Abstract
ABSTRACT
 Recently, technology is a part of every ones’ life. This case also influences the education. Right now, teachers also involve technology in their teaching. This research aimed at finding the answer of to what extend English teachers at Islamic senior high schools in Nganjukhave used Information and Communication Technology in their teaching, teachers’ perception, and the problems they faced. The data were collected from English teachers who joined MGMP; a kind of English teachers’ organization for English teachers professional development in Nganjuk.
 The method used in this research is qualitative. This research is a kind of survey design. Questionnaire was used to collect the data. Descriptive analysis was used to analyze the data.
 The finding of this research revealed that majority of English teachers have used ICT in their teaching eventhough they did not use them optimally due to some problems, the data shows that 43% of the participants have used ICT, while 39% of them just sometimes use it, and 18% of them do not use it. The next finding is about teachers’ perception. This research showed that teachers have good perception about the use of ICT, 73% of the participants agreed that the use of ICT can make students more active in the classroom. The common problems they faced were the lack of facility and access, and lack of competence in using the technology. It is suggested that the school stakeholders evaluate the policy about the use of ICT in their schools. Then, English teachers’ organization trough MGMP should be optimized to upgrade teachers’ capability in using ICT for their teaching.
 Key words : technology, English , Islamic Senior High Schools.
Highlights
Technology has become part of everyone’s life
English teachers of Islamic Senior High Schools in Nganjuk overall have ever used the technology, eventhough they do not use it in every of their teaching. it can be seen from the result of questionnaire that 65 % of the participants are using internet for teaching, and 26 % of them are sometimes using it, while 9 % are rarely use it
This is in line with the research done by Hadijah (2007), she found that 58 % of teachers in Pekanbaru had regularly integrated Information and communication technology (ICT) during the teaching and learning activities, 42 % of them were sometimes use it as they stated that teacher did not always use the ICT as students need to use time of teaching learning process to practice and do exercise about the lesson
Summary
The use of technology cannot be separated from some one’s life since people are facing Industrial Revolution (IR) 4.0 era (Nordin, 2018; Zyad, 2016; Xu, 2018). It can be said that one of the central factors of IR 4 is the emphasis on the digital revolution. It refers to as the digital revolution due to the fact of the proliferation of computer systems and the automation of files in all fields (afrianto, 2018). Teens who are very close to devices and or clever devices since they had been from babies They are normally referred to as digital natives. It is an undertaking for teachers to expect this situation in their studying process in the closeness of students with technology, such as gadgets, in the learning procedure in the classroom. Our instructions will be boring (Afrianto, 2018)
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