Teacher's Technology Integration Levels for English Classroom Instruction at 12th Grade of MAN 2 Gresik Jawa Timur

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Imamah, Nuril (2019) Teacher's Technology Integration Levels for English Classroom Instruction at 12th Grade of MAN 2 Gresik Jawa Timur. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

In recently decades, technology integration is being a part of English classroom instruction. It means the process of using technology as a media to support the English classroom instruction. Mostly the teacher integrated technology in making students understand the materials, such as preparing materials using Microsoft Word, explaining materials using Microsoft Power Point, etc. By integrating technology in the English classroom instruction, the role of the teacher-centered is changed to be student-centered. This study is aimed to know the technology categories integrated by the teacher and classify the teacher‟s technology integration level in the English classroom instruction. Descriptive qualitative is used to describe the result of this study. The data is collected through interview and observation at XII IPS 3, XII IPS 2, XII MIPA 2, and XII MIPA 4. It is focused on the teaching-learning four English skills, such as listening, reading, speaking, and writing. Based on the result of finding and discussion, it is found that the teacher integrated five technology categories which are word processing, spreadsheet software, organizing and brainstorming, multimedia, and web resources. The teacher integrated those technologies in teaching listening, reading and writing skill. However, the teacher always tries to practice students speaking skill by asking some questions related to the topic which is learned on that day. While the activities in the English classroom instruction is analysed based on SAMR model to know the teacher‟s technology integration level in integrating technology in the English classroom instruction. It is stands for substitution, augmentation, modification, and redefinition, which has substitution as the lowest level and redefinition as the highest level. The result shows that the teacher is on the augmentation level in teaching writing skill, which the teacher uses word processing with additional functions like spell check, cut, and paste the documents. Therefore, the teacher is classified on passing the substitution level, because the teacher is on the augmentation level, which integrates technology as a direct tool substitute, with functional improvement.