Vocational school EFL teachers’ practices of integrating ICT into English lessons: Teachers’ voices

Abstract

Despite numerous studies on ICT-ELT integration, little is known about how English teachers in vocational schools in Asia and particularly in Indonesia integrate ICT into their English lessons. To fill this gap, this study aims to investigate how vocational English teachers integrate ICT into their English teaching practices in vocational high school settings. It specifically examines vocational high school English teachers’ reasons for using ICT, the ways the English teachers integrate ICT into their English lessons, and their perceptions of benefits and challenges of incorporating ICT into English classrooms. Guided by a case study design, three EFL teachers teaching at vocational high schools where ICT tools were readily available were recruited to participate in the study. Empirical data were collected through interviews and classroom observations. It was found that the teachers were self-motivated to use ICT in their English lessons due to their interests and positive attitudes towards ICT. This study also showed that the English teachers integrated ICT into their English lessons for different reasons. All the teachers agreed on the benefits of ICT-ELT integration to facilitate their learning and teaching process. They also shared the same view on the challenges they encountered when using ICT tools in the classroom. They voiced the need for training on ICT in ELT. This study highlights the importance of school support so as to promote ICT-based language teaching by providing adequate technology access and facilities as well as professional training in ICT for language teachers.

Praktik Guru dalam Pemanfaatan Teknologi di Kelas Bahasa Inggris

“…Penelitian tentang praktik guru bahasa Inggris dalam pemanfaatan teknologi sudah pernah di teliti oleh beberapa peneliti seperti Rodliyah (2018) yang menginvestigasi bagaimana guru di sekolah kejuruan memanfaatkan teknologi ke dalam praktik pembelajaran di kelas bahasa Inggris. Dalam penelitiannya tersebut, Rodliyah (2018) menemukan bahwa para guru memanfaatkan teknologi dengan beragam alasan, seperti ketertarikan guru dalam menggunakan teknologi, tuntutan masa kini, membutuhkan manfaat dari teknologi dan juga karena guru merasa percaya diri ketika mengintegrasikan pelajaran bahasa Inggris dengan teknologi. Berbeda dengan (Hakkarainen et al, 2001;Rodliyah, 2018) menganalisis hubungan antara kemampuan guru dalam menggunakan perangkat teknologi, pemikiran pedagogis guru, dan laporan individu guru dalam praktik pemanfaatan teknologi di dalam kelas.…”

“…Dalam penelitiannya tersebut, Rodliyah (2018) menemukan bahwa para guru memanfaatkan teknologi dengan beragam alasan, seperti ketertarikan guru dalam menggunakan teknologi, tuntutan masa kini, membutuhkan manfaat dari teknologi dan juga karena guru merasa percaya diri ketika mengintegrasikan pelajaran bahasa Inggris dengan teknologi. Berbeda dengan (Hakkarainen et al, 2001;Rodliyah, 2018) menganalisis hubungan antara kemampuan guru dalam menggunakan perangkat teknologi, pemikiran pedagogis guru, dan laporan individu guru dalam praktik pemanfaatan teknologi di dalam kelas. Sementara itu, Rollins (2011) mengobservasi kelas taman kanak-kanak hingga kelas 5 SD di sekolah negeri untuk menemukan perbedaan praktik pembelajaran dalam pemanfaatan teknologi oleh guru.…”

Correlation Between Student Internet Access and Teachers’ Self-Efficacy in Teaching Online Classes

“…A study confirmed that senior high school teachers reported that they are knowledgeable in integrating ICT in their classroom even when teaching in rural schools [57]. However, junior high school teachers were not as knowledgeable as those of senior high schools on the use of ICT in teaching [58], [59]. A similar conclusion can be made for elementary school teachers [60].…”

English Communicative Competence of Health Vocational High Schools (Case Study at Health Vocational High Schools in Internusa Institution in Central Java)

“…Paprocki (2016) in Ślusarczyk (2018) added that there are three important points in the 4th Industrial Revolution era is (1) an era of common digitization and ensuring constant communication, (2) an era of disruptive innovations, (3) and an era of development of autonomous machines and the use of artificial intelligence in the process of their control. Rodliyah (2018) explained that the rapid advancement of information and communication technology (ICT) has brought about some changes in almost all aspects of our life, including education in general and ELT in particular. While Chun, Kern, & Smith in Rodliyah (2018) added that this is because technology offers easy access to different people, languages, cultures, and social practices The importance of English Communicative Competence is stated by Rickheit and Strohner in Rochim (2019) that the ability to reach people goals in social life depends on their communicative competence.…”

“…Rodliyah (2018) explained that the rapid advancement of information and communication technology (ICT) has brought about some changes in almost all aspects of our life, including education in general and ELT in particular. While Chun, Kern, & Smith in Rodliyah (2018) added that this is because technology offers easy access to different people, languages, cultures, and social practices The importance of English Communicative Competence is stated by Rickheit and Strohner in Rochim (2019) that the ability to reach people goals in social life depends on their communicative competence. It means that people communication is important and people must have competence to be communicative.…”