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Abstract
In Indonesia especially 2013 Curriculum and Independence Curriculum, technology play its role for ELT in EFL classroom. Based on the experience of the researcher during her pre-service teaching, teachers in school lack technological devices as well as understanding towards technology of its importance and effectiveness for teaching and learning outcomes, therefore, this study wishes to discuss the importance and effectiveness of technology for EFL teaching. In this study, the researcher uses mixed methods analysis of analyzing quantitative data and qualitative data. 42 Indonesian EFL teachers analyzed divided into 25 teachers in 2013 Curriculum and 17 teachers in Independence Curriculum from all grades (elementary, junior high, and senior high) of either professional or pre-service teaching background, and the research data were collected via an online questionnaire created in Google Forms. In the findings, average of 36% teachers strongly agree and 50% teachers agree from 25 teachers in 2013 Curriculum agree as well as average of 40% teachers strongly agree and 57% teachers agree towards the first issue – importance of technology for ELT in EFL classroom, while the second issue – effectiveness of technology for ELT In EFL classroom resulted average of 50% teachers strongly agree and 40% teachers agree in 2013 Curriculum, and 42% teachers and 54% teachers agree in the Independence Curriculum. The study concludes by highlighting the importance and effectiveness of technology in education, recommending it for Indonesia EFL classroom, particularly in relation to the 2013 Curriculum and Independence Curriculum.
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Copyright (c) 2024 Ameli Teresa, Desty Febria, Maya Marsevani
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EFL Teachers’ Perception Toward The Integration of Technology For ELT in The 2013 Curriculum and Independence Curriculum . (2024). Journal of English Education and Teaching, 8(2), 322–336. https://doi.org/10.33369/jeet.8.2.322-336
References
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Ahmani, A. M. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2(3), 168–180. https://doi.org/10.22158/fet.v2n3p168
Efendi, F. K., & Suastra, W. (2023). Implementation of The Independent Curriculum in Elementary Schools. INTERNATIONAL JOURNAL OF CONTEMPORARY STUDIES IN EDUCATION, 2(2), 149–153. https://doi.org/10.2991/978-2-38476-088-6_15
Etikan, I. (2017). Developing Questionnaire Base on Selection and Designing.
Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 1–13. https://doi.org/10.3390/ijerph18020548
Harmer, J. (2008). How to Teach English (New Edition). In Scientific Bulletin (Vol. 4). https://doi.org/10.54414/mzlv3216
Hasin, I., & M Nasir, M. K. (2021). The effectiveness of the use of Information and Communication Technology (ICT) in rural secondary schools in Malaysia. Journal of Education and E-Learning Research, 8(1), 59–64. https://doi.org/10.20448/JOURNAL.509.2021.81.59.64
Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1. https://doi.org/10.24235/al.ibtida.snj.v7i1.6088
Jie, Z., & Sunze, Y. (2023). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 31(5), 2767–2779. https://doi.org/10.1080/10494820.2021.1903933
Karakose, T., Polat, H., & Papadakis, S. (2021). Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the covid-19 pandemic. Sustainability (Switzerland), 13(23). https://doi.org/10.3390/su132313448
Köse, N. K. (2016). TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF ENGLISH LANGUAGE INSTRUCTORS. Journal of Educational and Instructional Studies, 6(2), 1–9.
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). EXPLORING TEACHER PERCEPTIONS AND MOTIVATIONS TO ICT USE IN LEARNING ACTIVITIES IN INDONESIA. Journal of Information Technology Education: Research, 18, 293–317. https://doi.org/https://doi.org/10.28945/4366
Mailizar, M., & Fan, L. (2020). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), 1–13. https://doi.org/10.29333/ejmste/110352
Melati, S. E., Aini, N., & Wahyuni, A. F. (2023). The Uses of AI and Technology in Media and Material Development of Merdeka Belajar. 1, 239–246. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1764
Merzifonluoğlu, A., & Gonulal, T. (2018). Review of Digital language learning and teaching: Research, theory, and practice. Language Learning and Technology, 22(1), 65–68. https://doi.org/10.1093/elt/ccy028
Mohamad, M., Arif, F. K. M., Alias, B. S., & Yunus, M. M. (2020). Online game-based formative assessment: Distant learners post graduate students’ challenges towards quizizz. International Journal of Scientific and Technology Research, 9(4), 994–1000.
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10
Rintaningrum, R. (2016). Maintaining English Speaking Skill in Their Homeland through Technology: Personal Experience. Asian EFL Journal, 2016(SpecialEdition), 107–119.
Saputra, A. M. A., Putra, P. P., Gani, I. P., Nuraini, I., & Fatmasari, F. H. (2023). THE CORRELATION BETWEEN THE MERDEKA CURRICULUM AND TEACHING CHALLENGES IN THE DIGITAL ERA IN INDONESIAN SECONDARY SCHOOLS: QUALITATIVE ANALYSIS STUDY. International Journal of Teaching and Learning (INJOTEL), 1(2), 139–150.
Saputra, W. A. (2014). TRANSLANGUAGING IN INDONESIAN UNIVERSITY CLASSROOM CONTEXT: A DISCOURSE ANALYSIS AT ONE UNIVERSITY IN SOUTH SULAWESI. 1–14.
Wahyuningtyas, D. P., Mayasari, N., Rohmah, S., Satria, E., & Rinovian, R. (2022). Adaptation of ICT Learning in The 2013 Curriculum in Improving Understanding Student’s of Digital Literacy. Jurnal Scientia, 11(2), 211–218. http://infor.seaninstitute.org/index.php/pendidikan/article/view/828
Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review. Creative Education, 12(07), 1503–1516. https://doi.org/10.4236/ce.2021.127115
References
Ahmani, A. M. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2(3), 168–180. https://doi.org/10.22158/fet.v2n3p168
Efendi, F. K., & Suastra, W. (2023). Implementation of The Independent Curriculum in Elementary Schools. INTERNATIONAL JOURNAL OF CONTEMPORARY STUDIES IN EDUCATION, 2(2), 149–153. https://doi.org/10.2991/978-2-38476-088-6_15
Etikan, I. (2017). Developing Questionnaire Base on Selection and Designing.
Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 1–13. https://doi.org/10.3390/ijerph18020548
Harmer, J. (2008). How to Teach English (New Edition). In Scientific Bulletin (Vol. 4). https://doi.org/10.54414/mzlv3216
Hasin, I., & M Nasir, M. K. (2021). The effectiveness of the use of Information and Communication Technology (ICT) in rural secondary schools in Malaysia. Journal of Education and E-Learning Research, 8(1), 59–64. https://doi.org/10.20448/JOURNAL.509.2021.81.59.64
Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1. https://doi.org/10.24235/al.ibtida.snj.v7i1.6088
Jie, Z., & Sunze, Y. (2023). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 31(5), 2767–2779. https://doi.org/10.1080/10494820.2021.1903933
Karakose, T., Polat, H., & Papadakis, S. (2021). Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the covid-19 pandemic. Sustainability (Switzerland), 13(23). https://doi.org/10.3390/su132313448
Köse, N. K. (2016). TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF ENGLISH LANGUAGE INSTRUCTORS. Journal of Educational and Instructional Studies, 6(2), 1–9.
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). EXPLORING TEACHER PERCEPTIONS AND MOTIVATIONS TO ICT USE IN LEARNING ACTIVITIES IN INDONESIA. Journal of Information Technology Education: Research, 18, 293–317. https://doi.org/https://doi.org/10.28945/4366
Mailizar, M., & Fan, L. (2020). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), 1–13. https://doi.org/10.29333/ejmste/110352
Melati, S. E., Aini, N., & Wahyuni, A. F. (2023). The Uses of AI and Technology in Media and Material Development of Merdeka Belajar. 1, 239–246. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1764
Merzifonluoğlu, A., & Gonulal, T. (2018). Review of Digital language learning and teaching: Research, theory, and practice. Language Learning and Technology, 22(1), 65–68. https://doi.org/10.1093/elt/ccy028
Mohamad, M., Arif, F. K. M., Alias, B. S., & Yunus, M. M. (2020). Online game-based formative assessment: Distant learners post graduate students’ challenges towards quizizz. International Journal of Scientific and Technology Research, 9(4), 994–1000.
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10
Rintaningrum, R. (2016). Maintaining English Speaking Skill in Their Homeland through Technology: Personal Experience. Asian EFL Journal, 2016(SpecialEdition), 107–119.
Saputra, A. M. A., Putra, P. P., Gani, I. P., Nuraini, I., & Fatmasari, F. H. (2023). THE CORRELATION BETWEEN THE MERDEKA CURRICULUM AND TEACHING CHALLENGES IN THE DIGITAL ERA IN INDONESIAN SECONDARY SCHOOLS: QUALITATIVE ANALYSIS STUDY. International Journal of Teaching and Learning (INJOTEL), 1(2), 139–150.
Saputra, W. A. (2014). TRANSLANGUAGING IN INDONESIAN UNIVERSITY CLASSROOM CONTEXT: A DISCOURSE ANALYSIS AT ONE UNIVERSITY IN SOUTH SULAWESI. 1–14.
Wahyuningtyas, D. P., Mayasari, N., Rohmah, S., Satria, E., & Rinovian, R. (2022). Adaptation of ICT Learning in The 2013 Curriculum in Improving Understanding Student’s of Digital Literacy. Jurnal Scientia, 11(2), 211–218. http://infor.seaninstitute.org/index.php/pendidikan/article/view/828
Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review. Creative Education, 12(07), 1503–1516. https://doi.org/10.4236/ce.2021.127115
Efendi, F. K., & Suastra, W. (2023). Implementation of The Independent Curriculum in Elementary Schools. INTERNATIONAL JOURNAL OF CONTEMPORARY STUDIES IN EDUCATION, 2(2), 149–153. https://doi.org/10.2991/978-2-38476-088-6_15
Etikan, I. (2017). Developing Questionnaire Base on Selection and Designing.
Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 1–13. https://doi.org/10.3390/ijerph18020548
Harmer, J. (2008). How to Teach English (New Edition). In Scientific Bulletin (Vol. 4). https://doi.org/10.54414/mzlv3216
Hasin, I., & M Nasir, M. K. (2021). The effectiveness of the use of Information and Communication Technology (ICT) in rural secondary schools in Malaysia. Journal of Education and E-Learning Research, 8(1), 59–64. https://doi.org/10.20448/JOURNAL.509.2021.81.59.64
Jannah, M., Prasojo, L. D., & Jerusalem, M. A. (2020). Elementary School Teachers’ Perceptions of Digital Technology Based Learning in the 21st Century: Promoting Digital Technology as the Proponent Learning Tools. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 1. https://doi.org/10.24235/al.ibtida.snj.v7i1.6088
Jie, Z., & Sunze, Y. (2023). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 31(5), 2767–2779. https://doi.org/10.1080/10494820.2021.1903933
Karakose, T., Polat, H., & Papadakis, S. (2021). Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the covid-19 pandemic. Sustainability (Switzerland), 13(23). https://doi.org/10.3390/su132313448
Köse, N. K. (2016). TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF ENGLISH LANGUAGE INSTRUCTORS. Journal of Educational and Instructional Studies, 6(2), 1–9.
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). EXPLORING TEACHER PERCEPTIONS AND MOTIVATIONS TO ICT USE IN LEARNING ACTIVITIES IN INDONESIA. Journal of Information Technology Education: Research, 18, 293–317. https://doi.org/https://doi.org/10.28945/4366
Mailizar, M., & Fan, L. (2020). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), 1–13. https://doi.org/10.29333/ejmste/110352
Melati, S. E., Aini, N., & Wahyuni, A. F. (2023). The Uses of AI and Technology in Media and Material Development of Merdeka Belajar. 1, 239–246. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1764
Merzifonluoğlu, A., & Gonulal, T. (2018). Review of Digital language learning and teaching: Research, theory, and practice. Language Learning and Technology, 22(1), 65–68. https://doi.org/10.1093/elt/ccy028
Mohamad, M., Arif, F. K. M., Alias, B. S., & Yunus, M. M. (2020). Online game-based formative assessment: Distant learners post graduate students’ challenges towards quizizz. International Journal of Scientific and Technology Research, 9(4), 994–1000.
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10
Rintaningrum, R. (2016). Maintaining English Speaking Skill in Their Homeland through Technology: Personal Experience. Asian EFL Journal, 2016(SpecialEdition), 107–119.
Saputra, A. M. A., Putra, P. P., Gani, I. P., Nuraini, I., & Fatmasari, F. H. (2023). THE CORRELATION BETWEEN THE MERDEKA CURRICULUM AND TEACHING CHALLENGES IN THE DIGITAL ERA IN INDONESIAN SECONDARY SCHOOLS: QUALITATIVE ANALYSIS STUDY. International Journal of Teaching and Learning (INJOTEL), 1(2), 139–150.
Saputra, W. A. (2014). TRANSLANGUAGING IN INDONESIAN UNIVERSITY CLASSROOM CONTEXT: A DISCOURSE ANALYSIS AT ONE UNIVERSITY IN SOUTH SULAWESI. 1–14.
Wahyuningtyas, D. P., Mayasari, N., Rohmah, S., Satria, E., & Rinovian, R. (2022). Adaptation of ICT Learning in The 2013 Curriculum in Improving Understanding Student’s of Digital Literacy. Jurnal Scientia, 11(2), 211–218. http://infor.seaninstitute.org/index.php/pendidikan/article/view/828
Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review. Creative Education, 12(07), 1503–1516. https://doi.org/10.4236/ce.2021.127115