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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A. ICT Atmospheres in Al-Azhar BSD
To discuss about the ICT atmosphere in Senior High School Al-Azhar BSD, the writer tries to describe firstly with the
classroom‟s situations. The classroom‟s situation is almost the same like another school in Indonesia in which each class consist
of 25 up to 30 students. Each classroom is equipped with a white board, soft board, air conditioners, cupboard, tables, chairs, in
focus projector and so forth.
This School has 30 classrooms and offices that are air- conditioned. Learning space consists of 17 rooms, 1 room
Laboratory of Physics, Biology 1 space laboratory, 1 space Chemistry Laboratory, Computer Laboratory 1 room with a
capacity of 35 units of computers, Language Laboratory 1 room, 1 living Multimedia, 1 staff room, 1 living Teacher Research
Centre TRC, 1 living room and control room UKS. Overall classrooms and offices equipped with CCTV cameras.
And with regard to the ICT atmosphere in this school, the school is equipped with the language laboratory, hot spot area,
and e-learning portal that seem to be potential to create such a good learning community.
Known as one of the prominent private school, its learning environment has recently been supported by the ICT facilities.
Students are accustomed to using internet to access social media like twitter, facebook, and blog. Students tend to get bored when
teacher deliver the material conventionally. Regardless to the benefits of using power point, its use seemed to be usual. More
particularly, in the writing activity students tend to use their gadgets such as smart phone, tablet computer to write their
writing draft. Thing things occur since as a digital native, students need to learn something which is related with the technological
advance. That is why in this present study the writer tries to bring a new writing activity which is hoped could
meet the student‟s need.
The facilities provided in this school seem to be promising to be implemented a learning-based information and communication
technology, but the problem was probably the human resources were not ready enough to implement it. That is why, school
authorities still struggling to give such an ongoing training to the teachers and school staffs to get used to on the ICT utilization.
And this is goes in line with the statement saying that
“writing is still the major activity of the English classroom and the one with
which ICT is most involved .”
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B. Curriculum Analysis
The purposes of English language teaching in Senior High School are: 1 developing communicative competence in spoken
and written language to reach informational literacy; 2 generating awareness about the nature and importance of English
to improve nation‟s competitiveness in global society; and 3 developing students‟ understanding about the relationship
between language and culture. The scopes of English language teaching in Senior high
school are: 1 discourse competence or ability to understand andor produce spoken text andor written text which is integrated
comprehensively in four skills, such as listening, speaking, reading, and writing to reach informational literacy level; 2 the
ability to understand and create various short functional texts, monologues as well as essay in a form of procedure, descriptive,
recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review,
public speaking. Variations in teaching materials are found in the use of certain vocabulary, grammar, and rhetoric devices; 3
supporting competencies included are: linguistic competence ability to use grammar, vocabulary, pronunciation, and writing
arrangement, socio-cultural competence ability to use speech and language act appropriately in various context of
communication, strategic competence ability to overcome
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Anthony Adams and Sue Brindley, Teaching Secondary English with ICT New York: McGraw-Hill Education Open University Press, 2007,
p. 19.
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