| Abstrakt: |
Indonesia is a vast Southeast Asian country boasting a rich cultural and linguistic heritage, with a staggering 726 local languages. However, English is essential in Indonesian, especially in media, politics, and education. Recognizing its significance, the Indonesian government has incorporated English as a subject in the educational sector and included it in the national examination from elementary to high school levels. Despite these efforts, Indonesia's English Proficiency Index (EPI) remains low, with a score of 469 out of 502 compared to the global average. This paper investigates implementing Information and Communication Technology (ICT) in Indonesian English classes. The authors have explored the perceptions of both teachers and students concerning ICT, how they react to its presence, and the common types of technology used in these classes. The study's participants consisted of university-level students and teachers from the English department in Indonesia. Data collection was carried out through the distribution of questionnaires and conducting interviews with the teachers. The results revealed that incorporating ICT in the classroom benefits teachers and students. Interestingly, despite the technology's benefits, the teachers and students expressed confidence in their ability to perform well even without relying heavily on technology during their lessons. [ABSTRACT FROM AUTHOR] |
