DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Factors Contributing to Teachers’ Resistance in Integrating ICT in EFL Classroom in Situbondo

Nur Kamilah

Abstrak


ABSTRAK

 

Kamilah, Nur. 2016. Factors Contributing to Teachers’ Resistance in Integrating ICT in EFL Classroom in Situbondo. Thesis. Graduate Program in English Language Teaching. State University of Malang.  Advisor: (I) Dr. Mirjam Anugerahwati, M.A., (II) Dr. Sintha Tresnadewi, M.Pd.

 

Key Words: ICT integration, EFL classroom, high school in Situbondo, resistant teachers

Information and Communication Technology (ICT) has been introduced to English language teaching (ELT) since CALL was founded in 1980. The integration of ICT in ELT brings both promises and threats for teachers and students, especially in achieving the goal of learning of the curriculum, which is learning autonomy. Teachers have an important role to manage ICT use in ELT. Many studies have revealed the crucial role of a teacher in a language classroom when integrating ICT. In fact, despite the importance, studies have found the existence of resistant teachers who are held back from the integrating of ICT in the class. Therefore, this study was aimed to explore the factors of teachers’ resistance so that the findings could provide comprehensive patterns of the resistance.

The present study was conducted on the basis of qualitative approach by employing a multi-site case study. There were 7 teachers from 6 state high schools in Situbondo who participated as the respondents. The schools were selected because they fit certain characteristics. They had fulfilled the standard of school infrastructure and they were committed to support teaching and learning by providing ICT support like LCD projectors and Wi-fi connection. The data were collected by the researcher using interview, observation, and documentation until all the information was saturated. The three secondary instruments were chosen in order to provide reliable information that added to the point of trustworthiness of the study.

The findings of the study showed that there were several factors influencing teachers’ resistance. They were put into three major categories of resistant teachers, namely extreme, moderate and zero resistance. The categories were based on the degree of resistance. The extreme resistance category was caused by the lack of ICT competence, high unwillingness to learn and use of ICT devices. Meanwhile, the moderate one was caused by concerns that ICT can mislead students, unsupportive school facilities, lack of pedagogical knowledge related to ICT integration in ELT, and lack of ICT competence. Finally, the zero resistance category was caused by supportive school facilities, high interest and maximum use of ICT, and confidence to run ICT integrated to learning materials. Some of these factors were found to be different from findings of previous studies, while some others were confirming the previous findings. Therefore, the findings suggest that EFL teachers recognize their attitude towards ICT integration and the learning goal they should achieve so that they can deal with the factors to the resistance. Only by being able to deal with the resistance, English teachers can integrate ICT in ELT more maximally.

 

ABSTRAK

 

Kamilah, Nur. 2016. Factors Contributing to Teachers’ Resistance in Integrating ICT in EFL Classroom in Situbondo. Tesis. Jurusan Pendidikan Bahasa Inggris, Program Pascasarjana Universitas Negeri Malang. Pembimbing:(I) Dr. Mirjam Anugerahwati, M.A., (II) Dr. Sintha Tresnadewi, M.Pd.

 

Key Words: penggunaan TIK, kelas Bahasa Inggris, SMA di Situbondo, guru resistan

TIK telah mulai dipergunakan di kelas Bahasa Inggris sejak CALL ditemukan pada tahun 1980. Penggunaan TIK di kelas Bahasa Inggris membawa serta manfaat dan tantangan bagi guru dan siswa, terutama dalam mencapai tujuan pembelajaran, yakni otonomi belajar. Bagaimanapun, guru merupakan tonggak utama yang mengontrol jalannya pengguunaan TIK tersebut di kelas. Banyak penelitian pun telah membuktikan peran krusial guru dalam penggunaan TIK. Namun, terlepas dari pentingnya peran tersebut, ditemukan adanya fenomena guru yang resistan terhadap penggunaan TIK di kelas. Hal tersebut menjadi tujuan penelitian ini, yakni mengeksplor faktor-faktor penyebab resistansi guru terhadap penggunaan TIK. Temuannya diharapkan mampu menyajikan pola resistansi yang komprehensif.

Penelitian ini dilakukan berdasarkan pendekatan kualitatif dan menggunakan studi kasus multi-situs. Ada 7 responden dari 6 SMA negeri di Situbondo yang berpartisipasi dalam penelitian ini. Sekolah-sekolah tersebut dipilih karena memenuhi karakteristik yang ditentukan peneliti. Masing-masing sekolah telah memenuhi standar Sarana Prasarana dan telah berkomitmen dalam  menunjang proses pembelajaran dengan menyediakan perlengkapan TIK yang memadai seperti LCD proyektor dan sambungan Wi-fi. Data diperoleh peneliti dengan menggunakan wawancara, observasi, dan dokumentasi hingga semua data mencapai jenuh. Ketiga instrument sekunder tersebut dipilih agar memenuhi syarat informasi yang reliabel sehingga menambah poin keterpercayaan temuan penelitian.

Penelitian menghasilkan beberapa faktor penyebab resistan yang menyebabkan bedanya tingkat resistansi. Oleh sebab itu, ada tiga kategori guru resistan, di antaranya sangat, sedang, dan nol resistan. Kategori pertama disebabkan oleh kurangnya kemampuan menggunakan TIK, tingginya keengganan untuk belajar serta menggunakan teknologi TIK. Sedangkan kategori resistan yang sedang disebabkan oleh adanya rasa ragu dalam menggunakan TIK, fasilitas sekolah yang kurang suportif, kurangnya pengetahuan pedagogi yang berkaitan dengan penggunaan TIK di kelas, serta kurangnya kemampuan penggunaan TIK. Kategori yang terakhir, nol resistan, muncul karena fasilitas sekolah yang mendukung, tingginya ketertarikan dan penggunaan TIK, serta kepercayaan diri dalam mengaplikasikan ragam teknologi TIK di kelas. Temuan ini sebagian berlawanan dengan temuan penelitian terdahulu dan sebagian lagi sejalan. Hasil penelitian ditujukan untuk para guru bahasa Inggris agar peka terhadap adanya faktor-faktor yang dapat menyebabkan sikap resistan dan mampu mengambil sikap untuk mengatasinya.