THE IMPLEMENTATION OF ICT IN TEACHING ENGLISH AS FOREIGN LANGUAGE: A CASE STUDY OF PREMARY SCHOOL ENGLISH TEACHERS IN KOTAMOBAGU, NORTH SULAWESI

This study aims to find out whether ICTs (Information and Communication Technologies) really helps EFL teachers in Kotamobagu to improve their students’ English ability. This study uses the teachers’ perceptions as the main sources to answer the research questions of this current study. It focuses on finding the EFL teachers’ knowledge level in implementing ICTs, the level of ICT implementation for educational purposes, and problems that teachers might face during ICT implementation in the classrooms. This study uses mixed method of quantitative and qualitative approach by using questionnaire and interview to gain the data. The findings show that in general, teachers have fair capability in using ICTs. They also have positive attitude towards ICT implementation where they claimed that ICTs are useful to improve students’ learning achievement. The teachers use ICTs for various reasons and at the last this study found that lack of ICT facilities has become the main problem that they often face.


Background of the Study
In Indonesia, the engagement of technology with education has been promoted and socialized since 2013 with its highlight: The Implementation of Curriculum 2013. Since then, Indonesian Ministry of Education has encouraged the schools and all educational institutions to use technology in learning process. In addition, the current minister of education and culture of Indonesia named Nadiem Makarim has proclaimed technology as one of his four priorities in education field. He even said that all schools in all provinces should embrace technology as their main helper in learning environment (Ali, 2019).
In Kotamobagu, most of the schools already own computer facilities. The local government also subsidize personal computers and other ICT devices. These subsidies need to be used effectively for students' benefit. The local government expect that the ICT devices provided for the schools can be useful to improve students' achievement (Simbala, 2018). However, the effectiveness of teachers' ICT implementation in Kotamobagu has never been researched before.
All of the personal computers and ICT devices that governments provided would be wasted if teachers could not use them efficiently and effectively in creating better learning environment.
Thus, it is highly necessary to inverstigate (1) the ability of English teachers to use ICT in order to improve students' learning performance, (2) the teachers' attitude about the implementation of ICT, and if there is any, (3) the obstacles that teachers might face in the ICT implementation during learning process.

Research Questions
By referring to the background of the study, this study proposes several problems that need to be solved. They are: 1. What is the level of EFL teachers' knowledge in the implementation of ICT? 2. What are EFL teachers' attitudes of the implementation of ICT? 3. What is the level of ICT implementation for educational purposes by EFL teachers? 4. What are problems and challenges that EFL teachers faced during the implementation of ICT?

3.Significance and Scope of the Study
This study will focus on finding the perceptions of EFL teachers in Kotamobagu related to their knowledge level of ICT implementation, their attitudes toward it, their level of ICT implementation, their educational purpose and the possible problems that they faced in using ICT.
The main thing that differentiate this study to previous studies is the main focus in the local evaluation of EFL teachers in Kotamobagu and also the teachers' perceptions regarding the effectiveness of ICTs implemented in learning process. The result of this study is expected to provide insights to the English teachers, instructors, students, governments, and even the policymakers in order to consider the possible benefits of ICT implementation in language learning and to improve the achievements of students in Kotamobagu.

The Implementation of ICT in Language Learning
It is undeniable to say that language learning is strongly related to communication. Almost every individual in the whole world has their own gadget which plays a role as communication device.
In fact, communication nowadays is practically engaged with technology and these both elements are hardly to be separated (Alhadlaq, 2016 ;Subramanian & Labs, 2018). Compared to traditional way of teaching such as paper-based learning activities or teacher-centered classroom, the implementation of ICT provides more advanced devices which are more accessible, handy and user friendly, in indoors and outdoors. Thus, language learning and communication becomes more visible through technology usage (Kenning, 2007).
The implementation of ICT makes the language learning more beneficial because of several reasons. First, it provides rich and multidimensional language learning environments, help students to recognize and to practice proper English pronunciation in two ways (Hidayati, 2016).
The first is by providing programs or applications with speech recognition, and the last is by letting students to interact with the native English speakers nor other language learners through teleconferences by using applications such as Skype or Zoom Meeting. Also, It is claimed that by having teleconference, students can have immediate feedback that affect their learning performance because their mistakes is directly corrected (Ghasemi & Hashemi, 2011). The second benefit of ICT implementation is it motivates students to learn (Khanom, 2018). ICT such as Computer Keystroke logging did not only help language learners by supporting them to reflect and discuss their translation tasks but also to develop their motivation and even enthusiasms for translation process (Lindgren et al., 2009). The third potential benefit of ICT implementation is that it helps students to be more creative and independent (Ahmadi, 2018).
Technology cannot replace the real teacher. However, the teachers can play a role as facilitator and evaluator and then educate students to be creative and independent by using ICT.
One study which was researched in Malaysia reported that students became more independent when they were able to use internet to find out several English words that they do not know to pronounce and they even became more creative when they made their group presentation by using Power Point Slides (Hafizoah & Zuraina, 2007). By referring to the benefits of ICT implementation, ICT are recommended to be used in language learning.
The ICTs in this study precisely focus on the three main points of the basic implementation of ICT integration which are: 1) to encourage students to search, process, save, present, and share data or information in order to support the learning progression; 2) to encourage students to evolve their self-esteem in accordance with their particular necessaries, talents, potentials, interests, and characteristics by having ICTs as media to explore learning resources; and 3) to encourage teachers to use ICTs for developing learning resources and learning media, preparing lessons, organizing and assessing the learning process, and also reporting the learning outcomes (Lubis, 2018). Based on these three main points, the ICTs that will be explored are: computers, printers, speakers, projectors, and cameras. Meanwhile, the software are Microsoft Word (Word Processing), Microsoft Excel (Spread Sheet), Microsoft Power Point, E-mails software such as g-mails or yahoo mails, internet browsing application such as Google, Skype and Zoom Meeting. These ICTs are categorized as basic needs to be used in language learning especially in preparing lessons and presenting materials. These ICTs are also related to the three main points that have been clarified by Lubis since these ICTs can help students to search, process, or share information, boost their self-esteem, and help teachers to develop learning resources.

EFL Teachers' Knowledge and Attitude towards the Implementation of ICT
The previous studies reported that the EFL teachers are quite comfortable in using ICT. It is reported that the teachers agreed that ICT plays an important role in language teaching, help selfunderstanding, and provoke more interaction with students (Thamarana, 2017). Another research also reported that ICT improve the scope of teaching and it is practically useful to teach four skills in English; listening, reading, writing and speaking. The ICT products such as Audio Books, Webinar, Blogs, and Youtube are great deals to be used to teach the four English skills (Ammanni & Aparanjani, 2016). In addition, it is reported that despite the obstacles and challenges that the EFL teachers had experienced in using ICT such as the lack of facilities and limited knowledge's of using technological devices, the teachers still perceived that the implementation of ICT is highly necessary to support language learners' learning and to improve their mastery in English (Kandasamy & Shah, 2013).

Research Method
The research method of this study is mixed method by combining quantitative and qualitative method. The data that has been gathered through questionnaires was calculated by using Spread Sheet (MS. Excel) and analyzed quantitatively. The data that has been obtained via interview was transcribed and analyzed qualitatively. Both methods are applied used since they will provide better understanding and serve more reliable result (Creswell, 2012).

Research Instrument
The instrument for this study is questionnaire adapted from Kandasamy and Shah (2013) in order to adjust with the significance of this study. The interviews report that supports the questionnaire findings or have corresponding relation with the research questions will also be included in finding section. The interview was held by using vernacular language and then later transcribed to Bahasa, then translated into English. The interviewer decided to use vernacular language in order to make the interviewees more comfortable during the interviewee section despite the facts that the respondents were English teachers.

Respondents of the Study
The respondents of this study are 18 English teachers of secondary schools in Kotamobagu. The details of the respondents are described below:

TOTAL 18
The respondents who took part in the interview sections as interviewees will be labeled as "R" and their real names will never be revealed due to the respondents' request in order to secure their personal information.

The Implementation of the Study
The data of this study has been collected through questionnaires that have been distributed via Google Docs Form to 20 respondents. However, there were only 18 designated respondents who filled in the questionnaires. The interview was conducted by interviewing 5 respondents who agreed to be interviewed by the researchers. In operating Spread Sheet, Sheet.

RQ1: What is the level of EFL teachers' knowledge in the implementation of ICT?
Related to the use of Electronic mail (e-mail), table 4.1 shows that 1 teacher (5.5%) was excellent in using it, 6 teachers (33.3%) were good in using it, and 11 teachers (61.2%) were fair in e-mail utilization. In addition, the capabilities in ICT implementation which are related to internet or online area has better level users. It is particularly seen where e-mailing had 33.3% good users and Internet browsing had 55.5% good users. In contrast, word processing and power point only had 27.8% good users and spread sheet only had 5.5% good users. The majority of the respondents perceived that they only had fair knowledge level in these Microsoft office operating systems.
In contradiction, there was no respondent who had excellent level of knowledge in doing teleconference by using Skype or Zoom Application. R5's statement shows that she had no capability in doing teleconference because there was no online class in the school where she taught. She also mentioned her personal thought which stated that teleconference is unnecessary for regular class. In fact, she rarely used Skype Application and the first time she heard about Zoom application was in the interview section. Another respondent who was labeled as "R4" also strengthened the opinion of R5.
"Internet browsing is a must. Besides, I think everyone search everything through Google right??? Do you agree with me???________________________________ I also provide my learning materials by adding supported materials from the internet beside the main text book that has been provided by the school. However, I personally think that teleconference is totally a different thing. I know that teleconference is mostly used for online learning. In Indonesia, online learning is mostly implemented in universities. You know, like Universitas Terbuka (Opened University). As I know, most primary and secondary schools in Indonesia implement regular class. Maybe in the big cities like Jakarta, they already implemented online learning… but not in Kotamobagu. Therefore, I think I do not need to use teleconference in my class" R4.
R4 stated that internet browsing is a necessary and she assumed that these days, everyone does internet browsing especially by using Google. However, R4 perceived that teleconference is not as important as internet browsing. Both R4 and R5 agreed that they did not need to do teleconference because they did not teach students via online. That was the main reason of why they did not have capability in doing teleconference.
Overall, it can be said that ICT implementation's knowledge level of EFL teachers in Kotamobagu was fair in operating Microsoft Office such as word processing, spread sheet, and power point. The teachers also claimed to have fair knowledge level in using e-mails. In contrast, the majority of teachers claimed that they had good level of knowledge in internet browsing but mostly had no capability in doing teleconference.  agreed that ICT would change students' ways of learning in the classroom, it would help students to learn in more effective ways, may help teachers to teach in more effective and efficient ways, and would help teachers to teach in more enjoyable ways. Interestingly, 89% respondents agreed that the implementation of ICT helped their students to learn better and 11% were very agreed about this statement. It means the respondents' attitudes toward the implementation of ICT are classified as positive.

RQ2: What are EFL teachers' attitudes of the implementation of ICT?
In addition, there were some respondents who argued that the implementation of ICT might trouble them sometimes. In table 4.2, it is stated that 55.5% respondents agreed that if the computers that they use suffer technical problems, the computers are categorized as unconducive to be used in teaching-learning activities. However, despite the technical problems, respondents still agreed that ICT implementation was useful in their classroom like had been stated by respondent who was labeled as "R2" below: "Sometimes, I was lost when there was a blackout, or my presentation could not be displayed on projector due technical problem. However, I always like to use technology in my classroom. It elevates the learning atmosphere and the students also contribute more if I display them something in front of the class through projectors" R2.
Overall, the statement obtained from R2 and the reports that can be seen in table 4.2 show that the respondents had positive attitudes toward ICT implementation in order to have better language teaching-learning activities.  Table 4.3 shows that 100% of the respondents claimed that they often use ICT to teach writing skill. Also, 94.5% claimed that they often use ICT for preparing lessons. 88.8% claimed that they use ICT often for teaching-learning for specific topic, teaching reading skill, making presentation, and monitoring students' progress. The respondent labeled as R1 gave his comment regarding this matter as stated below:

RQ3: What is the level of ICT implementation for educational purposes by EFL teachers?
"Like I told you before, ICT is very useful for me to teach English in more effective and efficient way. This school also supports it by providing good speaker that I usually use to teach listening. I use ICT to teach all skills whether it is listening, speaking, reading or writing. While teaching listening, I also use the video that I display to teach my students to speak. Students can practice the natives' pronunciation through the videos. My students' grades have been improved lately if I keep using ICT and displaying them videos" R1.
R1 reported that he was so attached with technology in teaching English to his students and he also taught four skills (listening, reading, writing, and speaking) by using ICT. He even claimed that his students' grade has been improved because he used ICT in his class activities.
In other hand, there were 61.1% of the respondents claimed that they rarely use ICT to teach speaking skill and there were even 22.2% of the respondents claimed that they never use ICT for that matter. Meanwhile, there were 77.7% of the respondents claimed that they rarely use ICT to communicate with students. A respondent who was labeled as R3 clarified her reason for this matter as stated below: "I… I usually use ICT for… (sigh)… for teaching writing and reading… because… I just need to type several materials… like… like giving some paragraphs… to… to compare which paragraph contains irregular verb, and… which paragraph contains regular verbs… like that… uhm… but… for Speaking… I don't think I ever use it to teach… that skill. Uhm… for speaking, I ask students to practice with their classmates. I never use ICT… to teach speaking. I don't really know how to use ICT in term of teaching speaking honestly… I just… know… know how to prepare materials through Power Point. That's all" R3.
R3 stated that she often uses ICT to teach reading and writing and the reason of why she never uses ICT to teach speaking was because she did not know how to teach speaking skills through ICT. She said that she just instructed her students to learn speaking by communicating to each other. In addition, she clarified that she just knew to prepare materials by typing her presentation in power point and she did not know other methods to use ICT in order to teach speaking skill.
Another respondent labeled as R5 also gave her opinion of why she rarely uses ICT to communicate with her students. Her statement can be read below: R2 reported that she did not have her own personal computer, and she was also overburdened with administrative tasks that she had to do. That is why she just had less time to prepare her teaching materials using ICT. R4 who claimed herself lacking of time in school also gave her own opinion as stated below: "Uhm… I …. I …. Besides being a teacher, I am… I am also a housewife, so……. I also need to… need to take care many things… many things at my house… Therefore, I only have limited… eh… less time to prepare… to prepare my teaching materials using ICT… I mostly… ask… ask my students to… to do their tasks in… in their textbooks" R4.
R4 claimed that her other task as housewife caused her for not having enough time to prepare her teaching materials using ICT. In other hand, R3 stated her statement regarding of why she claimed that she did not have enough knowledge or understanding in implementing ICT and why she claimed that there were no enough software or websites to support her teaching activities. R3 claimed that she was not young anymore and it might influence her knowledge and understanding to master ICT. She also claimed that she did not know any peculiar software or website to help her to prepare her teaching materials. Meanwhile, R2, R4, and R5 gave their comments regarding the lack of facility and lack of training.
"I really hope my school will provide us, the teachers… with more facilities… like laptop, more speakers, and more projectors. We only have one speaker and one projector. There are approximately 15 teachers here…. And… one projector gives us hard time to use ICT in our class activities. That is why most teachers do not use ICTs here" R4.
"We even borrow computers from other school to hold our national exam… then… do you expect us to regularly use ICT in our class activities...? It's kind of impossible…. This school…. Only have 3 computers… and they are old computers… I also do not even have my own. Lack of facility is the main problem here" R2.
Both R4 and R2 reported that lack of facilities is the main problem in their school and it caused them limited access in ICT implementation. In addition, R5 gave her reason of why she claimed lack of training is unavoidable problem in ICT implementation.
"For me… I know myself really well… Although I know some techniques to use ICT for teaching activities, but I think I only have limited knowledge about it… My friends are also the same… they do not have much knowledge to handle ICT tools… I hardly find someone who can help me with the ICT implementation… I hope in the future… some experts can give us training in school regarding… regarding ICT implementation" R5.
Overall, it is concluded that the main problems that the respondents often face are lack of facility and training in operating ICTs. Meanwhile, lack time of preparation, knowledge and understanding, also, limited software or website in teaching are problems that the respondents rarely faced.
The findings of the study support the previous study that have been conducted by that his respondents just mostly used ICTs for technical level such as preparing lessons rather than practical level such as improving students' communicative competence in English whereas, these both previous studies did not explore the questions related to teleconference or virtual meeting such as Skype or Zoom and also did not put listening and speaking as some elements in their questionnaires.
This present studies more focused to explore the fours skills in communication (listening, speaking, reading, and writing) in the questionnaire in order to know whether or not EFL teachers in Kotamobagu implemented ICTs effectively to improve their students ' English' communicative competence. This study reported that EFL teachers in Kotamobagu used ICTs mostly to teach listening and writing. However, majority of the respondents did not use applications such as Skype or Zoom Meeting that might be potential to teach speaking skill and eventually were lacking of capabilities in operating ICT devices that can ignite students' speaking ability.
Overall, this study supports the both previous studies which claim that the EFL teachers state that ICT implementation is useful to improve students' language learning. The novelty of this study focuses to find out whether or not the teachers use ICTs to improve all four skills and its evaluation towards the local needs where this study relays in exploring EFL teachers in Kotamobagu as the object of this study. The lack of facility that has been faced by respondents of this study is also new to be found out among the previous studies.