THE PRE-SERVICE TEACHERS' PERCEPTION ON INTEGRATING TECHNOLOGY IN TEACHING ENGLISH FOR YOUNG LEARNERS

Authors

  • Kharisma Naidi Warnanda Sabgini English Language Education Department, University of Muhammadiyah Malang
  • Triastama Wiraatmaja English Language Education Department, University of Muhammadiyah Malang

DOI:

https://doi.org/10.22460/project.v5i4.p706-722

Abstract

Amidst the growing usage of technology in the classroom, there is little knowledge about the study of pre-service teachers' perception on using ICT in young learners' classrooms. During the teaching practice of English for Young Learners, the researchers notices that the pre-service teachers practice technology in their classroom. This study focuses on the perception of the pre-service teachers on using technology in the English for Young Learner classroom. The study is a mixed quantitative-qualitative study. The quantitative study data is obtained using a questionnaire to gather numerical data. Meanwhile, the qualitative data is obtained from in-depth interviews to discover more and deeper discoveries about the study. The study finds out that the pre-service teachers have a positive perception about the usage of technology. Furthermore, based on the in-depth interview, the researchers discover that the technology integration makes the pre-service teachers more confident.

References

Al-Munawwarah, S. F. (2014). Teachers’ Perceptions On The Use Of Ict In Indonesian Efl Learning Context. English Review: Journal of English Education, 3(1), 70-80.

Ardiyansah, T. Y. (2021). Pre-Service Teachers’perceived Readiness in Teaching Online in International Internship Program. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(1), 90-102.

Ary, D., Jacobs, L. C., Sorenson, C., & Walker, D. A. (2010). Introduction to Research in Education: Wadsworth. Cengage Learning.

Asnadi, I. W. S. W., Ratminingsih, N. M., & Myartawan, I. P. N. W. (2018). Primary Teachers’ and Students’ Perception on the Use of ICT-Based Interactive Game in English Language Teaching. JPI (Jurnal Pendidikan Indonesia), 7(1), 10-20.

Avisteva, R. T. (2020, March). Teachers’ Perspectives on the Implementation of Information and Communication Technology in Language Teaching. In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019) (pp. 19-23). Atlantis Press.

Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & education, 39(4), 395-414.

Baş, G., Kubiatko, M., & Sünbül, A. M. (2016). Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behavior, 61, 176-185.

Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: Ministry of Education.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.

Diniah, S. N. (2013). Teacher’s Perceptions towards the Use of English Textbook in EFL Classroom. Journal of English and Education, 1(2), 72-81.

Dewi, P., & Mataram, S. B. (2017). Implementation of Group Discussion and Icts in Teaching And Learning English In Large Classes. In The 4th International Language And Language Teaching Conference (p. 193).

Ekin, M. T. Y., & Damar, E. A. (2013). Voices from the young learner classrooms: If I were…. Procedia-Social and Behavioral Sciences, 93, 602-606.

Hidayat, Faridh., Tanduklangi, Anduri., Badara, Aris. (2018). Teachers Perception of Instructional Technology Integration into English Language Learning. JLEET Vol. 3. No. 2.

Katemba, C. V. (2020). Teachers' Perceptions in Implementing Technologies in Language Teaching and Learning. Acuity: Journal Of English Language Pedagogy, Literature And Culture, 5(2), 123-136.

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, 18.

Masoumi, D. (2015). Preschool teachers’ use of ICTs: Towards a typology of practice. Contemporary Issues in Early Childhood, 16(1), 5-17.

McShane, S. L., & Glinow, M. A. V. (2008). Organizational Behavior. New York: McGraw-Hill.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

Ningrum, A. S. B. (2012). Using Internet resources in teaching English to young learners. Lingua Scientia, 4(2), 113-122.

Purnamaningwulan, R. A. (2021). Video-Assisted Extensive Listening Program to Improve Pre-Service Efl Teachers’listening Skills. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(1), 33-43.

Sari, A., Suryani, N., Rochsantiningsih, D., & Suharno, M. (2017, October). Teachers' Perceptions Towards Digital-Based Teaching Material. In International Conference on Teacher Training and Education 2017 (ICTTE 2017) (pp. 881-888). Atlantis Press.

Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL Teachers' Perceptions on Using ICT in Their Teaching: To Use or to Reject?. Teaching English with Technology, 15(4), 29-43.

Scott, W. A., & Ytreberg, L. H. (1990). Teaching English.

Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006.

Van Scoter, J., & Boss, S. (2002). Learners, Language, and Technology: Making Connections That Support Literacy. Creating Communities of Learning & Excellence.

Wiraatmaja, T., Wardani, A. N., & Warnanda S, K. N. (2021). Implementing Bilingual Story-Telling Picture Book to Reinforce Character Education for Pre-Schoolers In English Extracurricular Activity. Implementing Bilingual Story-Telling Picture Book To Reinforce Character Education For Pre-Schoolers In English Extracurricular Activity, 4(3), 504-512.

Downloads

Published

2022-07-14