Thesis

PERCEPTION OF TEACHERS ON THE INTEGRATION

OF ICT IN THE ESL CLASSROOM IN SELECTED SCHOOLS IN SHAH ALAM

SITI MAIZURAH MANSOR 2002330735

FACULTY OF EDUCATION UNIVERSITI TEKNOLOGI MARA

SHAH ALAM 2007

PERCEPTION OF TEACHERS ON THE INTEGRATION OF ICT IN THE ESL CLASSROOM IN SELECTED

SCHOOLS IN SHAH ALAM

SITI MAIZURAH MANSOR 2002330735


SHAH ALAM 2007

PERCEPTION OF TEACHERS ON THE INTEGRATION OF ICT IN THE ESL CLASSROOM IN SELECTED

SCHOOLS IN SHAH ALAM

SITI MAIZURAH MANSOR

2002330735

AN ACADEMIC EXERCISE SUBMITTED IN PARTIAL FULFILLMENT FOR THE DEGREE OF BACHELOR

OF EDUCATION (HONOURS) IN THE TEACHING OF ENGLISH AS A SECOND LANGUAGE (TESL)


SHAH ALAM 2007


SHAH ALAM 2007

PERCEPTION OF TEACHERS ON THE INTEGRATION OF ICT IN THE ESL CLASSROOM IN SELECTED SCHOOLS

IN SHAH ALAM

SITI MAIZURAH MANSOR

LATIHAN ILMIAH INI TELAH DIKEMUKAKAN UNTUK MEMENUHI SEBAHAGIAN DARIPADA SYARAT UNTUK MEMPEROLEH IJAZAH SARJANA MUDA PENDIDIKAN DALAM PENGAJARAN BAHASA INGGERIS SEBAGAI BAHASA KEDUA (TESL) DENGAN KEPUJIAN ______________________________ ____________ PN. NORSIAH SIRUN TARIKH (PENYELIA) ______________________________ ____________ PROF. MADYA DR. NORMAH ABDULLAH TARIKH (DEKAN FAKULTI PENDIDIKAN)

i

DECLARATION

“I hereby declare that the work of this exercise is mine except for

the quotations and summaries that have been duly acknowledged.”

__________ ____________________________ DATE NAME: SITI MAIZURAH MANSOR STUDENT ID: 2002330735

PENGAKUAN

“Saya akui karya ini adalah hasil karya saya sendiri kecuali nukilan

dan ringkasan yang setiap satunya telah saya nyatakan

sumbernya.”

__________ ____________________________ TARIKH NAMA: SITI MAIZURAH MANSOR NO PELAJAR: 2002330735

ii

ACKNOWLEDGEMENT

“In the name of God, the Most Gracious and Most Merciful”

First and foremost, I would like to thank to Allah for allowing me to finish this thesis as required. Without his blessings and helps, I would not be able to end this torment. Alhamdulillah, thank you Allah for giving me patience and strength through out the journey. It is you who I hold on to. I would also like to present my humble gratitude to my supervisor, Pn. Norsiah Sirun, who always showed me the right path to finish this research. Her patience and understanding allowed me to work at my own pace. Thank you madam for the guidance.

Not forgotten, my parents who never stop praying for my blessing and success. Without them I would not be here. Equally important, to my housemates and friends, you were always by my side when I needed you. Thank you very much Sarina, Yasmin, Adik, Eimah, Pura, Umi and Jerd, Zurin, Zue and Nad, your understanding and motivation kept me moving forward to the end. Syukron Jazilan.

I would also like to dedicate my appreciation to the teachers from Sek. Men.

Seksyen 24, Sek. Men. Seksyen 19 and Sek. Men TTDI Jaya. Without them I would not be able to finish this thesis. Alhamdulillah.

Last but not least, I dedicate this thesis to my late brother, Mohd Syukur

Mansor. His prayer for my success keeps me awake from my dreams. He is my inspiration. Though he is not here, his words when he was alive show me the way.

Wassalamualaikum.

Siti Maizurah Mansor, May 2007.

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ABSTRACT

ICT is playing an important role in education currently. With its

advancement, it provides vast opportunity to be explored by ESL teachers into the ESL classroom. Therefore, this study intends to find out the availability of ICT facility in secondary schools in Malaysia and that whether it is being integrated into the ESL classroom. This study also aims to investigate whether ICT helps the teaching and learning process as well as help to stimulate and motivate students to learn. This study was conducted at three selected schools around Shah Alam. The schools were Sek. Men. Seksyen 19 Shah Alam, Sek. Men. Seksyen 24 Shah Alam and Sek. Men TTDI Jaya. Ten teachers were chosen randomly from each school to participate in the research. This research was conducted based on 4 research questions, which are: 1) Is there ICT facility available in those schools? 2) Is ICT being integrated into the ESL classroom or not? 3) Does ICT help the teaching and learning process in ESL classroom? 4) Does ICT motivate or stimulate students to learn? Therefore, it can be concluded that ICT facility is indeed available in those schools. Even more, it was found that ICT was not only being integrated into the ESL classroom, but it also helped the teaching and learning process as well as motivating students to learn. Thus, the researcher recommends that a computer laboratory specifically designed for ESL classroom to be built. It is also recommended that a specific period of time allocated for teachers to utilize ICT in ESL classroom.

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ABSTRAK

Teknologi Komunikasi dan Maklumat (ICT) sedang memainkan peranan yang penting dalam pendidikan hari ini. Dengan kemajuan teknologinya yang hebat, ia membuka peluang yang lebih luas kepada guru-guru untuk meneroka kecanggihannya dan keberkesanannya di dalam kelas Bahasa Inggeris sebagai Bahasa Kedua (ESL). Oleh itu, objektif kajian ini adalah untuk menyiasat samada kemudahan ICT terdapat di sekolah dan ianya digunakan di dalam kelas ESL. Kajian ini juga bertujuan untuk menyiasat samada ICT dapat membantu proses pengajaran dan pembelajaran disamping dapat meransang para pelajar untuk belajar. Kajian ini telah dijalankan di tiga buah sekolah di sekitar Shah Alam. Sekolah-sekolah tersebut ialah Sek. Men. Seksyen 19, Sek. Men. Seksyen 24 dan juga Sek. Men. TTDI Jaya. Sepuluh guru telah di pilih secara rawak dari setiap sekolah untuk menyertai kajian ini. Kajian ini di laksanakan dengan berpandukan empat soalan kajian, iaitu: 1) Adakah terdapat kemudahan ICT di sekolah-sekolah tersebut atau tidak? 2)Adakah ICT disepadukan di dalam kelas ESL atau tidak? 3) Adakah ICT membantu proses pengajaran dan pembelajaran? 4)Adakah ICT memotivasi dan meransang para pelajar untuk belajar? Berdasarkan ini, bolehlah disimpulkan bahawa kemudahan ICT sememangnya terdapat di setiap sekolah. Tambahan lagi, ICT tidak sahaja disepadukankan di dalam kelas, malahan ia juga meransang para pelajar untuk belajar. Oleh itu, pengkaji mencadangkan supaya sebuah makmal komputer dibina khas untuk kelas ESL. Selain itu, satu tempoh masa khusus harus di sediakan kepada guru-guru untuk menggunakan ICT di dalam kelas ESL.

v

TABLE OF CONTENT

PAGE

Pengakuan/Declaration i

Acknowledgement ii

Abstract iii

Abstrak iv

Table of Content v

List of Tables viii

CHAPTER 1: INTRODUCTION

1.0 Introduction 1

1.1 Background 2

1.2 Statement of Problem 3

1.3 Objectives of Study 4

1.4 Purpose of Study 5

1.5 Significance of Study 5

1.6 Research questions 6

1.7 Limitation of Study 6

1.8 Delimitation of Study 7

1.9 Definition of Term 7

CHAPTER 2: LITERATURE REVIEW

2.0 Introduction 8

2.1 Benefits of Integrating ICT 11

vi

2.2 Multimedia and Internet 13

2.3 Previous research 15

2.4 Conclusion 17

CHAPTER 3: RESEARCH DESIGN

3.0 Introduction 19

3.1 Research Design and Methodology 20

3.1.1 Subjects 20

3.1.2 Instruments 20

3.1.3 Procedure 21

3.1.4 Data Analysis 22

CHAPTER 4: PRESENTATION & ANALYSIS OF DATA

4.0 Introduction 23

4.1 Analysis of Questionnaire Responses 25

4.1.1 Questionnaire Responses on Section A 26

4.1.2 Questionnaire Responses on Section B 29

4.1.3 Questionnaire Responses on Section C 32

CHAPTER 5: ANALYSIS OF FINDINGS, SUMMARY, CONCLUSION

& RECOMMENDATIONS

5.0 Introduction 47

5.1 Analysis of Findings 47

vii

5.1.1 Research Question 1 48




5.2 Summary 50

5.3 Conclusion 52

5.4 Recommendations 54

5.4.1 Specially allocated time for ICT in ESL classroom 54

5.4.2 Allocation of a room specifically designed for ICT in ESL 55

Classroom in schools

5.5 Suggestion for Future Research 55

LIST OF REFERENCES 57

APPENDIXES

A. Appendix 1: Sample of Questionnaires 60

viii

LIST OF TABLES

TABLES PAGE

Table 1:Age of Respondents 26

Table 2: Gender of Respondents 27

Table 3: Qualification of the Respondents 27

Table 4: Teaching Experience of Respondents 28

Table 5: English Teaching Experience 28

Table 6: Is there Any Computer Lab in Your School? 29

Table 7: How Many Computer laboratories Are There? 30

Table 8: How Many Computers Are There in the Computer Laboratories? 30

Table 9: Is Internet Service Available in Your School? 31

Table 10: Are There multimedia Courseware CDs? 31

Table 11: I Use Computer as My medium Of Instruction 32

Table 12: I Use Internet as my Medium Of Instruction 33

Table 13: My Students Will Learn More When I Use Computer 34

Table 14: My Students Will Learn More When I Use Internet 34

Table 15: It is Effective When Integrating Computer in Teaching English 35

Table 16: My Students Will Be Motivated to Learn English 36

Table 17: The Lesson Will be More Interesting When Using ICT 37

Table 18: ICT Will Stimulate Students to Respond 37

Table 19: Using ICT for Writing Lesson Is Interesting 38

Table 20: Using ICT for Reading Lesson Is Interesting 38

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Table 21: Using ICT for Speaking Lesson is Interesting and Enjoyable 39

Table 22: Using ICT for Listening Lesson Is Interesting and Fun 40

Table 23: My Students Listening Activity When I Integrate ICT 40

Table 24: ICT Provides Authentic Activities 41

Table 25: My Students Learn Authentic Language When I Integrate ICT 42

Table 26: I Always Conduct Language Games Using Multimedia Courseware

CDs

42

Table 27: I Like to Conduct Language Games by Using Internet 43

Table 28: In The Future I Will Keep Using The Computer / Multimedia

Technology and Internet in My Teaching

44

Table 29: I Could Create Interesting Lesson and Effective Lesson When Using

ICT

44

Table 30: Teachers Should Integrate ICT in The Teaching 45

Table 31: ICT Helps Teacher to Have Better Teaching 46

1

CHAPTER 1

INTRODUCTION

1.0 Introduction

Teaching is not an easy task as teachers are not only acquired to impart

their knowledge to students, but they also need to make sure that the knowledge

imparted has a great effect on the students. However, every student is different in

terms of interest, learning span, and also proficiency levels. It is the teachers’ job

to determine the lesson to be interesting and enjoyable. But still this is not

enough for teachers to have effective teaching, unless they have good approaches

in tackling their students.

According to Brown (2001), Richards and Rogers (1987) states that in

teaching and learning process, it is important for teachers to choose the right

approach to be used, as any particular approach used would affect the whole

teaching and learning process. It is also stated that approach is an important

factor in language learning and language theory that underlies a method. Thus,

choosing the right approaches in teaching would determine the success of the

teaching and learning. However, according to Celce-Murcia (1999), an approach

2

is a broader view rather than method and technique. But method as she adds is a

form of procedures that guide the teaching of language. Nevertheless, technique

is more specific as compared to both approach and method since it focuses on

how a particular activity or mechanism is used while teaching either a second or

foreign language. Therefore, in ESL classroom, it is important for the teachers to

use suitable techniques in their lesson in order to make sure that their teaching

effective.

1.1 Background

Today, ICT is a common phenomenon among the society. Everybody

acknowledges the importance of ICT in today’s life. It is not only about getting

information, but also about learning. Brown (2001) states that computer is an

interactive audio and visual technology in which it could enhance the teaching

and learning process to be fun, interactive, cooperative as well as effective in

imparting linguistic values.

Nowadays, the use of ICT seems to evolve from informational basis into

educational means. Thus, that is why the implementation of ICT in the teaching

of English is highly encouraged in Malaysia nowadays (Samuel & Zaitun, 2006).

Nooreen (2004) states that computer technology would play both the medium of

instruction as well as the subject of instruction. This is because the teachers could

use ICT to help them teaching the lesson in which ICT plays the role as the audio

visual aids. Besides that, teacher could also use ICT as a subject of the lesson

itself, for example in teaching the students how to write an email. Although the

implementation of ICT in the language classroom could be challenging, but with

smart application, it would help teachers to prepare and plan the language lesson

3

easily (Urai Salam, 1999). Simultaneously, teachers would have the opportunity

to create interesting materials.

Norhayati and Siew (2004) state that, the integration of ICT in the

classroom would provide big advantages and opportunities to the learning

process and also to the learners. Students would not only be able to practice their

language skills but they would also have the opportunity to explore new

knowledge in the world of ICT and technology. Hence, the integration of ICT in

ESL classroom is an effective way to improve the teaching and learning process.

1.2 Statement of problem

Learning English as a Second Language is not an easy task. Second

Language Learners will encounter many difficulties while learning the language.

There are a lot of factors to consider in order to ensure that the teaching of

English as a second language to be successful. In ESL classroom, there are

varieties of techniques are being introduced in order to make sure that the

teaching and learning process to be effective. In Malaysia, teachers are

encouraged to apply different techniques in their teaching so that the lesson

would be more interesting, meaningful and successful (Huraian Sukatan

Pelajaran KBSM Bahasa Inggeris Tingkatan 1, 2003). Therefore, it is very

important for teachers to know a variety of effective techniques of teaching, as

they will help them to create good and effective lessons.

Hence, that is why in Malaysia presently the implementation of computer

in the teaching of English is very much encouraged by the government (Huraian

Sukatan Pelajaran KBSM Bahasa Inggeris Tingkatan 1, 2003). The use of

multimedia technology in the classroom is a new transformation in today’s

4

education. As stated by Neo (2005), this transformation is actually based on the

reformation occurred two decades ago in the United States educational systems.

It is due to the consciousness that has arisen in the society which aims for a more

students-centered classroom and improvement in students’ achievement (Neo,

2005).

Our educators today are very conscious about students’ achievement in

mastering English language as well as the use of ICT in the classroom (Nooreen,

2004). As Brown (2001) states, when computer came into the education scene, it

brought forward a new hope for the teaching profession. When the computer

technology evolved, people in the educational system believed that better

linguistic input and output, feedback, student collaboration, interactivity and fun

can be offered. Therefore alongside the development of the technology that is

believed as a new reformation in education, the society hopes that this

technology can be transferred into the school today so that the future generations

would not only be good at mastering English, but can also be an ICT

(Information Communication Technology) literate. And this, consequently, is

what the government aiming for in the year of 2020 (Huraian Sukatan Pelajaran

KBSM Bahasa Inggeris Tingkatan 1, 2003).

1.3 Objectives of the Study

The objectives of the study are:

1) To find out whether the ICT facility is available in the schools.

2) To investigate whether ICT is being integrated into the ESL classroom.

3) To investigate whether ICT helps the teaching and learning process in

ESL classroom.

4) To investigate whether ICT could motivate and stimulate students to learn

English.

5

1.4 Purpose of study

The purpose of this study is to find out whether ICT facilities are being

provided by the Ministry of Education or the schools. Besides that, it is aimed to

investigate whether ICT is being integrated in the ESL classroom. This study

also means to find out whether ICT helps the teaching and learning process in

ESL classroom. Moreover, this study is also hoping to find out whether the use

of ICT would make the ESL classroom interesting. Last but not least, this study

hopes to find out whether ICT can motivate and stimulate students to learn

English.

1.5 Significance of study

It is hoped that this study will benefit prospective researchers, ESL

teachers, schools and the Ministry of Education. It is also hoped that the findings

of the study could be used to identify whether the integration of ICT in ELT is

worthy and valuable to be implemented in Malaysia’s Secondary school.

Equally important, the data gathered from this study could be used to

investigate whether there are enough computer laboratories in schools and that

the computer laboratory is conducive enough for ELT to take place. Moreover, it

is hoped that the data could give a clearer view on the use of ICT in ELT in

Malaysia’s Secondary school. The responses gathered would give a better insight

on what is happening in the real situation.

6

This study intends to propose that a specially designed computer

laboratory for ELT to be set up in every secondary school in Malaysia. This is to

ensure that better teaching and learning process can be implemented in the

secondary schools. It is hoped that, this study could be an eye opener for the

society and the authority on the significance of ICT in teaching and learning

process especially in ESL classroom.

1.5 Research questions

The research questions are:

1) Is there ICT facility available in those schools?

2) Is ICT being integrated into the ESL classroom in those schools or not?

3) Does ICT help the teaching and learning process in ESL classroom?

4) Does ICT motivate and stimulate students to learn English?

1.7 Limitation

This study is carried out with several limitations. Since this study is

focused on the integration of ICT in ESL classroom, therefore the results of the

findings are only applicable for English teachers. More over, the results might be

different to other English teachers in other areas or states. Besides that, this study

could only be conducted to teachers whose major is English with at least one

year of teaching experience.

7

1.8 Delimitation

The study is limited to thirty English teachers from three schools around

Shah Alam. Hence, the results of this study are only relevant to those schools.

1.9 Definition of Terms

ICT- Information Communication Technology

Technology- a sophisticated machine that covers everything from audio players

to video players; which is computer.

Internet- a large system connecting computers around the world which allows

people to share information and communicate with each others.

Multimedia- a communication technology that combines audio, visual, music and

moving and still pictures.

Integration- the combination of the use of ICT in the teaching and learning of

English as a Second Language classroom.

Perception- teachers’ opinions or insights on certain issues.

ESL- English as a Second Language.

Chat- a friendly informal way discussion available in the internet to be accessed

by people.

8

CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

English as a Second Language classroom today has actually undergone

various stages of technological advancement. As quoted by Ruba and Abdallah

(2006), Sandholtz (1997), stated that the integration of technology is divided into

five phases which are entry, adoption, adaptation, appropriation and invention. In

the early stage which is the entry stage, the traditional method was a common

practice in those days where by the instructional activities were more teacher

centred activities. In the adoption stage, the traditional methods were still in

practice but group activities were also implemented in the teaching. The

activities in this stage were mainly on keyboarding, word processing and drill

and practice. Although in the adaptation stage, the traditional methods were still

the main approach in the teaching, students were given opportunity to use

computers in helping them with their homework. Meanwhile, the appropriation

stage showed a new way of integrating technology in which the technology

became a part of the teaching, while in the invention stage teachers became more

9

inventive in their teaching where the use of technology was varied according to

students interest and capability. And today, the latest technology is ICT of

Information and Communications Technology. From the reformation in the

western countries especially United States of America (USA), ICT has become

an important tool in teaching and learning processes. According to Neo (2004),

ICT has influenced teachers to the progression of new perception and innovative

teaching techniques. Nowadays, teachers use technology not only to help them

with their work but as a part of the teaching and learning process. With the

technology students would learn to use the language as well as the technology.

In ESL classroom, it is very important for teachers to create the most

interesting and effective lessons as possible so that the students would be able to

gain as much knowledge as they could. Therefore, by implementing ICT in the

ESL classroom, it is believed that the teaching and learning process would be

more efficient and enjoyable. Norhayati and Siew (2004) believe that ICT is the

most innovative and interesting technology by which it has contributed such

swift development in the field of computing, entertainment and education. This

development has opened the boundary that encircled these fields long ago. Thus,

ICT these days are not about keyboarding and word processing any longer, it is

actually about the access to the information needed. It is about everything that

people can get especially when Internet is a part of the technology.

ICT provides so many opportunities for the society to explore in which

they could get the access on computing, entertainment as well as education easily

and fast. Such development has created so many opportunities and challenges to

the society, which is actually a positive remark in preparing the society for

different situations whereby they will learn so many new things. It is hoped that

with this development, the society would be able to improve their life to

betterment. Hence, integrating ICT in the ESL classroom would create positive

10

outcomes for both the teaching and learning process as teachers and students will

not only get and learn unlimited knowledge from the ICT but they will also

improve their knowledge and life.

For that reason, ICT now plays as a purpose for having a better teaching

and learning atmosphere Neo (2004). This is hoped that the integration of content

and technology would provide a more efficient teaching and learning process in

which the teacher and the students could teach and learn effectively. According

to Kajee (2004), researchers of ICT and ESL believe that ICT would harmonize

the teaching and learning environment as well as promote equal participation

among the students. ICT is believed to help teachers to create not only interesting

lesson but also effective language classroom. With today’s technology, teachers

could present their lessons in the most interesting and effective ways which then

will let them have more opportunities to communicate with the students as well

as cooperate with them. Thus, this would enable teachers to balance their role

and the students’ role in the classroom where students would have more

opportunity to collaborate among themselves doing the activities in their

classroom.

Similarly, Nooreen (2004), states that integrating electronics environment

or ICT in language learning would create a more complex system as compared to

traditional media technology. ICT produces wider chances for teachers and

students to explore both technology and language. It is clearly seen that ICT

provides so many advantages for teachers in imparting knowledge and

information to the students. It will not only help teachers to create the most

successful lessons but it also enables the students to work in their own capability.

ICT help teachers to help students learn independently. As a result, the teaching

and learning process would be more students centred or directed which in turn

will provide a great deal of opportunity for students to learn at their own pace.

11

2.1 Benefits of Integrating ICT

Together with the development of ICT, teachers’ role in today’s

classroom is also changing. English teachers today are no longer teaching the

language alone as they have to integrate or implement new technology in their

teaching. Czerniewicz and Brown (2005) state that ICT provides opportunities to

improve the teaching and learning processes in which it enhances competency

and offers new chances for learning through facilitation. Furthermore,

Czerniewicz and Brown believe that ICT can institutionalize the differences in

students’ learning styles and set aside the barriers in students’ language learning

by providing broadened opportunities and individualized learning experiences.

Since ICT promotes independent learning in the classroom, students will be able

to learn at their own pace and proficiency. This will help weak students to catch

the lesson as much as the good students. Therefore, the barrier between weak and

strong students could be lessened.

Nooreen Noordin (2004) acknowledges that teachers today could no

longer overlook the responsibility to teach students with new technologies as

technology this day has evolved and becoming increasingly important in our life.

This is because, teaching the students the use of ICT in part of language

activities, will prepare them to be ICT literate in the future. Hence, teachers

should not ignore the needs of being ICT smart as it is their obligation today to

prepare themselves with sufficient knowledge on ICT. This is to ensure that they

could impart adequate information to the students alongside with the ICT

development itself. Therefore it is essential for teachers to make sure that

students could master both skills steadily as this would help them in the

upcoming days. If students could not master both skills in ICT and language they

would not be considered literate and this could give a very bad impact to them

the later on.

12

Although implementing ICT into the ESL classroom seems very

challenging, it can be considered as a gold mine when English teachers dare to

take the challenge. This is because there are so many exciting potential for

teachers to explore and improve in terms of teaching and also in supporting ICT

itself. Moreover, Kuang and Hsuan (2000) suggest that appropriate integration of

ICT in the language classroom would promote significant benefits to students.

These benefits covers eight areas which are experiential learning, motivation,

enhanced students’ achievement, authentic materials for study, greater

interaction, individualization, independence of single source of information, and

global understanding. In experiential learning, students will be able to learn on

their own and to do things on their own. Thus they get new experiences on their

own. Besides that, students’ motivation will also increase as they could

independently learn new information especially on things that they are interested

in.

With the authentic materials freely provided in the Internet, students

could easily get the access either at home or at school. Besides that, Internet also

allows its user to interact among themselves either via E-mail or chat room. This

somehow will indirectly let students to practice their language skills with their

classmates or even with the native speakers. Since students could freely learn at

their own pace, their inhibition could also be lessened and this will truly help

those weak students to improve themselves while simultaneously those good

students will also be able to enjoy the lesson. Internet provides free access to

students. Therefore, they don’t have to rely on the text book or the materials

given by their teachers only as they could get more sources from the Internet. In

addition, students’ global understanding could also be improved as they get to

know the other side of the world. Hence, Samuel and Zaiton (2006) believe that

ICT does not only increase students’ self esteem and confidence but it also

enables them to be more interactive and cooperative during the class activities.

Since students are learning at their own pace, their anxiety about themselves is

13

lessened. Thus, they will have more confidence to interact with other students in

the class and simultaneously promotes good collaboration among the students.

2.2 Multimedia and Internet

Today, computer, multimedia and the Internet are three main components

of ICT. Multimedia and the Internet provide so many interesting ideas for

teachers with activities and information that will prepare them to be ICT smart in

the future. Ruba and Abdallah (2006) state that although computer mediated

communication (CMC) in the foreign language classroom is still new, it is

believed that it indeed has some advantages in the teaching. Hence, teachers

should not ignore the needs of being ICT smart any longer as it is their obligation

today to prepare themselves with enough technology involving the ICT. This is

to ensure that ample information could be imparted to the students alongside with

ICT development itself. According to Kuang and Hsuan (2000), today the

Internet advancement has brought a new revolution for the language teaching and

learning where by the language tools provided in the Internet are becoming more

steadfast. Kuang and Hsuan (2000) state that there are varieties of applications

available in the Internet that is so useful to be used in foreign language classroom

especially in EFL and ESL classroom. And this is supported by Singhal (1997)

that Internet supplies so many supplemental language activities not only for

teachers but also for students to practice. This somehow will enable them to learn

and use the language in the most meaningful and authentic way.

As proven by Neo (2004) in her study, it is shown that teacher when

implementing the ICT technology, would be able to act as a facilitator as

compared to other traditional method teachers who would control the whole

class. When teachers act as a facilitator, students would be able to refer to their

14

teacher for consultation when they encounter any problem. Ruba and Abdallah

(2006) again claim that ICT provides more practices in writing skills, supports

cooperation among students and enhances peer reviewing. This is such a good

option for teachers, as they do not have to spend much time on guiding the

students. It is also shown that by using ICT technology like Web technology, the

teacher and students are enabled to communicate with each other more

effectively. Due to this, Nooreen (2004) suggests that ESL teacher while looking

at the value of ICT, they should rethink the meaning of literacy as a whole as

ICT is no longer in isolation from the language components. This is because, in

the ICT world, English is the main language for communication as well as

application. Therefore, in order to use ICT, one must understand the language.

Consequently, taking into consideration of the Internet as part of ICT, it

shows that ESL and ICT nowadays are integrated since English is the lingua

franca in the Internet world. Thus, there is a symbiosis between these two

components in which if students failed to master English, they would seemingly

have difficulty in mastering ICT. Therefore, according to Nooreen (2004) the

meaning of literacy has changed. This means that, literacy is to be able to use the

language which is English simultaneously with electronic or computer

technology. As a consequence, teachers should reconsider the meaning of

literacy since today in being literate is not merely about being able to read and

write. Literacy now means to be able to use language within the ICT itself

whereby students would not only be able to surf the Internet but also apply the

knowledge provided on their own interest.

Apart from this, Nooreen (2004) adds that ESL teachers must explore the

world of ICT. There is vast information for ESL teachers to explore and take into

advantage for the students’ benefits. Acording to Adelina, Hartharan, and

Ibrahim (1997), multimedia could help teachers to create interesting and

15

rewarding lessons with students interacting and collaborating with each other

while at the same time giving them a wide access of resources. In the same

manner way, Internet provides ESL teacher and learners with information about

the teaching and learning ESL (Tunku Mohani and Zoraini, 1998). For this

reason, ESL teachers should not ignore these two components as they could help

teachers with their teaching. By using multimedia and the Internet, the teaching

and learning of ESL would shift into a new view where it is more interesting,

interactive and creative. ESL teachers should not depend on the traditional

technology only as the Internet and multimedia could provide them with more

current resources, information and knowledge in which could help teachers to

create more creative, innovative and interesting lessons.

2.3 Previous Research

There are several researches that are closely related to this study. These

researches would give an overview over the issue of ICT.

Samuel and Zaitun (2006) in their research entitled “The Utilization and

Integration of ICT Tools in Promoting English Language Teaching and Learning:

Reflections from English Option Teachers in Kuala Langat District, Malaysia”

report that English lessons that integrate multimedia applications can put forth

influential motivation and supply uninterested students with thrilling new ways

to learn. The exploitation and integration of ICT tools can indeed support

students in acquiring English Language proficiency as well as improve the

quality of their learning knowledge. This paper first examines the current

situation of English language teachers on ICT integration and tries to conclude if

ICT skills of English language teachers that in the light of existing

communications conveniences are sufficient to encourage English language

16

teaching and learning. The researchers then come across at some of the obstacles

faced by English language teachers in ICT integration and finally, the researchers

recommend that teachers should implement interactions in order to enhance the

learning of English.

Apart from this, a study was conducted by Rafiza & Adelina (2004), on

the advantages of the exploitation of ‘dialogue journal’ through e-mail

technology in developing students’ writing skills in the English Language and

how its use can improve the teaching and learning of the English Language in the

Malaysian secondary schools. Further more, this paper also talks about the

prospective of e-mail, and how it can be an interesting teaching and learning

medium that can help to heighten up interest among the students and help to

improve their learning. It is also stated that there are not many studies have been

conducted to establish the potential of the use of dialogue journal through e-mail,

especially in the Malaysian context of educational language research. The

researchers state that there are many research prospects for us to explore so that

we can understand the advantages of such technology in enhancing the students’

interest, the level of student-teacher interface and standard of writing in

Malaysia.

Norlida and Supyan (2004) conducted a study on how e-learning help

learners in a writing course. This study discusses on the learners’ perception on

language attitude on the degree of helpfulness of the web-based language

learning activities. There were twenty students from private institution of higher

learning involved in this research. From the findings, it is found that e-learning is

a useful tool to enhance learners’ writing skills. As a result, it can be seen that

there are some positive changes in students’ attitude and motivation in the

learning.

17

Equally important, Nor Azilah and Mona (2006) in their research discuss

the needs of secondary school teachers when using ICT in the classroom. This

study is also aimed to identify the problems faced by the teachers when

implementing ICT in their classroom. The study is also aimed to investigate the

secondary school teachers’ needs in becoming competent ICT users. Hence, there

were about 1200 sets of questionnaire distributed to secondary school teachers

from 44 schools in the Northern region of Malaysia. The result of the findings

shows that the teachers are not confident to integrate ICT in their lesson due to

their lack of necessary ICT skills.

2.4.1 Conclusion

In conclusion, ICT and ESL are not two different subject matters anymore, as

both ICT and ESL now goes hand in hand walking together alongside with the

technology development. English is the main language in the ICT world, therefore

ESL teachers should not neglect the importance of mastering ICT among the

students as later on they will encounter this technology somehow. Thus, students

should be prepared with this knowledge earlier in school so that when they enter the

real world, they have had the knowledge. Ybarra and Green (2003) believe that ICT

is an effective tool for teachers to use in teaching English. This is because, it

provides valuable language experiences for the students. Furthermore, when the

students are furthering their study in the higher educational institution, they will be

well prepared as at this level ICT knowledge is a great advantage for students.

Consequently, the notion of literacy is no longer about being able to read and write

but also the ability to apply the language within the context of ICT itself. Thus, ESL

teachers should start facilitating themselves with this knowledge besides the

knowledge as language teachers.

18

Equally important, in reference to the previous researches above it can be

concluded that ICT indeed plays a significant role in Malaysian secondary schools.

Due to the awareness of the benefits of the use of ICT, it can be seen that many

secondary schools have been equipped with ICT facilities. Although the integration

of ICT in the teaching and learning process is still new, the teachers admit that ICT

could help them teach better. Samuel and Zaitun (2006) admit that integrating ICT in

ESL classroom can help students improving their language skills as well as exposing

them to better language learning experience. Even more, students’ attitude towards

English Second Language learning could also be changed. This is proven by Norlida

and Supyan (2004) in their research as the result of the research shows that with the

integration of ICT in the writing course has changed students’ negative attitude and

heightened their motivation in learning. Due to this, more research on the integration

of ICT should be done. As mentioned by Rafiza and Adelina (2004), ICT with its

huge areas, offers vast opportunities for us to explore and search. It is hoped that

with many researches conducted will help teachers, schools and the Ministry of

Education find better ways to integrate ICT in the ESL classroom. As stated by Nor

Azilah and Mona (2006), although some schools have no problems in terms of ICT

facilities, due to teachers’ lack of knowledge on the ICT skills, the integration of ICT

into the ESL classroom is not done at full. Therefore more researches should be done

in order to make sure that the integration of ICT can be done successfully.

19

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction

This study is about the perception of teachers on the integration of ICT in

the ESL classroom. The aim of this study is to find out whether ICT facilities are

being provided by the Ministry of Education or the schools. It is also aimed to

investigate whether ICT is being integrated into the ESL classroom. Thus, the

subjects of this study are English teachers from schools in Shah Alam area who

have at least one year of teaching experience. The teachers’ opinions are very

significant for this study as it will help the researcher to see the real situation in

school. This chapter would also show the methods used in gathering the data and

information from the subjects of the study.

20

3.1 Research Design and Methodology.

3.1.1 Subjects

The subjects of this research are 30 teachers from three secondary

schools in Shah Alam. They are chosen because the schools are convenient for

the researcher to distribute the questionnaires. Since the schools are in the same

area, the teachers might share several problems in the implementation of ICT.

Apart from this, the subjects are not selected based on their ethnicity, age and

gender. This is because, the objectives of this study is to investigate whether ICT

is integrated into the ESL classroom. Therefore, it is the response that counts for

the study. Hence, the respondents are selected by based on three criteria which

are the willingness to participate and cooperate, capability of giving effective

responses to the study and lastly having teaching experience of at least one year.

3.1.2 Instruments

In this investigation, the instrument used for this study is survey

questionnaire. Survey questionnaire has been used as a main procedure to gather

information and collect data for this study. This is because, it is easier to conduct

and to obtain information needed from a big number of participants. Thus, a

survey questionnaire entitled ‘Perception of teachers on the integration of ICT in

ESL classroom’ was developed for this study. The data obtained from the

questionnaire will be presented in the form of quantitative data.

21

The questionnaire contains of three sections altogether namely Section A,

Section B and Section C. Section A is the demographic profile of the subjects

chosen for this study. This section consists of four general questions that focused

on the subjects’ background. Section B consists of four questions. The questions

asked in this section means to investigate whether there are any computer

laboratories and Internet service in the respondents’ schools. While in Section C,

there are 21 questions altogether. These questions are derived from the research

questions. This section is crucial for the study, as it would determine the whole

aspects of the research.

3.1.3 Procedure

In this study, 30 questionnaires will distributed to 30 teachers from three

schools in Shah Alam. The schools are Sekolah Menengah Kebangsaan Seksyen

19, Sekolah Menengah Kebangsaan Seksyen 24 (2) and lastly Sekolah Menengah

Kebangsaan TTDI Jaya. The respondents will take approximately 10 minutes to

complete the questionnaire. They need to respond to all of the questions in the

questionnaire. The answers for the questions depend on the participant’s degree

of agreement and disagreement. The priority of this study is to know the

participant’s opinions, which are based on their own experience on the research

topic.

22

3.1.4 Data analysis

In this study, the quantitative method is used as the instrument in

analyzing the data. The data gathered from the study will be analyzed and

presented in the form of tables. With the final result, it is hoped that inferences

can be made pertaining to the research questions and several recommendations

could be generated for enhancement.

23

CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

4.0 Introduction

In this chapter, the discussion will be on the findings and the analysis of

the gathered data from a sample of secondary school teachers from three

secondary schools in Shah Alam. The schools are Sekolah Menengah

Kebangsaan Seksyen 19, Sekolah Menengah Kebangsaan Seksyen 24 (2) and

lastly Sekolah Menengah Kebangsaan TTDI Jaya. There were thirty sets of

questionnaire were distributed by the researcher but only twenty-nine sets were

returned. The findings of the gathered data from the given questionnaire will be

presented in tables. The tables will show the frequency and percentage of each

particular response. Meanwhile, the analysis of the data will be based on the

percentage of the responses. The data will also be analyzed according to the

purpose of the study and its research questions. Therefore, the sections in the

questionnaire will be analyzed separately in order to answer the research

questions.

24

It was earlier stated that the purpose of this study is to investigate the

perception of teachers on the integration of ICT in the ESL classroom. It is also

important to find out through the teacher’s experience in ELT, whether the use of

ICT could create interesting and fun language lessons. Besides that, the study

also means to find out whether ICT could motivate and stimulate students to

learn English. Therefore, 30 sets of questionnaire were distributed to secondary

school teachers at three schools in Shah Alam. It is hoped that from the responses

given these four research questions would be answered:

1) Is there ICT facility available at the school?

2) Is ICT being integrated into the ESL classroom?

3) Does ICT help the teaching and learning process in ESL

classroom?


The questionnaire consists of three sections. Questions in section A are

designed to investigate the demographic profile of the teachers or respondents.

This section also aims to investigate the experience that the teachers had

undergone. This information is important for the researcher to determine whether

it can influence the responses for the study.

Section B consists of questions that are meant to investigate the ICT

facilities provided by schools. This section is important because it can influence

the responses given by the teachers or respondents. The questions in this section

are designed to determine the availability and quantity of the ICT facilities at the

school. The questions in this section are close ended questions. This section is

meant to find answers for the research question “Is there any ICT facility

available at the school?”

25

Section C consists of questions regarding the respondents’ perception on

the integration of ICT in ESL classroom. In this section the respondents are

required to select their degree of agreement on the statements given. There are

twenty-one statements given in this section and the respondents will have to

choose either ‘strongly agree’, ‘agree’, ‘not sure’, ‘disagree’ or ‘strongly

disagree’. The statements put on this section are meant to elicit the respondents’

perception on the integration of ICT in the ESL classroom. The statements are

derived from these research questions:

1) Is ICT being integrated into the ESL classroom?

2) Does ICT help the teaching and learning process in ESL

classroom?


All of the responses given are expected to answer the research questions.

4.1 Analysis of Questionnaire Responses

The questionnaire consists of three sections which are Section A, Section

B and Section C. Section A is about the demographic profile of the respondents,

while Section B is meant to investigate on the availability of ICT in the schools

in which whether there are computer laboratory, internet services and multimedia

CD courseware provided by the schools. Meanwhile, Section C is aimed to

gather the data on the respondents’ perception on the integration of ICT in ESL

classroom. All of the responses will be analyzed according to the different

sections of the questionnaire.

26

4.1.1 Questionnaire Responses on Section A

Section A consists of questions about the demographic

data of the respondents. All of the respondents were chosen at

random in which ten teachers were chosen from each school.

Therefore, there are thirty teachers who responded to the

questionnaire. However, there were only twenty-nine of the

respondents returned the questionnaire to the researcher back.

These teachers are teaching in three schools in Shah Alam area.

The questions in this section are basically about the respondents’

age, gender, and highest qualification and experience in the

teaching field as well as in the teaching of English. Tables on the

next pages show the findings on the demographic data.

Age Frequency Percentage

Below 25 6 21%

26- 30 6 21%

31and above 17 58.6%

Total 29 100%

Table 1: Age of Respondents

Table 1 shows that twenty-one percent of the respondents

aged below 25 years old and between 26 to 30 years old. Majority

of the respondents are aged 31 years old and above with the total

of 57%.

27

Gender Frequency Percentage

Male

Female

3

26

10%

90%

Total 29 100%

Table 2: Gender of Respondents

Table 2 shows that ninety percent of the respondents are

female and only ten percent of the respondents are male. This is

because of the outnumbered female teachers at the schools.

Qualification Frequency Percentage

Diploma 0 0%

Bachelor’s Degree 28 97%

Masters Degree 1 3%

Total 29 100%

Table 3: Qualification of Respondents

From table 3, it can be seen that ninety-seven percent of

the respondents have bachelor’s degree and only three percent of

the respondents have master’s degree. This is because, the

minimum requirement for a teacher to teaching a secondary

school is that they must have at least a bachelor’s degree.

28

Teaching

Experience

Frequency Percentage

1-3 years

4-10 years

11- 15 years

More than 15 years

9

8

6

6

31%

27%

21%

21%

Total 29 100%

Table 4: Teaching Experience of Respondents

From table 4, it can be seen that thirty-one percent of the

respondents have been teaching from one to three years. Other

twenty seven percent of the respondents have been teaching for

four to ten years and twenty-one percent of the respondents have

been teaching for eleven to fifteen years. There are six teachers

(20%) with teaching experience of more than fifteen years.

English Teaching

Experience

Frequency Percentage

1-3 years

4-10 years

11- 15 years

More than 15 years

10

9

4

6

34%

31%

14%

21%

Total 29 100%

Table 5: English Teaching Experience of Respondents

Table 5 shows that thirty-four percent of the respondents

have been teaching English for one to three years. Another thirty-

one percent of the respondents have been teaching English for

four to ten years. Meanwhile, fourteen percent of the respondents

have been teaching English for eleven to fifteen years and this is

29

followed by another twenty-one percent of the respondents with

the English teaching experience of more than fifteen years.

4.1.2 Questionnaire Responses on Section B

Section B consists of six questions altogether. These

questions are derived from the research question ‘Is there ICT

facility available at the school?’ It is hope that this Section will

provide the answer for the research question. This section will

reveal the availability of ICT facilities provided by the schools.

Basically the questions are about the availability of computer

laboratories and the computers, Internet services and as well as

the multimedia CD courseware. With the exception for questions

two and three, all answers in this section will be ‘Yes’ and ‘No’.

Response Frequency Percentage

Yes

No

29

0

100%

0%

Total 29 100%

Table 6: Is there any computer lab in your school?

From table 6, it can be seen that majority of the

respondents stated that their schools have computer laboratory.

This is because today all schools have been equipped with a

computer laboratory by the ministry.

30


Only one

Two

More than three

17

11

1

59%

38%

3%

Total 29 100%

Table 7: How many computer laboratories are there?

Table 7 shows that the majority of the respondents’

schools are equipped with only one computer laboratory. While

thirty-eight percent of the respondents’ schools have two

computer laboratories and only three percents of the respondents

say their school has more than three computer laboratories. The

data indicates that there could be more than one computer

laboratory in a school.

Responses Frequency Percentage

Less than 20

21-30

30-40

More than 40

9

12

5

3

31%

41.4%

17.2%

10.3%

Total 29 100%

Table 8: How many computers are there in the

computer laboratories?

This table shows that thirty-one percent of the respondents

said that their school has less than twenty computers in their

computer laboratories. Meanwhile, forty-one point four percent of

the respondents said that their school has twenty-one to thirty

computers in their computer laboratories. Other seventeen

31

percent and ten percent of the respondents said that their school

has thirty to forty and more than forty computers in their

computer lab respectively.


Yes

No

29

0

100%

0%

total 29 100%

Table 9: Is Internet service available in your school

Table 9 Shows that all respondents stated that there is

Internet service provided by their school. The data indicates that

all of the schools are equipped with Internet service.


Yes

No

29

0

100%

0%

Total 29 100%

Table 10: Are there English multimedia courseware CDs provided

by Ministry of Education or school?

From table 10, it can clearly be seen that one hundred

percent of the respondents stated that their school or the Ministry

of Education provides English multimedia Courseware CDs. This

means that all schools are equipped with English multimedia

courseware CDs.

32

4.1.3 Questionnaire responses on Section C

Section C consists of 21 statements in which the

respondents will have to select their degree of agreement on either

‘strongly agree’, ‘agree’, ‘not sure’, ‘disagree’, or ‘strongly

disagree’. The finding of this section will answer the following

research questions:

1. Is ICT being integrated into the ESL classroom?

2. Does ICT help the teaching and learning process in ESL

classroom?

3. Does ICT motivate and stimulate students to learn

English?


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

5

13

6

4

2

17%

45%

21%

14%

3%

Total 29 100%

Table 11: I use computer as my medium of instruction.

Table 11 shows that seventeen percent of the respondents

strongly agree and forty-five percent of the respondents agree that

they use computer as their medium of instruction. More over,

twenty-one percent of the respondents were not sure that they use

computer as their medium of instruction. Meanwhile, fourteen

percent of the respondents and three percent of the respondents

33

disagree and strongly disagree respectively that they use computer

as their medium of instruction. This indicates that majority of the

respondents use computer as their medium of instruction.


Strongly agree

agree

Not sure

Disagree

Strongly disagree

6

6

6

8

3

21%

21%

21%

27%

10%

Total 29 100%

Table 12: I use Internet as my medium of instruction

This table shows that twenty percent and twenty-one

percent of the respondents strongly agree and the same percentage

agree respectively that they use internet as their medium of

instruction. Meanwhile, another twenty-one percent of the

respondents are not sure that they use Internet as their medium of

instruction or not. Twenty-seven percent of the respondents

disagree with the statement and ten percent strongly disagree that

they use Internet as their medium of instruction. This data

indicates that not all of the respondents use Internet as their

medium of instruction.

34


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

9

10

5

5

0

31%

35%

17%

17%

0%

Total 29 100%

Table 13: My students will learn more when I use computer.

Table 13 shows that thirty-one percent of the respondents

strongly agree with the statement. While another thirty-five

percent of the respondents agree that their students will learn more

when they use computer. Meanwhile, seventeen percent of the

respondents are not sure that their students will learn more when

they use computer and also seventeen percent of the respondents

disagree that their students will learn more when they use

computer. The data indicates that half of the respondents are in

agreement that ICT will help students to learn more.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

8

8

8

4

1

27.5%

27.5%

27.5%

14%

3.4%

Total 29 100%

Table 14: My students will learn more when I use Internet.

From table 1, it can be seen that twenty-seven point five

percent of the respondents strongly agree and the same percentage

35

agree that their students will learn more when they use the

Internet. It is also shown that twenty-seven point five percent of

the respondents are not sure that their students will learn more

when they use the Internet. Moreover, only fourteen percent of the

respondents disagree and three point four percent of the

respondents strongly disagree irrespectively that their students

will learn more when they use the Internet. The data shows that

fifty-five percent of the respondents are in agreement that students

will learn more when they use Internet.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

16

8

3

1

1

55%

28%

10.3%

3.4%

3.4%

Total 29 100%

Table 15: It is effective when integrating computer in teaching

English.

Table 14 shows that fifty-five percent of the respondents

strongly agree that it is effective to integrate computer in teaching

English. Furthermore, twenty-eight percent of the respondents

agree that it is effective to integrate computer in the teaching

English. Meanwhile, ten point three percent and three point four

percent of the respondents were not sure that it is effective when

integrating computer in the teaching English. While six point four

percent of the respondents disagree and strongly disagree with the

statement. From the data, it shows that the majority of the

36

respondents are in agreement that it is effective to integrate

computer in the teaching English.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

18

7

2

2

0

62%

24%

7%

7%

0%

Total 29 100%

Table 16: My students will be motivated to learn English when I

use ICT in the class.

This table 16 shows that sixty-two percent and twenty-four

percent of the respondents strongly agree and agree respectively

that their students will be motivated to learn English when they

integrate ICT in the class. Meanwhile, fourteen percent of the

respondents are not sure and disagree respectively that their

students will be motivated to learn English when they integrate

ICT in the class. The data indicates that the majority of the

respondents are in agreement that students will be motivated to

learn English when ICT is integrated in the class.

37


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

18

8

1

2

0

62%

28%

3%

7%

0%

Total 29 100%

Table 17: The lesson will be more interesting when using ICT.

Table 17 shows that sixty-two percent and twenty-eight

percent of the respondents strongly agree and agree respectively

that the lesson will be more interesting when they use ICT.

Meanwhile, only three percent of the respondents were not sure

that the lesson will be more interesting when they use ICT and

seven percent of the respondents are not in agreement with the

statement.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

16

10

3

0

0

55%

35%

10%

0%

0%

Total 29 100%

Table 18: ICT will stimulate students to respond.

From this table, it can be seen that fifty-five percent and

thirty-five percent of the respondents strongly agree and agree

respectively that ICT will stimulate students to respond. Only ten

percent of the respondents were not sure that ICT will stimulate

38

their students to respond. This table indicates that majority of the

respondents are in agreement that students will be stimulated to

respond to the lesson when integrating ICT.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

12

11

4

2

0

41%

38%

14%

7%

0%

Total 29 100%

Table 19: Using ICT for writing lesson is interesting.

This table shows that the majority of the respondents with

seventy-nine percent strongly agrees and agrees that using ICT for

writing lesson is interesting. Meanwhile, only fourteen percent of

the respondents are not sure that using ICT for writing lesson is

interesting. While another seven percent of the respondents

disagree with the statement


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

16

9

1

1

2

55%

31%

3.4%

3.4%

7%

Total 29 100%

Table 20: Using ICT for reading lesson is interesting.

39

Table 20 shows that the majority of the respondents

strongly agree and agree respectively that using ICT for reading

lesson is interesting with fifty-five percent and thirty-one percent.

Meanwhile, six point eight percent of the respondents are not sure

and disagree and another seven percent of the respondents

strongly disagree that using ICT for reading lesson is interesting.


Strongly agree

Agree

Not sure

Disagree

Strongly

disagree

15

9

2

1

2

55%

31%

6%

3%

6%

Total 29 100%

Table 21: Using ICT for speaking lesson is interesting and

enjoyable.

From table 21, it can be seen that the majority of the

respondents with fifty-five percent and thirty-one percent of them

strongly agree and agree respectively that using ICT for speaking

lesson is interesting and enjoyable. However, only three percent

and six percent of the respondents disagree with the statement and

this is followed by three percent of the respondents strongly

disagree that using ICT for speaking lesson is interesting and

enjoyable. Meanwhile, six percent of the respondents are not sure

that using ICT for speaking lesson is interesting and enjoyable.

40


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

14

13

1

0

1

48%

45%

3.4%

0%

3.4%

Total 29 100%

Table 22: Using ICT for listening lesson is interesting and fun.

Table 22 shows that forty-eight percent of the respondents

strongly agree that using ICT for listening lesson is interesting and

fun. This is followed by forty-five percent of the respondents

agree that using ICT for listening lesson is interesting and fun.

Apart from this, only three point four percent of the respondents

are not sure that using ICT for listening lesson is interesting and

fun. While another three point four percent of the respondents

strongly disagree that using ICT for listening lesson is interesting

and fun.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

15

11

2

0

1

52%

38%

7%

0%

3%

Total 29 100%

Table 23: My students enjoy listening activities when I integrate

ICT in the lesson

41

From table 23, it can be seen clearly that fifty-two percent

of the respondents strongly agree that their students would enjoy

listening activities when they integrate ICT in the lesson. Thirty-

eight percent of the respondents agree that students enjoy listening

activities when ICT is integrated. Meanwhile, only seven percent

of the respondents are not sure, and three percent of the

respondents strongly disagree that their students enjoy listening

activities when ICT is integrated.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

10

10

6

2

1

35%

35%

20%

7%

3%

Total 29 100%

Table 24: ICT provides authentic activities.

It is clearly shown from the table 24 that thirty-five

percent of the respondents strongly agree, and another thirty-five

percent agree that ICT provides authentic activities. While another

twenty percent of the respondents are not sure about the statement

that ICT could provide authentic activities. However, only seven

percent and three percent of the respondents disagree and strongly

disagree that ICT provides authentic activities.

42


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

10

10

7

2

0

35%

35%

24%

6%

0%

Total 29 100%

Table 25: My students learn authentic language when I integrate

ICT in the lesson.

Table 25 shows that thirty-five percent of the respondents

strongly agree and the same percentage agree respectively that

their students learn authentic language when they integrate ICT in

the lesson. Twenty-four percent of the respondents are not sure

whether their students will learn authentic language when ICT is

integrated into the lesson. Meanwhile, only six percent of the

respondents disagree that students will learn authentic language

when ICT is integrated.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

3

10

8

6

2

10%

35%

28%

21%

6%

Total 29 100%

Table 26: I always conduct language games using multimedia

courseware CD.

43

From the table 26 above, it shows that thirty-five percent

of the respondents agree that they conduct language games using

multimedia courseware CDs but only seven percent of them

strongly agree about the statement. However, twenty –eight

percent of the respondents are not sure and twenty-one percent of

the respondents disagree that they always conduct language games

using multimedia courseware CDs. Only six percent of the

respondents strongly disagree with the statement.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

5

5

8

11

0

17%

17%

28%

38%

0%

Total 29 100%

Table 27: I like to conduct language games by using Internet.

Table 27 shows that seventeen percent of the respondents

strongly agree and the same percentage agree that they like to

conduct language games by using the Internet. However, twenty-

eight percent and thirty-eight percent of the respondents are not

sure and disagree irrespectively that they like to conduct language

games by using the Internet. This table indicates that majority of

the respondents are not in agreement with the statement.

44


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

11

9

7

2

0

38%

31%

24%

7%

0%

Total 29 100%

Table 28: In the future I will keep using the computer

/multimedia technology and internet in my teaching.

Table 28 shows that majority of the respondents each

strongly agree and agree that they will use computer, multimedia

and the Internet in their teaching with the percentage of thirty-

eight percent and thirty percent respectively. However, only seven

percent of the respondents disagree that they will keep using ICT

in their teaching. Meanwhile another twenty-four percent of the

respondents are not sure that they will keep using the computer,

multimedia technology and Internet in their teaching.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

18

7

3

1

0

62%

24%

10.3%

3.3%

0%

Total 29 100%

Table 29: I could create interesting and effective lesson when

using ICT.

45

Table 29 shows that sixty-two percent of the respondents

strongly agree they could create interesting and creative lesson

when they use ICT. Twenty-four percent of the respondents agree

that they could create interesting and creative lesson when they

use ICT. However only ten point three percent of the respondents

are not sure and three point three percent of the respondents

disagree that ICT could help them to create interesting and

creative lesson. This table indicates that majority of the

respondents are in agreement that ICT could help teachers to

create interesting and creative lesson.


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

18

6

3

2

0

62%

21%

10%

7%

0%

Total 29 100%

Table 30: Teachers should integrate ICT in the teaching.

From table 30, it can be seen that sixty-two percent of the

respondents strongly agree that teachers should integrate ICT in

the teaching. While twenty-one percent of the respondents agree

that teachers should integrate ICT in the teaching. However, only

ten and seven percent of the respondents are not sure and disagree

respectively that ICT should be integrated by teachers in the

teaching. This table indicates that majority of the respondents are

in agreement that ICT should be integrated by teachers in their

teaching.

46


Strongly agree

Agree

Not sure

Disagree

Strongly disagree

19

5

4

1

0

66%

17%

14%

3%

0%

Total 29 100%

Table 31: ICT helps teacher to have better teaching.

It can be seen clearly from the table 31 above that sixty-six

percent of the respondents strongly agree that ICT helps teacher to

have better teaching and seventeen percent of them agree with the

statement. However, fourteen percent of the respondents are not

sure with the statement and only three percent of the respondents

disagree that ICT helps teacher to have better teaching.

47

CHAPTER 5

ANALYSIS OF FINDINGS, SUMMARY, CONCLUSION AND

RECOMMENDATION

5.0 Introduction

In this chapter the researcher will analyse the findings of the previous

chapter which is Chapter 4 as well as to provide some discussions over the

analysis made. This chapter also consists of the summary of the research major

findings, conclusion, and the recommendation and suggestions for further

research.

5.1 Analysis of Findings

The findings in this section concluded the data gathering. All the

completed data from all five sections have provided sufficient information to be

analyzed and inferred in order to answer the research questions.

48

5.1.1 Research Question 1

Is there ICT facility available at the schools?

From the findings, it can be seen that all three schools involved in

this research are equipped with ICT facility in which all respondents say

that their schools have a computer laboratory. Furthermore, majority of

the respondents say at least twenty to thirty computers are available in the

computer laboratories. In addition, all respondents say that the Internet

service is provided by the schools. Besides, English multimedia

courseware CDs are also provided by the Ministry of Education as well as

schools. Consequently, this shows that Ministry of Education does put an

attention on the importance of ICT to the schools as all basic facilities for

Information Communication Technology are available. These are an

indication that the integration of ICT in the ESL teaching and learning

process is encouraged by the Ministry of Education as well as the

schools. This also means that the schools support the government’s vision

in implementing ICT in schools.


Is ICT being integrated into the ESL classroom?

From the findings, it was found that ICT is being integrated by the

teachers into their lesson. It shows that two third of the respondents

strongly agree and agree respectively that they use computer as their

medium of instruction. As for the Internet, although not all respondents

use it in their instruction, more than half of the respondents do. Similarly,

49

slightly half of the respondents respectively strongly agree and agree that

they conduct language games using multimedia courseware CDs. On the

other hand, one third of the respondents like to conduct language games

using Internet. Despite the small number, majority of the respondents are

in agreement that they will use computer, multimedia and Internet in their

teaching. Additionally, it can be seen that two third of the respondents

strongly agree that teachers should integrate ICT in the teaching. Hence,

it can be seen that the respondents are indeed aware of the benefits of ICT

in the teaching and learning process in ESL classroom.


Does ICT help the teaching and learning process in ESL classroom?

It can be seen from the findings that ICT does help the teaching

and learning process in ESL classroom. This is shown when majority of

the respondents are in agreement that their students will learn more when

they use computer. Similarly, more than half of the respondents are also

in agreement that their students will learn more when they use Internet.

Equally important, majority of the respondents are in agreement that ICT

will help them create interesting and fun lessons. Moreover, majority of

the respondents are also in agreement that ICT will provide authentic

activities and that their students will learn authentic language when they

integrate ICT in the lesson. Additionally, it can be seen that eighty-six

percent of the respondents admit that ICT helps teachers to have better

teaching. Hence, due to its strength, from the findings ICT is proven to

help teaching and learning process in ESL classroom.

50


Does ICT motivate and stimulate students to learn?

The findings show that ICT does motivate and stimulate students

to learn. This is proven when eighty-six percent of the respondents

strongly agree and agree correspondingly that their students will be

motivated to learn English when they integrate ICT in the class.

Furthermore, it can be seen that majority of the respondents strongly

agree and agree respectively that ICT will stimulate students to respond.

For this reason, it shows that ICT as an interactive tool heightens up

students’ motivation in the ESL classroom in which at the same time

stimulate them to learn more.

5.2 Summary

From the analysis of findings, the demographic data indicates that all of

the respondents for this study are mostly bachelor degree holders. This is because

secondary schools teachers are required to have at least a bachelor’s degree. All

of the respondents have at least one year of teaching experience. With a

minimum of one year teaching experience, it is believed that the teachers have

enough exposure as well as application and information on the use of ICT at their

schools. From the finding, it can be seen that all respondents admit that their

schools have been provided with the ICT facilities. This indicates that schools

are aware on the importance of ICT in education. Besides that, it also shows that

technology is so important presently that schools today could have the access so

easily. Therefore, that is why certain schools have more than one computer labs.

More over, all respondents acknowledge that their schools or Ministry of

51

Education have also provided them with multimedia courseware CDs. This

implies that schools and Ministry of Education realize the benefits of using

multimedia courseware CDs in teaching and learning process in ESL classroom.

Regarding the integration of ICT in ESL classroom, from the findings

above, it shows that more than half of the respondents integrate computer,

Internet and multimedia courseware CDs in their lesson. Although there are quite

a number of them who are not so sure whether they use these ICT components or

otherwise, the findings suggest that the respondents do believe in the importance

of ICT in ESL classroom and its contribution to the teaching and learning

process. On the other hand, there are more than half of the respondents who are

not in favor of conducting language games using Internet. This fact might

probably be caused by the difficulty of using Internet and conducting language

games at the same time. Besides, language games could still be conducted

without accessing the Internet. Although the Internet provides the teacher with so

many language games, the games could be conducted offline. Further more,

majority of the respondents believe that ICT helps teacher to teach better.

Equally important, the respondents also admit that they will keep using ICT in

their lesson in the future and they also think that teachers should integrate ICT in

their teaching. This is probably because of the awareness on the advantages that

they will get if they incorporate ICT in their classroom. Besides, the integration

of ICT in ESL classroom has been proven a good value in the ESL classroom by

researchers.

It is shown that the respondents do acknowledge the benefits of ICT in

ESL classroom. ICT with its variety ways of use could help teachers to create

interesting and effective lesson. This is due to its combination of audio, visual,

graphic and moving images. These specialties, that ICT possess, give advantage

for teachers to explore as compared to other traditional mediums which only

52

promote one way of communication. Consequently, the respondents believe that

their lesson will be more effective and their students will learn more when they

integrate ICT in their lesson. Besides, with its variety of interesting ways to be

used by teachers, majority of the respondents believe that ICT could make

language teaching becomes more interesting and enjoyable. In addition, with vast

access of Internet nowadays teachers could easily get authentic materials for their

ESL classroom. And thus, that is probably the reason why almost all of the

respondents believe that ICT could provide authentic language activities to the

students.

ICT these days is a common phenomenon among the society. With its

special features, it is not only attracting those who are dealing with the ICT, it

attracts everybody no matter old or young. This is probably due to the advantages

they will get when they could master ICT. Hence, without any much effort, ICT

could attract students to learn as it has so many things to explore. Consequently,

majority of the respondents admit that ICT could stimulate their students to learn

and respond more to the lesson in which they will be motivated to learn English.

Since the students’ motivation is high, the respondents believe that their students

will enjoy lessons more.

5.3 Conclusion

This research is conducted to investigate the perception of teachers on the

integration of ICT in the ESL classroom in selected schools in Shah Alam with

twenty-nine respondents participated. The respondents were all bachelor degree

holder whom teaching experiences were at least from three to one year. The

integration of ICT in ESL classroom is hoped to provide new ways of teaching

and learning ESL where by more interesting and effective lesson could be

53

created. As supported by Samuel and Zaitun (2006), it is stated that English

lessons that integrate multimedia applications can put forth influential motivation

and supply uninterested students with new thrilling ways to learn. This is because

ICT possess the facilities to create interesting, meaningful and effective lessons.

Since ICT has become a symbol of modernization and development, it is

hoped that ICT could help the society to develop the educational atmosphere as

well. As the government is so serious in promoting the use of ICT in schools and

that the effort made by the government in equipping the schools with computers,

multimedia and Internet facilities in which aiming to make sure that students

have the opportunities to learn and use ICT (Nooreen, 2004), the researcher feels

that there is a need to investigate whether ICT is being integrated into the

classroom especially ESL classroom. Consequently, the incorporation of ICT in

ESL classroom is hoped to open up opportunities for students to expand their

language learning in interesting and effective styles.

The value of the integration of ICT in the perception of teachers has its

meaning and significance. Therefore, the continuous use of ICT into the lesson

and effort in improving the practice must be taken seriously. This study has

found that ICT promotes interesting and effective lesson as ICT provides so

many enjoyable activities for students to explore and more with variety computer

software for educational purposes available, diversity of fun activities could be

created and designed by teachers (Ybarra and Green, 2006).

Teachers nowadays admit the benefits of the use of ICT in the ESL

classroom and the positive results that they will receive afterwards. However,

still they doubt its effectiveness in the teaching and learning process. Having

taken into consideration on the negative feedbacks given by the respondents

54

through out the research findings, researcher suppose that it is probably due to

the shortcomings of the facility provided by schools. Besides, the crowded

classroom has put the barrier on the success of the use of ICT in ESL classroom.

Therefore, these problems should be taken into consideration as they would

determine the success of implementing ICT in ESL classroom in schools.

Thus, it can be said that this study has achieved its target in answering the

four research questions by knowing that ICT provides benefits to the ESL

classroom. It is also hoped that this study can provide useful information for

future researchers embarking on the same topic.

5.4 Recommendation

5.4.1 Specially allocated time for ICT in ESL classroom

In Malaysia’s secondary schools, each subject is allocated five

periods per week. Considering the topics to be covered in language

classroom, there is not enough time for teachers to integrate ICT in the

lesson. Though the teacher manages to integrate ICT into the ESL

classroom, the time allocated is not enough for independent learning for

students to learn at their own pace. Thus, students might not be able to

learn much and they could not explore themselves. Therefore, it is

recommended that specially allocated time for ICT in ESL classroom is

being developed in which teachers will have specific days or times for

them to conduct the integration of ICT in ESL lesson. This is to ensure

that teachers have enough time to explore the use of ICT in conducting

language lesson and promoting students’ participation.

55

5.4.2 Allocation of a room specifically designed for ICT in ESL classroom

in schools.

In secondary schools, it is normal to have more than forty students

in a class. Even worse, with only one computer laboratory in a school, it

would not allow all students to have access to the computer laboratory for

English. Therefore, the allocation of an ICT room specially designed for

ESL classroom is hoped to settle the problem. This is because with this

special room, English teachers would be able to integrate ICT at full.

Besides, teacher could create English language atmosphere in the

laboratory in which would motivate students to learn more.

5.5 Suggestion for Future Research

The finding of this study has exposed the effective potential of ICT in

English language learning. Further research on this topic should mean to move

on improving ICT as a medium of instruction. Prospect research should try to

come up with possible answers to overcome the problems related to especially

when used in schools.

Although the use of ICT is still new in Malaysian language classroom, it

has a large potential in helping the teaching and learning process in schools. This

research was conducted in a limited area with limited respondents. Thus,

researchers in the future should widen up the research area and respondents in

order to get a wider perspective on the topic. It is hoped that the use of ICT in

rural area schools could be investigated as today ICT is not only implemented in

urban area schools. Equally important, it is suggested that a research on

56

students’ perception on the use of ICT in ESL classroom could be conducted.

This is to ensure the balance of the needs of teachers and students at school.

It is also suggested that prospective research should implement

qualitative research besides quantitative research. By implementing qualitative

research in the further research, it is hoped that more issues and problems could

be identified. Therefore, the authorities could present better solutions. Moreover,

with qualitative research, several areas that were not covered are hoped to be

discussed in the future research.

Last but not least, it is suggested that any organization related to ICT

could contribute to the country by donating ICT facilities like computers as there

are still schools that have lack of ICT facilities. Even more, it is suggested that

ICT companies to conduct more research on the use of ICT in ESL classroom,

which not only will benefit the company but also the country generally, and

society specifically.

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LIST OF REFERENCES

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APPENDICES

1. Appendix 1: Sample of questionnaire

61

Appendix 1- Sample of Questionnaire

A RESEARCH ON THE PERCEPTION OF TEACHERS

ON THE INTEGRATION OF ICT IN THE ESL CLASSROOM IN SELECTED SCHOOLS IN SHAH ALAM

This questionnaire is distributed in accordance with the requirements for the subject EDU 650 Academic Exercise. It is hoped that this questionnaire will help me gather the data needed for my Academic Exercise. Therefore, your cooperation is highly appreciated and will be kept in confidential.

62

Perception of Teachers on the Integration of ICT in The ESL Classroom Instruction: Please tick (/) to the appropriate answers. You may tick more than one. Section A: 1. Age Below 25 [ ] 26 – 30 [ ] 31 and above [ ] 2. Gender Male [ ] Female [ ] 3. Highest qualification Diploma [ ] Degree [ ] Master [ ] 4. Experience in teaching 1-3 years [ ] 4-10 years [ ] 11-15 years [ ] More than 15 years [ ] 5. Experience in teaching English 1-3 years [ ] 4-10 years [ ] 11-15 years [ ] More than 15 years [ ]

Section B:

1. Is there any computer lab in your school? [ ] Yes [ ] No 2. How many computer labs are there? [ ] only one [ ] two [ ] more than three 3. How many computers are there in the computer labs? [ ] less than 20 [ ] 21-30 [ ] 30-40 [ ] more than 40 4. Is Internet service available in your school? [ ] Yes [ ] No

63

5. Are there English multimedia courseware CDs provided by the Ministry of Education or school?

[ ] Yes [ ] No

Section C: Please tick where necessary. Tick only one. [ ] 1- strongly agree [ ] 2- agree [ ] 3- not sure [ ] 4- disagree [ ] 5- strongly disagree 1 2 3 4 5

1. I use computer as my medium of instruction. 2. I use internet as my medium of instruction 3. My students will learn more when I use computer. 4. My students will learn more when I use Internet. 5. It is effective when integrating computer in teaching

English.

6. My students will be motivated to learn English when I use ICT in the class.

7. The lesson will be more interesting when using ICT. 8. ICT will stimulate students to respond. 9. Using ICT for writing lesson is interesting 10. Using ICT for reading lesson is interesting. 11. Using ICT for speaking lesson is interesting and

enjoyable.

12. Using ICT for listening lesson is interesting and fun. 13. My students enjoy listening activities when I integrate

ICT in the lesson.

14. ICT provides authentic activities 15. My students learn authentic language when I integrate ICT

in the lesson.

16. I always conduct language games using multimedia courseware CDs.

17. I like to conduct language games by using Internet. 18. In the future I will keep using the computer/multimedia

technology and Internet in my teaching

19. I could create interesting and effective lesson when using ICT.

20. Teachers should integrate ICT in the teaching. 21. ICT helps teacher to have better teaching.

Thesis

Documents

Transcript of Thesis