Sri Wuli Fitriati, BHS INGGRIS UNNES (2020) Teachers’ Technology Integration Into English Instructions: SAMR Model. International Conference on Science and Education and Technology (ISET 2019), 443. pp. 546-550. ISSN 2352-5398

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Abstract

Technology integration has been acknowledged to support instructional activities in and outside classrooms. In English instruction context, previous researchers revealed that technology use contributes to the enhancement and longer retention of students’ learning. This study is aimed at exploring kinds of technology to facilitate learning and evaluating how teachers integrate the technology into English instructions. Substitution Augmentation Modification Redefinition (SAMR) model by Puentedura (2006, 2013) was used as the framework to evaluate technology integration. Two English teachers of senior high schools in Central Java, Indonesia and their respected students were involved in this study. Classroom observation, interview, questionnaire, and document review were used to obtain the research data. This case study employed Thematic Analysis by Braun and Clarke (2006) as the data analysis method. The findings show that the teachers and students have utilized various types of technology and its integration has undergone four levels of Substitution, Augmentation, Modification, and Redefinition.

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