21st Century Learning: Is ICT Really Integrated in EFL Classroom or Merely Segregated outside the Classroom?
EnJourMe, Vol. 2, No. 1, 2017
Ririn Ovilia, Risda Asfina
Universitas Negeri Malang
oviliaririn@gmail.com, risda.asfina@gmail.com
ABSTRACT
In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT) in EFL learning. However, the question is, “is the use of ICT really integrated or merely segregated outside the classroom?” This study was intended to answer that question. It was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly at Charis National Academy ―a private Junior High School in Malang, and to investigate the teacher’s perceptions toward the integration of ICT in the learning process. Charis National Academy was selected as the research setting since it met the criteria regarding the integration of ICT in EFL classroom: the ICT accessibility, teacher’s ICT competence and institutional supports. The instruments used were interview guide and observation sheet. The results of this study showed that the teacher was aware of the integration of ICT in EFL classroom and she integrated it in the
instruction and activities in the learning process.
Keywords: ICT, EFL classroom, Integration, and Teacher’s Perceptions
Download Full Article (PDF): http://jurnal.unmer.ac.id/index.php/enjourme/article/view/527/pdf
Ririn Ovilia, Risda Asfina
Universitas Negeri Malang
oviliaririn@gmail.com, risda.asfina@gmail.com
ABSTRACT
In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT) in EFL learning. However, the question is, “is the use of ICT really integrated or merely segregated outside the classroom?” This study was intended to answer that question. It was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly at Charis National Academy ―a private Junior High School in Malang, and to investigate the teacher’s perceptions toward the integration of ICT in the learning process. Charis National Academy was selected as the research setting since it met the criteria regarding the integration of ICT in EFL classroom: the ICT accessibility, teacher’s ICT competence and institutional supports. The instruments used were interview guide and observation sheet. The results of this study showed that the teacher was aware of the integration of ICT in EFL classroom and she integrated it in the
instruction and activities in the learning process.
Keywords: ICT, EFL classroom, Integration, and Teacher’s Perceptions
Download Full Article (PDF): http://jurnal.unmer.ac.id/index.php/enjourme/article/view/527/pdf
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