The use of Information Communication Technology (ICT) in English Language Teaching (ELT) in higher education settings in Indonesia is still under research. This is a correlational study that investigates teachers' knowledge, experiences, ICT literacy levels, and to what extent they integrate ICTs in ELT. Numbers of 280 English lecturers of different universities in Indonesia completed the online questionnaires that are distributed through emails and social media messengers during December 2018. The result shows that more than 60 % of the respondents' ICT literacy levels are above average and they frequently use ICT in their daily teaching, although they still face problems in internet facility and lack of ICT training. The study also reveals that there is a significant correlation among teachers' ICT literacy levels with their training experiences, internet frequency usage, and ICTs integration in language teaching. The more frequent teachers implement the ICTs, the more literate they will become. Training experiences surely generate teachers' ICT literacy. The majority of English lecturers in Indonesia are ICT literate and ready to integrate their ICT skills in their teaching-learning activities. More frequent training and stronger policy support of ICT facilities from the institution and government would be advantageous to encourage greater ICT integration in education, especially in ELT.

This paper reviews some research articles on the teachers perspective of ICT implementation in education, particularly in English language teaching. It explores the research result based on three scopes; Teachers perspective of ICT in education in general, Teachers perspective of ICT specifically in English language Teaching in Global Context, and The teachers perspectives of ICT in ELT in Indonesian settings. The analysis is based on the research methodology; including the design, subject and instrument used in the research, also the findings and suggestions resulted in the research. Finally, this paper proposes further study on the related topic area on teachers’ cognition of ICT in ELT. HIGHLIGHTS: Teachers have positive perspectives on the use of ICT for education and ELT. There are limited studies on teachers perspectives in higher education level. Teachers perspective on ICT might be contributing factors to teachers professional development.

Purpose of Study: Considering Muhammadiyah’s big contribution to education in Indonesia by establishing thousands of schools, it is thus important to understand the competence and the beliefs of teachers who teach in Muhammadiyah schools. This quantitative study investigated Muhammadiyah teachers’ beliefs and practices of using YouTube in EFL context in all Muhammadiyah Senior High Schools of Surabaya. Employing a survey design, this research aims to describe Muhammadiyah Senior High Schools of Surabaya English teachers’ beliefs and practices of using YouTube in the EFL context. 22 English teachers participated as the subjects of the research. To obtain the data, the instrument used was a questionnaire which is copied and distributed to the targeted subjects. Interview and documentation were done to validate the results of the questionnaire. Results reveal that English teachers in Muhammadiyah Senior High Schools of Surabaya hold positive beliefs about using YouTube in the EFL context. And, despite the only view of them used it often, all the teachers had already used YouTube in their practices of teaching English. Overall, teachers’ beliefs about using YouTube in EFL context were in line with their practices. Methodology: This research applied the quantitative technique and the design employed was survey design. Survey designs are procedures in quantitative research in which investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population. Creswell continues, “Surveys help identify important beliefs and attitudes of individuals.” Results: The results obtained from the participants were analyzed using an SPSS 17 programmer. Each participant was given a participation alphabet and the data were analyzed using descriptive analysis method. Then, the frequencies and percentages for each statement were presented in tables (see appendixes) Implications/Applications: English teachers in Muhammadiyah Senior High Schools of Surabaya hold positive beliefs about using YouTube in the EFL context.

Process of learning needs development time by time. Following situation of teaching, it is important for educator to find materials which is understandable and enjoyable. One of materials that effective to be used is authentic material. The authentic materials are not designed for language learning, it is able to use as a tool to teach students and give them real experience in the classroom. Moreover, this paper aims to review research about authentic materials that is used in teaching and learning reading, especially (descriptive text). In order to get the goal, this paper reviews some researches from experts relating to the use of authentic materials in learning to read descriptive text. The author used around 40 articles which discussed about teaching English skills especially reading, authentic material and descriptive text. The author collected the data by surfing the international and national journal to be reviewed. The result shows that most of the studies recommend the educators use authentic materials to be applied in the classroom.

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.