ICT Usage in Teaching English in Pekanbaru: Exploring Junior High School Teachers’ Problems

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ICT Usage in Teaching English in Pekanbaru: Exploring Junior High School Teachers’ Problems

JunaidiJunaidi

UniversitasLancangKuning, Pekanbaru. Indonesia [email protected]

BudiantoHamuddin

Graduate School Hasanuddin University, Makassar. Indonesia UniversitasLancangKuning, Pekanbaru. Indonesia

email: [email protected] Wendy Simangunsong

Fathu Rahman

Hasanuddin University, Makassar. Indonesia [email protected],id

Tatum Derin

Abstract

The purpose of this study is to analyze the problems of teachers in using ICT at junior high school level. Specifically, the aim of this study is to answer the question, “are teachers successful inusing ICT facilities effectively in teaching English?” referencing multiple studies from current years to obtain the most up-to-date picture on the situation of ICT usage in teaching English. This study tries to examine the issue of teachers of English from various Junior High Schools in Pekanbaru, Riau, Indonesia. On this base, the research data is obtained from 131 Junior High Schools in Pekanbaru city, specifically from the population of 180 English teachers. To ease the data collection in gaining information and to ensure the respondents coverage, this study employs an online questionnaire that can be mobile accessed by the teachers as well as an offline questionnaire to cover the teachers that has a limited access to the Internet or lack the knowledge to do so. Using a descriptive analysis in quantitative method in nature the analysis of this study manages to reveal 5 (five) variables that led to the problems of teachers in the use of ICT in English learning in Pekanbaru Indonesia, among other things: Lack of IT Knowledge; Lack of ICT facilities;Lack of Self- Confidence; Time-Consuming; and Conservative Teaching Mindset.

Keywords:ICT; English Language Teaching (ELT); Junior High School; Teachers’Problems; Teaching Mindset

1. Introduction

Using information communication technology (ICT) as a tool or media in teaching and learning will be a smart move in the modern era. In this 21^stcentury, the range of technologies available for use in language learning has become very diverse. Since almost everyone nowadays has used technology to communicate, play and learn in their daily basis, no one doubts that in the process of teaching and learning, ICT as tools of education offers a significant meaning and ease the process. The development of ICT continues to push new challenges and duties on the modern teachers around the globe[1]. It is also one of the most significant drivers of both social and linguistic change, including many parts in Indonesia where English teachers are highly aware that teachers and students belong to the global community [2]. These “new things” include multimedia in teaching English, a required subject in Indonesia [3], to make English Language Teaching (ELT) more practical. This helps students to get involved and learn according to their interests[4], as personalization in learning has also become a trend.

In the context of Indonesia, Central Bureau of Statistics 2018 revealed how far ICT facilities have permeated the educational sector. From a total of 4.014 schools (64.55% elementary schools, 19.22% junior high schools, and 16.23% senior high schools), the proportion of all levels of education with the exception of higher education level that used mobile phones in the learning process is 46.01%.

Less than that can access the Internet at school (33.67%), and lesser than that have teachers qualified to teach about technology (10.1%). Overall, less than half of educational levels in Indonesia have

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implemented ICT. There is still room for more, and these statistics have not yielded the nature of impact of ICT, whether it is positive or negative.

Of course, many researchers have proven and widely accepts ICT for teaching English in the modern world[5]–[8]. This study sees that ICT has been welcomed positively because teachers can design useful and practical media so the obscurity of the material can be solved by using the media as an intermediary. ICT can simplify the complexity of the learning material. According to a study that observed selected pesantren (Islamic boarding school) in Indonesia, learning with technology is a meaningful activity that not only enhance learning activity, but also boost students‟ global knowledge and opportunity [9]. ICT has also been observed to shift the lessons toward student-centered instruction because it seems to have made students become more active, creative, effective and joyful, according to another study conducted in Riau involving 160 students and 3 teachers junior high school teachers [10].

Moreover, methods of teaching English as a foreign language (EFL) has changed drastically with the entry of technology. Technology can provide so many choices for teachers that can make their teaching more exciting and more liked by students. One study collected data from 40 English teachers and identified ICT facilities that are commonly used for ELT, namely mobile phones, laptops, projector, YouTube, Facebook, Wikipedia, Email, and blog [11]. Using Tumblr even significantly improved students‟ English writing ability according to Rahmanita & Cahyono (2018). All of these tools without exception have been found to have positive impact on ELT. Additionally, there was an 8-month program to improve Indonesian teachers‟ skill in developing multimedia to make the learning atmosphere more pleasant and interesting, which is assumed to directly affect students‟ learning outcome in a positive way [13]. The study relayed the necessity for teachers to have phases of observation and training before they can utilize ICT in the curriculum.

Perhaps the necessity for initial observation and training came from the fact that school curriculum is significantly inflexible compared to individual lesson plans. To test this idea, a study evaluated an English Education Department that use blog as a heavy focus in the curriculum [14].

Gaining data from 145 students, the study found that this ICT facility made student learning gain a lot more autonomy, in which students have more room to take initiative in their learning. This ICT teaching method also showed that students have higher levels of positivity in their language learning progress when they use blog as interactive homepages.

However, opinions regarding ICT in education can take on a less optimistic nature. Change can be upsetting, and the rapid development of technology can be overwhelming and make technology- assisted teaching more discouraging for teachers. Although „technophobia‟ isn‟t as prevalent as it used to be at the start of the 21^st century [15], using computers at work and even at home do not translate to being comfortable with them.

A study surveying 54 teachers identified a significant amount of issues teachers have with technology in classroom[16].The problems were beyond simple hardware and software problems that are typical when it comes to ICT usage. Teachers viewed that they have little support in human resources such as technicians and computer experts, and also material resources evident from the highly uneven ratio of computers available and the number of students. After being thrust to teaching using ICT facilities, they reported a need for supervision of students,a need of smaller classes, and a need of more convenient locations and bookings of computer labs. Training and professional development in using technology for classroom were either not offered yet or too costly to attend. The respondents also admitted problems from their philosophical and pedagogical perceptions, and the fact that the expectations that came with technology in classroom were not in line with curriculum guideline. The difference in technology skills between teachers and students could be extreme, with either the teachers unable to keep up with students who have grown up with computers or the students not knowing how to focus as they frequently complained that „they can‟t find anything‟ on the Internet.

Upon closer examination, a recent study in Indonesia found that teachers‟ perceived impact of the implementation of ICT do not always reflect the actual impact [17]. The study analyzed data collected from 91 teachers with relatively even gender ratio, and ascertained that while efficacy does predict how well teachers teach using ICT in classroom, teachers could hold drastically lower opinion on the effectiveness. This may be explained by the argument from a previous study investigating the attitudes of 764 teachers hold toward technology[18]. The study argued that the different levels of computer use among teachers depend on three items, namely their perceived value of technology tied to success, their casual use of technology outside of school, and their type of activities on the Internet which should primarily be for information gathering and writing purposes.

A different study looked into 407 teachers‟ belief in their technological capability [19]. The results of the study showed that teachers generally do not hold a solid belief that they are or are not capable in using ICT. In general, they consider themselves capable of basic computer skills but not in web

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based or media related computer skills. The study noted teachers‟ age and computer experiences are not statistically significant influence to their computer self-efficacy.

With such a variety in the problem teachers have regarding technological use in classrooms, there is concern on how to focus or “break up” the problem of ICT usage in education. As such, this study feels the need to investigate specifically teachers who teach English subject in school and the issues they have with ICT usage in the teaching process. Figure 1 is the theoretical framework of this study.

Figure 1. Research Model

The research question this study poses is “are teachers successful in using ICT facilities effectively in teaching English?” An online and offline questionnaire are used to collect data, and the questionnaire was designed to focus on exploring the problems facing teachers of junior high school in Pekanbaru, as it is the aim of this study. The study commissioned 180 teachers, though some teachers did not complete the questionnaire. In the end, the study recorded 171 answers. This total of 171 respondents were considered enough to represent the population of junior high school English teachers in Pekanbaru city in this study.

2. Research Method

This study uses a quantitative descriptive method, which scholars interpret as research methods based on positivism philosophy, using it to examine the population and specific samples taken with sampling techniques generally done randomly. The data collection used research instruments analyzed quantitatively (statistically) to test a predefined hypothesis. Quantitative research assesses the nature of the conditions seen [20], and the objective of this study is limited to describe the problems faced by the teachers in ICT implementations in ELT process in their schools.

This study set its population to all English teachers' in 131 Junior High Schools in Pekanbaru.

This study expects that the online questionnaire will reach all of them. However, realizing its limitation in time and funding, this study limits the schools based on its regions.In this research, the instrument or tool used to collect the data from the population is an online questionnaire. Using Google forms, this study designed two different questionnaires delivered to the teachers (Form-1) to find out their problems in implementing ICT in teaching English, and the questionnaire consists of 20 items of questions.For the techniques of analyzing the data, researchers first collect the results of the distributed online questionnaire, then perform data processing to see the results obtained from the Google Forms. The excellent feature about Google form is this media includes automatic percentage-based analysis.Therefore, this study will create descriptive interpretation based on it. Additionally, this study will analyze further by using a bar chart or pie chart to illustrate the pattern and frequency of the perceptions shown by junior high school teachers of the problems regarding the use of ICT as a medium of learning and teaching in some of their English classes.

Natural Observation

Online &

Offline Questionnaire

Distribution

Data Validation Data Analysis

Interpretative Conclusion

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This study recorded its data from 180 English junior high school teachers, though some teachers did not complete the questionnaire. Therefore, only 171 answers conform to the standards employ in this study.

However, these 171 respondents were considered enough to represent the population in this study since it covers all the regions in Pekanbaru, Indonesia. The analysis of this study based its quantitative data on the feedback given by 171 respondents and managed to reveal 5 major problems in ICT usage in teaching English, i.e., Lack of IT Knowledge; Lack of ICT facilities; Lack of Self-Confidence; Time-Consuming;

and Conservative Teaching Mindset. The demography of the respondents, analysis of the result and the discussion are presented below.

3.1 Demography of the Respondents

With the goal of pinpointing the issues teachers in Pekanbaru city are facing in using ICT in their teaching process, this study limits the population of the research on Junior high school teachers who teach the subject of English. This study approached 180 teachers and received 171 respondents. All of them indicated the length of time they have experienced in teaching using ICT, and how often they actually use it.

Chart 3.1The length of time teachers use ICT facilities

Based on the findings in this study, only 16.9% of the respondents have been using ICT for more than 2 years, followed by 28.1% who were using ICT for 1-2 years. The data also managed to reveal that the biggest percentage (28.2%) is recorded to have been using ICT for only less than 6 months, and 26.8% of them have used ICT ranging from 6 months to 1 year. It means more than half (55%) of the English teachers in Pekanbaru city just started getting in touch with ICT environment in their English teaching-learning process. Moreover, there are still as large as 28.2% who are still new to ICT.

Chart 3.2 Frequency of use of ICT facilities

By examining both charts above, the authors concluded that the use of ICT facilities is still rarely used by teachers because more than half (55%) of respondents use ICT facilities only for barely a year.

28.20%

26.80%

28.10%

16.90%

Less than 6 months 6 months - 1 year 1 year - 2 years More than 2 years

14.10%

45.10%

29.50%

11.30%

Never Rarely Often Very often

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Therefore, a huge majority (45.1%) of the teachers of Junior High Schools still rarely use ICT facilities in the school learning process.

Chart 3.3 Ages ofPekanbarujunior high school English teachers

Based on the data obtained from the respondents, it seems that teachers aged between 20 to 35 years are more dominant (53.6%). These “new” teachers are categorized as “category 1”, whereas the teachers aged between 36 to 50 years (38%) are classified as “category 2”, and teachers aged above 50 years (8.5%) are categorized “category 3”.

Table 3.1 Age frequency of teachers

Frequency Percent Valid

Percent

Cumulative Percent

Valid

20-25 23 32.4 32.4 32.4

26-30 7 9.9 9.9 42.3

31-35 8 11.3 11.3 53.5

36-40 4 5.6 5.6 59.2

41-45 7 9.9 9.9 69

46-50 16 22.5 22.5 91.5

Above

50 6 8.5 8.5 100

Total 71 100 100

Table 3.2 ICT user by age

Age *Using ICT Crosstabulation

Very Often Often Rarely Nothing Total

20-25 2 9 12 0 23

26-30 1 4 1 0 6

31-35 0 3 5 0 8

36-40 2 1 1 0 4

41-45 1 0 5 1 7

32.40%

9.90%

11.30%

5.60%

9.90%

22.50%

8.50%

20-25 26-30 31-35 36-40 41-45 46-50 Above 50

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46-50 0 2 11 4 17

Above

50 0 0 1 5 6

Total 6 19 36 10 71

It seems clear that respondents who “often” use ICT facilities are in the category 1 (20-35 years).

These “new” teachers are not as “clueless” as the “old” teachers in using ICT. So, it can be concluded that teachers using ICT facilities are the “young/productive teachers”.Yet, all categories of teachers experienced problems in the implementation of ICT in their teaching process. Data analysis of the respondents found 5 main problems faced by teachers in their ICT-based class, namely:

a. Lack of IT Knowledge

This study considers IT knowledge as the basic skills one should possess to utilize technology. It includes knowing how to turn computers on, do basic troubleshooting, engage in standard office tasks, surf the Internet, and create basic security. Simple tasks such as these are basic life skills when it comes to the modern era‟s requirements, and what teachers should have.

Chart 3.4Range of understanding of the use of ICT facilities

According to the chart above, from 171 teachers who entered their responses, there are as many as 35.2% who say they have “less” of an understanding on how to use ICT in the teaching process, while the remaining 46.5% answered that they “already” understood.

Chart 3.5Correlation of teachers‟ IT knowledge with effectiveness of ICT usage

From the results of the data collection, researchers concluded that the majority of English language teacher's in Junior High Schools in Pekanbaru still has low understanding of the use of ICT facilities, contributing to how they feel that the use of ICT in the learning process is “less effective.” For the statement, “My current knowledge on how to use IT makes the lessons I give using ICT facility

18.30%

46.50%

28.20%

7%

Very well Enough Not enough Not at all

5.60%

28.20%

45.10%

21%

Very effective Remain effective Less effective Not effective at all

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become […] in English language learning,” chart 2.5 shows the results of the data collection, with 66.2%

considering that when they use ICT their teaching process is generally ineffective.

b. Lack of ICT Facilities

ICT can enhance education in multiple ways, such as optimizing the delivery of information and stimulating engagement. This tool enhances learning experience by providing classrooms up-to-date resources and gain relevant data very quickly. It‟s no wonder how valuable ICT is for students in modern education, but results it hasn‟t enhanced the teachers‟ experience in teaching with them as well as expected. Chart 2.6 illuminated this clearly.

Chart 3.6Adequateness of ICT facilities

The learning process using ICT can enhance the interest of students in receiving the lessons given by teachers. However, according to the teachers‟ perceptions, the chart above indicates that many schools still have “less adequate” ICT facilities according to 60.6 % of the respondents, while the rest considered that the facilities are “adequate” (39.4%). These answers are in response to the question “How adequate is the support quality of ICT facility that has been available in your school?”

Chart 3.7The support of Wi-Fi for ICT usage

ICT in schools may come in the form of technical services, computer labs, video conferences and Internet accessibility. The latter is the most widely and constantly used option as it‟s undeniable that the use of internet connection (Wi-Fi) in school is very important because Wi-Fi makes the learning process more connected outside and inside of the classroom, as communication tool and learning resource tool respectively. Many schools face problem with the Wi-Fi network, namely “slow connection” that strips their access to the Internet. Based on the prompt statement, “Wi-Fi is often slow and has limited

15.50%

23.90%

52.10%

9%

Very adequate Adequate facilities Inadequate Not adequate at all

28.20%

43.70%

16.90%

11%

Strongly agree Agree

Weakly disagree Strongly disagree

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connection when I'm looking for or using ICT media in schools, making the process of learning English by using ICT media quite annoying,” the chart above shows that the majority (71.9%) confirms to this statement, and only 11% consider their Wi-Fi quality is excellent.

c. Lack of Self-Confidence

One of the classic obstacles to any new changes of the learning process is the self-confidence of the teachers. The problem of confidence is an issue that is very often experienced by every teacher in using ICT facilities, but with this era‟s technological advances, all teachers should and must start mastering ICT facilities so their sense of lack of confidence in the use of ICT facilities will be erased.

Chart 3.8Self-confidence in using ICT facilities

This study found low self-esteem is the biggest problem in the use of ICT to support learning process. This is based on the analysis on the responses to the statement, “I feel less confident when I use ICT facilities for teaching.” Researchers concluded the majority (55.8%) of respondents agree that ICT facilities doesn‟t enhance their self-esteem in executing their profession. Interestingly, from these 171 teachers, 13% don‟t have confidence issues in using ICT, and 13% seems to have very low confidence in using ICT for their teaching.

d. Time Consuming

While some teachers are confident or have sufficient IT knowledge to use ICT, this study found that it does not translate to full usage of ICT. Some junior high school English teachers do not use ICT for long or at all, because the usage of ICT is considered time-consuming.

Chart 3.9Effectivity of time used to utilize ICT facilities 12.90%

42.90%

31.40%

12.90%

Very often Often Rarely None at all

7.00%

36.60%

45.10%

11.30%

A lot of time Enough time Little time No time

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Looking at Chart 2.9, this study found many teachers consider they barely have time to employ ICT during their teaching process (56.4%) when they are given the prompt statement “I have […] time to use ICT as an alternative media,” indicating lack of flexibility of their lesson planning.

e. Conservative Teaching Mindset

In this study‟s instrument, there are some questions deliberately made to measure the mindset of teaching English teachers in the classroom. In the analysis of teacher's teaching mindset, the researchers looked at 2 (two) factors, namely the level of difficulty teachers face in the use of ICT facilities and the level of interest of teachers in using conventional (no ICT) or modern (ICT) methods in teaching English in the classroom.

Chart 3.10 Teacher‟s preferenceofusing ICT facilities

In the first factor, the researcher prompted a statement relating to the teacher's preference of tools in teaching. The questionnaire gave the respondents the prompt statement, “I do not like teaching English in the classroom using ICT facilities because I think it is too hard.” Interestingly, unlike previous negative results, the chart above shows that there are more teachers who like using ICT (56.3%) than those who dislike it (43.7%). Chart 2.10 above sheds light on the junior high school teachers‟ opinions on the issue of difficulty of using ICT.

Chart 3.11 Teachers‟ preference of conservative teaching mindset

In the second factor, the questionnairegave a statement about the teaching mindset during class,

“I am more comfortable using the conventional method (direct, question and answer, dictation, etc.) compared to using ICT in teaching English.” Similar to the first factor, teachers who disagree with this sentiment (50.7%) outnumber the ones who agree (49.3%). Although the margin is much smaller, making it almost 50/50 between comfortable and uncomfortable in using ICT to teach English.

16.90%

26.80%

33.80%

22.50%

31.00%

18.30%

39.40%

11.30%

Weakly disagree Strongly disagree

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Issues concerning ICT implementation remain an on-going obstacle for many teachers in Pekanbaru city, yet progressivity in education must demand ICT to be an integral part in education. Reaching out to 180 junior high school English teachers, this study received responses from 171 and the results from analyzing the data collected answered “are teachers successful in using ICT facilities effectively in teaching English?”

More than half of the English junior high school teachers seems to still be inexperienced in using ICT, as the majority of them have only used ICT recently (55%). Only 16.9% out of all the respondents have used ICT for more than 2 years. The significantly low percentage found in this study is in line with recent Central Bureau of Statistics‟ 2018 Survey that revealed teachers from all range of education levels who are qualified in IT amounted to only 10.1%. On the flipside, majority Indonesia‟s students use computer desktops and smartphones in class. Considering blended learning, a method of learning in which 50% of the material is online and 50% of it are offline, has eclipsed its nature as a rising trend to become a common method offered in Indonesia‟s educational institutions, a gap this large between the teachers and students‟ skill in IT is highly concerning.

This gap in IT skill is evident by the significant percentages of teachers who are having difficulties in using ICT. As much as 35,2 % junior high school English teachers answered that they generally do not understand how to use of ICT in the learning process. Andriani & Kasriyati (2018) had pointed out that teachers need to observe and be trained in using ICT for them to fully utilize it in their teaching process, so it might mean that some junior high school English teachers in Pekanbaru haven‟t received any training. It‟s not a farfetched deduction considering there are still many schools in Pekanbaru that are under-budget to afford IT training or hire experts. Moreover, it seems that experience must be extensive for teachers to say that they are at ease with basic computer skills, because 26.8% of the respondents have used ICT facilities for at least more than 6 months. Furthermore, among the 28.2%

who answered that they have used ICT for only less than a month, they seem to have contributed to the 14.1% of the total respondents who admitted that they never used technology to teach English. IT skill gap between teachers and students have been studied ever since scholars noted children growing up with technology [16], but the significance of actual experience in using ICT haven‟t been studied further beyond collecting data of the length of time.

In addition, 46,5% do consider that they have enough knowledge on how to use it, yet a huge 66,2% of all respondents admitted that their use of ICT remains ineffective in reaching the lessons‟

objectives. Lestari & Indrasari (2019) have recently discovered that teachers are not always accurate in evaluating the effectiveness of their ICT usage in teaching English. This askew perception might occur due to teachers having expectancy that are too closely related to „quick success‟ repeatedly advertised by various technology or web-based tools of language learning. When it comes to language learning, success depends on the learners‟ grit to practice consistently, not so much on the facility. Future study may be concerned with the relationship between the typical expectations of language learning and technology implementation, and also what kind of ICT benefits perceived by teachers.

The old issue of low resources available noted by Wood, Mueller, Willoughby, Specht, &

Deyoung (2005) prevails, as this study found 60.6% of the 171 respondents considered their ICT facilities is generally inadequate. Past studies [9]–[12] have shown teachers significantly satisfied with ICT facilities, but perhaps the large number of teachers unsatisfied with their ICT facilities this study found is due to the low number of junior high schools that can access the Internet. The same vein naturally applies to explain the 71.9% that deemed using ICT is “annoying”, a sentiment mainly attributed to the slow and limited Internet connection.

This study found that among the 171 English teachers, more than half of them (55.8%) are not confident in using ICT to teach. This finding agrees with the results found by Sarfo, Amankwah, & Konin (2017), that many teachers still do not believe they are capable for the task. The study also noted that the teachers‟ age and computer experiences not significant influence to their computer self-efficacy.

Although this study does not focus onto the two variables, this study did collect the relevant data and found that only 16.9% are truly experienced in using ICT to teach, only 11.3% use ICT very often in their classroom, and majority of the teachers of the total respondents are in productive ages (53.6%), followed by 38% who are aged between 36 to 50 years. This clearly implies that “young” and “old” teachers both can be “clueless” in ICT. Future study may be interested to look closely into how the ages of teachers play a role in ICT usage in education, and perhaps the teachers‟ teaching experience, not just their computer experience.

56.4% thought that they barely have time to even use ICT in their teaching process. This may depend on the type of class they want to conduct, as Hamuddin, Dahler, Muzdalifah, & Syaifullah (2017)

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show classes that can focus heavily in utilizing ICT. This shows that the problem put forth by Wood, Mueller, Willoughby, Specht, & Deyoung (2005), that teachers cannot seem to work with the expectation of modernizing the classroom when the curriculum has yet to be modernized also.

This contributes to how majority indicated that while they like using ICT (56.3%), a little more than half of them all (50.7%) find ICT usage in classrooms uncomfortable. This finding agrees with Rosen & Weil (1995) that teachers are not comfortable with using ICT, though this study does not take into account whether the demography use computers at home, so it may be of interest in future studies.

In general, the authors can see that 171 junior high school English teachers in Pekanbaru have little faith in integrating ICT to their teaching courses. Only small percentages can be attributed for respondents who are favourable with ICT. To be more precise, only 5.6% believe their teaching is more effective when they use ICT. This is a far cry to many previous studies‟ results that showed teachers positive reception to its successful use.

Lastly, upon scrutinizing these 5 problems, this study sees that all of them indicate the teachers‟

unwillingness to fully integrate ICT into their teaching process. Lack of IT knowledge isn‟t such a huge obstacle as long as the teacher in question is willing to learn. The same vein applies to lack of self- confidence which can be abated with the willingness to try. Lack of ICT facilities would put the burden more onto the schools, but most schools who advocate the use of ICT should not have impeded the use of some of the simplest ICT facilities such as Projector or Internet. Lack of time in using ICT can be mitigated with ad adjustment to the lesson plans that considers ICT. And conservative teaching mindset is quite self-explanatory, that is the lack teachers‟ willingness to change their methods for improvement.

5. Conclusion

Based on the data of the responses from 171 respondents out of 180 junior high school teachers in Pekanbaru, the main problems with the implementation of ICT in English classes is teachers lack of IT knowledge (64.8%), lack of ICT facilities (71.9%), lack of self-confidence (55.8%), lack of flexible time (56.4%), and lack of interest to change their teaching mindset (43.7%). The statistics shows how significantly majority of junior high school teachers in Pekanbaru are reluctant or find difficulties in using ICT. The obstacles they face are external, namely many schools don‟t offer sufficient ICT facilities or give the teachers training in using them and how to integrate ICT in their already established lesson plans and styles, and some are internal, such as their self-confidence and interest. However, technology has become much more integrated into people‟s lives as the development of technology is significantly rapid, so teachers of all ages must be able to adapt to modern needs of the children. The reason is because since this era will demand students to be able to handle technology, teachers must also be able to use technology and teach it to the children. Slightly more than a half of all junior high school teachers are aged between 20 to 35 years (53.6%), and this category is the youngest of all categories of teachers by age but even some of them are reluctant to take on the challenge of adapting their teaching style.

The answer to the question “are teachers successful in using ICT facilities effectively in teaching English?” is still a negative one. Many teachers are still not effective in using ICT to teach English, and very few even believe that their teaching is more successful if they use ICT facilities. Therefore, the existence of this rapid technological progress and the role of teachers in learning require more advancement in utilizing technological progress until teachers can maximize the development of students' learning comprehension. Further research is needed to figure out how to solve the issues discovered and discussed in this study. The increasing involvement of technology in nearly every aspect of life should not stop teachers‟ lifelong learning, and therefore, the students‟ lifelong learning. If these problems continue to persist, instead of support, ICT facilitieswould continue to be a hindrance.

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Authors

JunaidiJunaidiis Associate Professor at UniversitasLancangKuning, Pekanbaru. Indonesia. He got his Ph.D from University of Malaya, Kuala Lumpur Malaysia. He is also National reviewer for research in The Ministry of Research and Higher Education, Republic of Indonesia.

BudiantoHamuddinis a Graduate students at Hasanuddin University, Makassar. Indonesia and a Senior Lecturer at UniversitasLancangKuning, Pekanbaru. Indonesia. He is also acting as the Head of Research and Innovation Department at The Institute of the Research of Community Service (LPPM) UniversitasLancangKuning.

Wendy Simangunsongis a researcher at The Institute of the Research of Community Service (LPPM) UniversitasLancangKuning.

Fathu Rahmanis a Professor atthe Faculty of Cultural Sciences, Hasanuddin University, Makassar.

Indonesia.

Tatum Derinis a researcher at The Institute of the Research of Community Service (LPPM) UniversitasLancangKuning.