DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

English Teachers’ Technology Integration Self-Efficacy and Actual Classroom Practices

Pungky Wahyu Wijayani




Wijayani, Pungky Wahyu. 2016. English Teachers’ Technology Integration Self-Efficacy and Actual Classroom Practices in Senior High Schools. Thesis, Graduate Program in English Language Teaching, State University of Malang. Advisors: (1) Prof. H. Ali Saukah, M.A., Ph.D., (2) Dr. Mirjam Anugerahwati, M.A.


Keywords: teachers’ self-efficacy, technology integration, classroom practices

Teachers’ self-efficacy refers to teachers’ belief in their own capability to affect students’ performance which is normally linked to teachers’ confidence. Teachers’ self-efficacy plays an important role in classroom teaching activities. The efforts that teachers invest in teaching, the learning objectives that teachers set, and their persistence are affected by teachers’ self-efficacy. The purposes of study are (1) to investigate English teachers’ self-efficacy in technology integration and (2) to describe whether teachers’ self-efficacy in technology integration is reflected in their EFL classroom practices.

To answer the two research questions above, this study employed a descriptive qualitative design. In this study, it is the researcher herself collected, organised, and analysed the data before finally came to the conclusion of the findings. The subjects of this research were four Senior High School English teachers. The data were collected from recorded personal interviews with the subjects, classroom observations involving field notes and observation checklist, and an initial questionnaire. Triangulation of the data was obtained through collecting data from multiple sources which later were cross checked by the researcher.

The findings of the research showed teachers’ self-efficacy levels were various (low, medium, and high). Teachers with higher self-efficacy level felt more confident that they could regularly integrate technology into their English language classroom teaching. Despite challenges that might occur, teachers with higher self-efficacy felt confident that they still could integrate technology as much as possible in the classroom. The findings also show that despite the fact that teachers’ self-efficacy was various in three different levels (low, medium, and high), all teachers showed positive attitudes towards technology integration in ELT. Teachers felt happy and confident in integrating technology in their English language classroom teaching. Teachers were enthusiastic in utilising technology in teaching English as they believed that technology played an important role in improving students’ English skills as well as in students’ future success.

In terms of classroom practice, this study showed that teachers’ self-efficacy in terms of technology integration was closely related to teachers’ actual classroom practice. Teachers with higher level of self-efficacy could integrate technology into their English teaching instructions in more advanced manners. Teachers with higher self-efficacy could utilise technology to transform their instructional teaching practice, students’ English learning process, and learning goals.

In order to consistently integrate technology in ELT, the researcher suggests that school leaders and English teachers need to discuss the policies and supports which can smoothen the technology integration in the classroom practices. Teachers also need to be provided with customised technology-related professional development which meet the practical needs of teachers in ELT so that they can maximise the use of the gadgets which are already available to them. Future researchers who are interested in technology integration are suggested to investigate the technology integration from students’ point of view. They can also compare how technology is used by the teachers and by the students in English language teaching and learning.