Judul Skripsi: Teachers' perspectives on the implementation of information and communication technology (ICT) in English language education. Silmi Auliyah, 2022 Teachers' Perspective on Implementation of Information and Communication Technology (ICT) in Teaching English by Teachers of SMPN 3 SUNGGUMINASA (Descriptive Research). This study aimed to find out the types of Information and Communication Technology (ICT) used by the teachers to teach English at SMPN 3 SUNGGUMINASA and the teachers' perspectives on the implementation of Information and Communication Technology (ICT) in English language education.
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- Background
- Problem Statement
- Objectives of the Research
- Significance of the Research
- Scope of the Research
What types of Information and Communication Technology (ICT) are implemented by teachers in teaching English in SMPN 3 SUNGGUMINASA. Types of Information and Communication Technology (ICT) are implemented by teachers in teaching English in SMPN 3 SUNGGUMINASA. Teachers' perspectives on the implementation of information and communication technology (ICT) in teaching English at SMPN 3 SUNGGUMINASA.
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- Previous Research Finding
- Theory of Information and Communication Technology (ICT)
- Kind of Information and Communication Technology (ICT)
- Informatioan and Communication Technology (ICT) in Teaching English
- The Benefits of Implementation of Information and Communication
Cahyono & Cahyani (2012) Based on the results of his research, Information and Communication Technology has not expanded a special feature in the classroom, because teachers use computers and laptops for PowerPoint presentations regularly, according to the findings of his study. The findings suggest that ICT is used in the classroom if it is used both online and offline, consistent with the results. In contrast, this study aims to learn more about how teachers use ICT and what teachers think about the adoption of ICT in the classroom.
According to Liyakhath (2019), information and communication technology (ICT) in education refers to various tools that help with the teaching-learning process and other educational tasks. Teachers are the primary implementers of technology in the classroom, and they play a crucial role in the integration of ICT. The majority of language teachers know the benefits of using ICT in the classroom, but do not implement it.
Teachers explored teachers' viewpoints from various angles, including institutional, social, facility, belief, understanding, attitude, and their use of technology in the classroom. Language learners benefit from ICT in the language laboratory, which includes a wide range of technologies. There are several ways to communicate information and knowledge to users, especially in the teaching and learning process, where the audio medium is commonly used for training and developing the ability to hear and understand information through the element of sound , especially when learning English.
We can see the use of ICT to improve speaking skills in the classroom through distance learning teleconference or the use of skype, zoom, google meet and other facilities.
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- Research Design
- Subject of the Research
- Research Instrument
- Data Collection Technique
- Data Analysis Technique
The researcher used this observation to select information and communication technology for English teaching. In this step, the researcher used data collected at the time of the research on teachers' perspectives on the implementation of information and communication technology (ICT) in English teaching and the different types of IT used in English teaching. The results cover data on what forms of information and communication technology (ICT) are implemented by the teachers in the teaching of English and the teachers' perspectives on the implementation of information and communication technology (ICT) in English-language activities.
The teachers implement forms of information and communication technology (ICT) in seventh and eighth grade English language teaching in SMPN 3 SUNGGUMINASA. Teachers' perspectives on the implementation of information and communication technology (ICT) in English teaching. The researcher found seven indications of English teachers' views on the implementation of information and communication technology.
Teachers implement types of Information and Communication Technology (ICT) in teaching English in the seventh and eighth grades of SMPN 3 SUNGGUMINASA. Teachers' Perspectives on the Implementation of Information and Communication Technology (ICT) in English Language Teaching at SMPN 3 Sungguminasa. 2019), where it is stated that the teachers indicated that the teacher gave a positive perception and agreed on the use of Information and Communication Technology (ICT) by the teachers in teaching English.
Teachers' views on the use of information and communication technology in language teaching | Atlantis print.
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Findings
Yes, they are more excited when I use ICT, especially because it is digital, so the students are more excited.‖. Based on the above extract, the teachers perceived that if the teachers used ICT in the English language, teaching the students would be more enthusiastic if the teacher used ICT. Based on the extract above, the teacher perceived that students understand ICT lessons more easily and are more motivated if they are given material that is made as attractive as possible.
Of course, for students to be fun and motivate students to learn and students are also very excited, especially when I show interesting materials using PowerPoint and LCD.‖. Students are satisfied 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 satisfied.‖. Based on the extract above, the teacher perceived that with ICT, students are satisfied with learning.
34; Yes, of course, students are more excited about doing assignments than before when they are not using ICT." Based on the extract above, compared to classrooms where teachers do not implement information and communication technology (ICT), the teacher observed that students do better on tasks when they use ICT. As a result of ICT implementation, students are more dedicated, enthusiastic and reserved to complete the assignments set by their teachers.
In my opinion the advantages are many, for example when I use the LCD screen it makes it easier for students to see the material displayed by the teacher and it also makes it easier for me to give practice questions, I can give direct instructions to students who I want to answer the practice questions I give and answer them directly on the laptop by typing in the answers yourself and they can be corrected immediately together with other students.'
Discussion
LCD is one of the media that is commonly used to display on an LCD screen, such as PowerPoint, a computer application program that is widely used for current purposes for use in information and knowledge presentation activities. Students can see information more easily as the teacher connects the LCD to a laptop for information and knowledge presentation activities. Based on the results of the analysis of teachers' views 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 evident from the results of interviews obtained by researchers who agree that information and communication technology is essential in teaching English. Teachers used LCDs, laptops, speakers, mobile phones, e-books, Microsoft Word, PowerPoint, YouTube and WhatsApp in teaching English using Information and Communication Technology (ICT). Teachers believe that information and communication technology (ICT) can help students learn English in a realistic environment.
Teachers also believe that information and communications technology (ICT) is suitable for students at all levels, from the most basic to the most proficient. They suggest that teachers use various information and communication technologies (ICT) to display material. English as a Foreign Language E (EFL) Teachers' Perceptions of Information and Communication through Technology (ICT) Ega Mahfira, Nurdevi Bte Abdul, Ratu Yulianti Natsir.
Journal of English Language and Literature (Joell) Use of ICT in teaching and learning English Journal of English Language And Literature (Joell.
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Conclusion
The role of ICT in making teaching-learning effective in higher institutions of learning in Uganda. The use of ICT in teaching English as a foreign language, Participatory Educational Research (PER), (online) Special Issue 2016-IV;73-77.http://www.partedres.com. The application of integrated technology in student motivation of an accelerated program in Makassar Senior High School, Indonesia.
Do students like to learn English if they use ICT in the process of learning English. Does the use of ICT in the teaching and learning process make it easier for students to understand the lesson or do the students just enjoy it. Do students become more active in learning, more motivated to learn English, if they use ICT in the learning process.
Jika menggunakan ICT dalam proses belajar mengajar, biarlah siswa rajin menyelesaikan tugasnya. Apa manfaatnya bagi siswa jika menggunakan TIK dalam proses pembelajaran bahasa Inggris. Oh bisa sekaligus, biasanya saya melakukannya secara bersamaan, ya bersamaan atau diintegrasikan ke dalam 4 skill tersebut, misalnya kalau seperti dulu, saat saya mengajarkan nama hari, saya suruh mereka membaca dulu. lalu baca, lalu pahami, baca dan pahami, setelah itu saya minta mereka mengatakan apa maksudnya. Tadinya dia udah ngobrol, lalu aku ajak mereka ngobrol, apalagi tanya, misalnya hari kesukaanmu apa, lalu yang lain menjawab, hari favoritku itu bla bla sih, jadi maksudnya ngomongnya begini, tapi dalam mendengarkan itu juga bisa dilakukan mis. ee Saat aku menyuruh mereka mengatakan apa yang aku katakan, baiklah. jika mereka dapat menangkap apa yang saya katakan, itu berarti mereka mengerti, mereka mendengar dan melihat apa dan dapat mengatakannya dengan mendengarkan, ya, seperti itu."
Yah, mungkin kelebihannya adalah mereka bisa dengan mudah melihat dengan jelas, nah, jelas karena apa, eh, langsung terlihat kalau kelihatannya gede, tampilannya gede-gede, jadi baik untuk depan maupun belakang, mudah dilihat, nah, mudah sekali untuk dilihat, apalagi eh, ya, menarik bagi mereka, ya, menarik bagi mereka. ee juga memudahkan ee, misalnya saja ketika saya memberi mereka tugas, saya kadang menyuruh mereka menulis sendiri melalui ee atau ee, hanya lewat laptop ee, mereka bisa menulis dan mereka bisa menunjukkan apa yang mereka lakukan, apa yang mereka lakukan. kasih tahu aku kalau ada latihan seperti itu ya?" Iya maksudku, apalagi kalau langsung seperti ee, kita berikan seperti itu, lalu ee langsung memberikan tugas, ee siswa lebih suka yang seperti ICT‖ . "Oke , kalau masalahnya misalnya ICT, seperti kemarin saat kita pakai, mungkin lebih ke koneksinya, misalnya kita pakai jaringan, nah, lebih ke koneksi, sebenarnya yang lain juga seperti itu."
