Bridging the Challenges in Integrating ICT in Rural School: ICT in English Reading Instructions at MI Ma'arif Gondang Watumalang Wonosobo

Abstract

The integration of Information and Communication Technology (ICT) in English reading instruction has become essential, particularly in preparing students for digital literacy and 21^st century learning. Many schools have made an effort to provide digital infrastructure. However, the practical use of ICT in the classroom remains limited, even with better access to digital resources. This gap highlights that external factors are not the only challenge. Internal challenges might be the most crucial factors that hinder the integration of ICT into reading instruction. While previous research often emphasizes external limitations, MI Ma’arif Gondang Watumalang presents a unique case. The school is located in a rural area in Wonosobo, Central Java. It has adequate ICT facilities. However, most teachers face internal challenges in integrating ICT into reading instruction. This qualitative case study was meant to investigate the kind of internal challenges encountered by English teachers. The data collection techniques were interviews and classroom observations involving 2 teachers. The finding reveals that a lack of ICT skill, lack of self-confidence, resistance to change, and negative attitude are the keys to internal challenges. The result emphasizes the importance of creating focused training programs to build teacher confidence and ICT skills.