Exploring English Teachers’ ICT Implementation Using the SAMR Model: A Case Study

Abstract

The Indonesian high internet usage has led to the increasing adoption of ICT in education, as emphasized in Kurikulum Merdeka. Although ICT has been widely promoted to support ELT, its practicality in a Pontianak digital-based state senior high school has remained underexplored. Thus, this study aimed to investigate teachers’ ICT implementation, the challenges, and the strategies to address them in English classrooms. A qualitative case study design was employed involving three experienced English teachers on ICT implementation as the participants. The data were collected through classroom observations, interviews, and document analysis. Then, the SAMR model served as the analytical framework for examining the depth of ICT implementation. The results, teachers implemented various ICT tools across teaching stages. Their most practices occurring at the Substitution and Augmentation levels, while Modification and Redefinition levels were less frequent but demonstrated transformative potential. Teachers also faced both internal challenges (lack of confidence, lack of competence, and resistance change) and external challenges (lack of infrastructure). To address them, they adopted thorough preparation and support, peer and self-learning, perspectives’ reflection, and technology and alternative space utilization. To conclude, ICT implementation enhanced English skills and 21st-century competencies, although its full transformative impact remained limited in this school.