Sentia Pujiastuti, 2201416030 (2023) TEACHERS' READINESS IN IMPLEMENTING TECHNOLOGY-BASED INSTRUCTION. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The use of technology in educational institutions, commonly referred to as e-learning, is one of the efforts to answer the challenges of the 21st century. On the one hand, not all teachers are technologically literate. Therefore, the ability of teachers to adopt technology-based education needs to be analyzed. This study aims to determine English teachers’ readiness of Vocational High Schools in Klaten Regency in implementing technology-based instruction and the factors that influence it. A descriptive quantitative survey research design was used. This research involved 22 teachers out of 102 English teachers at Vocational High School throughout Klaten Regency as respondents. Questionnaires were distributed through link Google form. The collected data were analyzed with descriptive statistics using Microsoft Excel in the form of percentage tables. The results show that 22 teachers had an average level of readiness in the three aspects of readiness, namely Emotive Attitudinal, Cognitive, and Behavioral, 76%, namely having a level of readiness in carrying out technology-based learning, which was included in the high category, which means English Vocational School Teachers in Klaten Regency are ready to implement technology-based instruction. The findings revealed that the contributing and hindering factors of teachers’ readiness to implement technology-based instruction are divided into internal factors and external factors. The internal factors relate to teacher perceptions or attitudes towards technology and its ability; desire, self-confidence, perceived ease, motivation, materials understanding, technology mastery, and its use. Then, the external factors are related to the ability of tools, facilities, infrastructure, time, and adequate training intensity.

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