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Exploring ICT Integration in Foreign Language Teaching and Learning in an Indonesian Senior High School:
Learners’ voice
Teddy Fiktorius
Postgraduate Colloquium (CLSPGC 2013): Connecting through Research
24-25 September 2013, Malaysia
OUTLINE:
1. Introduction2. Literature review3. Research questions4. Objectives and purpose of the study5. Methodology 5.1. Research Setting 5.2. Sample characteristics 5.3. Procedure 5.4. Instrument 5.5. Method of data collection and analysis6. Results and Discussion7. Conclusion8. Recommendations9. Limitations and future directions10. References
Introduction
“What makes the Web so fascinating? Why do otherwise balanced and normal adults become mesmerised in front of a computer screen? Is
it the curiosity of what is out there?” (Nettelbeck, 2005, p. 111)
Anderson (2010) claims that any child born since the beginning of this century is growing up in a digital world.
Rozgiene, Medvedeva, & Straková (2008) point out that ICT has been used in language learning for several decades now.
Subsequently, the advancements of technologies throughout the past century have encouraged corresponding interest in potential applications of these technologies in schools (Bull & Hammond, 2008; Anderson, 2010; Tinio, 2002).
Erben, Ban, & Castañeda (2009) explain that teaching English language learners through technology explores the use of computers and technology as pedagogical tools to aid in the appropriate instruction of English language learners (ELLs) across all content areas.
However, the use of computers and the Internet is still in its infancy in developing countries, including Indonesia, due to limited infrastructure and the attendant high costs of access.
Tinio (2002) expresses that the experience of introducing different ICT in the classroom suggests that the full realisation of the potential
educational benefits of ICT is not automatic.
Hence, there is need for further studies.
elementswww.animationfactory.com
There have been a number of studies on the ICT integration that have put much attention on teachers
(e.g., Salehi & Salehi, 2012; Yuvienco & Huang, 2005; Rad, 2012; Sanchez et al, 2012; Lau & Sim, 2008; Shin & Son, 2007; Ardi Marwan, 2009; Hismanoglu, 2012; Samuel &
Bakar, 2006).
Li & Bratt (in Ardi Marwan, 2009, p. 464) claim that ‘the rationale for this approach is that the integration of
technology is, after all, about ways in which the technology is used in teaching’.
Hence, when investigating the use of technology in education, the researchers should consider the teachers
first (Lankshear et al. in Ardi Marwan, 2009).
This study, however, is not to discuss the challenges that the teachers have to cope with.
In order to use ICT on an ongoing basis in any lessons, it is important to become familiar with the students’ familiarity with technology (Erben, et al., 2009).
The researcher’s focus, therefore, is on the students and their collective experiences at the integration of ICT in foreign language teaching and learning.
Literature review
Rozgiene, et al. (2008) assert that in today’s life hardly can we imagine doing without high-tech gadgets in studying.
The Internet provides an easy and fast access to the use of current and authentic materials in the language being studied, which is motivating for the language learner (Kumar & Tammelin, 2008; Erben, et al., 2009).
Erben, et al. (2009) and Rozgiene, et al. (2008) claim that a further means by which teachers can promote learner autonomy through the infusion of ICT is to allow students to work collaboratively in pairs or small groups
On the other hand, Doering & Beach; Parks, Huot, Hamers, & Lemonnier (in Erben, et al., 2009) note that one of the biggest challenges of technology integration into classroom tasks is the shift in the role of the teacher.
Kumar & Tammelin (2008) assert that many learners hesitate to take an online language course because they can only conceive of learning a language in the presence of a teacher and peers.
Kumar & Tammelin (2008) further their point of view by saying that learners’ prior experiences with language learning and with learning with ICT, their technical skills, and their personal learning preferences can play a role in their perceptions of teaching and learning in general and with ICT in particular.
Accordingly, there are many areas that could be covered when it comes to studying the perception of language learners.
Research questions
• 1. What are the students’ perceptions of ICT integration in foreign language teaching and learning?
• 2. What are the challenges that students face in ICT integration in foreign language teaching and learning?
• 3. Does ICT integration in foreign language teaching and learning promote or motivate students to be interested in learning English?
Methodology Research Setting The study was conducted at a senior high school situated in the region of
Kalimantan, Indonesia. In this study, X Senior High School (pseudonym) was used to identify this particular institution.
Sample characteristicsThe researcher applied convenience sampling, in which he simply chose
the sample from which he had easy access as he teaches in X Senior High School. The study was conducted with the participation of 49 tenth graders of X Senior High School with the ages ranging from 15-18.
Procedure
A questionnaire was designed and distributed to 49 students of X Senior High School. Some of the questionnaires were collected immediately after completion while others were collected later. At the end, all the 49 questionnaires were collected. After the collection, the responses were calculated and analysed using percentages.
Instrument The instrument used in this research was a two-section questionnaire. Section 1 required respondents’ personal information, namely (1.1.) gender (1.2.) age
Section 2 sought to know the perception of senior high school students on the effectiveness of ICT in improving teaching and learning (2.1.) willingness to get involved in ICT integration in improving foreign language teaching and learning(2.2.) reasons to take part in the ICT integration(2.3.) ways to find appropriate websites(2.4.) comments on the websites visited(2.5.) and (2.6.) problems encountered.
Results and Discussion
Conclusion
1. The implementation of web-based learning activities is not a very familiar thing, students who lack knowledge of the internet and online learning would definitely show some of apprehension towards it (Rozgiene, et al., 2008).
2. Most of the students have an external motivation to use internet to facilitate their learning.
3. The students rely much on the teachers’ directions.
4. The students find the internet very useful and interesting. In other words, they are generally favourable to ICT in an academic setting.
5. Whenever one is working with Information and Communication Technology, one needs to be aware of the potential frustrations (Erben, et al., 2009). Without stable and efficient connection, students feel frustrated instead of developing and enhancing literacy based on the new technology.
Recommendations
schools stakeholders pay more attention to the use of ICT for teaching and learning in the schools
maintain the high levels of ICT usage among students though continuous education and promotion of the benefits attached
to ICT resources
a requirement to integrate ICT in the EFL subject at schools
school management especially in Indonesia should as a matter of urgency make basic investment to acquire modern technologies with a clear vision
develop a clear policy that will guide the development and integration of ICT use
infrastructure of ICT integration should be taken care of
a consistent and fast connection is needed.
1. The limitations of sampling method and the number of sample must be acknowledged. It is important to remember that the sample size of this study was admittedly small. Hence, the results that were obtained cannot be generalised to the whole population.
2. This study is a work in progress and more detailed research into the areas of online learning materials as part of ICT integration and its effectiveness should be covered in future.
Accordingly, besides collecting quantitative evidence, more qualitative evidence can be collected and analysed. The respondents can be interviewed about the experience of being involved in ICT integration in improving foreign language teaching and learning.
Thus, more insights can be gained.
Limitations and future directions
