites are still unfamiliar and less explored. However, regarding to the utilization of digital applications, platforms, and websites that focus on language learning and teaching enhancement, it was found that the digital tools are mostly unfamiliar and least explored. Therefore, the ICT module can be used as one solution to introduce them about the potency of the digital tools to enhance their language teaching and learning whilst also show then on how to utilize it.
To ensure that student teachers have possessed the required competences, not only providing them with some specific courses such as ICT, CALL, MALL or Instructional media, but it is also essential to verify that they have met the standardized criteria that has been approved among educators in broader scope. This step is also crucial regarding to conduct the needs analysis to investigate the gap between the student teachers’ present situation and the expected competence that required by the standardized criteria (target situation). Therefore, in order to verify whether the student teachers have met the expected criteria, the present study adapted the points proposed from TESOL Teachers’ Technological Standard by selecting