Sri Wahyuni, 0201616011 (2020) THE INTEGRATION OF TECHNOLOGY INTO ENGLISH AS A FOREIGN LANGUAGE TEACHING IN HIGH SCHOOLS: A COLLECTIVE CASE STUDY. Doctoral thesis, UNNES.

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Abstract

The rapid development of knowledge and technology has affected many aspects of people's lives, including education. In the Indonesian education context, government policies have been enacted to support technology use for educational purposes. As mandated, both teachers and students should develop the 21st-century skills characterized by mastery of critical thinking and problem solving, communication, collaboration, creativity, and literacy as well as competence in international languages such as English. However, literature shows that the teaching and learning of English in Indonesia has not achieved a satisfying result. Therefore, English teachers are demanded to be creative and innovative to help enhance students' achievement. Given this fortunate and challenging context, teachers and students should use technology for instructional purposes. The present research aims to evaluate the teachers' technology integration into EFL teaching and its contribution to meaningful learning and effective teaching. Five research questions were addressed: 1) How is the technology integration into English language teaching at the planning stage? 2) How is the integration of technology into English language teaching at the implementation stage? 3) How is the integration of technology into English language teaching at the assessment stage? 4) How does the integration of technology into English language teaching contribute to meaningful learning?, and 5) How does the integration of technology into English language teaching contribute to effective teaching? The study adopted a collective case study as the entire research method involving five high schools as the research sites and five English teachers and the students as the research participants, respectively. To obtain the research data, it adopted observations both in regular and virtual classrooms, questionnaires, interviews, and document reviews. SAMR model (Puentedura, 2013) was taken as the theoretical lens for evaluating the teachers' technology integration. To examine the contribution of technology to meaningful learning and effective teaching, it adopted the concepts of Ashburn (2006) and Faranda and Clarke (2004) as the framework of the analysis. Braun and Clarke's (2006) Thematic Analysis was adopted as the data analysis method. The present study reveals that the English teacher participants have integrated various types of technology at the planning, implementation, and assessment stages of EFL teaching. It was evidenced by teachers' explicit mention of technology in the lesson plans and its use during the instructional activities to facilitate students' learning and assessment. Technology integration into the EFL teaching has undergone four SAMR model levels – substitution, augmentation, modification, and redefinition. Nevertheless, substitution took the most roles. On the one hand, vi the teachers' technology adoption appeared to be affected by personal – teachers and students, institutional, and technological factors. On the other hand, the technology integration barriers in terms of the student, teacher, school, and system�levels also emerged. Moreover, technology use in the EFL teaching was found to contribute to meaningful learning and effective teaching. It implies that it helped the students to enhance and transform learning because it was taken relevant to the selected instructional method such as project-based learning. Despite some barriers that mainly took place at the school level, the students' supporting factors appeared to influence the teachers' technology adoption. The lack of some elements such as technical assistance, technology tools, Internet access, and teachers’ collaboration might be solved through the following suggestions. The schools should empower teachers with adequate technology knowledge and skills to assist colleagues having problems with technology use. The school units should also provide equal subsidies for the students in need and make the Internet accessible for all school members. Students should also be given more access to technology for learning purposes. The teachers in one school unit should be provided with a forum for sharing their technology use experiences so that mutual learning will take place in the learning community. Concerning the technology integration that mostly falls into the substitution level, the teachers should develop their technology competence either independently, through peer�coaching, or learning community. Thus, the teachers will be able to take advantage of a wider variety of technology to improve student learning experiences so that it will lead to improving the students’ English competence

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