Perception of teachers on the integration of information and communication technology in the esl classroom

The answers for the questions depend on the participant’s degree of agreement and disagreement. The priority of this study is to know the participant’s opinions, which are based on their own experience on the research topic. 22 3.1.4 Data analysis In this study, the quantitative method is used as the instrument in analyzing the data. The data gathered from the study will be analyzed and presented in the form of tables. With the final result, it is hoped that inferences can be made pertaining to the research questions and several recommendations could be generated for enhancement. 23 CHAPTER 4 PRESENTATION AND ANALYSIS OF DATA 4.0 Introduction In this chapter, the discussion will be on the findings and the analysis of the gathered data from a sample of secondary school teachers from three secondary schools in Shah Alam. The schools are Sekolah Menengah Kebangsaan Seksyen 19, Sekolah Menengah Kebangsaan Seksyen 24 (2) and lastly Sekolah Menengah Kebangsaan TTDI Jaya. There were thirty sets of questionnaire were distributed by the researcher but only twenty-nine sets were returned. The findings of the gathered data from the given questionnaire will be presented in tables. The tables will show the frequency and percentage of each particular response. Meanwhile, the analysis of the data will be based on the percentage of the responses. The data will also be analyzed according to the purpose of the study and its research questions. Therefore, the sections in the questionnaire will be analyzed separately in order to answer the research questions. 24 It was earlier stated that the purpose of this study is to investigate the perception of teachers on the integration of ICT in the ESL classroom. It is also important to find out through the teacher’s experience in ELT, whether the use of ICT could create interesting and fun language lessons. Besides that, the study also means to find out whether ICT could motivate and stimulate students to learn English. Therefore, 30 sets of questionnaire were distributed to secondary school teachers at three schools in Shah Alam. It is hoped that from the responses given these four research questions would be answered: 1) Is there ICT facility available at the school? 2) Is ICT being integrated into the ESL classroom? 3) Does ICT help the teaching and learning process in ESL classroom? 4) Does ICT motivate and stimulate students to learn English? The questionnaire consists of three sections. Questions in section A are designed to investigate the demographic profile of the teachers or respondents. This section also aims to investigate the experience that the teachers had undergone. This information is important for the researcher to determine whether it can influence the responses for the study. Section B consists of questions that are meant to investigate the ICT facilities provided by schools. This section is important because it can influence the responses given by the teachers or respondents. The questions in this section are designed to determine the availability and quantity of the ICT facilities at the school. The questions in this section are close ended questions. This section is meant to find answers for the research question “Is there any ICT facility available at the school?” 25 Section C consists of questions regarding the respondents’ perception on the integration of ICT in ESL classroom. In this section the respondents are required to select their degree of agreement on the statements given. There are twenty-one statements given in this section and the respondents will have to choose either ‘strongly agree’, ‘agree’, ‘not sure’, ‘disagree’ or ‘strongly disagree’. The statements put on this section are meant to elicit the respondents’ perception on the integration of ICT in the ESL classroom. The statements are derived from these research questions: 1) Is ICT being integrated into the ESL classroom? 2) Does ICT help the teaching and learning process in ESL classroom? 3) Does ICT motivate and stimulate students to learn English? All of the responses given are expected to answer the research questions. 4.1 Analysis of Questionnaire Responses The questionnaire consists of three sections which are Section A, Section B and Section C. Section A is about the demographic profile of the respondents, while Section B is meant to investigate on the availability of ICT in the schools in which whether there are computer laboratory, internet services and multimedia CD courseware provided by the schools. Meanwhile, Section C is aimed to gather the data on the respondents’ perception on the integration of ICT in ESL classroom. All of the responses will be analyzed according to the different sections of the questionnaire. 26 4.1.1 Questionnaire Responses on Section A Section A consists of questions about the demographic data of the respondents. All of the respondents were chosen at random in which ten teachers were chosen from each school. Therefore, there are thirty teachers who responded to the questionnaire. However, there were only twenty-nine of the respondents returned the questionnaire to the researcher back. These teachers are teaching in three schools in Shah Alam area. The questions in this section are basically about the respondents’ age, gender, and highest qualification and experience in the teaching field as well as in the teaching of English. Tables on the next pages show the findings on the demographic data. Age Frequency Percentage Below 25 6 21% 26- 30 6 21% 31and above 17 58.6% Total 29 100% Table 1: Age of Respondents Table 1 shows that twenty-one percent of the respondents aged below 25 years old and between 26 to 30 years old. Majority of the respondents are aged 31 years old and above with the total of 57%. 27 Gender Frequency Percentage Male Female 3 26 10% 90% Total 29 100% Table 2: Gender of Respondents Table 2 shows that ninety percent of the respondents are female and only ten percent of the respondents are male. This is because of the outnumbered female teachers at the schools. Qualification Frequency Percentage Diploma 0 0% Bachelor’s Degree 28 97% Masters Degree 1 3% Total 29 100% Table 3: Qualification of Respondents From table 3, it can be seen that ninety-seven percent of the respondents have bachelor’s degree and only three percent of the respondents have master’s degree. This is because, the minimum requirement for a teacher to teaching a secondary school is that they must have at least a bachelor’s degree. 28 Teaching Experience Frequency Percentage 1-3 years 4-10 years 11- 15 years More than 15 years 9 8 6 6 31% 27% 21% 21% Total 29 100% Table 4: Teaching Experience of Respondents From table 4, it can be seen that thirty-one percent of the respondents have been teaching from one to three years. Other twenty seven percent of the respondents have been teaching for four to ten years and twenty-one percent of the respondents have been teaching for eleven to fifteen years. There are six teachers (20%) with teaching experience of more than fifteen years. English Teaching Experience Frequency Percentage 1-3 years 4-10 years 11- 15 years More than 15 years 10 9 4 6 34% 31% 14% 21% Total 29 100% Table 5: English Teaching Experience of Respondents Table 5 shows that thirty-four percent of the respondents have been teaching English for one to three years. Another thirty- one percent of the respondents have been teaching English for four to ten years. Meanwhile, fourteen percent of the respondents have been teaching English for eleven to fifteen years and this is 29 followed by another twenty-one percent of the respondents with the English teaching experience of more than fifteen years. 4.1.2 Questionnaire Responses on Section B Section B consists of six questions altogether. These questions are derived from the research question ‘Is there ICT facility available at the school?’ It is hope that this Section will provide the answer for the research question. This section will reveal the availability of ICT facilities provided by the schools. Basically the questions are about the availability of computer laboratories and the computers, Internet services and as well as the multimedia CD courseware. With the exception for questions two and three, all answers in this section will be ‘Yes’ and ‘No’. Response Frequency Percentage Yes No 29 0 100% 0% Total 29 100% Table 6: Is there any computer lab in your school? From table 6, it can be seen that majority of the respondents stated that their schools have computer laboratory. This is because today all schools have been equipped with a computer laboratory by the ministry. 30 Response Frequency Percentage Only one Two More than three 17 11 1 59% 38% 3% Total 29 100% Table 7: How many computer laboratories are there? Table 7 shows that the majority of the respondents’ schools are equipped with only one computer laboratory. While thirty-eight percent of the respondents’ schools have two computer laboratories and only three percents of the respondents say their school has more than three computer laboratories. The data indicates that there could be more than one computer laboratory in a school. Responses Frequency Percentage Less than 20 21-30 30-40 More than 40 9 12 5 3 31% 41.4% 17.2% 10.3% Total 29 100% Table 8: How many computers are there in the computer laboratories? This table shows that thirty-one percent of the respondents said that their school has less than twenty computers in their computer laboratories. Meanwhile, forty-one point four percent of the respondents said that their school has twenty-one to thirty computers in their computer laboratories. Other seventeen 31 percent and ten percent of the respondents said that their school has thirty to forty and more than forty computers in their computer lab respectively. Responses Frequency Percentage Yes No 29 0 100% 0% total 29 100% Table 9: Is Internet service available in your school Table 9 Shows that all respondents stated that there is Internet service provided by their school. The data indicates that all of the schools are equipped with Internet service. Responses Frequency Percentage Yes No 29 0 100% 0% Total 29 100% Table 10: Are there English multimedia courseware CDs provided by Ministry of Education or school? From table 10, it can clearly be seen that one hundred percent of the respondents stated that their school or the Ministry of Education provides English multimedia Courseware CDs. This means that all schools are equipped with English multimedia courseware CDs. 32 4.1.3 Questionnaire responses on Section C Section C consists of 21 statements in which the respondents will have to select their degree of agreement on either ‘strongly agree’, ‘agree’, ‘not sure’, ‘disagree’, or ‘strongly disagree’. The finding of this section will answer the following research questions: 1. Is ICT being integrated into the ESL classroom? 2. Does ICT help the teaching and learning process in ESL classroom? 3. Does ICT motivate and stimulate students to learn English? Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 5 13 6 4 2 17% 45% 21% 14% 3% Total 29 100% Table 11: I use computer as my medium of instruction. Table 11 shows that seventeen percent of the respondents strongly agree and forty-five percent of the respondents agree that they use computer as their medium of instruction. More over, twenty-one percent of the respondents were not sure that they use computer as their medium of instruction. Meanwhile, fourteen percent of the respondents and three percent of the respondents 33 disagree and strongly disagree respectively that they use computer as their medium of instruction. This indicates that majority of the respondents use computer as their medium of instruction. Responses Frequency Percentage Strongly agree agree Not sure Disagree Strongly disagree 6 6 6 8 3 21% 21% 21% 27% 10% Total 29 100% Table 12: I use Internet as my medium of instruction This table shows that twenty percent and twenty-one percent of the respondents strongly agree and the same percentage agree respectively that they use internet as their medium of instruction. Meanwhile, another twenty-one percent of the respondents are not sure that they use Internet as their medium of instruction or not. Twenty-seven percent of the respondents disagree with the statement and ten percent strongly disagree that they use Internet as their medium of instruction. This data indicates that not all of the respondents use Internet as their medium of instruction. 34 Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 9 10 5 5 0 31% 35% 17% 17% 0% Total 29 100% Table 13: My students will learn more when I use computer. Table 13 shows that thirty-one percent of the respondents strongly agree with the statement. While another thirty-five percent of the respondents agree that their students will learn more when they use computer. Meanwhile, seventeen percent of the respondents are not sure that their students will learn more when they use computer and also seventeen percent of the respondents disagree that their students will learn more when they use computer. The data indicates that half of the respondents are in agreement that ICT will help students to learn more. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 8 8 8 4 1 27.5% 27.5% 27.5% 14% 3.4% Total 29 100% Table 14: My students will learn more when I use Internet. From table 1, it can be seen that twenty-seven point five percent of the respondents strongly agree and the same percentage 35 agree that their students will learn more when they use the Internet. It is also shown that twenty-seven point five percent of the respondents are not sure that their students will learn more when they use the Internet. Moreover, only fourteen percent of the respondents disagree and three point four percent of the respondents strongly disagree irrespectively that their students will learn more when they use the Internet. The data shows that fifty-five percent of the respondents are in agreement that students will learn more when they use Internet. Response Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 16 8 3 1 1 55% 28% 10.3% 3.4% 3.4% Total 29 100% Table 15: It is effective when integrating computer in teaching English. Table 14 shows that fifty-five percent of the respondents strongly agree that it is effective to integrate computer in teaching English. Furthermore, twenty-eight percent of the respondents agree that it is effective to integrate computer in the teaching English. Meanwhile, ten point three percent and three point four percent of the respondents were not sure that it is effective when integrating computer in the teaching English. While six point four percent of the respondents disagree and strongly disagree with the statement. From the data, it shows that the majority of the 36 respondents are in agreement that it is effective to integrate computer in the teaching English. Response Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 18 7 2 2 0 62% 24% 7% 7% 0% Total 29 100% Table 16: My students will be motivated to learn English when I use ICT in the class. This table 16 shows that sixty-two percent and twenty-four percent of the respondents strongly agree and agree respectively that their students will be motivated to learn English when they integrate ICT in the class. Meanwhile, fourteen percent of the respondents are not sure and disagree respectively that their students will be motivated to learn English when they integrate ICT in the class. The data indicates that the majority of the respondents are in agreement that students will be motivated to learn English when ICT is integrated in the class. 37 Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 18 8 1 2 0 62% 28% 3% 7% 0% Total 29 100% Table 17: The lesson will be more interesting when using ICT. Table 17 shows that sixty-two percent and twenty-eight percent of the respondents strongly agree and agree respectively that the lesson will be more interesting when they use ICT. Meanwhile, only three percent of the respondents were not sure that the lesson will be more interesting when they use ICT and seven percent of the respondents are not in agreement with the statement. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 16 10 3 0 0 55% 35% 10% 0% 0% Total 29 100% Table 18: ICT will stimulate students to respond. From this table, it can be seen that fifty-five percent and thirty-five percent of the respondents strongly agree and agree respectively that ICT will stimulate students to respond. Only ten percent of the respondents were not sure that ICT will stimulate 38 their students to respond. This table indicates that majority of the respondents are in agreement that students will be stimulated to respond to the lesson when integrating ICT. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 12 11 4 2 0 41% 38% 14% 7% 0% Total 29 100% Table 19: Using ICT for writing lesson is interesting. This table shows that the majority of the respondents with seventy-nine percent strongly agrees and agrees that using ICT for writing lesson is interesting. Meanwhile, only fourteen percent of the respondents are not sure that using ICT for writing lesson is interesting. While another seven percent of the respondents disagree with the statement Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 16 9 1 1 2 55% 31% 3.4% 3.4% 7% Total 29 100% Table 20: Using ICT for reading lesson is interesting. 39 Table 20 shows that the majority of the respondents strongly agree and agree respectively that using ICT for reading lesson is interesting with fifty-five percent and thirty-one percent. Meanwhile, six point eight percent of the respondents are not sure and disagree and another seven percent of the respondents strongly disagree that using ICT for reading lesson is interesting. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 15 9 2 1 2 55% 31% 6% 3% 6% Total 29 100% Table 21: Using ICT for speaking lesson is interesting and enjoyable. From table 21, it can be seen that the majority of the respondents with fifty-five percent and thirty-one percent of them strongly agree and agree respectively that using ICT for speaking lesson is interesting and enjoyable. However, only three percent and six percent of the respondents disagree with the statement and this is followed by three percent of the respondents strongly disagree that using ICT for speaking lesson is interesting and enjoyable. Meanwhile, six percent of the respondents are not sure that using ICT for speaking lesson is interesting and enjoyable. 40 Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 14 13 1 0 1 48% 45% 3.4% 0% 3.4% Total 29 100% Table 22: Using ICT for listening lesson is interesting and fun. Table 22 shows that forty-eight percent of the respondents strongly agree that using ICT for listening lesson is interesting and fun. This is followed by forty-five percent of the respondents agree that using ICT for listening lesson is interesting and fun. Apart from this, only three point four percent of the respondents are not sure that using ICT for listening lesson is interesting and fun. While another three point four percent of the respondents strongly disagree that using ICT for listening lesson is interesting and fun. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 15 11 2 0 1 52% 38% 7% 0% 3% Total 29 100% Table 23: My students enjoy listening activities when I integrate ICT in the lesson 41 From table 23, it can be seen clearly that fifty-two percent of the respondents strongly agree that their students would enjoy listening activities when they integrate ICT in the lesson. Thirty- eight percent of the respondents agree that students enjoy listening activities when ICT is integrated. Meanwhile, only seven percent of the respondents are not sure, and three percent of the respondents strongly disagree that their students enjoy listening activities when ICT is integrated. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 10 10 6 2 1 35% 35% 20% 7% 3% Total 29 100% Table 24: ICT provides authentic activities. It is clearly shown from the table 24 that thirty-five percent of the respondents strongly agree, and another thirty-five percent agree that ICT provides authentic activities. While another twenty percent of the respondents are not sure about the statement that ICT could provide authentic activities. However, only seven percent and three percent of the respondents disagree and strongly disagree that ICT provides authentic activities. 42 Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 10 10 7 2 0 35% 35% 24% 6% 0% Total 29 100% Table 25: My students learn authentic language when I integrate ICT in the lesson. Table 25 shows that thirty-five percent of the respondents strongly agree and the same percentage agree respectively that their students learn authentic language when they integrate ICT in the lesson. Twenty-four percent of the respondents are not sure whether their students will learn authentic language when ICT is integrated into the lesson. Meanwhile, only six percent of the respondents disagree that students will learn authentic language when ICT is integrated. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 3 10 8 6 2 10% 35% 28% 21% 6% Total 29 100% Table 26: I always conduct language games using multimedia courseware CD. 43 From the table 26 above, it shows that thirty-five percent of the respondents agree that they conduct language games using multimedia courseware CDs but only seven percent of them strongly agree about the statement. However, twenty –eight percent of the respondents are not sure and twenty-one percent of the respondents disagree that they always conduct language games using multimedia courseware CDs. Only six percent of the respondents strongly disagree with the statement. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 5 5 8 11 0 17% 17% 28% 38% 0% Total 29 100% Table 27: I like to conduct language games by using Internet. Table 27 shows that seventeen percent of the respondents strongly agree and the same percentage agree that they like to conduct language games by using the Internet. However, twenty- eight percent and thirty-eight percent of the respondents are not sure and disagree irrespectively that they like to conduct language games by using the Internet. This table indicates that majority of the respondents are not in agreement with the statement. 44 Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 11 9 7 2 0 38% 31% 24% 7% 0% Total 29 100% Table 28: In the future I will keep using the computer /multimedia technology and internet in my teaching. Table 28 shows that majority of the respondents each strongly agree and agree that they will use computer, multimedia and the Internet in their teaching with the percentage of thirty- eight percent and thirty percent respectively. However, only seven percent of the respondents disagree that they will keep using ICT in their teaching. Meanwhile another twenty-four percent of the respondents are not sure that they will keep using the computer, multimedia technology and Internet in their teaching. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 18 7 3 1 0 62% 24% 10.3% 3.3% 0% Total 29 100% Table 29: I could create interesting and effective lesson when using ICT. 45 Table 29 shows that sixty-two percent of the respondents strongly agree they could create interesting and creative lesson when they use ICT. Twenty-four percent of the respondents agree that they could create interesting and creative lesson when they use ICT. However only ten point three percent of the respondents are not sure and three point three percent of the respondents disagree that ICT could help them to create interesting and creative lesson. This table indicates that majority of the respondents are in agreement that ICT could help teachers to create interesting and creative lesson. Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 18 6 3 2 0 62% 21% 10% 7% 0% Total 29 100% Table 30: Teachers should integrate ICT in the teaching. From table 30, it can be seen that sixty-two percent of the respondents strongly agree that teachers should integrate ICT in the teaching. While twenty-one percent of the respondents agree that teachers should integrate ICT in the teaching. However, only ten and seven percent of the respondents are not sure and disagree respectively that ICT should be integrated by teachers in the teaching. This table indicates that majority of the respondents are in agreement that ICT should be integrated by teachers in their teaching. 46 Responses Frequency Percentage Strongly agree Agree Not sure Disagree Strongly disagree 19 5 4 1 0 66% 17% 14% 3% 0% Total 29 100% Table 31: ICT helps teacher to have better teaching. It can be seen clearly from the table 31 above that sixty-six percent of the respondents strongly agree that ICT helps teacher to have better teaching and seventeen percent of them agree with the statement. However, fourteen percent of the respondents are not sure with the statement and only three percent of the respondents disagree that ICT helps teacher to have better teaching. 47 CHAPTER 5 ANALYSIS OF FINDINGS, SUMMARY, CONCLUSION AND RECOMMENDATION 5.0 Introduction In this chapter the researcher will analyse the findings of the previous chapter which is Chapter 4 as well as to provide some discussions over the analysis made. This chapter also consists of the summary of the research major findings, conclusion, and the recommendation and suggestions for further research. 5.1 Analysis of Findings The findings in this section concluded the data gathering. All the completed data from all five sections have provided sufficient information to be analyzed and inferred in order to answer the research questions. 48 5.1.1 Research Question 1 Is there ICT facility available at the schools? From the findings, it can be seen that all three schools involved in this research are equipped with ICT facility in which all respondents say that their schools have a computer laboratory. Furthermore, majority of the respondents say at least twenty to thirty computers are available in the computer laboratories. In addition, all respondents say that the Internet service is provided by the schools. Besides, English multimedia courseware CDs are also provided by the Ministry of Education as well as schools. Consequently, this shows that Ministry of Education does put an attention on the importance of ICT to the schools as all basic facilities for Information Communication Technology are available. These are an indication that the integration of ICT in the ESL teaching and learning process is encouraged by the Ministry of Education as well as the schools. This also means that the schools support the government’s vision in implementing ICT in schools. 5.1.2 Research Question 2 Is ICT being integrated into the ESL classroom? From the findings, it was found that ICT is being integrated by the teachers into their lesson. It shows that two third of the respondents strongly agree and agree respectively that they use computer as their medium of instruction. As for the Internet, although not all respondents use it in their instruction, more than half of the respondents do. Similarly, 49 slightly half of the respondents respectively strongly agree and agree that they conduct language games using multimedia courseware CDs. On the other hand, one third of the respondents like to conduct language games using Internet. Despite the small number, majority of the respondents are in agreement that they will use computer, multimedia and Internet in their teaching. Additionally, it can be seen that two third of the respondents strongly agree that teachers should integrate ICT in the teaching. Hence, it can be seen that the respondents are indeed aware of the benefits of ICT in the teaching and learning process in ESL classroom. 5.1.3 Research Question 3 Does ICT help the teaching and learning process in ESL classroom? It can be seen from the findings that ICT does help the teaching and learning process in ESL classroom. This is shown when majority of the respondents are in agreement that their students will learn more when they use computer. Similarly, more than half of the respondents are also in agreement that their students will learn more when they use Internet. Equally important, majority of the respondents are in agreement that ICT will help them create interesting and fun lessons. Moreover, majority of the respondents are also in agreement that ICT will provide authentic activities and that their students will learn authentic language when they integrate ICT in the lesson. Additionally, it can be seen that eighty-six percent of the respondents admit that ICT helps teachers to have better teaching. Hence, due to its strength, from the findings ICT is proven to help teaching and learning process in ESL classroom. 50 5.1.4 Research Question 4 Does ICT motivate and stimulate students to learn? The findings show that ICT does motivate and stimulate students to learn. This is proven when eighty-six percent of the respondents strongly agree and agree correspondingly that their students will be motivated to learn English when they integrate ICT in the class. Furthermore, it can be seen that majority of the respondents strongly agree and agree respectively that ICT will stimulate students to respond. For this reason, it shows that ICT as an interactive tool heightens up students’ motivation in the ESL classroom in which at the same time stimulate them to learn more. 5.2 Summary From the analysis of findings, the demographic data indicates that all of the respondents for this study are mostly bachelor degree holders. This is because secondary schools teachers are required to have at least a bachelor’s degree. All of the respondents have at least one year of teaching experience. With a minimum of one year teaching experience, it is believed that the teachers have enough exposure as well as application and information on the use of ICT at their schools. From the finding, it can be seen that all respondents admit that their schools have been provided with the ICT facilities. This indicates that schools are aware on the importance of ICT in education. Besides that, it also shows that technology is so important presently that schools today could have the access so easily. Therefore, that is why certain schools have more than one computer labs. More over, all respondents acknowledge that their schools or Ministry of 51 Education have also provided them with multimedia courseware CDs. This implies that schools and Ministry of Education realize the benefits of using multimedia courseware CDs in teaching and learning process in ESL classroom. Regarding the integration of ICT in ESL classroom, from the findings above, it shows that more than half of the respondents integrate computer, Internet and multimedia courseware CDs in their lesson. Although there are quite a number of them who are not so sure whether they use these ICT components or otherwise, the findings suggest that the respondents do believe in the importance of ICT in ESL classroom and its contribution to the teaching and learning process. On the other hand, there are more than half of the respondents who are not in favor of conducting language games using Internet. This fact might probably be caused by the difficulty of using Internet and conducting language games at the same time. Besides, language games could still be conducted without accessing the Internet. Although the Internet provides the teacher with so many language games, the games could be conducted offline. Further more, majority of the respondents believe that ICT helps teacher to teach better. Equally important, the respondents also admit that they will keep using ICT in their lesson in the future and they also think that teachers should integrate ICT in their teaching. This is probably because of the awareness on the advantages that they will get if they incorporate ICT in their classroom. Besides, the integration of ICT in ESL classroom has been proven a good value in the ESL classroom by researchers. It is shown that the respondents do acknowledge the benefits of ICT in ESL classroom. ICT with its variety ways of use could help teachers to create interesting and effective lesson. This is due to its combination of audio, visual, graphic and moving images. These specialties, that ICT possess, give advantage for teachers to explore as compared to other traditional mediums which only 52 promote one way of communication. Consequently, the respondents believe that their lesson will be more effective and their students will learn more when they integrate ICT in their lesson. Besides, with its variety of interesting ways to be used by teachers, majority of the respondents believe that ICT could make language teaching becomes more interesting and enjoyable. In addition, with vast access of Internet nowadays teachers could easily get authentic materials for their ESL classroom. And thus, that is probably the reason why almost all of the respondents believe that ICT could provide authentic language activities to the students. ICT these days is a common phenomenon among the society. With its special features, it is not only attracting those who are dealing with the ICT, it attracts everybody no matter old or young. This is probably due to the advantages they will get when they could master ICT. Hence, without any much effort, ICT could attract students to learn as it has so many things to explore. Consequently, majority of the respondents admit that ICT could stimulate their students to learn and respond more to the lesson in which they will be motivated to learn English. Since the students’ motivation is high, the respondents believe that their students will enjoy lessons more. 5.3 Conclusion This research is conducted to investigate the perception of teachers on the integration of ICT in the ESL classroom in selected schools in Shah Alam with twenty-nine respondents participated. The respondents were all bachelor degree holder whom teaching experiences were at least from three to one year. The integration of ICT in ESL classroom is hoped to provide new ways of teaching and learning ESL where by more interesting and effective lesson could be 53 created. As supported by Samuel and Zaitun (2006), it is stated that English lessons that integrate multimedia applications can put forth influential motivation and supply uninterested students with new thrilling ways to learn. This is because ICT possess the facilities to create interesting, meaningful and effective lessons. Since ICT has become a symbol of modernization and development, it is hoped that ICT could help the society to develop the educational atmosphere as well. As the government is so serious in promoting the use of ICT in schools and that the effort made by the government in equipping the schools with computers, multimedia and Internet facilities in which aiming to make sure that students have the opportunities to learn and use ICT (Nooreen, 2004), the researcher feels that there is a need to investigate whether ICT is being integrated into the classroom especially ESL classroom. Consequently, the incorporation of ICT in ESL classroom is hoped to open up opportunities for students to expand their language learning in interesting and effective styles. The value of the integration of ICT in the perception of teachers has its meaning and significance. Therefore, the continuous use of ICT into the lesson and effort in improving the practice must be taken seriously. This study has found that ICT promotes interesting and effective lesson as ICT provides so many enjoyable activities for students to explore and more with variety computer software for educational purposes available, diversity of fun activities could be created and designed by teachers (Ybarra and Green, 2006). Teachers nowadays admit the benefits of the use of ICT in the ESL classroom and the positive results that they will receive afterwards. However, still they doubt its effectiveness in the teaching and learning process. Having taken into consideration on the negative feedbacks given by the respondents 54 through out the research findings, researcher suppose that it is probably due to the shortcomings of the facility provided by schools. Besides, the crowded classroom has put the barrier on the success of the use of ICT in ESL classroom. Therefore, these problems should be taken into consideration as they would determine the success of implementing ICT in ESL classroom in schools. Thus, it can be said that this study has achieved its target in answering the four research questions by knowing that ICT provides benefits to the ESL classroom. It is also hoped that this study can provide useful information for future researchers embarking on the same topic. 5.4 Recommendation 5.4.1 Specially allocated time for ICT in ESL classroom In Malaysia’s secondary schools, each subject is allocated five periods per week. Considering the topics to be covered in language classroom, there is not enough time for teachers to integrate ICT in the lesson. Though the teacher manages to integrate ICT into the ESL classroom, the time allocated is not enough for independent learning for students to learn at their own pace. Thus, students might not be able to learn much and they could not explore themselves. Therefore, it is recommended that specially allocated time for ICT in ESL classroom is being developed in which teachers will have specific days or times for them to conduct the integration of ICT in ESL lesson. This is to ensure that teachers have enough time to explore the use of ICT in conducting language lesson and promoting students’ participation. 55 5.4.2 Allocation of a room specifically designed for ICT in ESL classroom in schools. In secondary schools, it is normal to have more than forty students in a class. Even worse, with only one computer laboratory in a school, it would not allow all students to have access to the computer laboratory for English. Therefore, the allocation of an ICT room specially designed for ESL classroom is hoped to settle the problem. This is because with this special room, English teachers would be able to integrate ICT at full. Besides, teacher could create English language atmosphere in the laboratory in which would motivate students to learn more. 5.5 Suggestion for Future Research The finding of this study has exposed the effective potential of ICT in English language learning. Further research on this topic should mean to move on improving ICT as a medium of instruction. Prospect research should try to come up with possible answers to overcome the problems related to especially when used in schools. Although the use of ICT is still new in Malaysian language classroom, it has a large potential in helping the teaching and learning process in schools. This research was conducted in a limited area with limited respondents. Thus, researchers in the future should widen up the research area and respondents in order to get a wider perspective on the topic. It is hoped that the use of ICT in rural area schools could be investigated as today ICT is not only implemented in urban area schools. Equally important, it is suggested that a research on 56 students’ perception on the use of ICT in ESL classroom could be conducted. This is to ensure the balance of the needs of teachers and students at school. It is also suggested that prospective research should implement qualitative research besides quantitative research. By implementing qualitative research in the further research, it is hoped that more issues and problems could be identified. Therefore, the authorities could present better solutions. Moreover, with qualitative research, several areas that were not covered are hoped to be discussed in the future research. Last but not least, it is suggested that any organization related to ICT could contribute to the country by donating ICT facilities like computers as there are still schools that have lack of ICT facilities. Even more, it is suggested that ICT companies to conduct more research on the use of ICT in ESL classroom, which not only will benefit the company but also the country generally, and society specifically. 57 LIST OF REFERENCES Brown, H., D. (2001). Teaching by Principles: An interactive Approach to Language Pedagogy(2nd ed).New York: Addison Wesley Longman, Inc. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL teacher's course. Boston: Heinle and Heinle. Czerniewicz, L. & Brown, C. (2005). Access to ICT for teaching and Learning: From Single Artefact to Inter-related Resources. International Journal of Education and Development using ICT, Vol. 1, No. 2 (2005) Huraian Sukatan Pelajaran Kurikulum Bersatu Sekolah Menengah Bahasa Inggeris Tingkatan 1, 2003. Kementerian Pelajaran Malaysia. Kuang-wu, L., & Hsuan, C. (2000). English Teachers barriers To The Use of Computer- assisted Language Learning. The Internet TESL Journal, Vol. VI, No. 12, December 2000. [Online Article]. Retrieved January 21, 2007, from the World Wide Web: Meena, S. (1997). The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, Vol. III, No. 6, June 1997. [Online Article]. Retrieved December 27, 2006, from the World Wide Web: Neo, Mai. (2004). Engaging students in group-based co-operative learning- A Malaysian Perspective. Educational technology & Society, 8 (4), 220-232. 58 Neo, Mai. (2004). Co-operative learning on the web: a Group-based, Student Centered Learning Experience in The Malaysia Classroom. Australasian Journal of Educational Technology, 20(2), 171-190. Norhayati, A., M., & Siew, P., H. (2004) Malaysian Perspective: Designing Interactive Multimedia Learning Environment for Moral Values Education. Educational Technology & Society, 7 (4), 143-152. Norlida, A. & Supyan, H. (2002). E-learning in a Writing Course at Tenaga National Universiti. [Online Article]. Retrieved February 14 2007, from TEFL Web Journal. Nooreen, N. (2004). Electronic literacy: Exploring Teacher’s Role in English Language Education. The English Teacher, Vol XXXIII, December 2004. Rafiza, A., R. & Adelina, A. (2004). The Use of Dialogue Journal through E-mail Technology in Developing Writing Interest and Skills. [Online Article]. Retrieved August 16th 2006, from Malaysian Online Journal of Instructional Technology, 1(2), December 2004. Ruba, F., B. & Abdallah, A., B. (2006). Jordanian EFL Students’ Perception of their Computer Literacy: An Exploratory Case Study. [Online Article]. Retrieved January 21, 2007, from the International Journal of Education and Development using ICT, Vol. 2, No. 2 (2006). Samuel, R., J. & Zaitun, A., B. (2006). The Utilization and Integration of ICT Tools in Promoting English Language Teaching and Learning: Reflections From English Option Teachers in Kuala Langat District, Malaysia. [Online Article]. Retrieved January 21, 2007, from the International Journal of Education and Development using ICT, Vol. 2, No. 2 (2006). 59 Syaharom, A., Hartharan, N. K., Adelina, A. (1997). Multimedia in the Classroom- Reality or Fantasy? The English Teacher Vol XXVI, December 1997. Tunku Mohani, T., M. & Zoraini, W., A. (1998). Creative Encounters with English on the Internet. The English Teachers, Vol XXVIII, October 1998. Urai, S. (1999). ProCALL and Learner Autonomy. [ Online Article]. Retrieved February 14, 2007, from WWW.angelfire.com. Warschauer, M. (2001). Online Communication. The Cambridge Guide to Teaching English to Speakers to Other languages (1st ed.) United Kingdom: Cambridge University Press. Ybarra, R. & Green, T. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. The Internet TESL Journal, Vol. IX, No. 3, March 2003. Retrieved January21, 2007, from the World Wide Web: 60 APPENDICES 1. Appendix 1: Sample of questionnaire 61 Appendix 1- Sample of Questionnaire A RESEARCH ON THE PERCEPTION OF TEACHERS ON THE INTEGRATION OF ICT IN THE ESL CLASSROOM IN SELECTED SCHOOLS IN SHAH ALAM This questionnaire is distributed in accordance with the requirements for the subject EDU 650 Academic Exercise. It is hoped that this questionnaire will help me gather the data needed for my Academic Exercise. Therefore, your cooperation is highly appreciated and will be kept in confidential. 62 Perception of Teachers on the Integration of ICT in The ESL Classroom Instruction: Please tick (/) to the appropriate answers. You may tick more than one. Section A: 1. Age Below 25 [ ] 26 – 30 [ ] 31 and above [ ] 2. Gender Male [ ] Female [ ] 3. Highest qualification Diploma [ ] Degree [ ] Master [ ] 4. Experience in teaching 1-3 years [ ] 4-10 years [ ] 11-15 years [ ] More than 15 years [ ] 5. Experience in teaching English 1-3 years [ ] 4-10 years [ ] 11-15 years [ ] More than 15 years [ ] Section B: 1. Is there any computer lab in your school? [ ] Yes [ ] No 2. How many computer labs are there? [ ] only one [ ] two [ ] more than three 3. How many computers are there in the computer labs? [ ] less than 20 [ ] 21-30 [ ] 30-40 [ ] more than 40 4. Is Internet service available in your school? [ ] Yes [ ] No 63 5. Are there English multimedia courseware CDs provided by the Ministry of Education or school? [ ] Yes [ ] No Section C: Please tick where necessary. Tick only one. [ ] 1- strongly agree [ ] 2- agree [ ] 3- not sure [ ] 4- disagree [ ] 5- strongly disagree 1 2 3 4 5 1. I use computer as my medium of instruction. 2. I use internet as my medium of instruction 3. My students will learn more when I use computer. 4. My students will learn more when I use Internet. 5. It is effective when integrating computer in teaching English. 6. My students will be motivated to learn English when I use ICT in the class. 7. The lesson will be more interesting when using ICT. 8. ICT will stimulate students to respond. 9. Using ICT for writing lesson is interesting 10. Using ICT for reading lesson is interesting. 11. Using ICT for speaking lesson is interesting and enjoyable. 12. Using ICT for listening lesson is interesting and fun. 13. My students enjoy listening activities when I integrate ICT in the lesson. 14. ICT provides authentic activities 15. My students learn authentic language when I integrate ICT in the lesson. 16. I always conduct language games using multimedia courseware CDs. 17. I like to conduct language games by using Internet. 18. In the future I will keep using the computer/multimedia technology and Internet in my teaching 19. I could create interesting and effective lesson when using ICT. 20. Teachers should integrate ICT in the teaching. 21. ICT helps teacher to have better teaching.