Resty Wiranda, Ismail Petrus, Machdalena Vianty


In the era of modernization, people are very dependent on technology, Information Communication Technology (ICT) in education itself has important role in teaching and learning process. The purpose of this study was to investigate the kind of ICT used by the teachers, the utilization of ICT in learning process, the problems and solutions in teaching by using ICT, and the role of schools in assisting teachers to overcome the problems at vocational high schools in Sekayu. This study applied descriptive qualitative research design. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of facility and infrastructure, and the students. The findings of this study showed that the teachers of English at vocational high schools in Sekayu used hardware such as projector, laptop, speaker, headset, and smartphone, while software such as internet, dictionary application, e-book, Microsoft office, and browsing application. The teachers used discovery learning to utilize ICT in the syntax of the learning model. The main problem faced by the teacher was the unavailability of students’ personal ICT devices. The school also had the role to assist teachers in overcoming the problems. The conclusion was the teachers had applied ICT in the learning process however they did not fully apply ICT in each syntax of the learning model used.


Keywords: ICT; the use of ICT; learning process; teachers of English; vocational high school.

Full Text:



Anderson, J. & Glenn, A. (2003). Building capacity of teachers facilitators in technology-pedagogy integration for improved teaching and learning: final report. Bangkok: UNESCO, Asia and Pacific Regional Bureau for Education. Retrieved from:

Beckinsale, M., & Ram, M. (2006). Delivering ICT to ethnic minority businesses: An action- research approach. Environment and Planning C: Government and Policy, 24(6), 847 – 886.

Denzin, N. (2006). Sociological methods: A sourcebook (5th ed.). Aldine Transaction. ISBN 978-0-202-30840-1.

Djojonegoro, W. (1998). Pengembangan sumber daya manusia melalui Sekolah Menengah Kejuruan. Jakarta, Indonesia: PT. Jayakarta Agung Offset.

Fajri, H, M., Inderawati, R., & Mirizon, S. (2015). The implementation of peer editing technique to improve writing achievement. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 2(2), 48-57.

Fitriyadi, H. (2012). Integrasi teknologi informasi komunikasi dalam pendidikan. Jurnal Pendidikan TeknologidanKejuruan, 21(3), 269-284.

Inderawati, R. (2011). From classroom to peer comment in Facebook: Bridging learners’ literacy. Paper presented in the 4th International Conference ICT for Language Learning. Pixel, Italy.

Inderawati, R. (2017). The dynamics of EFL teaching in Indonesia: Be innovative teachers through social media. English Language Teaching and Research, 1(1), 29-37.

Inderawati, R., Agusta, O. &Sitinjak, M. (2018). The potential effect of developed reader response strategy-based mobile reading for students’ establishing character and comprehension achievement. Indonesian Journal of Informatics Education, 2(2), 117-126.

Inderawati, R., Petrus, I., & Jaya, H. P. (2019). Exploring and identifying technology-based dynamic learning through social media in academic writing. English Community Journal, 3(1), 317–324.

Inderawati, R., Sofendi, Purnomo, M. E., Vianty, M., & Suhendi, D. (2019). Students’ engagement in utilizing technology for learning support. ENGLISH FRANCA: Academic Journal of English Language and Education, 3(2), 181-195.

Julio, A., & Carmen, L. (2013). Application of expert judgment as an evaluation technique for information and communication technologies (ICT). Eduweb Revista de Tecnología de Información y Comunicaciónen Educación, 7(1), 11-22.

Ministrial Regulation of National Education and Culture of Republic of Indonesia. (2016). Government regulation no. 22 tahun 2016. Retrievedfrom:

Miraj, Y. Z., Rohendri. D, Yanuar, Nurhabibah, & Wendi, H. F. (2017). ICT literacy of vocational high school students. Materials Science and Engineering. doi: 10.1088/1757-899x/306/i/012138.

National Association of Colleges and Employeers. (2017). The key attributes employers seek on students’ resumes. Retrieved from’-resumes at 13 August 2018.

Prasanea, J. T. (2017). The use of Information and Communication Technology in English Classes at Vocational High Schools un Ambon. Paper presented at International Seminar on Language, Education, and Culture, Malang, Indonesia. Retrieved from:

UNESCO. (2016). Preparing & supporting teachers to meet the global challenges of 21st-century learning in Asia- Pacific. Bangkok: Education sector.

Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48(1), 11-27.

Weaver, K.D., & Pier, P.M. (2010). Embedded information literacy in the basic oral communication course: From conception through assessment. Public Service Quarterly, 6(3), 259-270.

Young, S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computers Assisted Learning, 19, 447-461.

Young, J. (2002). The 24-hour professor. The Chronicle of Higher Education, 48(38), 31-33.



  • There are currently no refbacks.

Copyright (c) 2020 English Review: Journal of English Education