T1__Full text Institutional Repository | Satya Wacana Christian University: Teachers’ Perception Towards the Use of Technology to Support Language Learning in the Classroom T1 Full text

TEACHERS’ PERCEPTION TOWARDS THE USE OF
TECHNOLOGY TO SUPPORT LANGUAGE LEARNING IN
THE CLASSROOM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan

MeythaVidyawatyVazri
112013088

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2017. MeythaVidyawatyVazri and Anita Kurniawati,M.Hum
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of a least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
SatyaWacana, Salatiga.
MeythaVidyawatyVazri:

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TABLE OF CONTENTS

TITLE ......................................................................................................................i
PERNYATAAN TIDAK PLAGIAT……………………………...……….……...ii
PERNYATAAN PERSETUJUAN AKSES……………………….……...……...iii
PUBLICATION AGREEMENT DECLARATION………………….……...…...iv
COPYRIGHT STATEMENT ................................................................................ ..v
APPROVAL PAGE ................................................................................................vi
TABLE OF CONTENTS ...................................................................................... vii
INTRODUCTION..…………………………………………...…………………..1
LITERATURE REVIEW
Technology in the classroom….…………………………………………..3
The Characteristic of young learners in Elementary school…...………….5
Advantages and Disadvantages of technology…………..………………..6
Problem and Challenge using technology...…………..…………………..8
METHODOLOGY
Context of the study………………………………………………………9
Participants…………………………………………………………….….9

Instruments…………………………………………………………....…10
Data collection procedure……………………………….…...………..…11
Data analysis procedure……………………………………………….…11
FINDINGS AND DISCUSSION
Teachers perceive technology as a tool that can attract students‟ attention
in the classroom………………………………………………………….............12
Teachers view technology as a hardware in teaching …….......…………16
Technology make the teachers‟ life easier in teaching…………………..18
CONCLUSION..………….…...……………………………………….……..….21

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REFERENCES……………………………….……....……………….…………23
ACKNOWLEDGMENT………………………...………………………..……..27
APPENDIX 1…………………………………………………………………....28

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TEACHERS’ PERCEPTION TOWARDS THE USE OF TECHNOLOGY
TO SUPPORT LANGUAGE LEARNING IN THE CLASSROOM

Meytha Vidyawaty Vazri
ABSTRACT
At present of time, the technology in teaching shows their development,
especially in English learning. Currently, the teacher integrated the technology in
the classroom and them certain where the technology can support the language
process in the classroom. The aim of this study was to investigate teachers‟
perception of the using of technology in teaching to support the language process
in the classroom at SD Kristen SatyaWacana. The participants were the five
English teachers. A semi-structured interview was used to collect the data
information from the participants‟ perceptions through the using of technology in
the classroom. The findings show three main perceptions of the using of
technology in the classroom based on the interviewees. Those were teachers
perceive technology as a tool that can attract students‟ attention in the classroom,
teachers view technology as a hardware in teaching, and technology makes the
teachers‟ life easier.
Keywords: technology, young learners, English

INTRODUCTION
Technology in education area has shown their development. Technology
can be used to improve teaching and learning and help our students be successful

by learning the language in the classroom (Whiteside, 2011). As stated by
Marwan (2012), by using technology the teachers can visualize the abstract
concept and they can make simulations to create the real things of the world. The
technology also helps the students to understand the topic better and the teacher
can save the time to explain the abstract matters. They not only help students
understand the topic better, but they can save their time for explaining the abstract
matters to students (p.1). As we can see that technology have, some benefits if the
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teacher brings it into the classroom. By using technology, the teachers can make
the learning process more interesting and interactive. Besides, by using
technology the teacher have already prepared by themselves to their future
because every day the technology show their existence. The last by using
technology make students easier to remember what they have learned.
It related to my experience when I taught 3rd grade in an Elementary
school, I taught them twice. At the first time, I just used a whiteboard to illustrate
or draw some toys and at the second time, I used power point slide to show some
picture of toys again, which the pictures were the same with what I drew on the
whiteboard before. I saw that they were more enthusiastic when I used the picture
in powerpoint slide showed on the LCD and the results of their exercise were

better than before I did not give them the picture. So, after seeing my experience
the using of technology can be helpful for the learning process for the young
learners.
I take the perceptions‟ from the other teachers because I want to know
where they have same perceptions or different perceptions by using technology in
the classroom. ChanLin, Hong, Horng, Chang & Chu (2006) as stated in Pepe
(2016 p.40) said that

“Teachers‟ personal beliefs about teaching, their

experiences with technology and perceptions about using innovations, such as
new and creative ideas and practices for integrating technology into the
classroom, affected their willingness for technology integration”. ChanLin et al.
(2006) as cited in Pepe (2016 p.41) says that the following personal beliefs and
experiences that impacted technology integration, what things that impact to the

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integration technology in the classroom are teachers‟ personal belief, teachers‟
personal experiences, teachers‟ personal lifestyle, and teachers‟ interests in using

the technology (p. 63). Those are impacted to the Teachers‟ perception in using
the technology in the classrooms, the teacher will feel excited and being helped by
the integrating the technology. Because it will help the teachers contain and
motivate the students in the classroom more actively.
This study aims to answer the following question: How the teachers‟
perceptions of regarding integrating technology into the classroom?. Therefore, I
am interested in learning further from the teachers' perception towards using the
technology to be meant in this discussion is the what kind of technology that the
teacher bring into their the classroom. From this study, the researcher hopes that
from the results of this study the Elementary teachers can integrate the technology
in their classroom to support the learning process. Furthermore, this study can
give some perceptions for the Elementary English teachers to bring or use one
kind of technology in their classroom.

LITERATURE REVIEW
Technology in the classroom
Technology means things or application that can solve a problem such as
in work, business, communication, etc. Instead, the meaning of technology itself
is too wide. Madaviah G. et al (2013) said that no technologies established
definitions were applied. Then, based on the context, the technology in this study

refers to a technology in teaching. Technology that the teacher usually uses in the

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classroom. Technology is a tool, tool that helps the teacher in a way of instruction.
Flanagan (2008) believes that technology is not only a tool or device that would
make the classroom more alive but can be call Assistive Technology. Assistive
technology Device it is like the item, part of the tool, or invention system that can
upgrade, maintain, or increase capabilities of the learners through disabilities.
(Riley, Beard, and Strain, 2001, 47) as stated in Flanagan (2008).
Besides, according to Dunn, Wilson, Freeman, and Stowell (2011) as
stated in Cruz (2013) they classify the technology into several types, there are
“Hardware (i.e., laptop or desktop computers, projectors, monitors), Software
(i.e., word processing, presentation, statistical, and networks), Portable handheld
devices (i.e., audio/video players, digital books, smartphones, and personal
response systems), Web connections (i.e., online course, course-management
systems, social networks, RSS feeds, wikis, blogs, podcasts)”. In technology
education, the familiar kinds of technology that usually used by the teacher are
hardware and software. In hardware, there are computers, laptop, projectors, OHP,
speaker, etc. While, in software, there are Ms.Word, power point slide, video,

songs, etc.
Besides, Hooper and Rieber (1995) and Mundy, Kupczynski, Kee (2012)
agree to separate technology into two types there are product technologies and
idea technologies. In the types of product, technologies are similar with Dunn,
Wilson, Freeman, Stowell, (2011) mentioned before but another type from
Hooper and Rieber (1995) and Mundy, Kupczynski, Kee (2012)

is idea

technologies there is represent of the product technologies such as computer
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software. However, technology in teaching now recognize the kinds of
technology, which is usually use in the classroom. The examples are a computer,
OHP, projectors, and the speaker is the common technologies that we can found
in the classroom or in language Lab. Nowadays, to improving teaching and
learning the teachers can use that technology such as OHP and projectors to show
power point slide, combine it with interesting pictures video or song. By this way,
the learning process in the classroom will be more interactive.
The Characteristic of young learner in Elementary school

Commonly, a grouping of elementary students is difficult if divided based
on the age ranges but in Indonesia, the age range elementary students are around
six until twelve years old. Then, through see the ages of the young learners in
Elementary school, the characteristic of the Elementary-Learners are very active
when they find things that interact them, talkative, sometimes ask many questions
and at that age, they have been trying to make a decision for themselves.
Elementary-aged learners are the type of learners who will show they interest only
for 30-35 minutes as their span attention time in the classroom, after that they will
easy disturbed by others (Neville, 2007).

According to Kasbolaha (1999) cited in Rafi (n.d) the young learner have
a type of learning by doing, they can talk based on what they hear, young learner
also can argue for something. The young learner does not have attention and
concentration longer. Furthermore, Piaget and Inhelder (1969) states in their book
that the knowledge of young learners are little in developing of some concepts and

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to help them represent their thoughts the young learners need an enormous of
visual information. Thus, young learners also need concepts taught in concrete

ways and they are interested in play with their playmates or work in a group.
Young learners are love playing and fun things in the classroom. Besides, they
usually become self-centered in their social interaction, whether with their groups
or teacher.
In addition, Harmer (2007) in his book “The Practice of English Language
Teaching” he separated the characteristic of young learner into eight different
points. The young learners are able to respond meaning although they do not
understand the individual words. The young learners also commonly learn
indirectly rather than directly. It comes up by Harmer when he also says that “they
take in information from all sides, learning from everything around them rather
than only focusing on the precise topic they are being taught”. Their
understanding is achieved not only by the explanation but also, from what they
see, what they hear, touch and they interact with. Beside, Harmer (2007) states
that the young learners are difficult to grasp abstract concepts such as grammatical
rules. Young learner commonly shows their enthusiasm for learning and a
curiosity around them about the world. The young learners also still need approval
from their teacher and individual attention. They straightforwardly talk about
themselves and would respond well to learning that uses themselves and their own
lives as main topics in their classroom. The young learner also has a limited
attention period, get easily bored and will lose their interest after ten minutes.

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Advantages and Disadvantages of technology

Advantages and disadvantages of using technology in the classroom
depend on how the teachers use it, their creativity and initiative. Now we can see
there are several advantages of the use of technology in the classroom. According
to Madaviah (2013) by using technology in the classroom is to develop students‟
interest in their learning process. The technology itself will be able to encourage
students‟ communication. The technology also can improve their interaction
between teacher and students. Another expert Marwan (2008) also agree that by
using technology will help the teacher to visualize and explaining the abstract
concept to make students understand the topic better. As we can see that, the role
of technology in the classroom has changed the ways of students‟ way in language
learning. The technology also helps the teacher to change the method of learning
and make strategies in their teaching. By having a look back to the characteristic
of the young learners that they easily get bored, technology will be helpful. The
teacher can bring the real object in the classroom or add some videos, song or
flash card.
However, according to Cruz (2013), “the use of technology in the
classroom requires time, money and training”. Although, technology has changed
the way of the learning process and shows improvement, but beside of that using
the technology can take more time to prepare and spend more money to take it.
There are some obstacles can be found such as the cost of the technology itself,
not all technologies are easy to use because not all administration officer in

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schools are dealing with that. When the computer or OHP suddenly is not
responding it will affect the teaching and learning process in the classroom or
Language Lab. All technologies whether software or hardware are good and have
multiple functions in the classroom. Nevertheless, not all of those technologies are
easy and appropriate to use for teaching and learning in the classroom.

Problem and challenge using technology
According to Ranangsinghe and Leisher, (2009) “Technology cannot
replace the human mind, but it can help expand it. Thus, teachers have a critical
role – teaching students how to use technology as a tool to help, rather than
hinder, their learning”. Moreover, the teachers who bring the technology in the
classroom will find some obstacles and the challenges itself never be apart by the
problems. The challenges are about the school have to provide internet connection
in their school to the teachers find some sources, also have to provide appropriate
multimedia room to maximize the use of technology itself. If it in the classroom,
the schools also have to provide at least OHP, projectors, and speaker portable to
use in the classroom. The teachers also have to familiar with the use it and can
deal with it when the technology having the technical problem.

In addition, there are common problems may found by using the
technology such us blackout, some technical problem that the computers are not
responding, the slide cannot show on the projectors and the audio cannot play out
on the speaker. Those problemsthat have to prepare before the school decided to
integrate the teacher and the technology in their classroom activity.

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METHODOLOGY
Context of the study

The study was conducted in SD Kristen SatyaWacanaSalatiga, which was
located on YosSudarso street number 1, Salatiga, Central Java. In this place,
English subject has two hours one a week in each grade. There is no Native
speaker in this school but the English teachers in this place maximizing how their
English learning process interesting by using the technology to supports them.
Participants

The researcher uses purposive sampling to choose the participants. The
Participants of this study were the five Elementary English Teachers in SD
Kristen SatyaWacanaSalatiga. There were five English Teachers, which is have
been teaching more than 5 years in SD Kristen SatyaWacanaSalatiga. Therefore,
all the participants have enough experiences in teaching young learners and at
least they have already known the differences in the characteristic of young
learners. The participants were teach in different grades, 4 teachers were teaching
for one grade (grade 1,2,4,5) and one teacher taught 2 grades (grade 3 and 6).
Thus, the participants have experiences in teaching to young learners using the
technology in the classroom. Then, the participants have different style also in
teaching based on the observation by me when the researcher was there for
Teaching Practicum.

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Instruments

The researcher used a qualitative method that called for conducting semistructure interviews with English teachers in SD Kristen SatyaWacanaSalatiga.
One of the reasons why the researcher choose semi-structured interview because it
is really effective when used in analytical a communicative research in order to
investigation not only what individuals say, but also what they perceive too. The
interview sections were done by using Bahasa Indonesia.

The instrument consists of four sections. In the first section, the researcher
asked the interviewees‟ life history or demographic information. Second section
the researcher asked about their lived experiences whether from their experience
in school live, how long they have been teaching in SD Kristen SatyaWacana and
their experiences started from the first time they taught in SD Kristen
SatyaWacana. The third section the researcher asked them to share their basic
knowledge or experiences about the technology in teaching, motivate or
discourage the teacher when it comes to integrating technology into their teaching,
school support, and the availability of technology in the schools. In this section, I
also ask the questions measured their perceptions about the technology such as
their purpose, and confidence in using technology capable. Then, the last section
the researcher asked them about follow-up questions that they mentioned when
the researcher asked them in the previous section.

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Data Collection Procedure

The researcher used piloting first for the Interview questions before start to
interview the real participants. The participant of this piloting was the English
Elementary teachers from different school who have been teaching more than 5
years too. The researcher used piloting first to know the interview questions
enough to answer the research questions or not. After piloting, the researcher
evaluated the results and then started to meet the real participants to interview
them. Therefore, the researcher started to interview the English teacher in SD
Kristen SatyaWacana one by one. Each interviewee will conduct around twentyfive minutes‟ interview sections. By doing this interview section, the researcher
also used taking note and a mobile phone to a recorder that applied to make sure
that there was no information would be lost. The researcher will do the same way
to others participants.

Data Analysis Procedure

After the researcher interviewed all of the participants and got the data. I
started to transcribe the data recorded one by one. Then, the researcher classifies
the data into every aspect or components that the researcher have got from the
result of interviewees‟ transcribe were code. After that, the researchers made three
emerging themes or sub-theme that were analyzed to see the results of the
teachers‟ perceptions towards the use of technology to support the English
learning process in the classroom. In each emerging themes or sub-themes, there
are written of data display, data analysis, and data interpretation.

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FINDING AND DISCUSSION
In this section, reported the information that gets from the interview
sections was analyzed quantitatively. The data and findings based on the result of
the transcript of the interview sections. The major findings perceptions are
teachers perceive technology as a tool that can attract students‟ attention in the
classroom, teachers view technology as a hardware in teaching, and technology
makes the teachers‟ life easier in teaching.
A. Teachers perceive technology as a tool that can attract students’ attention
in the classroom.
Since the technology exists in the education world, the teacher interviewed
saw that the roles of technology in the classroom now as a tool to attract students‟
attention in the classroom. Besides, we can say also a tool to make the students
engaged with the activities and teachers‟ explanations. Indeed, teachers have their
limitation so they need a tool which can help them to attract students‟ attention,
make the students always focus in the classroom and can be a tool that can help
the teacher to explain and visualize the abstract thing that the students difficult to
understand. Some interesting thing that we found from the interview sections
were almost all the participants separated the categories of the classroom into two
categories, there are „kelasatas‟ and „kelasbawah‟, they called „kelasbawah‟ for
grade 1, grade 2 and grade 3. Then, for „kelasbawah‟ for grade 5 and grade 6.
Below were some quotations that were taken from the interview sections:
If from the students, automatically it would help them to attract their
attention. If we‟re talking about fifth grade if we just explain maybe they
want to listen to us but for the beginner class like grade 1, 2 and 3, if they
just sit, keep silent, listen and do nothing of their teacher around 70

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minutes it would not like that. The students will easily get bored. We start
to give some pictures to make them interested in the classroom, but
sometimes the pictures are not enough, just played power point also not
enough, sometimes the students already get bored in the classroom.
(Participant 1, my translation)
The technology I think is a tool. Especially, I am a teacher for grade 1
and 2 make students easier to learn there are many media, pictures, and
video. That is why for grade 1 and 2 they really needed. The Facilitate
makes student easier to learn.
(Participant 4, my translation)
As long as we as a teacher can find the appropriate film or interesting
pictures for the students, they will more interest in the classroom
because there are sound, there are something moving pictures, I‟m sure
they will not get bored.
(Participant 5, my translation)
From those quotations, we can assume that they believe by using
technology in the classroom can help their students to be more interest, not getting
bored and feel motivated in the classroom because of the attractiveness of some
pictures or videos are given. It might give positive results for the students when
their teachers using a tool that can help them understand better in the classroom.
The technology itself will be able to encourage students‟ interaction. Here
probably some advantages that we can find by seeing the perceptions of some
participants who use the technology in the classroom. Based on the result of
interviewed sections most of them believes that integrating the technology in the
classroom will attract the students‟ interest more.
Then, the teacher‟s involvement of several interesting pictures on power
point slides to attract the student's attention in the classroom. Participant 1
believed that 70 minutes in the classroom if the teacher only talks and asks the
students to listen and sit it might not make the classroom conducive because the

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students will get bored in the classroom. By nature, Elementary-Aged or the
young learners has a difficulty in preserving attention for a long time. According
to Neville (2007), Elementary-Aged learners show they interest and attention for
as much as 30-35 minutes, after they pass their span time they will easy to get
disturbing by anything else. The reason why the teachers put interesting pictures
on their slideis to attract students‟ attention and make them still focus in the
classroom.
As we can see, the type of the learner in grade 1 until 4 is the visual learner. For
example, participant 4 also said that:
Only bring something, for example, a real thing, bring AVA but real
things for children. The example of modern technology such as real
thing is too difficult so usually, I use technology as power point or video
or everything that the students can visualize some abstract things, the
students can see.
(Participant 4)
Therefore, by seeing from her statement she also perceives that the learner
in Elementary- Age students is the type of visual learner. Especially, for the
beginner (first grade, second grade, and third grade) they need this one to
understand some abstract things into the concrete things as she said. According to
Piaget and Inhelder (1969) state that the knowledge of young learners are little in
developing of some concepts and to help them represent their thoughts the young
learners need an enormous of visual information. Therefore, by the use of
technology, it would help the students to get their visual information that provides
by the teacher.
After looking the characteristics and the technology that participant 4 uses
in the classroom, we can see that she use technology except for attracting the

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students and make students easier to learn, it also help the students understand
will understand the topic better because students‟ attention already attract by the
teacher using the pictures or video was given. Marwan (2008) believes that to
make students understand the topic better in their classroom, the technology itself
can be a tool that helps teacher to visualize and explain the abstract concept. The
technology that the participant 4 used will help the participant also to explain and
visualize the abstract things for the students in the first and second grade.
However, each teacher has the criteria in choosing the technology that they
used. The technology that they use should be something that can attract students‟
attention or something, which not only the students can see or like visual thing but
also there is some picture with sound and it can move such as animation pictures.
By seeing, the criteria of the technology that participant 5 uses to attract students‟
attention, participant 5 believes it would not make the students get bored in the
classroom because the young learners‟ understanding is achieved not only by the
explanation, but also, from what they see, what they hear, touch and they interact
with (Harmers, 2007).
In conclusion, we can see some advantages above of using technology in
the classroom. Those advantages that help students to engaged the activities or
teachers‟ explanations. Although, we cannot make the technology as the main
teacher at least the technology also the things that the teacher needs to explain the
difficult conceptual in the classroom. The teacher is still a main teacher in the
classroom but being support by the technology that the teacher brought.

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B. Teachers view technology as hardwarein teaching.
The participants realized when they usually using hardware more than
another thing of technology in the classroom. Based on the transcript in-depthinterview sections, mostly the participants said that by using hardware and bring it
into the classroom will be helped them in teaching. The hardware itself is a kind
of technology such as LCD, Computer, OHP, Laptop, etc. Below were some
quotations that were taken from the interview sections.
Technology usually related with using LCD, Video. Then, whiteboard is
also kind of technology but compare with the newest. It is from the student
side, the use LCD, Video learning, then for the teacher laptop also kind of
technology.
(Participant 1, my translation)
For me a technology in teaching as a tool, I think many such as AVA,
there are many kinds of technology such as the computer, LCD projector
then puppets, I think puppets are kind of technology and then realia also.
(Participant 3, my translation)
Technology that we use there are audio such as the speaker, then we use
LCD, then we use TV, Laptop also to support it. Therefore, it‟s boundary
like that. Although, there is the technology that we use maybe a flashlight,
and then tools of science in a solar system that is something which already
patent and we do not make it by ourselves.
(Participant 5, my translation)
Technology in teaching itself are tools or kinds of technology that the
teacher use in their classroom to support their learning process. Before we see
what the kinds of technology that the participants usually use in the classroom, we
can see the classifying from Dunn, et al (2011) first. According to Dunn, et al
(2011) as stated in Cruz (2013) that they are classifying the technology into
several types; laptop or desktop computers, projectors, monitors as a hardware.
Word processing, presentation, statistical, and networks as a software. Then,

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audio/video players, digital books, smartphones, and personal response systems as
portable handled and as web connections, there are the online course, coursemanagement systems, social networks, RSS feeds, wikis, blogs, post casts. It
means many types of technology that the teacher can use in the classroom such as
LCD, Laptop, Speaker, and Computer go as a hardware. While in software, there
are power point slides and for Video, Song, and film as a portable handled.
As we know the type of the learners around age 6-12 years old or called
Elementary-Aged learners the type of visual learner. The used variant of
technology for grade 1 until grade 4 is good. The teachers can put animation
pictures audio, video, or song. It depends on how the teacher can treat the students
in the classroom. Here kind of technologies that the participants mostly used,
there is Laptop, LCD projectors, computers also video. Although, all kinds of
technology that the teacher brings into the classroom are related to each other but
according to the participants‟ perceptions they mostly said are nearly same with
kind of technologies that they actually used are LCD projectors, Laptop, Speaker,
Video, and Computers. Nevertheless, one of the participants who participant 3 he
has his own perception in using the LCD projectors in his classroom. In his
interview section, he said that:
First grade, Second grade, third grade until fourth grade they are still
concrete learners, the use of LCD still good but for me, sometimes I
should teach grade 5 and 6, I want to practice the students to thinking
abstractly and minimizing visualization. I want them to be an
independent student. So, „Learn how to learn‟ that I want to stimulate to
them. I do not want to expect too much but, to be honest, I stimulate
them to learn and how to learn.
(Participant 3, my translation)

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From his perception above, we can see that he differentiate the use of LCD
projectors for his class. Participant 3 said that for „kelasatas‟ which means fifth
and sixth grade, he used LCD just a tool to stimulate students‟ mind but not only
in a whole class. He wanted his students could have and analyze some abstract
things using the students‟ mind but stimulating from LCD. It looks like different
perception with other participants who the teacher for first grade, second grade,
third grade and fourth grade. Participant 3 thought that he wanted to minimize of
visualizing in his explanation to his students in fifth grade and sixth grade.
According to Flanagan (2008) believes that technology is not only a tool
or device that would make the classroom more alive but can be call Assistive
Technology. Assistive technology Device it is like the item, part of the tool, or
invention system that can upgrade, maintain, or increase capabilities of the
learners through disabilities. (Riley, Beard, and Strain, 2001, 47) as stated in
Flanagan (2008). Moreover, the use LCD in the classroom it would help the
learners to give more their attention in the classroom because the material on the
LCD projectors that provide from the teacher to increase students‟ ability through
motivating material.

C. Technology makes the teachers’ life easier in teaching.
Since technology gives some advantages to the students in the classroom,
the technology itself also have some advantages to the teachers. The technology
helped the teachers to prepare material. Constructed from transcribing of the
interview sections, commonly the participants said that the technology helped

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them to explain and visualize something difficult when they were in the
classroom. All the participants are not only a teacher for English subject; they are
also as a „Walikelas’ for first grade, second grade, fourth grade, fifth grade and
sixth grade. Therefore, they are able to teach all the subject not only English
subject, their time also limits, they should make some material for others subject
not only for English subject. Moreover, they need something that makes it their
life easier,that is why all participants agree that technology can help them in
preparation and teaching in the classroom. Therefore, with the present of
technology that they can use, it makes them easier to teach. Below some
quotations from some participants towards the use of technology for teaching in
the classroom:
The advantages of technology make our life easier, easier for teaching
because it is interesting to me especially. If we find some difficulties to
make something for the presentation, we can only download and there are
available.
(Participant 3, my translation)
If from the teachers‟ side, we feel more help, more efficient also. It can
be more efficient in explanation to the students in the classroom. Then,
from the preparation side is not really complicated because luckily in here
there is Internet Connection. Then, we can more play with more pictures
and we can add another interesting picture or introduce something new
for the students, many kinds of colors there are blue, green, purple, etc.
(Participant 5, my translation)
From those the quotations above, we can assume that the participants
agree that technology not only helps the students but also help them in the
classroom. According to Whiteside (2011), Technology can be a good resource

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not only for students but also for the teacher, technology allows a new chance in
learning, it also gives a new way to collaborate and create something new, saves
more money and time too. As I said before, the entire participant is „Walikelas’,
the participants‟ time also limited for prepare everything. Therefore, the
participants use technology to help as resources to find or create material for the
students.
Here, the advantages that the participants found to make their life easier to
teach in the classroom. The efficiency is the participants thought by using the
technology shows implicitly where they can save their time to preparation and not
too complicated.
Participants 4 and 5 nearly have same perceptions that the technology
cannot be separated with internet connections. Below is quotation from the
interview section:
The students easy to understand with the teachers‟ explanations. Then, if
students curious with something that they do not know, we can directly
searching in the classroom because there is available an Internet
Connection. We can find it together and the students easily get everything
what they want. The teacher also, feel satisfied and happy because we can
give and facilitate what the students want, it is from the technology.
(Participant 4, my translation)
Since the internet connection entire and shows their development which
facilitate the people to find everything from around the world. The internet
connection also have a role in Education. The teacher will easy to find everything
that can support their teaching in the classroom. Then, the participants feeling
lucky because of the school provide WIFI so it makes the teachers easier to find

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or make material that they wants to use for teaching. The participants can use it in
the classroom also to search directly that the students do not know and want to
know at the same time.
In this time, we as modern people cannot avoid of the technology in our
lives, technology can help us easier to find or create something but we cannot
force some people who still do not want depend on the technology. Everyone has
their own decision, for the participants above who perceive that the existence of
technology they agree that the use of technology in teaching would help them
easier to explain, visualization, find and create their material for their students
CONCLUSION
The study was proposed to identify teachers‟ perceptions towards the use
of technology to support language learning in the classroom. The Findings were
collected from the kinds of technology, the participants‟ experiences in used the
technology in the classroom, some advantages, and disadvantages from the
teachers and students sides, the problem that the participants‟ found in the
classroom while they used it that mentioned by the participants on the interview
sections. The result reported and analyzed are three findings perceptions why the
teachers perceive the technology could be support in the classroom. Those
findings perceptions were teachers perceive technology as a tool that can attract
students‟ attention in the classroom, teachers view technology as a hardware in
teaching and technology makes the teachers‟ life easier in teaching. All the major

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findings show that technologies have the advantages both teachers and students in
the classroom but it depends on the other's perceptions.
Based on the three major findings above there are described the role of
technology in teaching through the teachers‟ perceptions. They perceive by using
the technology will increase the attention and good response from the students in
the classroom. Nevertheless, this study will not go further from the students‟
perceptions. This is the limitation of this study when focuses on teachers‟
perceptions towards the use of technology in the classroom. If this study goes
further from students‟ perceptions, this study might be not relevant in giving the
data information to the readers.
This study is important for the others teachers to improve their teaching
technique and try to integrate the technology in the classroom. Then, for the
similar study, I hope it could be made with different participants, it can be taken
from students‟ perceptions also different instruments of data collections. Thus, we
can see from different perceptions and hence better understanding of the
importance of using technology in the classroom.

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ACKNOWLEDGMENTS
First, I would like to express my gratitude to ALLAH Y.M.E who always
blesses me and gives me guidance in my life during finish my study. My deepest
gratitude

goes

to

my

parents

SaifulFajri&Evarista,

Emanuel

Budianto&TutiBudianto, my brothers Akmal and Al, Poernomos‟ and Hj.
Maemunahs‟ family who always support and loving me during the beginning of
my study until the end.
Second, for my thesis supervisor, Anita Kurniawati, M.Hum, with her
guidance and patience during this semester so that I could finish my thesis. My
wholehearted appreciation goes to my examiner and my adviser also, Anne I.
Timotius, M. Ed who was willing to make time for reading and giving very
helpful comments on my thesis, also guidance me during the advising until the
end.
Third, special thanks to the people who always be there during my college
life Riana Devi, Laura S, Yoshua, TheodoraAmy, Adeline, Ikaruntiana, and
Kevin. The people from far away are due to Dita, Hanum, D‟hijabers, and Reza
Aprilyando thank you always deliver your supports during my thesis.

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APPENDIX 1
Interview questions
Demographic questions: Full name, Age, Gender, their position in school,
academic degree achieved, experience in teaching, level that they are teach.
Section 1:
1. What do you think about technology in teaching?
2. Do you agree that technology can support more in the classroom?
Section 2:
3. Can you share your experiences using technology in teaching or in your
classroom?
4. What kind technologies do you usually use in your classroom?
Section 3:
5. Based on your experience, do you feel more comfortable when using
technology in the classroom? Why or why not?
6. In your opinion, does the technology can improve in language learning
process?
7. Does it have positive or negative effect in learning process?
Section 4:
Follow-up questions.

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