INTEGRATING TECHNOLOGY INTO SECONDARY ENGLISH LANGUAGE TEACHING

 

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The integration of technology (ICT) in second language learning in secondary education is a major step towards achieving quality education. Along with the increasingly massive development of technology, applications or platforms providing interactive language learning services are also developing. Although initially these platforms developed from simple platforms, today the available learning is increasingly developing towards a positive trend. Applications such as Duolingo, Mesmerize, or websites like the British Council are proof of this development. An interesting learning system and quality teaching materials open up great opportunities as supporters and also media for developing English language education.

This integration is not only merely following the rapid development of technology, but there are several specific goals to achieve in terms of quality education. The use of ICT in English language education is expected to encourage student learning motivation through engaging learning media. In line with that, it is hoped that students can develop their English language skills (listening, writing, speaking, and reading) in a more enjoyable way. To achieve increased student learning motivation, the integration of ICT in language learning is also accompanied by authentic materials. This means that the materials provided in ICT-integrated learning are tailored to real-world language needs. In today's era of globalization, global communication is important to open up wider employment or education opportunities. Global communication is also one of the concerns in ICT integration, which is to equip students to face the challenges of the global world.

The use of ICT through applications and web platforms has excellent advantages. A study conducted by Masruroh N. & Christanti A. (2024) found that the use of the Google Classroom application in learning makes teaching more structured. Something similar was also explained by Sabrina and Nurazizah (2024) in their research on the effectiveness of the Dolingo and Augmented Reality applications, where the results obtained were an increase in learning achievement and an increase in student understanding in learning English. ICT also plays an important role in anticipating offline learning obstacles, such as during the Covid-19 pandemic, which requires learning to be done online. A study conducted by Asitah and Ismafitri (2021) shows a positive trend where ICT integration in distance learning has a positive significance in increasing teacher and student interaction.

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Some types of ICT used in learning include Applications, the Web, Platforms, and Multimedia. Typical applications used to improve English language skills, such as Duolingo and Mesmerize, have the potential to be utilized in learning. This is because the application provides an interesting way of learning. Then, the British Council, as one example of a website providing learning materials, provides materials that relate to real-world situations. In addition, this website also provides lesson plans and materials that can be used by teachers. Once again, the advantages of ICT integration in language learning should be utilized properly.

However, no matter how good the development of technology is, it certainly has shortcomings. Limited access is a common problem when integrating learning with technology because not all schools have the availability of supporting facilities. If there are already adequate facilities to integrate ICT in learning, this does not necessarily guarantee its success. The main reason is that in line with adequate facilities, of course, it must be accompanied by teachers who have the capability to run technology-based learning. Another problem that often arises is the incompatibility of the material in the learning service provider platform with the curriculum. Although technology-based learning is only supplementary, it would be nice if the material used was still in line with the curriculum. This is certainly important in order to achieve learning objectives at the end of teaching and learning activities. The last is the problem of costs which are quite expensive. With the integration of ICT in learning, the school must certainly have three main aspects, namely adequate facilities, competent teachers, and the platform used. To realize these three aspects, schools will be faced with the problem of costs because these three things certainly require quite expensive costs.

To overcome problems in the integration of English learning with ICT, the following alternatives can be done. The first is that schools must ensure the availability of facilities if they want to integrate technology into learning. Simple things like having a computer lab with several devices will certainly help the smooth running of this program. Furthermore, schools in particular and the government in general must take a role in providing training to teachers on the use of technology in learning. The last is in choosing a platform, a survey can be conducted to get a learning platform that suits the needs and budget.

Integration of technology (ICT) in English learning at the secondary level is an important step towards achieving quality education. The development of technology has brought various interactive platforms and applications such as Duolingo, Mesmerize, and the British Council, which offer interesting learning systems and authentic materials that are relevant to real-world needs. ICT integration not only aims to increase students' motivation to learn, but also to develop English language skills (listening, writing, speaking, and reading) more enjoyable and effective. In addition, ICT also plays an important role in facilitating distance learning, as seen during the Covid-19 pandemic, where interaction between teachers and students is maintained.

Despite its many advantages, ICT integration in English learning also faces several challenges, such as limited access to facilities, lack of teacher competence in using technology, inconsistency of materials with the curriculum, and high costs. To overcome these problems, collaborative efforts are needed between schools and the government, such as providing adequate facilities, providing training for teachers, and choosing a platform that suits needs and budget. Thus, ICT integration can be utilized optimally to support more effective and quality English learning in this era of globalization.

 

Sources :

Ajisoko, P. (2020). The use of Duolingo apps to improve English vocabulary learning. International                     Journal of Emerging Technologies in Learning (iJET), 15(7), 149-155.

Asitah, N., & Ismafitri, R. (2021). Product based learning. UNUSIDA PRESS. https://books.google.co.id/books?hl=en&lr=&id=4FZrEAAAQBAJ

Christanti, A., Laili, M., Mahsunah, E., & Noviyanti, M. (2021). E-Learning Platform to Assess Students ’ Performance in Industrial Revolution 4.0. 4060–4067.

Masruroh, N., & Christanti, A. (2024). Efektivitas Teknologi dalam Pengajaran Bahasa Inggris: Studi Kasus Google Classroom di Madrasah Aliyah. Pengenalan Lapangan Persekolahan Pendidikan Bahasa Inggris, 1(1), 19-23.

Mustafa, T. M. H. (2022). Penggunaan kahoot game based learning terhadap motivasi dan hasil belajar Bahasa Inggris di SMP Negeri 30 Pekanbaru. Jurnal Lingkar Pendidikan, 1(1), 7-11.