Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom
Keywords:
ICT, integration of ICT, teaching and learning English
Abstract
In a globalization era, everything depends on technology. Technology has been developing in the role of teaching and learning process. This study aimed to find out: (1) the teachers’ perception of ICT use in their teaching and learning process; (2) to evaluate the progress of ICT integration program during the last five years at the school;(3) the problems faced by the teacher and students in using the ICT in the classroom; and (4) effects of using ICT in teaching and learning process. Twelve students and two teachers of English were chosen using purposive sampling as the respondents. Method of the study was descriptive qualitative research. The questionnaire, interview, observation, and documentation were used to collect the data. The results of the study showed that first, the teachers had positive attitude toward the use of ICT; second, the integration of ICT was found from the school’s facilities, the teachers’ participation in attending seminar and trainings, and the use of ICT for assignments in and outside the classrooms; third, the number of computers and a power blackout were the problems faced by both teachers and students; and fourth, from the questionnaires and interview, the teachers and students claimed that the ICT had great influence in teaching and learning process.References
Al-Arif, T.Z.Z. (2019). Indonesian university students’ perception and expectation towards ICT use in learning English as a foreign language. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 133-145. http://dx.doi.org/10.21093/ijeltal.v4i1.348
Aminullah, A., Loeneto, B.A., & Vianty, M. (2019). Teachers’ attitudes and problems of using ICT in teaching EFL. English Review. Journal of English Education, 8(1), 147-156. doi: 10.25134/erjee.v8i1.2324
Asnawi and Yunisrina (2017). Perception and barriers to ICT use among English Teachers in Indonesia. Teaching English with Technology, 18(1), 3-23. Retrieved from https://files.eric.ed.gov/fulltext/EJ1170638.pdf
Belawati, T. (2005). Vietnam ICT use in education. Retrieved from http://www.unescobkk.org/fileadmin/user_upload/ict/Metasurvey/VIETNAM.PDF
BNSP. (2006). Standar isi untuk satuan pendidikan dasar dan menengah; Standar kompetensi dan kompetensi dasar SMA/MA. Jakarta.
Cahyani, H., & Cahyono, B.Y. (2012). Teachers’attitudes and technology use in Indonesia EFL classrooms. TEFLIN Journal, 23(2), 130-144.
Chouit, D. Nfissi. A. & Laabidi, H. (2017). Exploring the correlation between professirs’ use of ICT in teaching and the levels of institutional support. Jouirnal of English Language Teaching and Linguistic.2(1), 47-63
Esther, A. F. (2013). Information and communication technology as teaching and learning space for teachers English language in schools’. Journal of Emerging Trends in Educational Study and Policy Research, 5(1), 100-107
Ghavifeks, S. & Rosdy, W. A. W.(2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191
Ghee,T.T. & Heng, L. T. (2008). Efficacy of multimedia teaching instruction in elementary mandarin class. Media in Foreign Language Teaching and learning, 6(1), 686. Retrieved from http;//www.fle.conference.org/fie97/papers/1193.pdf. college of enginering.university of Oklahoma.
Hidayati. (2016). Integrating ICT in English Language Teaching and Learning in Indonesia. JEELS, 3 (1), 38-62
Hoque, S. M. S. & Alam, S. M. S. (2010). The role of information and communication technologies (ICTs) in delivering higher education: A case of Bangladesh. CCSENET, International Education Studies, 3(2), 97-106
Hu, Z. & McGrath, I. (2001). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching. Technology Pedagogy and Education 20(1), 41-59
Inayati, D. & Emaliana, I. (2017). The relationship among pre-service EFL teachers’ belief about language learning, pedagogical beliefs, and beliefs about ICT integration. Dinamika ilmu, 17(1), 83-99. doi: http://dx.doi.org/10.21093/di.v17i1.638
Inderawati, R. (2017). The dynamics of EFL teaching in Indonesia: Be innovative teachers through social media. English Language Teaching and Research, 1(1). 29-37
Inderawati, R. Sofendi. Purnomo. M. E. Vianty, M. & Suhendi, D. (2019). Students’ engagement in utilizing technology for learning support. ENGLISH FRANCA: Academic Journal of English Language and Education, 3 (2), 181-195
Kencana, N. (2010). The implementation of ICT integration in teaching English by high schools teachers in relation to their students’ English achievement in Kota Bengkulu. Retrieved from https://journals.unihaz.ac.id/index.php/edu-ling/article/view/253
Kung, S. C. & Chuoo, T. W. (2002). Students’ Perceptions of English Learning through ESL/EFL Websites. Teaching TESL-EJ, 6(1)
Loeneto, B.A., Nurma, S. & Mardianto. (2019). Evaluation of Competencies of English Teachers and Students of Public Senior High Schools in Palembang City Using Information and Communication Technology. International Conference on Progressive Education (ICOPE 2019), 198-204.
Lam, Y. & Lawrence, G. (2002). Teacher-Student Role Redefinition During a Computer-Based Second Language Project: Are Computers Catalysts for Empowering Change?. Computer Assisted Language Learning, 15(3), 295-315
Oboko. (2013). A Monitoring and Evaluation Framework for the Integration of ICTs in Teaching and Learning in Primary Schools in Kenya. Retrieved from https://www.semanticscholar.org/paper/A-Monitoring-and-Evaluation-Framework-for-the-of-in-Njagi-Oboko/97645d81d65869b0de1cd491f64410342c306045
Samuel, R.J. & Abu Bakar, Z. (2005). The utilization an integration of ICT tools in promoting English language teaching and learning: reflections from English language option teachers in Kuala Langat district, Malaysia. IJEDICT 2(2), 4-14.
Soboleva, A. and Troneko, M.(2002). The Use of Visual Representations to Enhance Vocabulary Learning. Boston: Heinle & Heinle Publisher.
Tri, D. H. & Nguyen, N. H. T. (2015). An exploratory study of ICT use in English language learning among EFL university students. Teaching English with Technology, 14(4), 32-46
Trucano, M. (2005). Knowledge Maps. ICT in Education. Washington D.C.
UNESCO, (2016). Preparing and supporting teachers to meet the global challenges of 21st century learning in Asia- Pacific. Bangkok: Education Sector.
Warschauer, M. (1996). Computer assisted language learning: an introduction. In S. Foto (Ed.), Multimedia language teaching. Tokyo: Logos International.
Yang, S. C., & Chen, Y. J. (2007). Technology enhanced learning; A case study.Computers in Human Behavior, 23, 860-879
Yusri, I. K., & Goodwin, R. (2013). Mobile learning for ICT training:Enhancing ICT skill of teachers in Indonesia. International Journal of e-Education, e-Business, e- Management and e-Learning, 3 (4)
Zhang, C. (2013). A study of internet use in EFL teaching and learning in Northwest China. Asian Social Science, 9(2), 48-52
Aminullah, A., Loeneto, B.A., & Vianty, M. (2019). Teachers’ attitudes and problems of using ICT in teaching EFL. English Review. Journal of English Education, 8(1), 147-156. doi: 10.25134/erjee.v8i1.2324
Asnawi and Yunisrina (2017). Perception and barriers to ICT use among English Teachers in Indonesia. Teaching English with Technology, 18(1), 3-23. Retrieved from https://files.eric.ed.gov/fulltext/EJ1170638.pdf
Belawati, T. (2005). Vietnam ICT use in education. Retrieved from http://www.unescobkk.org/fileadmin/user_upload/ict/Metasurvey/VIETNAM.PDF
BNSP. (2006). Standar isi untuk satuan pendidikan dasar dan menengah; Standar kompetensi dan kompetensi dasar SMA/MA. Jakarta.
Cahyani, H., & Cahyono, B.Y. (2012). Teachers’attitudes and technology use in Indonesia EFL classrooms. TEFLIN Journal, 23(2), 130-144.
Chouit, D. Nfissi. A. & Laabidi, H. (2017). Exploring the correlation between professirs’ use of ICT in teaching and the levels of institutional support. Jouirnal of English Language Teaching and Linguistic.2(1), 47-63
Esther, A. F. (2013). Information and communication technology as teaching and learning space for teachers English language in schools’. Journal of Emerging Trends in Educational Study and Policy Research, 5(1), 100-107
Ghavifeks, S. & Rosdy, W. A. W.(2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191
Ghee,T.T. & Heng, L. T. (2008). Efficacy of multimedia teaching instruction in elementary mandarin class. Media in Foreign Language Teaching and learning, 6(1), 686. Retrieved from http;//www.fle.conference.org/fie97/papers/1193.pdf. college of enginering.university of Oklahoma.
Hidayati. (2016). Integrating ICT in English Language Teaching and Learning in Indonesia. JEELS, 3 (1), 38-62
Hoque, S. M. S. & Alam, S. M. S. (2010). The role of information and communication technologies (ICTs) in delivering higher education: A case of Bangladesh. CCSENET, International Education Studies, 3(2), 97-106
Hu, Z. & McGrath, I. (2001). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching. Technology Pedagogy and Education 20(1), 41-59
Inayati, D. & Emaliana, I. (2017). The relationship among pre-service EFL teachers’ belief about language learning, pedagogical beliefs, and beliefs about ICT integration. Dinamika ilmu, 17(1), 83-99. doi: http://dx.doi.org/10.21093/di.v17i1.638
Inderawati, R. (2017). The dynamics of EFL teaching in Indonesia: Be innovative teachers through social media. English Language Teaching and Research, 1(1). 29-37
Inderawati, R. Sofendi. Purnomo. M. E. Vianty, M. & Suhendi, D. (2019). Students’ engagement in utilizing technology for learning support. ENGLISH FRANCA: Academic Journal of English Language and Education, 3 (2), 181-195
Kencana, N. (2010). The implementation of ICT integration in teaching English by high schools teachers in relation to their students’ English achievement in Kota Bengkulu. Retrieved from https://journals.unihaz.ac.id/index.php/edu-ling/article/view/253
Kung, S. C. & Chuoo, T. W. (2002). Students’ Perceptions of English Learning through ESL/EFL Websites. Teaching TESL-EJ, 6(1)
Loeneto, B.A., Nurma, S. & Mardianto. (2019). Evaluation of Competencies of English Teachers and Students of Public Senior High Schools in Palembang City Using Information and Communication Technology. International Conference on Progressive Education (ICOPE 2019), 198-204.
Lam, Y. & Lawrence, G. (2002). Teacher-Student Role Redefinition During a Computer-Based Second Language Project: Are Computers Catalysts for Empowering Change?. Computer Assisted Language Learning, 15(3), 295-315
Oboko. (2013). A Monitoring and Evaluation Framework for the Integration of ICTs in Teaching and Learning in Primary Schools in Kenya. Retrieved from https://www.semanticscholar.org/paper/A-Monitoring-and-Evaluation-Framework-for-the-of-in-Njagi-Oboko/97645d81d65869b0de1cd491f64410342c306045
Samuel, R.J. & Abu Bakar, Z. (2005). The utilization an integration of ICT tools in promoting English language teaching and learning: reflections from English language option teachers in Kuala Langat district, Malaysia. IJEDICT 2(2), 4-14.
Soboleva, A. and Troneko, M.(2002). The Use of Visual Representations to Enhance Vocabulary Learning. Boston: Heinle & Heinle Publisher.
Tri, D. H. & Nguyen, N. H. T. (2015). An exploratory study of ICT use in English language learning among EFL university students. Teaching English with Technology, 14(4), 32-46
Trucano, M. (2005). Knowledge Maps. ICT in Education. Washington D.C.
UNESCO, (2016). Preparing and supporting teachers to meet the global challenges of 21st century learning in Asia- Pacific. Bangkok: Education Sector.
Warschauer, M. (1996). Computer assisted language learning: an introduction. In S. Foto (Ed.), Multimedia language teaching. Tokyo: Logos International.
Yang, S. C., & Chen, Y. J. (2007). Technology enhanced learning; A case study.Computers in Human Behavior, 23, 860-879
Yusri, I. K., & Goodwin, R. (2013). Mobile learning for ICT training:Enhancing ICT skill of teachers in Indonesia. International Journal of e-Education, e-Business, e- Management and e-Learning, 3 (4)
Zhang, C. (2013). A study of internet use in EFL teaching and learning in Northwest China. Asian Social Science, 9(2), 48-52
Published
2020-11-25
How to Cite
Rahma, S., Loeneto, B., & Mirizon, S. (2020). Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom. Indonesian Journal of EFL and Linguistics, 5(2), 389-401. https://doi.org/10.21462/ijefl.v5i2.299
Section
Articles
