Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles

Utilizing Video for Technology Integration Support in Indonesian EFL Classroom Indonesian Journal of EFL and Linguistics Vol. 2 No. 1, 2017 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles Muhamad Nova Postgraduate Program of English Education, Universitas Pendidikan Indonesia e-mail: Abstract: The use of video as a solution in supporting technology integration in EFL teaching and learning process in Indonesia still faces some obstacles in its utilization. Viewing from this issue, this study explored Indonesian EFL teacher’s perceptions on the usages and obstacles in utilizing video in teaching and learning process. Conducting a survey research by distributing questionnaires purposively to 30 EFL teachers, 22 females and 8 males, the results revealed that the Indonesian EFL teachers found that video is very beneficial in teaching and learning process, especially in delivering the learning material, building students’ background knowledge, bringing real-life language context, providing visual and audio input, and serving varieties of language expressions. It also gives positives impacts to students’ learning attitudes, including their interest, motivation, and learning styles. Even though it brings beneficiary effects, many Indonesian EFL teachers also mentioned five obstacles faced in using video in their classroom: limitation of facilities at school, lack of technical support at school, difficulties in finding suitable video, lack of skill in editing video, and less focus students on learning. Reflecting up from these results, it is suggested for EFL teachers to use video in improving the teaching and learning process in the classroom. It is also recommended for the EFL teachers to attend teacher professional development program to enrich their competence and skill in using video in teaching and learning process. Moreover, school principals’ are recommended to support the school facilities to promote technology integration at school. Keywords: EFL classroom; technology integration; video; video obstacles; video usages Indonesian Journal of EFL and Linguistics, Vol. 2 (1), 2017 15 Utilizing Video for Technology Integration Support in Indonesian EFL Classroom 1. INTRODUCTION In implementing the newest curriculum, Indonesian educational system faced several problems in achieving its goal to make a better educational process in the society. Particularly, one obstacle which still gains many attentions from the educators is technology integration. Integrating technology-based media still becomes a problem by some English teachers since they are unable to serve interesting technology-based media in classroom and prefer to deliver the learning material in a traditional way. In fact, in the newest curriculum in Indonesia, it is mentioned that the technology should be integrated in teaching and learning process to improve the efficiency and effectiveness of teaching and learning process. Therefore, the English teachers are demanded to provide technology integration in teaching and learning activities to increase the efficiency and effectiveness of teaching and learning process. Video as one means in language teaching and learning may become a solution in helping the English teacher in providing technology integration in teaching and learning process. It provides original and authentic input for students as they are produced originally for native speakers (Bajrami & Ismaili, 2016). Moreover, it also provides a real language expression with cultural information of target language learned by the students (Shahani & Tahriri, 2015). It enhances the language teaching and learning activities and the students generally felt that technology is useful for learning ESL. Their usage is more for recreation than for learning ESL (Thang, et al., 2016). Furthermore, it also provides both appropriate visual and audio input which can help the students acquire new knowledge (Bal-Gezegin, 2014). Thus, the students can observe specific facial expressions and gestures (Safarali & Hamidi, 2012), and emotional attitudes (Bajrami & Ismaili, 2016) shown by the speakers in the video. Viewing the utilization of video can solve both problems in providing technology integration and serving interesting media in English teaching and learning activities, this study explored Indonesian EFL teacher’s perceptions on the usages and obstacles in utilizing video in teaching and learning process. Related to these research objectives, the research questions proposed in this study were: 1. What are the usages found by Indonesian EFL teachers in utilizing video in teaching and learning activities in classroom? 2. What are the obstacles found by Indonesian EFL teachers in utilizing video in teaching and learning activities in classroom? As the result of this study revealed, other EFL teachers can reflect on their own teaching and raise their awareness on the benefits of having video to support technology integration and serve interesting media in English teaching and learning activities. Besides, from the obstacles found, the Indonesian EFL teachers may find the solution to overcome the problems in utilizing video in teaching and learning activities and share the problems with school administrative and principals. Indonesian Journal of EFL and Linguistics, Vol. 2 (1), 2017 16 Utilizing Video for Technology Integration Support in Indonesian EFL Classroom 2. LITERATURE REVIEW 2.1 Technology Integration in English Teaching and Learning Process The utilization of technology in language teaching and learning process had been proven to bring positive impacts for many aspects by several researchers. It enhances the language teaching and learning activities (Mahmood, Bokhari, & Naqvi, 2011) and improves the effectiveness of teaching and learning instruction (Lakshmi, 2012; Wu, Pan, & Yuan, 2016; Munir, 2016; Rakhmawati, 2016). It also fosters students’ learning attitudes, including their enthusiasm (Isisag, 2012), interest (Al-Mohammadi & Derbel, 2014; Alresheed, Leask, & Raiker, 2015), and motivation (Al-Mohammadi & Derbel, 2014; Altun, 2015; Anikina, Sobinova, & Petrova, 2015) and also supports learning style diversity (Ezza & Bakry, 2014) for all students in the classroom. Furthermore, the existence of technology also helps the teacher in improving the teachers’ teaching performance, including problem solving, classroom interaction, and teaching and learning activity design (Al-Maagbeh, 2015). Although it had been proven that the existence of technology integration gives positive impacts for English teaching and learning process, the fact that EFL teachers also faced some obstacles in integrating technology in classroom also have been investigated. A study conducted by Tanveer (2011) who investigated the perceptions from both EFL students and teachers in Oman found that the major challenges i (...truncated)