The Intensity of Using ICT for Different Purposes: EFL Students’ Perception

Author: Donna Aruan (1812150019)

ABSTRACT

ICT has penetrated into almost all life sectors and is now revolutionizing education. Consequently, ICT has become inseparable from today’s students. This ‘mini research’ (conducted to fulfill one of the requirements in attending Research Methodology class at EED UKI, aims at investigating students’ perception of their ICT use intensity for different purposes. Data were collected through an online survey from 22 students of Information Technology of  Universitas Negeri Papua, Manokwari in the academic year of 2021/2022. The findings revealed that the respondents viewed the intensity of their use of ICT is high for learning and entertainment but low for socio-economic purposes.

INTRODUCTION

During the past few decades, Information Communication and Technologies (ICT)  are influencing every aspect of human life one of them is education (Pardede, 2020). Many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies (Ratheeswari,2018). According  to  UNESCO (cited in Ratheeswari, 2018)  “ICT is a scientific, technological and engineering discipline and management technique used in handling information, its application  and  association  with  social,  economic  and cultural matters”.

ICT has a significant influence on the process of learning and teaching both in class and outside the classroom. Sodiq in Rejeki (2021) stated that “Learning by using ICT requires creativity and independence of students to develop all their potentials” (Sodiq, 2017). ICT also provides a variety of tools for educators to expand learning beyond the classrooms (Haygood, Garner & Johnson, 2012). In Z generation, ICT has become part of their lives. (Helsper & Eyon in Lucy Pujasari Supratman, 2018).  

The development of the role of ICT in education makes the internet not only a tool of information but also a source of knowledge, a collaborative medium, a learning resource. In this era, ICT effective to develop some skills needed in the digital era, such as the use of word processors, email, internet, and other ICT skills (Khalid, 2014; Jones, 2011).

In Indonesia, the use of ICT in learning began with Educational Radio Broadcasts in 1977, which was then followed by the launch of educational television by the Ministry of Education and Culture’s Pustekkom in 2004 (Rejeki, 2021). In 2004 ICT were presented as compulsory subjects in all classes of middle and high schools, meanwhile in 2013 ICT has integrated into all other subjects and is used as a source as well as a learning medium. The integration of ICT ussually classified into two factors, namely external factors and internal factors (Kopcha, 2012; Wachira & Keegwe, 2011). External factors refer to hardware (smartphone, laptop, computer, internet network), software (microsoft, google, mozilla), and policy support or leadership. Meanwhile, Internal factors refer to the attitudes, beliefs, knowledge, and ICT skills of students. To optimize the positive effect and encouragement, the use of ICT in learning should essentially form a learning environment that requires a student-centered.

The number of studies on the integration of ICT in learning in Indonesia from the perspective of teachers and students continues to increase. However, most of these studies were conducted at the tertiary education level (Pardede, 2011; Cakrawati, 2015; Lubis, 2018; Pardede, 2019) that focused only on certain subject areas, namely English. Meanwhile, some studies that are still focused on the use of specific ICT tools, such as Edmodo and Quipper (Cakrawati, 2015), Edmodo (Pardede, 2020), Youtube (Sakir, Dollah & Ahmad, 2020), and WhatsApp (Susanti &Tarmuji, 2016). There is a research question of this study: What is students’ perception of their intensity use of ICT for different purposes?

METHOD

Research Design

To find out  IT students’ perception of intensity of using ict for different purposes, this study employed the descriptive quantitative design. It was conducted from June 14th-24th, 2021 in Information Technology batch 2019, Universitas Negeri Papua, Manokwari. 

Population and Sample

The population of the study was the whole students of Information Technology of  Universitas Negeri Papua, Manokwari in the year academic 2021/2022. Due to the time constraint, the sample was selected purposively, i.e. by taking batch 2019 that consists of 22 students as participants.

Instrument

To answer the research questions, data were collected using a questionnaire that consists of  17 close-ended questions. It was adapted from the questionnaire developed by Pardede (2020). The questionnaire was a likert scale survey questionnairre consisting of three dimessions: (1) using ICT for learninng; (2) using ICT for entertainment ; and (3) using ICT for socio-economic purposes. To obtain the data, the participants were asked to respond each questions on a Likert scale survey consisting of “strongly disagree, disagree, agree, and strongly agree”.

Data Analysis Technique

The obtained quantitative data were analyzed by administering the descriptive statistical operation in terms of percentages and means.The participants’ responses to the close-ended were analyzed by editing. Where, the researcher check the list of questions (questionnaire) which is has been filled in by the respondent. The questionnaire which was created in the form google.

FINDINGS AND DISCUSSION

Students’ high or low mastery of basic ICT competencies acctually is affected by from the intesity of usinng ICT in daily activities. IT students’ of Universitas Negeri Papua perceived their ICT use intensity level is still different for different purposes,i.e., (1) using ICT for learning; (2) using ICT for entertainment; (3) using ICT for socio-economic purposes.  

Table 1 show that most of the respondents view the intensity of their use of ICT as high for learning and entertainment but low for socio-economic purposes. Judging from the average score on the table 1, the intesity of respondents’ use ICT for learning (M= 91.95) is higher than entertainment (M= 43,86) and socio-economic purposes (M= 40.27).

This study is in contrast to previous findings, i.e., Mahmood (2009) (Mahmood in Pardede, 2020) finding that most of the students in the University of the Punjab, Lahore, Pakistan used ICT more frequently for communication, word processing, entertainment, etc. rather than for educational purposes. Pardede (2020) finding that the most the students of the Faculty of Education and Teacher Training of UKI, Jakarta used ICT for entertainment is higher than socio-economic purposes and learning. Rejeki (2021) finding that the students at MGMP East Jakarta I used ICT for learning and socio-economic purposes are low but high for entertainment.

CONCLUSION AND SUGGESTION

Conclusion

Based on the explanation in the findings and discussion section above can be concluded the the students view the intensity of their use of ICT as high for learning and entertainment but low for socio-economic purposes. This finding is in contrast to previous findings, i.e., Mahmood (2009), Pardede (2020), and Rejeki (2021). Their findings stated that the most students used ICT for learning is low but high for entertainment abd socio-economic.

Suggestion

This study has a limitations, namely there is literature review in this study, so that the information served is not complete. In this regard, the researcher recommends a suggestions for further research. make a literature review in your research, so that the information that you get can you serve in your study completely.

REFERENCES

Anshori, S. (2017). Pemanfaatan TIK Sebagai Sumber dan Media Pembelajaran di Sekolah. Civic-Culture: Jurnal Ilmu Pendidikan PKn dan Sosial Budaya, 1(1).

Haygood, E., Garner, R.,Johnson, S. (2012). Blended Learning: Using Web 2.0S to Enhance Classroom Instruction. Interlink Alliance. Retrieved from https://www.ohio.edu/education/

Pardede, P. (2020). EFL Secondary School Students’ Perception of ICT Use in EFL Classroom. Journal of English Teaching, 6(3), 246-259. doi:10.33541/jet.v6i3.2215

Pardede, P. (2020). Secondary School EFL Teachers’ Perception of ICT Use in Learning and Teaching: A Case Study in Greater Jakarta. Journal of English Teaching, 6(2), 144-157. doi:https://doi.org/10.33541/jet.v6i2.1976

Pardede, P. (2019). Pre-Service EFL Teachers’ Perception of Blended Learning. Journal of English Teaching, 5(1), pp. 1-14.

Pardede,  P.  (2011).  Using  BALL  to  develop  writing  skills:  students’  interest  and perception.  Paper  presented  at  SWCU  International  Conference  Satya  Wacana Christian University, Salatiga

Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, 45-47. doi:10.21839/jaar.2018.v3iS1.169

Rejeki, S. (2021). High School Teachers’ and Students’ Perception of ICT Use in Learning English. English Language Education Journal, 2(1), 1-8.

Siahaan, E. (2020). Students’ Perception of Edmodo use as a Learning Tool. Journal of English Teaching, 12-23. doi:10.33541/jet.v6i1.1061

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