Faculty of Cultural Studies Journal of Research Jurnal bu hamamah
ISSN 1858 4462
Volume 06, Special Edition, 2010
Journal of Language and Literature
ｉ ｬｏ［ｪＧｽ ｾ ｮＮｦ
Journal of Language and Literature presents original peer-refereed articles on
important research, conceptual and theoretical analyses, design and development research, and
article reviews. The Journal is published twice a year, in May and November. A special edition is
issued under certain circumstances. Humanitas is dedica ted to advancing knowledge and practice in
the fields of linguistics, literature, and cultural studies.
Chief Editor
Associate Editors
Reviewers
Administration
Syariful Muttaqin
Nanang Endrayanto
Yusri Fajar
Eni Sugiharyanti
Effrizal
Roembilin Soepadi (Universitas Brawijaya)
Gunadi Harry Sulistyo (Universitas NegeriMalang)
Yazid Bustomi (Universitas Negeri Malang)
Didik H arto no
Fandik Dwi Kristanto Pamilih
Editor and Administration Address: Faculty of Culture Studies, University of Brawijaya,
(0341)575822, e-mail: humanitas fib®vahoo.com
)1. Veteran Malang 65145, Jawa Timur. Tel/Fax.
l;ljal\jUtiHournai invites
articles that have never been published elsewhere and are not under
consideration ror publication in other journals at the same time. Manuscripts should be
typewritten, double-spaced on A-4 paper size, 10-20 pages in length; preferably on a standard CD
with one hard copy. Manuscripts submitted for publication are reviewed. The purpose of the
review is to ensure that the published articles are consistent and comply with standard form of
academic writing. An article contributor receives two complimentary copies of the current issue.
llIitlL1U\1 is published by Faculty of Culture Studies, University of Brawijaya, Malang.
ISSN 1858 4462
Journal of Language and Literature
Vol. 6, Special Edition, 2010
TABLE OF CONTENTS
The Iceman Cometh: Alcoholism as Mode of Maladjustment
in Facing Graying Time Problems
Dyah Eko Hapsari (University of Brawijaya Malang)
1 - 15
Converging and Diverging in EFL Speaking Class
Eni Maharsi (University of Brawijaya Malang)
15 - 20
EFL Instruction in let-Cultured Environment: Teachers' Challenges and
Roles
Hamamah (University of Brawijaya Malang)
21 - 26
Designing Course and Syllabus of Collaborative English Teaching: Addressing
the Needs of Physics Students at Brawijaya University
lis Nur Rodliyah, (University of Brawijaya Malang)
27 - 32
Gaining Better Insights for Learning Through The Use of Multiple
Intelligences In Classrooms
Isti Purwaningtyas (University of Brawijaya Malang)
33 - 37
Defining an American Man : A Study on the Construction of American
Masculinity
Juliati (University of Brawijaya Malang)
38 - 44
Materializing Spirit of Protestantism within the Hegemony of Catholic
Christendom on Shaw's Saint Joan
M Andhy Nurmansyah (University of Brawijaya Malang)
45 - 52
EFL INSTRUCTION IN ICT-CULTURED ENVmONMENT:
TEACHERS' CHALLENGES AND ROLES
Hamamab *
Abstract
The advances in technology surrounding EFL instructions have served to expand learning
experiences beyond the traditional classroom. It is stimulating to help the students achieving the
goal of acquiring the target language. However. some teachers have anxiety in dealing with this
due to their unfamiliarity to the technology. This article discusses EFL teachers' challenges in
facing ICT-cultured environment and the ways of redefining teachers' role in order to make the
students learn efficiently, autonomously. and responsibly in process of language learnin&.. in Indonesian context. With the eoonnous chance to access information in the presence of ICT. it is
expected that students can be nurtured to build up independence in the EFL leaming.
Keywords: EFL instructions, ICT-cultured, and EFL learning
In lndonesia, in responding the need
to improve the people's ability to take part
in the global discourses. the government has
implemented the national standard of education in which Infonnation and Communication Technology (lCT) is included in the
minimum requirements for fonnal education
(PP no IS 2005). Likewise, there is an
emergent trend in the society to be able to
bring the ICT into play. Being technologyliterate is not only providing people with
more opportunities to be more professional
and successful, but also increasing their selfprestige as technology-literacy symbolizes
modernity.
For the abovementioned reasons,
people, especially students, are constantly
searching various ways to be technologyliterate. It is shown by the rapid growth of
the Internet users in Indonesia. The Internet
makes it possible for people to get the infonnation necessary for them. The growth of
the Internet users is shown on the official
statistic data published by Indonesian Internet Service Provider Association (APJB) on
their website: http : II www.apjii.or.id J do-
kumentasilstatistik.php?lang=ind. By the
end of 2007 APJn estimated that the number
of the Internet users· in Indonesia has
reached
2.000.000
subscribers
with
25.000.000 active users.
With regards to the massive and increasing use of ICT, EFL teachers in Indonesia face the challenge of keeping pace
with students regarding the ICT literacy.
Nowadays, by using the internet, students
have vast opportunity to get the ｩｮｦｯｲｭ｡ｾ
tion necessary for their study beyond the
classroom walls. Prior to the ICT era, EFL
teachers in Indonesia struggled for students' attention, effective teaching methodology to be able to handle a large number of
students, and limited facilities. Recently, as
an addition, they have to deal with the challenges of developing their teaching practices
using ICT in order to be able to meet the
demand of the era and to cater the need of
students who grow up 10 technosophisticated environment
This article discusses EFL teachers'
challenges in facing ICT-cultured environment and the ways of redefining teachers'
21
• University of Brawijaya
22 ｾ
VOL. 6, SPECIAL EDITION, APRIL 20 I0
role in order to make the students learn efficiently, autonomously. and responsibly in
process of language learning, in Indonesian
context.
EFL Teacbers' Role and Responsibilities
In the past, the role of the EFL
teachers was the keeper of knowledge who
was considered all-knowing, who would
deign to deposit some of this knowledge into
the minds of his/her students (Kaback.
2007). The communicative approach has directed the focus of language teaching towards the development of learners' communicative competence in the target foreign
language (Clouston, 1997). In accordance to
the latter, the role ofEFL teachers is to help
their students to develop communicative
competence in language learning.
Patil (2008) mentions that the biggest responsibility of EFL teachers is to
help students overcome shyness, inhibitions
and nervousness, as an addition to developing students' self--confidence. Concerning
that, Domyei (200 I) lists five strategies for
the teachers in order to be able to fulfill their
responsibilities in helping the students to instill, sustain, and increase self-confidence.
I. Teachers need to fosler the view that
competence is not a static condition but
an ongoing process. Thus learners come
to think that growth is gradual but sure.
2. They need to provide regular experiences of success in the classroom.
3. They need to give opportunities to the
learners to contribute meaningfully.
When students feel that they can contribute, they will feel more interested.
4. They need to praise the learners for their
contribution and their progress. An occasional word of encouragement will
elevate their spirits and level of motivation.
5. They need to make the classroom climate less stressful. Learning gains momentum when the classroom situation is
relaxed, friendly and homely.
Additionally, Ciekanski (2007) states
that in order that language learners to be efficient communicators in the target language, they need to be autonomous in tenns
of possessing sufficient independence and
confidence to fulfill the variety of social,
psychological, and discourse roles which
they may encounter. In accordance to that,
EFL teachers' role is to design classroom instruction that can provide less emphasis on
teachers and teaching and greater stress on
learners and learning. In this case, EFL
teachers are responsible to foster the learners' "natural, habitual, and preferred way(s)
of absorbing, processing, and retaining new
infonnation and skills" (Reid, 1995).
Benefits in leT-based Learning Environment .
ICT opens up great opportunities in
EFL learning environment. Concerning this,
Smith & Hardaker (2000) state that with the
involvement of technology, students get vast
opportunity to access the learning sources
far beyond the reach of traditional classroom. Technology provides meaningful
learning environment to the EFL pedagogical practices (Nunan, 1991).
Additionally, ICT, especially the
[Dternet, offers numerous benefits to the
language learners. Lee (2000) mentions that
proper integration of leT to EFL instruction
can provide eight benefits. The first is experiential learning. It is a kind of learning in
which students can be exposed to vast
amount of other people's experience. This
way, students develop thinking skills and
choose what to explore. The second is motivation boost. 1t is the condition in which
students' drive for learning is increased significantly whenever a variety of activities
are offered by technology-based learning. If
motivation is heightened, eventually students can be more independent in their
leaming.
The third of the eight is enhanced
student achievement. Network-based instruction can help pupils strengthen their
linguistic skills by positively affecting their
learning attitude and by helping them build
self-instruction strategies and promote their
self confidence. The fourth is the availability
of the authentic materials for study. The fifth
is greater interaction. By accessing the
Hanramah, Efllnstruction in let-Cultured Environment 23
internet students can interact with many different people and practice the language with
less anxiety of the effect on making mistakes. Additionally, students can get positive
and negative feedback by automatically correcting their on-line exercises.
The sixth is individualization. Shy
or inhibited students can be gready benefited
by individualized, student-centered collaborative learning. High fliers can also realize
their full potential without preventing their
peers from working at their own pace. The
seventh is independence from a single
source of information. Although students
can still use their books, they are given the
ehance to escape from canned knowledge
and discover thousands of information
sources. As a result, their education fulfils
the need for interdisciplinary learning in a
multicultural world. The last is global understanding. Understanding the culture of
the target language enhances understanding
of the language. To this end, the Internet is a
valuable resource for both language teachers
and learners.
Additionally, Lee (2000) mentions
that by accessing the web, students can practice communication on a global level. The
Internet facilitates the use of the specific
language in an authentic setting. Such experiences can allow learners to participate in
the culture of the target language, which in
tum cnables them to further learn how cuI·
tural background influences one's view of
the world.
technology and the students' autonomy of
accessing the internet resources, many others are still anxious. This is in line with what
is stated by Akbaba and Kurubacak (1998)
that teachers share a number of concerns and
anxiety about ICT because they have their
own limitations, such as time or lack of
knowledge.
In a study in North America, lndonesia., Chile, and Peru, Ely (1990) concluded
that the barriers to teachers' use of oouca·
tional technology were lack of time and lack
of teachers' ICT experience and skills. Ely
further argued that as the people who would
have to deal with education in leT-riched
environment, teachers have to possess relevant knowledge and skills.
The common rising issue observed
in the abovementioned review is the teacber'
technology anxiety which may result from
several factors such as lack of encouragement, technical and theoretical knowledge
and experience in making use of ICT. In Indonesian context, this problem may root
from the fact that the teachers have difficulties in finding time to spare especially for
those teachers who are already excessed
with largc classes, overloaded syllabi, and
little assistance. These problems result in
teachers' resistance towards change. This is
in line with I-Icrschbach's (1994) opinion as
quoted by Lee (2000) who mentions that instructors would likely be unwilling to use
technologies that require substantially more
preparation time.
Challenges for Teachers in ICT-Cultured
Learning Environment
Redefining EFL Teachers' Roles in ICT·
Cultured Learning Environmenl
The availability of leT in the surrounding of EFL instruction brings about
challenges to the teachers. Roblyer (1993) as
cited in Ertmer et.a! (2001) mentions that
most teachers today often lack a clear vision
of how technology can be used to support
educational best practices. This phenomenon
｡ｬｾ
happens in lndonesian context. There is
an indication that many EFL teachers in Indonesia still have the reticent attitude towards ICT. Even though there are teachers
whb are excited with the advancement of
In the abovementioned circumstances, it can be seen that there is an observable gap between the advancement of
technology surrounding thc EFL instruction,
the students' fast pace of following the advancement of technology on onc hand, and
the anxiety of somc EFL teachers on the advancement of technology surrounding the
EFL instruction on the other. In the attempt
to deal with those circumstances in Indonesian context, thc redefinition of teachers'
role can be the altemative solution. Lee
24lIIJmill1Ilill VOL. 6, SPECIAL EDITION, APRIL 2010
(2000) mentions that what needs to be un·
derstood by EFL teachers is that technology
canlwiU never substitute teachers but they
offer new opportunities for better language
practice and so what really matters is how
we use the technology.
The redefinition of EFL teachers'
role may essentially make the process of
language learning in technology-riched
environment significantly more fruitful. In
this case teachers do not need to be anxious
even though they need uphill efforts in
keeping up with the advancement of
technology and students' reT-literacy_
Teachers do not have to be the model of
making use of technology to learn a
language, but they can be a guide on how to
make use of technology in increasing
language proficiency.
Therefore. the pedagogical process
needs to be geared towards the situation in
which the students understand that they have
the responsibility to acquire and utilize
knowledge in enhancing their language ProM
ficiency beyond classroom walls. The EFL
teachers needs to encourage students selfreliance and selfMdetennination in the EFL
learning by making use of their ICT-literacy.
In accordance to that. leT-literacy in con M
junction with teacher's guidance can do
much in promoting independent learning.
leT-literacy will not be effective if the
teacher does not guide the students in making the most of it in their effort of learning
autonomously.
We should not see learner autonomy
as a situation that excludes the teachers' responsibility from the learning process.
Learners have to be taught the skill of 'how
to learn'. Besides, the teacher's knowledge
of the subject area remains of critical importance to the learning outcome. This is in line
with Dam (2000) who defines autonomous
learning as learning situation in which the
learner is given the possibility. to be con M
sciously and actively involved in his or her
own learning in a technology-sophisticated
environment.
In addition, teachers need to guide
learners to be efficient in their learning,
especially in the use of ICT. In most cases,
language learners do not know how to learn
efficiently and properly on their own, so
teachers need to guide them. Where learners
are working on their own, they wi1l need
suggested technique to deal with certain materials. In this case teachers act as facilitators
who serve an important role by helping
learners organize their learning, choose suitable sources oflearning, and be motivated to
continue.
Finally, since a foreign .language is
ideally studied in a cultural context, in a
world where the use of the Internet becomes
more and more widespread, an EFL teachers' role is to facilitate students' access to the
web and make them feel citizens of a global
classroom.
CONCLUSION
The development of ICT has globally geared the society into a fast-paced
technological way of life. In accordance to
that, EFL teachers, especially those in the
Indonesian context, need to come around
soon and be open to the technological advancement. This is due to the fact that technology can help accommodating students'
diverse abilities and interests and keeping
them actively engaged. Teachers' role is vital in putting the pathway for the students to
access the information that can support their
learning. Teachers' guidance in choosing
and evaluating the Internet sources will aid
students to be more responsible and comfortable in using the Internet and encourage
them to look for beUer ways to express
themselves.
REFERENCES
Ak.baba, $. & Kurubacak, G. (1998). Teachers' attitudes towards technology. Computers ill Social Studies Journal (Online serial), 7 (4). Retrieved February 27, 2010, from
\vww.webcom.com/joumallakbaba.hlml
Hamamah, Ej/Instruction in Jet-Cultured Environment 25
Ciekanski, Maud. 2007. Fostering learner autonomy: power and reciprocity in the relationship between language learner and language learning adviser. Cambridge Journal of Education. Vol.37,
No. I, March 2007, pp. III - 127. hltl'Jliteslj.org/ArticlesfCiekanski-Fostering.html. (retrieved
January 25, 2010)
Clouston, Michael Lessard. 1997. Language LeamingStrategies: An Overviewfor L2 Teachers.
The lnternet TESL Journal, Vol. m, No. 12, December 1997. hltl'://iteslj.orglArticleslLessardClouston-Strategy.html (retrieved on 15 April 2010)
Dam, L. (2000). EValuating autonomous learning. In Sinclair, B., McGrath, I., & Lamb, T.
Leamer Autonomy, Teacher Autonomy.Future directions. Harlow: Pearson Education Limited,
48-59.
Dornyei, Zoltan. 2001. Teaching and researching motivation. Essex: Pearson Education Limited.
Ely, D. P. (1990). Conditions that facilitate the implementation of educational technology innovaof
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Teachers Comparing
Ertmer, P. A., Gopalakrishnan, S., &Ross, E. (2001). ｔ･｣ｨｮｯｬｧｹｾｕｳｩ
Perceptions of Exemplary Technology Use to Best Practice. Journal of Research on Computing
in Education, 33 (5), 54-72. Retrieved March 20, 2010 from http://www.iste.org.
Hoffman, B. (1997). lntegrating technology into schools. Education Digest, 62 (5), 51+
hltl.://www.haworthpress.comlweblClTS (retrieved November 2,2010)
Kaback, Janet. 2007. The Role of the Teacher.
of-teacher.html (retrieved on 5 April 2010)
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Lee, Kuong-wu (2000). English teachers' barriers to the use ofcomputer-assisted language learning. The Internet TESL Journal, Vol. VI, No. 12, December 2000. Retrieved 15 march 2010from
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Murray, Janel. {I 998). Help them get it: infusing technology in instruction.
hnp://""ww.infotoday.comIMMSchollslnov98IMurray.htm (retrieved 20 March 2010)
Nunan D. (1991). Language Teaching methodology: A Textbook/or Teachers. New York: Prenlice Hall.
Patil, Z.N. 2008. Rethinking the Objectives of Teaching English in Asia. Asian EFL Joumal:
Volume 10. Issue 4, Article 12. http://www.asian-efl-ioumal.comlDcccmber 08 zn.php (retrieved on February 25, 2010)
Reid, J. (Ed.). (I995). Learning Styles in the ESUEFL Classroom. Boston: Heinle & Heinle.
Schwienhorst, Klaus. 2008. CALL and autonomy: settings and context variables in technologyIndependence
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enhanced
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Singhal; Meena. (1997). The [Dtemel And Foreign Language Education: Benefits And Challenges. The Imernet TESL Journal, Vol. HI, No.6, June 1997.
from Jl/tp://itesU.org/Articles/Lee-CALLbarriers.html. (retrieved 20 march 2010)
Smith, D. & Hardaker. G. (2000). E-Iearning innovation through the implementation ofan internet supported learning environment. Educational Technology and Society, 3, 1-16.
hnp:/lileslj.orgl.(retTieved 23 march 2010).
ＲＶｾ
VOL. 6, SPECIAL EDITION, APRIL 2010
Wu, ｗ ･ ｮ ｾ ｨ ｩ
Vivian and Pin-hsiang Natalie Wu. Creating an Authentic EFL Learning Environment to Enhance Student Motivation to Study English. Asian EFL Journal. http://www.asian-efljoumal.comlDecember 2008 EBook.pdf. (retrieved on March II, 2010)
_ _ _ .2010. http://www.apjii.or.idldokumentasi/statistik.php?lang=ind.
Peraturan
Pemerintah
Republik
Indonesia
Nomor
19
Tahun
http://www.presidensby.infolDokumenUU.php/104.pdf.(retrievedon 15 April 2010)
2005
ISSN 1858-4462
.ｕｾｬ IUH
Volume 06, Special Edition, 2010
Journal of Language and Literature
ｉ ｬｏ［ｪＧｽ ｾ ｮＮｦ
Journal of Language and Literature presents original peer-refereed articles on
important research, conceptual and theoretical analyses, design and development research, and
article reviews. The Journal is published twice a year, in May and November. A special edition is
issued under certain circumstances. Humanitas is dedica ted to advancing knowledge and practice in
the fields of linguistics, literature, and cultural studies.
Chief Editor
Associate Editors
Reviewers
Administration
Syariful Muttaqin
Nanang Endrayanto
Yusri Fajar
Eni Sugiharyanti
Effrizal
Roembilin Soepadi (Universitas Brawijaya)
Gunadi Harry Sulistyo (Universitas NegeriMalang)
Yazid Bustomi (Universitas Negeri Malang)
Didik H arto no
Fandik Dwi Kristanto Pamilih
Editor and Administration Address: Faculty of Culture Studies, University of Brawijaya,
(0341)575822, e-mail: humanitas fib®vahoo.com
)1. Veteran Malang 65145, Jawa Timur. Tel/Fax.
l;ljal\jUtiHournai invites
articles that have never been published elsewhere and are not under
consideration ror publication in other journals at the same time. Manuscripts should be
typewritten, double-spaced on A-4 paper size, 10-20 pages in length; preferably on a standard CD
with one hard copy. Manuscripts submitted for publication are reviewed. The purpose of the
review is to ensure that the published articles are consistent and comply with standard form of
academic writing. An article contributor receives two complimentary copies of the current issue.
llIitlL1U\1 is published by Faculty of Culture Studies, University of Brawijaya, Malang.
ISSN 1858 4462
Journal of Language and Literature
Vol. 6, Special Edition, 2010
TABLE OF CONTENTS
The Iceman Cometh: Alcoholism as Mode of Maladjustment
in Facing Graying Time Problems
Dyah Eko Hapsari (University of Brawijaya Malang)
1 - 15
Converging and Diverging in EFL Speaking Class
Eni Maharsi (University of Brawijaya Malang)
15 - 20
EFL Instruction in let-Cultured Environment: Teachers' Challenges and
Roles
Hamamah (University of Brawijaya Malang)
21 - 26
Designing Course and Syllabus of Collaborative English Teaching: Addressing
the Needs of Physics Students at Brawijaya University
lis Nur Rodliyah, (University of Brawijaya Malang)
27 - 32
Gaining Better Insights for Learning Through The Use of Multiple
Intelligences In Classrooms
Isti Purwaningtyas (University of Brawijaya Malang)
33 - 37
Defining an American Man : A Study on the Construction of American
Masculinity
Juliati (University of Brawijaya Malang)
38 - 44
Materializing Spirit of Protestantism within the Hegemony of Catholic
Christendom on Shaw's Saint Joan
M Andhy Nurmansyah (University of Brawijaya Malang)
45 - 52
EFL INSTRUCTION IN ICT-CULTURED ENVmONMENT:
TEACHERS' CHALLENGES AND ROLES
Hamamab *
Abstract
The advances in technology surrounding EFL instructions have served to expand learning
experiences beyond the traditional classroom. It is stimulating to help the students achieving the
goal of acquiring the target language. However. some teachers have anxiety in dealing with this
due to their unfamiliarity to the technology. This article discusses EFL teachers' challenges in
facing ICT-cultured environment and the ways of redefining teachers' role in order to make the
students learn efficiently, autonomously. and responsibly in process of language learnin&.. in Indonesian context. With the eoonnous chance to access information in the presence of ICT. it is
expected that students can be nurtured to build up independence in the EFL leaming.
Keywords: EFL instructions, ICT-cultured, and EFL learning
In lndonesia, in responding the need
to improve the people's ability to take part
in the global discourses. the government has
implemented the national standard of education in which Infonnation and Communication Technology (lCT) is included in the
minimum requirements for fonnal education
(PP no IS 2005). Likewise, there is an
emergent trend in the society to be able to
bring the ICT into play. Being technologyliterate is not only providing people with
more opportunities to be more professional
and successful, but also increasing their selfprestige as technology-literacy symbolizes
modernity.
For the abovementioned reasons,
people, especially students, are constantly
searching various ways to be technologyliterate. It is shown by the rapid growth of
the Internet users in Indonesia. The Internet
makes it possible for people to get the infonnation necessary for them. The growth of
the Internet users is shown on the official
statistic data published by Indonesian Internet Service Provider Association (APJB) on
their website: http : II www.apjii.or.id J do-
kumentasilstatistik.php?lang=ind. By the
end of 2007 APJn estimated that the number
of the Internet users· in Indonesia has
reached
2.000.000
subscribers
with
25.000.000 active users.
With regards to the massive and increasing use of ICT, EFL teachers in Indonesia face the challenge of keeping pace
with students regarding the ICT literacy.
Nowadays, by using the internet, students
have vast opportunity to get the ｩｮｦｯｲｭ｡ｾ
tion necessary for their study beyond the
classroom walls. Prior to the ICT era, EFL
teachers in Indonesia struggled for students' attention, effective teaching methodology to be able to handle a large number of
students, and limited facilities. Recently, as
an addition, they have to deal with the challenges of developing their teaching practices
using ICT in order to be able to meet the
demand of the era and to cater the need of
students who grow up 10 technosophisticated environment
This article discusses EFL teachers'
challenges in facing ICT-cultured environment and the ways of redefining teachers'
21
• University of Brawijaya
22 ｾ
VOL. 6, SPECIAL EDITION, APRIL 20 I0
role in order to make the students learn efficiently, autonomously. and responsibly in
process of language learning, in Indonesian
context.
EFL Teacbers' Role and Responsibilities
In the past, the role of the EFL
teachers was the keeper of knowledge who
was considered all-knowing, who would
deign to deposit some of this knowledge into
the minds of his/her students (Kaback.
2007). The communicative approach has directed the focus of language teaching towards the development of learners' communicative competence in the target foreign
language (Clouston, 1997). In accordance to
the latter, the role ofEFL teachers is to help
their students to develop communicative
competence in language learning.
Patil (2008) mentions that the biggest responsibility of EFL teachers is to
help students overcome shyness, inhibitions
and nervousness, as an addition to developing students' self--confidence. Concerning
that, Domyei (200 I) lists five strategies for
the teachers in order to be able to fulfill their
responsibilities in helping the students to instill, sustain, and increase self-confidence.
I. Teachers need to fosler the view that
competence is not a static condition but
an ongoing process. Thus learners come
to think that growth is gradual but sure.
2. They need to provide regular experiences of success in the classroom.
3. They need to give opportunities to the
learners to contribute meaningfully.
When students feel that they can contribute, they will feel more interested.
4. They need to praise the learners for their
contribution and their progress. An occasional word of encouragement will
elevate their spirits and level of motivation.
5. They need to make the classroom climate less stressful. Learning gains momentum when the classroom situation is
relaxed, friendly and homely.
Additionally, Ciekanski (2007) states
that in order that language learners to be efficient communicators in the target language, they need to be autonomous in tenns
of possessing sufficient independence and
confidence to fulfill the variety of social,
psychological, and discourse roles which
they may encounter. In accordance to that,
EFL teachers' role is to design classroom instruction that can provide less emphasis on
teachers and teaching and greater stress on
learners and learning. In this case, EFL
teachers are responsible to foster the learners' "natural, habitual, and preferred way(s)
of absorbing, processing, and retaining new
infonnation and skills" (Reid, 1995).
Benefits in leT-based Learning Environment .
ICT opens up great opportunities in
EFL learning environment. Concerning this,
Smith & Hardaker (2000) state that with the
involvement of technology, students get vast
opportunity to access the learning sources
far beyond the reach of traditional classroom. Technology provides meaningful
learning environment to the EFL pedagogical practices (Nunan, 1991).
Additionally, ICT, especially the
[Dternet, offers numerous benefits to the
language learners. Lee (2000) mentions that
proper integration of leT to EFL instruction
can provide eight benefits. The first is experiential learning. It is a kind of learning in
which students can be exposed to vast
amount of other people's experience. This
way, students develop thinking skills and
choose what to explore. The second is motivation boost. 1t is the condition in which
students' drive for learning is increased significantly whenever a variety of activities
are offered by technology-based learning. If
motivation is heightened, eventually students can be more independent in their
leaming.
The third of the eight is enhanced
student achievement. Network-based instruction can help pupils strengthen their
linguistic skills by positively affecting their
learning attitude and by helping them build
self-instruction strategies and promote their
self confidence. The fourth is the availability
of the authentic materials for study. The fifth
is greater interaction. By accessing the
Hanramah, Efllnstruction in let-Cultured Environment 23
internet students can interact with many different people and practice the language with
less anxiety of the effect on making mistakes. Additionally, students can get positive
and negative feedback by automatically correcting their on-line exercises.
The sixth is individualization. Shy
or inhibited students can be gready benefited
by individualized, student-centered collaborative learning. High fliers can also realize
their full potential without preventing their
peers from working at their own pace. The
seventh is independence from a single
source of information. Although students
can still use their books, they are given the
ehance to escape from canned knowledge
and discover thousands of information
sources. As a result, their education fulfils
the need for interdisciplinary learning in a
multicultural world. The last is global understanding. Understanding the culture of
the target language enhances understanding
of the language. To this end, the Internet is a
valuable resource for both language teachers
and learners.
Additionally, Lee (2000) mentions
that by accessing the web, students can practice communication on a global level. The
Internet facilitates the use of the specific
language in an authentic setting. Such experiences can allow learners to participate in
the culture of the target language, which in
tum cnables them to further learn how cuI·
tural background influences one's view of
the world.
technology and the students' autonomy of
accessing the internet resources, many others are still anxious. This is in line with what
is stated by Akbaba and Kurubacak (1998)
that teachers share a number of concerns and
anxiety about ICT because they have their
own limitations, such as time or lack of
knowledge.
In a study in North America, lndonesia., Chile, and Peru, Ely (1990) concluded
that the barriers to teachers' use of oouca·
tional technology were lack of time and lack
of teachers' ICT experience and skills. Ely
further argued that as the people who would
have to deal with education in leT-riched
environment, teachers have to possess relevant knowledge and skills.
The common rising issue observed
in the abovementioned review is the teacber'
technology anxiety which may result from
several factors such as lack of encouragement, technical and theoretical knowledge
and experience in making use of ICT. In Indonesian context, this problem may root
from the fact that the teachers have difficulties in finding time to spare especially for
those teachers who are already excessed
with largc classes, overloaded syllabi, and
little assistance. These problems result in
teachers' resistance towards change. This is
in line with I-Icrschbach's (1994) opinion as
quoted by Lee (2000) who mentions that instructors would likely be unwilling to use
technologies that require substantially more
preparation time.
Challenges for Teachers in ICT-Cultured
Learning Environment
Redefining EFL Teachers' Roles in ICT·
Cultured Learning Environmenl
The availability of leT in the surrounding of EFL instruction brings about
challenges to the teachers. Roblyer (1993) as
cited in Ertmer et.a! (2001) mentions that
most teachers today often lack a clear vision
of how technology can be used to support
educational best practices. This phenomenon
｡ｬｾ
happens in lndonesian context. There is
an indication that many EFL teachers in Indonesia still have the reticent attitude towards ICT. Even though there are teachers
whb are excited with the advancement of
In the abovementioned circumstances, it can be seen that there is an observable gap between the advancement of
technology surrounding thc EFL instruction,
the students' fast pace of following the advancement of technology on onc hand, and
the anxiety of somc EFL teachers on the advancement of technology surrounding the
EFL instruction on the other. In the attempt
to deal with those circumstances in Indonesian context, thc redefinition of teachers'
role can be the altemative solution. Lee
24lIIJmill1Ilill VOL. 6, SPECIAL EDITION, APRIL 2010
(2000) mentions that what needs to be un·
derstood by EFL teachers is that technology
canlwiU never substitute teachers but they
offer new opportunities for better language
practice and so what really matters is how
we use the technology.
The redefinition of EFL teachers'
role may essentially make the process of
language learning in technology-riched
environment significantly more fruitful. In
this case teachers do not need to be anxious
even though they need uphill efforts in
keeping up with the advancement of
technology and students' reT-literacy_
Teachers do not have to be the model of
making use of technology to learn a
language, but they can be a guide on how to
make use of technology in increasing
language proficiency.
Therefore. the pedagogical process
needs to be geared towards the situation in
which the students understand that they have
the responsibility to acquire and utilize
knowledge in enhancing their language ProM
ficiency beyond classroom walls. The EFL
teachers needs to encourage students selfreliance and selfMdetennination in the EFL
learning by making use of their ICT-literacy.
In accordance to that. leT-literacy in con M
junction with teacher's guidance can do
much in promoting independent learning.
leT-literacy will not be effective if the
teacher does not guide the students in making the most of it in their effort of learning
autonomously.
We should not see learner autonomy
as a situation that excludes the teachers' responsibility from the learning process.
Learners have to be taught the skill of 'how
to learn'. Besides, the teacher's knowledge
of the subject area remains of critical importance to the learning outcome. This is in line
with Dam (2000) who defines autonomous
learning as learning situation in which the
learner is given the possibility. to be con M
sciously and actively involved in his or her
own learning in a technology-sophisticated
environment.
In addition, teachers need to guide
learners to be efficient in their learning,
especially in the use of ICT. In most cases,
language learners do not know how to learn
efficiently and properly on their own, so
teachers need to guide them. Where learners
are working on their own, they wi1l need
suggested technique to deal with certain materials. In this case teachers act as facilitators
who serve an important role by helping
learners organize their learning, choose suitable sources oflearning, and be motivated to
continue.
Finally, since a foreign .language is
ideally studied in a cultural context, in a
world where the use of the Internet becomes
more and more widespread, an EFL teachers' role is to facilitate students' access to the
web and make them feel citizens of a global
classroom.
CONCLUSION
The development of ICT has globally geared the society into a fast-paced
technological way of life. In accordance to
that, EFL teachers, especially those in the
Indonesian context, need to come around
soon and be open to the technological advancement. This is due to the fact that technology can help accommodating students'
diverse abilities and interests and keeping
them actively engaged. Teachers' role is vital in putting the pathway for the students to
access the information that can support their
learning. Teachers' guidance in choosing
and evaluating the Internet sources will aid
students to be more responsible and comfortable in using the Internet and encourage
them to look for beUer ways to express
themselves.
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2005
ISSN 1858-4462
.ｕｾｬ IUH