Efl Teacher’s Belief and Practice on Integrating Ict in the Classroom: A Case Study on the Implementation of Samr Model in Teaching Reading Descriptive Text at Ma Assalam, Sukoharjo

Budiman, Asep; Rahmawati, Rani; Ulfa, Rizky Amalia

doi:10.23917/humaniora.v19i2.6809

Cited by 14 publications

(7 citation statements)

References 13 publications

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“…This means that teachers need to be involved in training programs to be able to use GCA effectively. This is consistent with previous studies [24], [30] which emphasized the importance of teachers' technology training to integrate technology in the classroom. Chamorro and Rey [29] stated that there is a difference between teachers' belief and the implementation of technology in terms of matching the teaching practice.…”

Section: Discussionsupporting

confidence: 93%

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Iraqi EFL teachers’ perception towards Google Classroom

Ugla

Abdullah

2022

IJERE

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<p>Nowadays, information technology (IT) based educational applications (Moodle, Google Classroom, and Zoom) are available for both teachers and students. This study aimed to identify Iraqi English as a foreign language (EFL) teachers’ perception towards using Google Classroom at the university level. A qualitative research design (case study) was employed in this study. The researcher asked six Iraqi EFL teachers as volunteers to participate in this study. Those participants are working at different Iraqi universities. A semi-structured interview was used to get the data from those participants. Six phases of analysis were adopted to analyze the elicited data. The results revealed that Google Classroom is very important in EFL teaching and learning at tertiary level. This application has many advantages in teaching EFL students such as it enables students to find the lectures whenever they need them, encourages students to participate, speak, and comment freely and effectively without hesitations especially those who have some psychological problems like shyness. On the other hand, it has many disadvantages too such as it focuses on listening, writing, and watching skills and ignores the direct interaction between teachers and students, which could take place in the normal classes. </p>

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Section: Discussionsupporting

confidence: 93%

“…and Ulfa [30] suggested that before using ICT, teachers should be knowledgeable with ICT by receiving training on how to use it. Furthermore, regarding the benefits of this application for the EFL students, the findings reveal that GCA has some advantages and disadvantages for them.…”

Section: Discussionmentioning

confidence: 99%

Iraqi EFL teachers’ perception towards Google Classroom

Ugla

Abdullah

2022

IJERE

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“…It consisted of one page only" Zoom, google classroom, google Forms, WhatsApp, and Kine Master to make a video were the applications utilized by the honorary teachers in teaching or preparing the lesson online. Teachers should care for their students' motivation and participation by demonstrating proper personal and teaching behavior integrated with ICT in the classroom [23]. The same application were also stated in the finding provided by other researchers such as [7-9, 11, 15-17], the honorary teachers argued the same opinion as honorary teacher 1 below: "Formerly, I used Zoom.…”

Section: Resultssupporting

confidence: 52%

Honorary Teachers’ Views About EFL Online Teaching Process During Covid-19 Pandemic

Tahang¹,

Rumbouw²,

Ruslan³

et al. 2022

Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022)

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Covid-19 has pushed honorary teachers in West Papua to switch from offline teaching to online teaching as not all teachers, especially honorary teachers, are prepared well to encounter a pandemic situation; for this reason, exploring the honorary teachers' sight to find a better educational consideration became necessary while mostly EFL teachers are honorary. This study explored the honorary EFL teachers' perceptions of the online teaching process during the Covid pandemic-19 at MTs Negeri Kota Sorong, and the obstacle encountered based on internet access, signal condition, and students' understanding. The recent study used a qualitative approach with an interview used as a data collection technique. The sub-indicators for perceiving the online teaching process were the online teaching process, lesson planning, online teaching application used, teaching facilities utilized, teaching media applied, teaching method acted, and teaching materials encountered. While internet access, signal condition, and students' understanding were the sub-indicators for online teaching barriers. The participants in this study were four honorary EFL teachers of MTs Negeri Kota Sorong. The results showed that mostly the honorary teachers had negative perceptions of the online teaching process in a pandemic covid-19 situation, and the teachers perceived that internet connection, signal conditions, and reaching students' understanding had been the issues in the teaching and learning process online.

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“…Once students utilize their cell phones to improve their assignments or study, augmentation is rare. (Budiman et al, 2018) found that teachers in Indonesia frequently fall under the category of substitution and augmentation, which is dominated by modification and redefinition of the level of ICT integration in teaching.…”

Section: Discussionmentioning

confidence: 99%

Integrating Ict in Efl Classroom

Meldia

Zakir²

2022

AGXN

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The purpose of this study is to examine the difficulties teachers face in integrating ICT into the teaching and learning English at Islamic Junior High School. As an example, learning innovations that use ICT are no longer in phase 4.0, but are now in phase 5.0, which means that ICT is being used in all fields. Following these advancements, the integration of ICT in education has become a necessity in today's world. As a result, this fact necessitates that teachers be capable of using ICT in the classroom. However, in the field, researchers discovered a number of barriers to teachers' use of ICT in the classroom. This study takes a qualitative approach: case study. This researh focuses on observations and interviews with one English teacher in order to obtain more detailed results. This study's informant is an English teacher. The lack of training on integrating ICT into the teaching and learning process of English in the classroom, competencies, equipment, computer support, time management, and technical skills were all identified as barriers to English teachers integrating ICT. The results suggest that teachers encounter difficulties and barriers when attempting to integrate ICT into the classroom's English teaching and learning process.

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Efl Teacher’s Belief and Practice on Integrating Ict in the Classroom: A Case Study on the Implementation of Samr Model in Teaching Reading Descriptive Text at Ma Assalam, Sukoharjo

Cited by 14 publications

References 13 publications

Iraqi EFL teachers’ perception towards Google Classroom

Iraqi EFL teachers’ perception towards Google Classroom

Honorary Teachers’ Views About EFL Online Teaching Process During Covid-19 Pandemic

Integrating Ict in Efl Classroom

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