Teachers' and Students' Perceptions of the Use of ICT in the EFL Classroom at Islamic Senior High School 2 Soppeng. This research aimed to investigate teachers' and students' perceptions of the use of ICT in the EFL Classroom.
Problem Identification
This research will contribute to improving the pedagogy of English as a foreign language teaching and learning in relation to the use of ICT. This research will also be useful for curriculum developers a clear picture of the use of ICT in teaching and learning.
Problem Statement
The Objectives of the Research The objectives of this research are
The Significances of the Research 1. Theoretical Significance
This study is similar to the current study in examining teacher perceptions. Moreover, the current study differs from this study in terms of the research method.
Some Pertinent Ideas
Indonesian English Language Teaching
The subject has special conditions where English teaching has special conditions, such as with the use of ICT in class. Furthermore, the current research is different from the previous one in the purpose of the research where this research aims to find out the perception of both teacher and students.
The Use of ICT in Language Teaching and Learning
Despite some involvement of the students, the computer remained the only source of knowledge that contained the key answers; c.). Integrative CALL from the 1990s onwards with the advent of the multimedia network computer and the dominance of the constructivist view of learning.
Modes of Language Teaching and Learning
All the LTL activities are conducted in a web-based environment or a virtual classroom mediated by the Internet.34. Currently, distance learning has become an important alternative way of learning offered by many educational institutions.
Principles for Effective Language Teaching and Learning with ICT
Consequently, the quality of distance learning is reaching a level of quality equal to or perhaps even higher than that of conventional classrooms as students are highly involved in learning activities. Therefore, the use of ICT in LTL also supports the principles of effective practices such as authenticity, wide range of linguistic expressions and creative use of the target language.
The Role of ICT in 21st Century’s Teacher Education
ICT helps to improve professional development and pedagogical management and promotes active learning of student teachers. Teachers need to provide technological support to learn using movies, animation, simulation training which helped student teachers to give model presentation.
Benefits and Challenges of Language Teaching and Learning with ICT Many studies have reported that the contribution of ICT to the enhancement
Advantages and challenges of language teaching and learning with ICT Many studies have reported that the contribution of ICT to the improvement. The potential benefits of ICT integration in LTL are indeed pervasive in the wide range of tools used and different purposes associated with them.
The Integration of ICT in Indonesian ELT
Albirini (2006) pointed out that English language teachers in Syria saw ICT skills as important for students in their future lives. In addition, a study on Indonesian English language teachers' literacy and competence with ICT58 revealed that although teachers perceived themselves as having high competence and literacy in operating and using computer applications, their use was actually based on their responses to the questionnaire. rare and limited to a narrow range of application programs.
Perception
Therefore, the teacher's attitudes and perceptions of the value and purpose of this support the meaningful participation of students in their learning with the inherent tools. Students' attitudes and perceptions of the value and purpose of ICT are key to their acceptance in learning.
English as Foreign Language (EFL) Classroom
Teachers' perceptions have a significant influence on the use of computers in the classroom.92 Lam (2000) also emphasizes that teachers' personal beliefs of the. A comprehensive guidebook for speaking Parepare: STAIN Parepare, 2007).p.1. This feedback can go a long way in providing end-user insights into its integration.
Research Paradigm
Population and the Subject of the Research
The population for this study includes all English teachers and students who are in the second and third grades. The researcher chooses all the English teachers and 5 students of second and third year students at MAN 2 Soppeng as the participants and the subject of the research.
Time and Location of the Research
A research population was the total target group that would be the subject of the research and about whom a researcher was trying to say something.98 In other words, the research population was a group to which research results were generalized.
Research Instrument
The interviews allow me to discuss their interpretation of the world they live in and to express the situation from their point of view. Their perspective also adds depth to the data generated during the observation and serves to clarify any question that may arise.
Data Collection Technique
Data Analysis Technique
Based on the students' response above, using ICT made it easier for them to understand and learn new things. Students' response to the use of ICT to facilitate them in the preparation of learning materials. Perception on the use of ICT in creating innovative teaching and increasing interest in learning.
Teachers' and students' perception of the use of ICT in the evaluation of students'. results and teaching-learning process. Based on the teachers' responses above, it appears that the use of ICT in the EFL classroom makes the learning process more interactive and enthusiastic. The students' response to the use of ICT to make the learning process more effective can be seen in the following table:
Based on the above answer of the students, it is found that the students are finding it easier to understand the teachers' explanation.
Discussion
In this aspect, the researcher found a data based on teachers' perception about the use of ICT in English subject, teachers felt that the use of ICT facilitated them and it made them more effective and efficient in preparing learning process . Based on the interview, teachers also feel that the use of ICT in the English subject has made students more enthusiastic and interactive. Therefore, it is really important to develop the skill of the teachers and students in the use of ICT in the learning process in terms of psychomotor and affective.
The use of ICT made students more focused on receiving the material from the monitor so that they could understand quickly. The data showed that teachers had positive perception in the use of ICT in the teaching and learning process. From the data above, the use and value of ICT in evaluation was positive, where the teachers see that ICT has made learning process in English.
From the answers, it can be concluded that the teachers' perception showed that by optimizing the use of ICT in the classroom, the learning process was facilitated well, the teaching process was more effective because the students were more enthusiastic.
Students’ Perception on the Use of ICT in EFL Classroom a. The use of ICT in preparation of learning
The involvement of ICT in the classroom helped the students to be more focused, especially when they had to access the internet which made the learning atmosphere enthusiastic. Finally, the students had a positive perception about the use of ICT in the classroom. The students were more enthusiastic to listen to the lesson because the use of ICT made them more focused and motivated.
The data showed that the use of ICT in the English classroom made it easy for the students to find additional materials, more than what the teachers explained through the Internet. In conclusion, students had a positive perception about the application of ICT in the school as a source of information and knowledge. The teachers had a supportive view on the use of ICT in the EFL classroom in terms of preparing for teaching, developing the teaching materials, creating innovative teaching and evaluating students' results.
Students had a positive opinion about the use of ICT in the EFL classroom in terms of preparation for learning, development of learning material, increasing interest in learning and evaluation of the teaching and learning process.
Suggestion
The ease of ICT use was also a pleasant thing for students, for example the Internet. This can be seen on how students use technology to learn English in class to make paper, do assignments and prepare their presentation and browse the meaning of certain word or a difficult material to understand. Based on the results above, the researcher can conclude that teachers and students accept that ICT is very important and necessary to facilitate and support the learning process.
Therefore, teachers and students must be equipped with specific skills on the use of ICT in relation to learning. Moreover, today is the digital era 4.0, where learning interactions between teachers and students are expected to be involved in the optimal use of ICT.
BIBLIOGRAPHY
What do you think about using ICT to teach English in the classroom? Using ICT is more fun to learn because displaying the material on the screen makes the lesson easier to read. But if we use LCD in the classroom, it forces us to focus on only one point.
If we use ICT in our lessons, we can immediately look up anything obscure with access to the Internet. Yes, I think so, because it is very easy to search the Internet to find material that. So, in addition to the material that is in the book, there is also additional material about.
Based on the opinion of the students, it is said that the teacher has already used ICT to deliver the material, but still relies on PPT and LCD projectors for teaching. We will search for material on the Internet and then discuss what will be on our slide by sharing each other. Is your teacher familiar with hardware or software related to the use of ICT in the classroom?
Yes, because before learning started, the teacher quickly prepared the ICT tools that will be used in the class. The students think that their English teachers are mastered to use the ICT tools in the class.
