The analysis of teachers’ professional competence in utilizing information and communication technology

Noven Aquilla Abkarin

doi:10.15294/elt.v10i2.40462

Abstract

This study is about the utilization of ICT in classroom learning to develop teacher’s professional competence. Nowadays, COVID-19 pandemic has already spread around the world. It brings bad impacts on many sectors, especially the education sector. Based on the issue, this study aims to investigate teacher’s familiarity with the use of ICT, to find out teachers’ professional competence in utilizing ICT in classroom learning, and to obtain supporting and inhibiting factors of teachers’ professional competence in utilizing ICT. A qualitative approach was used as a method of this study. Data collection was conducted by distributing questionnaires, carrying out structured interviews, and documentation addressed to ten respondents consisting of English teachers from three schools in Wonosobo, Central Java, Indonesia. This study reveals that ten teachers were familiar with using ICT in classroom learning. They claimed that the use of ICT can help their works in the teaching and learning process. Second, the teacher’s professional competence can improve ICT utilization in teaching and learning classrooms. The use of ICT also can improve teachers’ professional competence because ICT usage is easier and more effective to deliver materials. Third, some supporting factors of the use of ICT were found in this study. They were making teaching and learning process easier, increasing students’ motivation, and improving teachers’ professional competence. The use of ICT also could make teachers easily take part in this digital era.

Highlights

In the 21st century, Indonesia is able to pursue the technological developments
Ten English teachers were familiar in the use of Information and Communication Technology (ICT) in classroom learning
The first indicator showed that there was only one of ten English teachers who understood the truly meaning of ICT. They were still difficult to distinguish the correct meaning of ICT, social media, and internet in words

Summary

Introduction

Changes and developments are happening in the world of education, including education and teaching English (Priyatmojo et al, 2017). It has been proven by the rise of the use of Information and Communication Technology in the classroom activity. Education minister has revised some curriculum from KTSP 2006 into the newest one, called revised K-13. In this case, the government has policy in increasing the quality of education. 2013 Curriculum is Competence-based curriculum that requires all of the activities as studentcenter It means that all the classroom activities in teaching and learning English require that students have to be active. The teacher should use ICT for the effective classroom learning

Objectives

Methods

Results

Discussion

Conclusion