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students in the learning. Additionally, Gian stated that
he tried to create more positive energy to his students
so they could pay attention to the material. This is in
accordance with Yunus, Lubis and Lin (2009) that
ICTs use may improve students’ confidence in
learning English. Moreover, Jayanthi and Kumar
(2016) stated ICT integration could make students
positive towards their own learning. Positive attitudes
can be realized by how students behave towards the
learning. By having positive attitudes toward
learning, students will be more motivated to learn
better.
4.1.6 Supporting Teachers in Learning-
Teaching Process
Ani, Salma, and Nina pointed out that ICT could help
them create their teaching more effective and easier.
It means that the existence of ICT serves to provide
ease for teachers to utilize and integrate it in their
teaching. Integrating ICT would be easy to those
teachers who equip themselves with technical and
pedagogical knowledge of ICT integration. This is in
accordance with Jayanthi and Kumar (2016) that ICT
could support teachers to be better in learning-
teaching process. On the other hand, for those who do
not have sufficient knowledge of ICT integration
would tend to be reluctant to perform it. However, it
could be considered that the participants have
sufficient pedagogical and technical knowledge of
ICT integration; therefore, they tried to utilize and
integrate ICT in order to help them promote effective
teaching.
It can be summed up that ICT integration in EFL
classrooms bring positive impacts for both teachers
and students in learning-teaching process. Thus, ICT
can be utilized in order to create a more meaningful
learning-teaching process.
4.2 Challenges in ICT Integration
The popularity of ICT is inevitable. It influences all
people in all around the world. It almost dominates all
aspects of life including education. Suherdi (2017)
stated that the development of ICT (which triggers the
advent of the second wave of globalization), however,
has led teachers to take new perspectives in their
teaching. They are now facing a more challenging
world which requires them to be literate in ICT and
skillful in using ICT-based resources and facilities in
their teaching practices. Nevertheless, we should
admit that the existence of ICT in the development is
not always smooth. It gives not only great benefits but
also great challenges for teachers in the
implementation. Based on the data analysis, the
challenges found are regarding time management,
technical supports, technical knowledge, and
teacher’s self-confidence.
4.2.1 Time Management
Preparing activities by utilizing ICT in the process
needs to be arranged carefully and could not be
conducted in a sudden. Ani and Dika felt that the
preparation phase became a great challenge for them
since they needed a lot of efforts and spent a lot of
time in finding learning resources or materials.
Moreover, Ani felt that she needed more time to
practice how to operate the ICT first to make sure that
she mastered it; so that, she could be confident in
using ICTs in the teaching-learning process later.
What they experienced was in line with what Raman
and Yamat (2015) found. Teachers felt that by using
ICT, they got bigger workload. Teachers also felt that
they spent more time in preparing a lesson using ICT.
It is also in accordance with Silviyanti and Yusuf
(2015) who also mentioned about the problem in time
management and bigger workload. However, this
challenge, somehow, was believed by them as a way
to improve their quality in integrating ICT in their
teaching-learning process.
4.2.2 Technical Supports
Almost all of the participants, except for Rania,
mentioned that the technical supports problems were
faced in integrating ICT in their EFL classrooms.
Dika, Nina, and Gian felt that the lack of internet
connection sometimes became barrier to conduct an
interactive and interesting learning process using
ICT. Moreover, Salma and Nina mentioned that the
schools did not have sufficient supports of ICT
facilities like laptop, tablet, cellphone, etc.; so that,
they could only use the facilities owned by the
students. Such a condition created gap between
students since some of them do not have laptops or
other facilities. Nina further mentioned that not all
students were allowed to bring laptops and even
cellphones to school by their parents. Furthermore,
Ani even stated that at school where she taught which
was located in the remote area, there were no ICT
existence supported. These are in accordance with
Tanveer (2011) and Salehi and Salehi (2012) who
also mentioned that technical challenges often
appeared in ICT integration in EFL classrooms.
Technical supports are needed in ICT integration to
help both teachers and students in teaching-learning
process (Jayanthi and Kumar, 2015). The problems
about technical supports were also mentioned by
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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