CRITICAL JOURNAL REVIEW

PERCEPTION OF TEACHERS AND LEARNERS TO USE OF TECHNOLOGY IN

TEACHING ENGLISH

Arrange As One Of The Mandatory Tasks

In Following English Lectures

By

ADITYA PRATAMA

7172144009

CLASS B

STUDY PROGRAM OF EDUCATION OF OFFICE ADMINISTRATION

FACULTY OF ECONOMICS

STATE UNIVERSITY OF MEDAN

YEAR 2017
 CHAPTER I INTRODUCTION

A. IDENTITY OF THE JOURNAL

Article Title : PERCEPTION OF TEACHERS AND LEARNERS TO USE OF

TECHNOLOGY IN TEACHING ENGLISH

Journal Name : SAP

Publishing Volume : Volume 1 Number 3

Year of Publication : 2017

Edition :-

ISSN : p-ISSN: 2527-967X

e-ISSN: 2549-2845

B. ABSTRAC

Although Indonesian Government has established a policy on the necessity of

integrating Information and Communication Technology (ICT) into school teaching to
enhance the quality of education, there is still a concern that ICT utilization is not as
mandated by the government. This study investigates the use of ICT in English teaching
based on the perceptions of teachers and students in International-Standard School Pilot
Project (RSBI). The data collected through questionnaires, observations and interviews in
three High Schools and three Vocational Schools with RSBI certification in Padang are from
the first semester of 2011/2012. The result shows the application of ICT in teaching English
is only to access information and not to communicate. Also, the lack of supporting
infrastructure is still the main barrier to the use of ICT in English teaching. Nevertheless,
teachers and students agree that ICT is very useful for teaching English. Besides, this study
finds the implementation of blended learning in Vocational Schools through an online,
governmentfunded learning program DynEd. Key Words: perceptions of teachers and
students, Information and Communication Technology, International-Standard School Pilot
Project.
C. Background Of The Study

This research is motivated by the lack of dynamic English learning media, which is always
updated by the development of the era, the lack of computer facilities and internet media that
can be used by students to add English vocabulary. then, the development of ICT also
encourages the emergence of social networking sites that connect users with other users in the
form of friendship. The provided feature also uses English, requiring users to at least learn
English.

D. Problem formulation

Based on the background of problems that have been described above, then put forward the
formulation of the problem, namely :

 How to overcome the solution in supporting the teaching and learning process of
English by designing learning materials covering various integrated skill
competencies using ICT which can be accessed free of charge by students and
teachers in the form of social networking application?
 CHAPTER II DISCUSSION

A. Research Methodology

This research is a naturalistic research because of real conditions in the field without making
changes and make an experiment on the circumstances that want to be in carefully. The
method used in this research is descriptive method by observation and.

B. Research Findings

The data collection of teachers and learners' perceptions about the use of ICT in
teaching English is done by distributing questionnaires. The questionnaire contains questions
about the use of ICT by English teachers in one semester, the types of ICT most used in
English classes, the use of ICT in teaching English, barriers to the use of ICTs in teaching
and the use of ICT use in teaching.

Teachers who became the respondents of this study totaled 29 respondents. However,
one questionnaire data can not be used on the grounds that the respondent's teacher did not
understand about ICT as a medium in teaching, never participated in ICT training training
and did not use ICT in teaching English. The reason is due to health factors and the proximity
of retirement so as not to desire to learn about ICT and use it in English teaching. Therefore,
it was decided not to analyze the questionnaires of the respondents because it was feared
could affect the results.
 CHAPTER III CONCLUSION AND SUGGESTION

A. Conclusion

The results of data analysis show that teachers have a positive perception about ICT and
use it in English teaching. Data analysis shows that teachers often use laptops and materials
downloaded from the Internet that are used to help them explain lessons and play
conversational recording. Based on the results of data analysis, this study concludes that
generally English teachers use ICT to access information in teaching English in International
School Stubs in the city of Padang. Teachers have not utilized this technology to
communicate with their learners in the process of learning to teach English. This shows that,
the utilization of ICT in teaching English is not in accordance with the recommended by the
government. Nevertheless, this study shows that learning blended learning occurs in SMK by
utilizing the DynEd program.

English teachers and learners mention the main obstacle to the use of ICTs is the lack of
time available so that the use of ICTs becomes ineffective. Whereas based on observations,
the main obstacle to the use of ICTs is that ICT equipment that is used for teaching English is
not available in schools or insufficient for all teachers to use, coupled with the condition of
frequently damaged equipment and some other technical barriers.

B. Suggestion

This research provides information about the use of ICT in teaching English in RSBI. The
results of this study are expected to be an evaluation material for teaching English that
utilizes ICT. It aims to maximize the use of ICT to improve the language skills of learners,
not just to access information and improve the presentation of teaching materials only.
Teaching English with ICT utilization has disadvantages and advantages that require further
in-depth research on the use of ICT to develop English language teaching. Hopefully this
research can be useful and also be a reference for further research.