PAPER INFORMATION COMMUNICATION & TECHNOLOGY

“The Benefits of ICT in Language Teaching and Learning , The Challenges

of ICT in LTL, and Integrating ICT in Indonesian ELT”

Lecturer :

Anita, M.Hum

Complied By :

Harianti (1711230078)

Vesi Putri Adini (1811230041)

Yezzie Amelia (1811230038)

Study Program of English Education

State Institute Islamic Religion Of Bengkulu

Period 2020/202

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 PREFACE

Praise be to our gratitude for the presence of Allah SWT who has given us
His grace and gifts so that we have successfully completed this Paper Task in a
timely manner entitled " “The Benefits of ICT in Language Teaching and
Learning , The Challenges of ICT in LTL, and Integrating ICT in Indonesian
ELT”. This paper contains the discussion of the above title so that it can add
insight into science for readers and especially our group. We realize that this
paper is still far from perfect, therefore criticism and suggestions from all
constructive parties are always expected for the perfection of this paper.

Finally, we would like to thank all parties who have participated in the
preparation of this paper from start to finish. May Allah SWT always be happy
with all our efforts. In making this ICT paper entitled “The Benefits of ICT in
Language Teaching and Learning , The Challenges of ICT in LTL, and
Integrating ICT in Indonesian ELT” in which presented about the understanding
and overall objectives of thus paper, in addition to knowing the meaning is also
useful for developing institution and the goals of the institution itself.

Thank you to our supporting lecturer, Mrs. Anita, M.Hum. who have
entrusted the making of this paper, thank God we have finished it well, in the
making of this paper, we also got a lot of obstacle because of our limited
knowledge as well as minimal book facilities, then if there is a wrong word or in
writing this paper we really want criticism and advices from the lecturer and also
from friends, hopefully this paper can be useful for writers and generally for
readers.

Bengkulu, 5 Mei 2021

Author

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 TABLE OF CONTENTS

PREFACE.......................................................................................................2

TABLE OF CONTENTS..............................................................................3

CHAPTER I INTRODUCTION....................................................................4

A. Background ........................................................................................4
B. Problem Formulation.........................................................................4
C. Purpose ..............................................................................................4

CHAPTER II DISCUSSION..........................................................................5

A. The Benefits of ICT in Language Teaching and Learning.................5

B. The Challenges of ICT in LTL ..........................................................8
C. Integrating ICT in Indonesia ELT....................................................14

CHAPTER III CLOSING ............................................................................14

A. Conclusion .......................................................................................19
B. Suggestion ........................................................................................19

REFERENCES.............................................................................................20

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 CHAPTER I
INTRODUCTION

A. Background
Information and Communication Technology (ICT) is a very important
thing to master in the current era of globalization. Computers are one of the
media used in ICT, because computers have several functions such as: to
process data, search for material, present information in groups or individuals
and other activities. In this modern era, the internet and intranet is a necessity
for anyone. Both play a dominant role generally in student life. Students can
experience many benefits from the use of ICT in learning, especially
language learning.
The development of the global world that so rapidly penetrates space
and time, causing students to study anywhere and anytime. This was followed
by the development of highly sophisticated and diverse ICT-based media
(Information and Communication Technology). This ICT-based media needs
to be developed by educators in order to create interesting and fun learning
and challenge students to master ICT, so that the effectiveness of the learning
is achieved.
B. Problem Formulation
Following are the issue that will be discussed in this paper, based on a
brief description in the background.
1. What Is The Benefits of ICT in Language Teaching and
Learning?
2. What Is The Challenges of ICT in LTL?
3. How The Integrating ICT in Indonesia ELT?
C. Purpose
1. To know about the Benefits ICT in LTL
2. To know about the Challenges of ICT in LTL
3. To know about the Integrating ICT in Indonesia ELT

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 CHAPTER II
CONTENT AND DISCUSSION

A. The benefits of ICT in Language Teaching and Learning

ICT can provide a considerable benefit in supporting learning. By using
technology in their learning, the students can be active learners. They will be
aware of what information they need, why they need it, and how they can get
that information. As mentioned by Bransford, Brown, and Cocking (cited in
Huffaker, 2003) an active learning allows the students to decide when they
require a particular information and whether they have already understood
that information or not. This active learning also implies an independent
learning. By having access to internet in their school the students will not
totally depend on the teachers. They can explore information available in the
internet, find information that they need, copy it, and go on to find more and
more information.
By using this learning system, the students also becomes self-managed
in their learning process. As noted by Jarold and Sue (1992) self-managed
learning allows the students to be self-motivated and self-directed learners
who will be able to readily, efficiently, and quickly respond to the quick
change of information. The use of blog, for instance, can allow the educators
and students to be very up-todate to the issues and discussion in educational
sector or other sector. Thus, we do not have to wait the newest revision of
printed educational books or journal to know what happens in our educational
sector for longer time1.
Here are some explanations of the benefits of ICT in language teaching
and learning:
1. ICT also can provide a way for dynamic and collaborative learning.

1
Adi Suryani. ICT in education: Its benefits, difficulties, and organizational development
issues. Jurnal Sosial Humaniora. 2010. (JSH), 3(1), 16.

5
 By using internet our learning is not limited to the school hours,
demographically where we are, and who our teachers are. We can access
internet anytime and anywhere. As stated by Uhomoibhi (2006) e-
learning allows the students to get information faster from everywhere
and anytime. Technology also enables us to cross the demography limits.
Rural students can access information from urban areas, get information
and share knowledge with other students or teachers in the same area or
even different countries. Besides dynamic learning, ICT allows all the
human components of schools; the principals, administrators, teachers, IT
coordinators, and the students to get involved in the collaborative
learning and forming learning communities. As mentioned by Moodiel
(2000) by working together we can do what we can not do individually.
2. ICT can improve students' interactivity and communication.
As mentioned by Rodrigues (2002) “effective learning happens
when students are interactively engaged in a learning task.” Learning
using ICT is more than learning through memorization. It allows the
learners to experience their learning processes, being interactive, enjoy
and have fun with technology. As stated by Rodrigues (2002) by using
technology to support collaborative learning, there will be not only
humanmachine interaction but also human-human interaction. Web-
based-learning context, for instance, allows the students to interact with
teachers or other students mediated by machine2.
3. ICT can lead us to meta-cognitive learning.
As noted by Monteith (cited in Monteith, 2002) by using ICT in
our learning we can learn how to learn rather than learn a particular skill.
By this we can be realize that learning new technology and new
knowledge is not more difficult than learning old knowledge/skills. This
understanding is very vital since many people are afraid of learning new
technology since they regard that learning something new (new

2
Adi Suryani. ICT in education: Its benefits, difficulties, and organizational development
issues. Jurnal Sosial Humaniora. 2010. (JSH), 3(1), 16.

6
 technology) is more complex and difficult than the old ones. Frequently,
in reality e can find that many new technologies are easier to learn and to
operate than the old ones. The old wrong conception can be changed by
implementing ICT in our learning. Paris and Winograd (cited in Phelps,
Graham, and Kerr, 2004) note that there are two important elements
within meta-cognitive learning. Those are selfappraisal and self-
management. Having self-appraisal, the learners can reflect and evaluate
their own knowledge competency and development. Having
selfmanagement, the learners can plan, select, and use learning strategies
which they prefer to gain knowledge.
4. ICT can improve children’s literacy.
As mentioned by Adonis (2006) the effective use of ICT can
upgrade the students’ literacy and numeracy. Microsoft word, for
instance, can motivate the children to learn writing skill. They can enjoy
and being excited typing many new words using computer. It also can
improve the children’s speaking and listening skills. This is because they
may work collaboratively with their peers, teachers, and parents/adults.
Those children need to hear what others say to them and tell what they
want to know. The children also can develop their reading skills by
reading stories accessed trough internet. Thus, ICT plays an important
role in scaffolding process to improve children’s literacy3.
5. Increase the motivation and interaction students in learning.
As noted by Davies and Birmingham (2002) identify three benefits
of using storyboard program software, kar2ouche, to support the
students’ learning on Macbeth character. Those three kinds of benefits
are cognitive, motivational, and interactional advantage. Cognitively, the
students can retell what happen in the story without being told by the
teachers. Motivationally, they enjoy and have fun with their learning

3
Adi Suryani. ICT in education: Its benefits, difficulties, and organizational development
issues. Jurnal Sosial Humaniora. 2010. (JSH), 3(1), 16.

7
 process, so that learning is not painful and exhausted. Interactionally,
they can work collaboratively with their teachers and peers4.

B. Challenges in using ICT in teaching and learning

Integrating ICT into teaching and learning is a complex process and one
that may encounter a number of difficulties. These difficulties are known as
“challenges” (Schoepp, 2005). A challenge is defined as “any condition that
makes it difficult to make progress or to achieve an objective” (WordNet,
1997, as cited in Schoepp, 2005, p. 2). The following are some of the key
challenges that have been identified in the literature regarding teachers’ use of
ICT tools in classroom.
1. Limited accessibility and network connection
Several research studies indicate that lack of access to resources,
including home access, is another complex challenge that prevent
teachers from integrating new technologies into education.
Various research studies indicated several reasons for the lack of
access to technology. In Sicilia’s study (2005), teachers complained
about how difficult it was to always have access to computers. The
author gave reasons like “computers had to be booked in advance and the
teachers would forget to do so, or they could not book them for several
periods in a row when they wanted to work on several projects with the
students” (p. 50). In other words, a teacher would have no access to ICT
materials because most of these were shared with other teachers.
According to Becta (2004), the inaccessibility of ICT resources is not
always merely due to the non‐availability of the hardware and software
or other ICT materials within the school. It may be the result of one of a
number of factors such as poor resource organization, poor quality
hardware, inappropriate software, or lack of personal access for teachers
(Becta, 2004)5

4
Adi Suryani. ICT in education: Its benefits, difficulties, and organizational development
issues. Jurnal Sosial Humaniora. 2010. (JSH), 3(1), 16.

8
 The challenges related to the accessibility of new technologies for
teachers are widespread and differ from country to country. Empirica’s
(2006) European study found that lack of access is the largest barrier and
that different challenges to using ICT in teaching were reported by
teachers, for example a lack of computers and a lack of adequate
material. Similarly, Korte and Hüsing (2007, p. 4) found that in European
schools there are some infrastructure barriers such as broadband access
not yet being available. They concluded that one third of European
schools still lack broadband Internet access. Pelgrum (2001) explored
practitioners’ views from 26 countries on the main obstacles to ICT
implementation in schools. He concluded that four of the top ten barriers
were related to the accessibility of ICT. These barriers were insufficient
unit of computers, insufficient peripherals, insufficient numbers of copies
of software, and insufficient immediate Internet access. Toprakci (2006)
found that low numbers of computers, oldness or slowness of ICT
systems, and scarcity of educational software in the school were barriers
to the successful ICT implementation in Turkish schools. Similarly, Al‐
Alwani (2005) found that having no access to the Internet during the
school day and lack of hardware were hampering technology integration
in Saudi schools. Recent research on Syrian schools indicated that
insufficient computer resources were one of the greatest impediments to
technology integration in the classroom (Albirini, 2006).
2. School with limited technical support
Without both good technical support in the classroom and whole‐
school resources, teachers cannot be expected to overcome the obstacles
preventing them from using ICT (Lewis, 2003). Pelgrum (2001) found

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Simin Ghavifekr, Thanusha Kunjappan, Logeswary Ramasamy, Annreetha Anthony. Malaysian
Online Journal of Educational Technology: Teaching and Learning with ICT Tools: Issues and
Challenges from Teachers’ Perceptions. Volume 4, Issue 2.

9
that in the view of primary and secondary teachers, one of the top
barriers to ICT use in education was lack of technical assistance.
In Sicilia’s study (2005), technical problems were found to be a
major barrier for teachers. These technical barriers included waiting for
websites to open, failing to connect to the Internet, printers not printing,
malfunctioning computers, and teachers having to work on old
computers. “Technical barriers impeded the smooth delivery of the
lesson or the natural flow of the classroom activity” (Sicilia, 2005, p. 43).
Korte and Hüsing (2007) argued that ICT support or maintenance
contracts in schools help teachers to use ICT in teaching without losing
time fixing software and hardware problems. The Becta (2004) report
stated “if there is a lack of technical support available in a school, then it
is likely that technical maintenance will not be carried out regularly,
resulting in a higher risk of technical breakdowns” (p. 16). Many of the
respondents to Becta’s survey (2004) indicated that technical faults might
discourage them from using ICT in their teaching because of the fear of
equipment breaking down during a lesson. In teaching, several studies
indicated that lack of technical support is a main barrier to using
technologies. According to Gomes (2005), ICT integration in teaching
needs a technician and if one is unavailable the lack of technical support
can be an obstacle. In Turkey, Toprakci (2006) found that the lack of
technical support was one of two significant barriers to ICT integration in
science education in schools and might be considered “serious”. In Saudi
Arabia, science teachers would agree to introduce computers into
teaching, except that they believe they will encounter problems such as
technical service or hardware problems (Almohaissin, 2006). Sicilia
(2005) argued that whatever kind of technical support and access
teaching staff have and whether they have twenty years of experience or

10
 are novices to the profession, technical problems generate barriers to the
smooth lesson delivery by teachers6
3. Lack of effective training
The challenge most frequently referred to in the literature is lack of
effective training (Albirini, 2006; Balanskat et al., 2006; Beggs, 2000;
Özden, 2007; Schoepp, 2005; Sicilia, 2005; Toprakci, 2006; Ghavifekr &
Wan Athirah, 2015). One finding of Pelgrum’s (2001) study was that
there were not enough training opportunities for teachers in using ICTs in
a classroom environment. Similarly, Beggs (2000) found that one of the
top three barriers to teachers’ use of ICT in teaching was the lack of
training. Recent research in Turkey found that the main problem with
implementing new ICT in education was the insufficient amount of in‐
service training for teachers (Özden, 2007), and Toprakci (2006)
concluded that limited teacher training in ICT use in Turkish schools is
an obstacle.
According to Becta (2004), the issue of training is certainly
complex because it is important to consider several components to ensure
training effectiveness. These were time for training, pedagogical training,
skills training, and an ICT use in initial teacher training.
Correspondingly, recent research by Gomes (2005) relating to various
subjects concluded that lack of training in digital literacy, lack of
pedagogic and didactic training in how to use ICT in the classroom and
lack of training concerning technology use in specific subject areas were
obstacles to using new technologies in classroom practice. Some of the
Saudi Arabian studies reported similar reasons for failures in using
educational technology: the weakness of teacher training in the use of
computers, the use of a “delivery” teaching style instead of investment in
modern technology (Alhamd, Alotaibi, Motwaly, & Zyadah, 2004), as

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Simin Ghavifekr, Thanusha Kunjappan, Logeswary Ramasamy, Annreetha Anthony. Malaysian
Online Journal of Educational Technology: Teaching and Learning with ICT Tools: Issues and
Challenges from Teachers’ Perceptions. Volume 4, Issue 2.

11
 well as the shortage of teachers qualified to use the technology
confidently (Sager, 2001).
Providing pedagogical training for teachers, rather than simply
training them to use ICT tools, is an important issue (Becta, 2004). Cox
et al. (1999a) argue that if teachers are to be convinced of the value of
using ICT in their teaching, their training should focus on the
pedagogical issues. The results of the research by Cox et al. (1999a)
showed that after teachers had attended professional development
courses in ICT they still did not know how to use ICT in their
classrooms; instead they just knew how to run a computer and set up a
printer. They explained that this is because the courses only focused on
teachers acquiring basic ICT skills and did not often teach teachers how
to develop the pedagogical aspects of ICT. In line with the research by
Cox et al. (1999a), Balanskat et al. (2006) indicated that inappropriate
teacher training is not helping teachers to use ICT in their classrooms and
in preparing lessons. They assert that this is because training programs do
not focus on teachers’ pedagogical practices in relation to ICT but on
developing ICT skills7
Fundamentally, when there are new tools and approaches to
teaching, teacher training is essential (Osborne & Hennessy, 2003) if
they are to integrate these into their teaching. However, according to
Balanskat et al. (2006), inadequate or inappropriate training leads to
teachers being neither sufficiently prepared nor sufficiently confident to
carry out full integration of ICT in the classroom. Newhouse (2002)
stated “teachers need to not only be computer literate but they also need
to develop skills in integrating computer use into their teaching/learning
programmes”

7
Simin Ghavifekr, Thanusha Kunjappan, Logeswary Ramasamy, Annreetha Anthony. Malaysian
Online Journal of Educational Technology: Teaching and Learning with ICT Tools: Issues and
Challenges from Teachers’ Perceptions. Volume 4, Issue 2.

12
4. Limited time
Several recent studies indicate that many teachers have competence
and confidence in using computers in the classroom, but they still make
little use of technologies because they lack the time. A significant
number of researchers identified time limitations and the difficulty in
scheduling enough computer time for classes as a barrier to teachers’ use
of ICT in their teaching (Al‐ Alwani, 2005; Becta, 2004; Beggs, 2000;
Schoepp, 2005; Sicilia, 2005). According to Sicilia (2005), the most
common challenge reported by all the teachers was the lack of time they
had to plan technology lessons, explore the different Internet sites, or
look at various aspects of educational software.
Becta’s study (2004) found that the problem of lack of time exists
for teachers in many aspects of their work as it affects their ability to
complete tasks, with some of the participant teachers specifically stating
which aspects of ICT require more time. These include the time needed
to locate Internet advice, prepare lessons, explore and practise using the
technology, deal with technical problems, and receive adequate training.
5. Lack of teachers’ competency
Another challenge directly related to teacher confidence is
teachers’ competence in integrating ICT into pedagogical practice (Becta,
2004). In Australian research, Newhouse (2002) found that many
teachers lacked the knowledge and skills to use computers and were un
enthusiastic about the changes and integration of supplementary learning
associated with bringing computers into their teaching practices.
Current research has shown that the level of this barrier differs
from country to country. In the developing countries, research reported
that teachers’ lack of technological competence is a main barrier to their
acceptance and adoption of ICT (Pelgrum, 2001; Al‐Oteawi, 2002). In
Syria, for example, teachers’ lack of technological competence has been
cited as the main barrier (Albirini, 2006). Likewise, in Saudi Arabia, a
lack of ICT skills is a serious obstacle to integration of technologies into

13
 science education (Al‐Alwani, 2005; Almohaissin, 2006). Empirica
(2006) produced a report on ICT use in European schools. The data used
for the report came from the Head Teachers and Classroom Teachers
Survey carried out in 27 European countries. The findings show that
teachers who do not use computers in classrooms claim that “lack of
skills” are a constraining factor preventing them from using ICT for
teaching. Another worldwide survey conducted by Pelgrum (2001), of
nationally representative samples of schools from 26 countries, found
that teachers’ lack of knowledge and skills is a serious obstacle to using
ICT in primary and secondary schools. The results of a study conducted
by Balanskat et al. (2006) have shown that “in Denmark ... many teachers
still chose not to use ICT and media in teaching situations because of
their lack of ICT skills rather than for pedagogical/didactics reasons”
while “in the Netherlands ... teachers’ ICT knowledge and skills is not
regarded any more as the main barrier to ICT use” (p. 50). Hence, lack of
teacher competence may be one of the strong barriers to integration of
technology into education. It may also be one of the factors involved in
resistance to change8

C. Integrating ICT in Indonesia ELT

Recent development of technology and demand of human needs have
made ICT become inseparable from our life. Nowadays, everything is
accesible through ICT including teaching and learning matter. ICT has a great
potential to support teaching and learning process. Siahaan (2009) identifies
some of the potentials namely:
a. expanding learning opportunities,
b. improving efficiency,
c. improving the quality of learning,
d. facilitating the formation of skills,
8
Simin Ghavifekr, Thanusha Kunjappan, Logeswary Ramasamy, Annreetha Anthony. Malaysian
Online Journal of Educational Technology: Teaching and Learning with ICT Tools: Issues and
Challenges from Teachers’ Perceptions. Volume 4, Issue 2.

14
 e. encouraging life-long learning,
f. reducing the digital divide, i.e. the disparity in ICT diffusion and use
between industrial and developing countries (or between rich and poor,
men and women, urban and rural areas within individual countries)
g. and encouraging active-learning interactive.9
Realizing the potentials of ICT, a number of studies had been conducted
by some scholars. They reported that:
a. ICT offers boundless learning resources and materials for language
learners,
b. creates an enjoyable learning climate, and provides authentic materials.
c. Further, ICT changes the way to access, organize, and obtain
knowledge and information
d. Also, it offers the language learners the ease to access different people,
languages, cultures, and social practices10
Thus, ICT plays significant roles to improve educational and
pedagogical outcomes as well as the quality of English teaching and
learning.
Dogoriti (2010) on the benefit of ICT in ELT explains that the
integration of ICT into foreign language education, e.g. English in
Indonesia, has been assumed as the potential of the new technological
tools to revolutionize an outmoded educational system and ICT has
brought about the innovative use of web-based learning in second
language learning and teaching. With a variety of hyperlinked multimedia
documents and computer-mediated communication (CMC) tools, the web
could support language teachers to integrate web resources into the
language classroom. Moreover, the multimedia nature of the web is
essential for the delivery of authentic materials, including texts, images,

9
Dedi Kurniawan,”OBSTACLES TEACHERS FACE IN INTEGRATING ICT INTO ELT IN
SENIOR HIGH SCHOOLS IN PALEMBANG”. HOLISTICS Journal, Volume 6, Number 11 June
2014. Page. 11.
10
Yeni Fitri, Nur Hidayanto Pancoro Setyo Putro,”EFL Teachers’ Perception of the Effectiveness
of ICT-ELT Integration During the COVID-19 Pandemic”. Advances in Social Science, Education
and Humanities Research, Series Volume Number 532, 2020. Page. 502.

15
 sound recordings, video clips, virtual reality worlds and dynamic
interactive presentations. All these characteristics could allow the student
to work in numerous ways with the authentic materials found on web. 11
ICT is not a method of teaching but actually is a medium through
which method of teaching could be delivered in more dynamic ways.
Salehi and Salehi (2012) states that the integration of ICT in teaching and
learning is not a method; rather it is a medium in which a variety of
methods, approaches and pedagogical philosophies may be implemented.
This statement shows that the effectiveness of ICT depends on how and
why it is applied and integrated. Furthermore Dogoriti (2010) explains that
regardless of the amount of technology and its sophistication, technology
would not be used unless instructors have the skills, knowledge and
attitudes necessary to infuse it into the curriculum.12
According to the regulation of MOEC no. 45/2015, the implementation
of ICT integration covers three major points:
a. The encouragement for students to search, process, store, present, and
share data and information in order to support the learning continuity
b. The encouragement for students to develop self-esteem in accordance
to their own needs, potentials, talents, interests, and characteristics by
using ICT as a means of exploring the learning resources
c. The encouragement for teachers to employ ICT in: developing learning
resources and learning media, preparing the lessons, conducting and
evaluating the learning process, and reporting the learning results.13
The importance of ICT for education has certainly come to the
attention of Indonesian educational authorities. ICT is now part of the
curriculum. It has not been introduced to the primary education but has
11
Dedi Kurniawan,”OBSTACLES TEACHERS FACE IN INTEGRATING ICT INTO ELT IN
SENIOR HIGH SCHOOLS IN PALEMBANG”. HOLISTICS Journal, Volume 6, Number 11 June
2014. Page. 11-12.
12
Dedi Kurniawan,”OBSTACLES TEACHERS FACE IN INTEGRATING ICT INTO ELT IN
SENIOR HIGH SCHOOLS IN PALEMBANG”. HOLISTICS Journal, Volume 6, Number 11 June
2014. Page. 12.
13
Arif Husein Lubis,”INTEGRASI TIK DALAM PENGAJARAN BAHASA INGGRIS DI
INDONESIA ABAD KE-21: MITOS DAN REALITA”. Cakrawala Pendidikan, Februari 2018, Th.
XXXVII, No. 1. Page. 12.

16
 been allocated two hours a week at junior and senior secondary level
education (BNSP, 2006). ICT has also become the critical medium of
learning with the establishment of e-learning, online courses, online
tutorials and electronic libraries through government cooperation with the
private sector. Socialization for ICT is made through training in the
professional development of teachers and in the healthy use of the internet
for students (Yuhetty, 2002).14 Thus, ICT is the most important tool in
educational settings especially in today's ELT. ICT Expanding access to
education where the teaching and learning process can be done anytime
and anywhere. Therefore, ICT-ELT integration is considered important
nowadays.
However, as numerous studies have noted, integrating ICT in learning
activities is not without challenges. Despite the government’s serious
intention of embracing ICT in the national curriculum, economic problems
constrain government efforts to supply adequate ICT resources for every
school since the government has to prioritize educational funding for other
basic educational improvements, such as teachers‟ welfare and student
poverty (Yuhetty, 2002). Thus, as a number of the previously reviewed
studies showed, Indonesian ELT is also facing a lack access to ICT
facilities and resources. 15
Furthermore there are some barriers in integrating ICT into ELT
learning. Bingimlas (2009) divides the obstacles into two categories:
a. teacher-level obstacles
b. school-level obstacles which is in line with Becta’s (2004)
categorization.
He further explains that:
a. teacher-level obstacles include: lack of confidence, lack of competence
and resistance to change and negative attitudes;

14
Tuti Hidayati,”INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING
IN INDONESIA”. JEELS, Volume 3, Number 1, May 2016. Page. 54.
15
Tuti Hidayati,”INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING
IN INDONESIA”. JEELS, Volume 3, Number 1, May 2016. Page. 54.

17
 b. and school-level obstacles include: Lack of time, lack of effective
training and lack of technical supports. 16

CHAPTER III
CLOSING

A. Conclusion

16
Dedi Kurniawan,”OBSTACLES TEACHERS FACE IN INTEGRATING ICT INTO ELT IN
SENIOR HIGH SCHOOLS IN PALEMBANG”. HOLISTICS Journal, Volume 6, Number 11 June
2014. Page. 13.

18
 The development of science and technology that has been achieved
today has supported extraordinary progress in all fields. One form of
technological advancement is the use of ICT in education. ICT is abbreviation
of Information and Communication Technology. ICT can be defined as a
technology tool as means of collecting (inputting/gathering), collating
(processing/analyzing), and conveying (outputting/transferring) information
through technology.
ICT has so many benefits in Language Teaching and Learning
including the benefits that can be felt both by teachers and students are ICT
also can provide a way for dynamic and collaborative learning, ICT can
improve students' interactivity and communication, and Increase the
motivation and interaction students in learning. Besides its benefits ICT also
has several challenges that have been identified in the literature regarding
teachers’ use of ICT tools in classroom that is Limited accessibility and
network connection, School with limited technical support, Lack of effective
training, and Limited time. Integrating ICT in Indonesia ELT Nowadays,
everything is accesible through ICT including teaching and learning matter,
ICT plays significant roles to improve educational and pedagogical outcomes
as well as the quality of English teaching and learning.
B. Suggestion
The author hopes to help readers in seeking knowledge about “The
Benefits of ICT in Language Teaching and Learning , The Challenges of ICT
in LTL, and Integrating ICT in Indonesian ELT” The author is aware that
there are many deficiencies in the writing of this paper, therefore constructive
criticism and suggestions are highly anticipated by readers.

DAFTAR PUSTAKA

Hidayati T. 2016. Integrating Ict In English Language Teaching And Learning In

Indonesia. Jeels, 3(1). 54-55.

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