An Exploration of English Teachers’ Experiences, Challenges, and Impact in ICT Integration at Senior High Schools

Abstract

This study explores the experiences and challenges English teachers face in using ICT in the classroom, their strategies for overcoming these challenges, and highlights their impact on the learning process of using ICT in their classrooms. It seeks to understand the role of ICT in shaping the learning process and outcomes. By examining teachers’ perspectives, this study provides a deeper understanding of ICT use in the context of senior high school level, including how teachers create, use, and assess technology in learning. Using a descriptive qualitative approach focusing on descriptive narrative, the research was conducted in two Senior High Schools in Bungku Tengah District, Central Sulawesi. Data were collected through structured interviews with four English teachers based on 17 questions according to the interview guideline. Data analysis techniques used by Miles, Huberman, and Saldana: data condensation, coding, data display, and drawing conclusions. The findings revealed specific challenges aligned with the study's focus on exploring experiences, such as limited facilities, technical issues, a lack of ICT skills among teachers and students in using ICT, and low student engagement and enthusiasm. To address these challenges, teachers implemented strategies such as creating learning materials, using learning applications such as Pijar Sekolah applications, Google Forms, learning videos, reaching out to students, dividing students into groups, establishing learning agreements, and creating a more structured learning process. Teachers observed that ICT improved teaching effectiveness and student learning outcomes more interactive. Students responded positively and showed enthusiasm toward technology-based learning. However, concerns were raised about students' reliance on technology, students prefer to use Google Translate instead of printed dictionaries. The study emphasizes the need for ongoing support, access to adequate resources, and continuous teacher training to maximize ICT's role in improving English language education.