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TEACHERS’ PERCEPTION ON THE USE OF TECHNOLOGY
IN TEACHING ENGLISH AT MADRASAH ALIYAH
NEGERI 1 MUARO JAMBI
THESIS
INTAN TRI PAMUNGKAS
TE.161740
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI
2020
i
TEACHERS’ PERCEPTION ON THE USE OF TECHNOLOGY
IN TEACHING ENGLISH AT MADRASAH ALIYAH
NEGERI 1 MUARO JAMBI
THESIS
Submitted as partial fulfillment of requirement to get
Undergraduate Degree (S.1) in English Education
BY:
INTAN TRI PAMUNGKAS
TE.161740
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN
JAMBI
2020
ii
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
THESIS AGREEMENT/FINAL TASK
Document
code Form code Date valid
Revision
number
Revision
date Page
- - - R-0 - 1 from 1
Matter : Official memo
Attachment : -
The Dean Education and Teacher Training Faculty
The State Islamic University of SulthanThahaSaifuddin
In Jambi
Assalamualaikum Wr.Wb.
After reading, giving guidance and making necessary correction, we agree that the
thesis of:
Name : Intan Tri Pamungkas
Student’s ID : TE. 161740
Department : English Education
Title : Teachers’ Perception on the Use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi
Could be submitted to munaqasah exam as one of the requirements for the
undergraduate degree (S1) in English Education Program Education and Teacher
Training Faculty the State Islamic University SulthanThahaSaifuddin Jambi. So, we
submit it in order to be examined soon.
We would like to say thanks for attention.
Wassalamu’alaikum Wr.Wb.
Jambi, Desember 2020
First Advisor
Edi Rozal, M.Pd
NIP: 198808032015032003
iii
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
THESIS AGREEMENT/FINAL TASK
Document
code Form code Date valid
Revision
number
Revision
date Page
- - - R-0 - 1 from 1
Matter : Official memo
Attachment : -
The Dean Education and Teacher Training Faculty
The State Islamic University of SulthanThahaSaifuddin
In Jambi
Assalamualaikum Wr.Wb.
After reading, giving guidance and making necessary correction, we agree that the
thesis of:
Name : Intan Tri Pamungkas
Student’s ID : TE. 161740
Department : English Education
Title : Teachers’ Perception on the Use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi
Could be submitted to munaqasah exam as one of the requirements for the
undergraduate degree (S1) in English Education Program Education and Teacher
Training Faculty the State Islamic University SulthanThahaSaifuddin Jambi. So, we
submit it in order to be examined soon.
We would like to say thanks for attention.
Wassalamu’alaikum Wr.Wb.
Jambi, Desember 2020
Second Advisor
Faiqah Mahmudah, S.S, M.Pd
NIP: 198704172015032003
iv
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN Jln. Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363
Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS APPROVAL / FINAL TASK
The Thesis entitled “Teachers’ Perception on the Use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi” has been thesis defense by
Education and Teacher Training Faculty (FTK) UIN STS Jambi on:
Day : Thursday
Date : 28 January 2021
Time : 11.00 – 12.00 WIB
Name : Intan Tri Pamungkas
Place : Online (Aplikasi Zoom)
Student’s Number : TE. 161740
Title : Teachers’ Perception on the Use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi
Has been improved as the result of thesis defense above and has been accepted as part of
the thesis endorsement requirements.
No Name Signature Date
1
Monalisa, M.Pd
NIP. 195502021980031003
(Chair)
08 Maret 2021
2 Ayuliamita Abadi, M.Pd
NIP.198602202015032004
(Secretary)
07 April 2021
3 Hilma Suryani, M.Pd
NIP. 198612262015032005
(Examiner I)
02 Maret 2021
4 Juliana Mesalina, M.Pd
NIP. 197607232007102002
(Examiner II)
15 Maret 2021
5 Edi Rozal, M.Pd NIP. 198808032015031003
(Advisor I)
29 Maret 2021
6
Faiqah Mahmudah, M.Pd NIP. 198704172015032003
(Advisor II)
16 Maret 2021
Dean
Education and Teacher Training Faculty
The State of Islamic University Sulthan Thaha Saifuddin Jambi
v
Advisor I : Edi Rozal, M.Pd
Advisor II : Faiqah Mahmudah, S.S, M.Pd.
Address : Faculty of Education and Teacher Training The State Islamic
University at Sulthan Thaha Saifuddin Jambi
The Dean of Faculty of Education and Teacher Training
The State Islamic University of Sulthan Thaha Saifuddin Jambi
In Jambi
OFFICIAL NOTE
Assalamu’alaikum warahmatullahi wabarakatuh.
After reading and making some necessary correction, we agree that thesis
entitle “Teachers’ Perception on the Use of Technology in Teaching English at
Madrasah Aliyah Negeri 1 Muaro Jambi ” by Intan Tri Pamungkas, TE.161740,
English Education Study Program is approved for thesis differences as Partial
Fulfillment of Requirements to Obtain Undergraduate Degree (S 1) at English
Education Study Program Faculty of Tarbiyah and Teacher Training at the Islamic
State Universtiy of Sulthan Thaha saifuddin Jambi.
Thus we submit it in order to be received well. We appreciated your attention.
May this thesis be of a great benefits to the religion and national.
Wassalamu’alaikum warahmatullahi wabarakatuh.
Advisor I Advisor II
Edi Rozal, M.Pd Faiqah Mahmudah, S.S, M.Pd
NIP.198808032015031003 NIP. 198704172015032003
vi
SULTAN THAHA SAIFUDDIN JAMBI
KEMENTRIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat: Fakultas I1mu Tarbiyah dan Keguruan UIN STS Jambi. Jl. Jambi— Ma. Bulian
KM. 16 Simp. Sungai Duren Muara Jambi 36363
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a requirement to get
under graduate degree which is entitled "Teachers' Perception on The Use of
Technology in Teaching English At MAN 1 Muaro Jambi" is originally and
truly my own work.
As certain parts of the thesis which I quoted from the work of other people, I have
written the source clearly in accordance with the norms, rules and ethics of
scientific writing.
If later found that some parts of the thesis are not my own work or indicated any
element of plagiarism, I am willing to accept the consequences in accordance with
rules and regulation prevail. Therefore, in writing this statement I am in good
health and mind.
Jambi. 7 April 2021
Intan Tri Pamungkas
TE.161740
vii
DEDICATION
حِيمِ حْمَنِ الره ِ الره بِسْمِ اللَّه
Thanks to Allah, the most Gracious and Merciful
For the blessing and leading me
I could finally finish writing this thesis.
Sholawat to the Prophet Muhammad Shalallahu A’laihi Wasalam.
His coming really change the world.
Special thanks to :
My parents (Mr. Atmo Wakijan Sp and Mrs. Kadarwati )
For always guide me, give love, care, pray, support, sacrifice and everything.
Your prayers are really power full.
My sisters (Anita Dewi Anggara, S.Pd & Sartika, S.Pt)
My brothers (Iwan Andi Mustakim, S.Pd & Nanang Setiawan, S.E)
Who have provided guidance, prayer and motivation so that I could have a degree as a
bachelor like my brothers and sisters.
My Nephew (Azkhana Dara Mustakim & Khanza Nara Mustakim)
For always makes me excited after seeing their smiles
All the big family (Wakijan’s Family and Supar’s Family)
Special thanks to My Future Husband (Jefri Sagita, S.T)
Thanks for your kindness so far, which has always supported me to gain this bachelor’s
degree, and thanks for always patiently listening to my complaints.
My best friends ( Indri Surani, Euis Mawaddah Sariniwati, Ayu Rizki Ananda, Nuri
Wulandari, Jessa Octaviani Rosandi, Bersembilan Gengss) and TBI 16 E Class.
All my friends and all people that have support and pray me.
For the friendship we have ever built yesterday, today and tomorrow.
May Allah SubhanallahuWata’ala bless us.
Aamiin
viii
MOTTO
فإَ ن مَعَ ٱلْعسُْر يسُْرًا
“For indeed, with hard ship will beease”
The meaning:
“Maka, sesungguhnya bersama kesulitan terdapat kemudahan”
( Q.S. Al-Insyrah : 5 )
ix
ACKNOWLEDGEMENT
Alhamdulillah, Firstly, In the name of Allah, the most gracious and merciful,
the lord of universe. Because of His blessings, the researcher could finish this
thesis as one of the requirement for S1 degree in English Education Program of
Education and Teacher Training Faculty of the State Islamic University of
SulthanThaha Saifuddin Jambi.
Secondly, peace and salutation always be given to our prophet Muhammad
Shallallahu ‘Alaihi Wasallam who has guided us from the darkness into the
lightness.
The researcher realizes that this thesis would have not been completed
without the help, advice and guidance from many people. Therefore, in this
opportunity the researcher would like to express thanks and gratitude to
following parties for their contribution:
1. Prof. Dr. H. Suaidi Asy’ari, MA., Ph.D as the Rector of the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlilah, M. Pd. as the Dean of Faculty of Education and Teacher
Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Wahyuni Fitria., M.Pd as the chief of English Education Study Program.
4. Edi Rozal, M.Pd as my first advisor and Faiqah Mahmudah, S.S, M.Pd as my
second advisor.
5. All lecturers at the Faculty of Education and Teacher Training of The State
Islamic University of Sulthan Thaha Saifuddin Jambi.
6. All of the English teachers at Madrasah Aliyah Negeri 1 Muaro Jambi who had
helped me to finisih this research.
It is expected that this thesis will give contribution to the Students of English
Education Program that will be English teacher in the future. Then, the researcher
realized that this thesis is still far from being perfect. For that reason, the
researcher hope constructive critics and suggestion from readers for the
perfection of this thesis. May Allah Subhanahu Wata’ala always gives guidance
and blessing to us. Aamiin Ya Rabbal Alamin.
Jambi, 22 Desember 2020
Intan Tri Pamungkas
NIM. TE.161740
x
ABSTRACT
Name : Intan Tri Pamungkas
Department : English Education
Title : Teachers’ Perception on the use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi
The aim of this study was to investigate teachers’ perception on the use of
technology in teaching English at MAN 1 Muaro Jambi. This research was
qualitative methods. The design of the research was case study. The data were
collected through interview. It is suspected that English teachers always apply
technology in every learning process such as audio-visual media, and also
sometimes in translating activities, students prefer to use internet applications or
google translate instead of using a dictionary. That is what makes researchers want
to do research, how is the perception of English teachers so that teachers are more
concerned with learning with technology rather than learning through textbooks.
The results of the study show that: (1) the using of technology can increase student
motivation; (2) the importance of technology as a complementary medium of
books; (3) technology in education has a positive impact; (4) technology also has a
negative impact. English teachers always using technology during the learning
process in class such as gadgets, computers, internet, google translate, projectors,
etc. While during this pandemic the learning process was carried out online, the use
of technology was always applied, such as the use of e-learning and zoom
applications that students used through their gadgets or computers.
Keywords: Teachers’ Perception, Technology, English Teaching
xi
ABSTRAK
Nama : Intan Tri Pamungkas
Program Studi : Pendidikan Bahasa Inggris
Judul : Persepsi Guru Pada Penggunaan Teknologi dalam
Mengajar Bahasa Inggris di Madrasah Aliyah Negeri 1
Muaro Jambi
Tujuan dari penelitian ini adalah untuk mengetahui persepsi guru tentang
penggunaan teknologi dalam pengajaran bahasa Inggris di MAN 1 Muaro Jambi.
Penelitian ini menggunakan metode kualitatif. Desain penelitian adalah studi kasus.
Pengumpulan data dilakukan melalui wawancara. Diduga guru bahasa Inggris
selalu menerapkan teknologi dalam setiap proses pembelajaran seperti media audio
visual, dan juga terkadang dalam kegiatan menterjemahkan, siswa lebih memilih
menggunakan aplikasi internet atau google translate daripada menggunakan kamus.
Hal itulah yang membuat peneliti ingin melakukan penelitian, bagaimana persepsi
guru bahasa Inggris sehingga guru lebih mementingkan pembelajaran dengan
teknologi daripada belajar melalui buku teks. Hasil penelitian menunjukkan bahwa:
(1) pemanfaatan teknologi dapat meningkatkan motivasi belajar siswa; (2)
pentingnya teknologi sebagai media pelengkap buku; (3) teknologi di bidang
pendidikan berdampak positif; (4) teknologi juga memiliki dampak negatif. Guru
bahasa Inggris selalu menggunakan teknologi selama proses pembelajaran di kelas
seperti gadget, komputer, internet, google translate, proyektor, dll. Sedangkan
selama pandemi ini proses pembelajaran dilakukan secara online, penggunaan
teknologi selalu diterapkan, seperti penggunaan aplikasi e-learning dan zoom yang
digunakan siswa melalui gadget atau komputer.
Kata Kunci: Persepsi Guru, Teknologi, Pengajaran Bahasa Inggris
xii
TABLE OF CONTENT
PAGE OF TITTLE .......................................................................................... i
OFFICIAL NOTE ............................................................................................ iv
ORIGINAL THESIS STATEMENT ............................................................. v
DEDICATION .................................................................................................. vi
MOTTO ............................................................................................................ vii
ACKNOWLEDGEMENT ............................................................................... viii
ABSTRACT ...................................................................................................... ix
TABLE OF CONTENT ................................................................................... xi
LIST OF APPENDICES.................................................................................. xiv
CHAPTER I : INTRODUCTION
A. Background of the Study ............................................................. 1
B. Focus on the Research ................................................................. 3
C. Problem of the Research .............................................................. 3
D. Purpose of the Research .............................................................. 3
E. Delimitation of the Research ....................................................... 3
F. Significance of the Research ....................................................... 3
CHAPTER II : THEORETICAL FRAMEWORK
A. The Nature of Perception
1. Definition of Perceptions ....................................................... 5
2. Types of Perception ............................................................... 6
3. Process of Perception ............................................................. 7
4. Factors Affecting Perceptions ................................................ 8
xiii
B. The Nature of Technology
1. Definition of Technology....................................................... 9
2. Types of Technology ............................................................. 11
3. Benefits of Technology .......................................................... 12
4. Impact of Technology ............................................................ 14
C. The Nature of Google Translate
1. Definition of Google Translate .............................................. 17
2. Benefits of Google Translate ................................................. 18
3. Advantages and Disadvantages ............................................. 19
D. The Nature of Audio Visual Media
1. Definition of Audio Visual Media ......................................... 19
2. Types of Audio Visual Media ................................................ 20
3. Benefits of Audio Visual Media ............................................ 21
E. Related Studies .......................................................................... 21
CHAPTER III : RESEARCH METHODOLOGY
A. Research Design ........................................................................... 24
B. Setting and Subject of the Research ............................................. 24
C. Types and Sources of Data ........................................................... 25
D. Technique of Collecting Data ....................................................... 25
E. Instrument of Collecting Data ....................................................... 26
F. Technique of Data Analysis .......................................................... 26
CHAPTER IV : FINDINGS AND DISCUSSION
A. Research Design ........................................................................... 29
B. Discussion ..................................................................................... 36
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion.............................................................................................. 39
B. Suggestin ................................................................................................ 40
REFERENCES………………………………………………………………...42
xiv
APPENDICES………………………………………………………………...45
CURRICULUM VITAE……………………………………………………..59
xv
LIST OF APPENDICES
1. Profile of School
2. Instrument of collecting data
3. Documentation of Interview
1
CHAPTER I
INTRODUCTION
A. Background of the research
The development of science and technology that has been achieved
to date has supported extraordinary progress in all fields. The process of
learning and teaching the language feels its effects. Teachers not only rely
on textbooks as teaching materials, but can also use computers and the
Internet with its facilities and software for the purpose of teaching and
learning activities in class. As in the application of CALL (Computer
Assisted Language Learning) and MALL (Mobile Assisted Language
Learning)
The Internet, for example, which offers a very wide range of generic
materials can be attractive, and can facilitate student-centered activities,
which is a key characteristic of the Communicative Language Teaching
(CLT) approach. However, the use of computers with generic materials as
a learning aid has not been maximized, because not all schools use
technology when learning English. There are several barriers to its
application in Indonesia, such as the possible negative influence it is feared
to have on students.
However, in some schools, the application of educational
technology to support classroom learning activities has become a necessity
for some teachers in Indonesia. The use of information technology is needed
to increase efficiency and productivity for education management. Success
in increasing efficiency and productivity for educational management will
also determine the survival of the educational institution itself. Therefore,
the world of education is always required to keep abreast of the rapidly
developing path of science and technology, because education continues to
be based on an increasingly advanced and developing curriculum.
With the use of technology in education, it is hoped that it can shift
the nature of education which tends to be introverted (closed) to extrovert
2
(open) and more proactive, so that it will further empower the teaching and
learning process to be more creative and competitive.
From these advances in educational technology, those involved are
students and teachers. Teachers are free to determine what technology
media to use, but teachers are also required to be more active, creative with
lots of ideas, more understanding, and more knowledgeable about
technology and critical to the existing situation.
The application of technology to learning activities in the classroom
certainly reduces a teacher's burden a little, because with the use of
technology the teacher becomes more relaxed in teaching, without the need
to explain at length because students are focused on the media only.
However, according to some teachers, this is also not easy because there are
still many teachers who don't know how to use technology.
Psychologically, it appears in the difference in mindset. Differences
in mindset will greatly affect a person's judgment of an object being
observed. The difference in the mindset of each individual teacher is
certainly different, there are teachers who are more comfortable using
technology as a medium in learning, but there are also teachers who prefer
to use text books without the need to involve technology in the learning
process. It all depends on the perceptions of each teacher.
Based on the results of a preliminary study that I conducted on
Thursday, October 10, 2019 for several hours, at Madrasah Aliyah 1 Muaro
Jambi, it is suspected that English teachers always apply technology in
every learning process such as audio-visual media. For example, watching
videos on YouTube. Then students write grammar on their respective
papers, students watch the learning material from the powerpoints given by
the teacher, and then students understand the material. And also sometimes
in translating activities, students prefer to use the internet or the Google
translate application instead of using a dictionary. That is what makes
researchers want to do research, how is the perceptions of English teachers
3
so that teachers are more concerned with learning with technology rather
than learning through text books.
Seeing the importance of teachers' perceptions of the use of
technology in Madrasah Aliyah Negeri 1 Muaro Jambi, researcher are
interested in conducting research at Madrasah Aliyah Negeri 1 Muaro Jambi
entitled "Teachers’ Perception on the use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi"
B. Focus on the Research
This study only focuses on teachers' perceptions of the use of
technology in teaching English at Madrasah Aliyah Negeri 1 Muaro Jambi.
C. Problem of the Research
How is English teachers’ perception on the use of technology in
teaching English at Madrasah Aliyah Negeri 1 Muaro Jambi?
D. The Purpose of the Research
The purpose of the research is to analyze the English teachers’
perception on the use of technology in teaching English at Madrasah Aliyah
Negeri 1 Muaro Jambi.
E. Delimitation of the Problem
Researcher will focus on English teachers’ perception on the use of
technology in the learning process at Madrasah Aliyah Negeri 1 Muaro
Jambi.
F. Significance of the Research
The writers expect that this research can be useful in term of:
1. For the students
4
This research helps students in learning outcomes and motivation
proves that technology has a positive effect on the teaching and learning
process, using technology can help students achieve their learning
targets more easily, faster, and more efficiently.
2. For the Teacher
I hope this research can be considered for the insight of English
teachers in providing motivation and attention to students who have
difficulty learning to translate languages by using technology in teach,
teachers can add better student achievement and higher quality.
3. For the Researcher
Hopefully this research can be useful to anyone reference in
increasing the researcher knowledge to teachers' perception in teaching
with technology and these studies are used as a vehicle to practice
analyze some problems that occur in the field, so the writer will have a
sensitivity the problems related with the teachers' perception toward the
use of technology in teaching English at Madrasah Aliyah Negeri 1
Muaro Jambi.
5
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the researcher will elaborate about some theories
connected to the thesis. Its further description in this following:
A. The Nature of Perceptions
1. Definition of Perception
Perception is the set of processes by which an individual becomes
aware of and interprets information about the environment, perceptions
refers to the way we try to understand to world around us we gather
information through our five sense organ. According term the perception
use to express of the experience of an object or something events
experienced. Perception is our experiences of the information content this
representation we can compare them with previous experience and how the
way you notice or understand something using one of your senses.
According to Konent Jayaningrat (in Kodariah, 2016: p.5)
Perception is the whole process conscious human mind in drawing on the
surrounding environment. Therefore, the perception can be summed
perception is the process of understanding the meaning to the stimulus.
Stimulus obtained from the sensing of object, events, or relationship
between symptoms which are then processed by brain process cognification
starts from perception.
Human perception is actually divided into two, namely the
perception of the object (physical environment) and perception humans.
Perception of human is often called social perception.
a) The perception of the physical environment
The perception of the physical environment is not the same, in the
sense that different, because it is influenced by several factors, among
others:
1. Background experience
2. Cultural Background
3. Psychological background
6
4. Background values, beliefs, and expectations
5. Factual condition of the five senses through which the information
reaches the person is through that door
b) The perception of the human
Perception about humans or social perception is the process of
capturing the meaning of social objects and events that we experience
in our environment. Each person has a different picture of the reality
around him. In other words, everyone has a different perception of the
social environment.
2. Types of Perception
States that perception does not only happen in one time, but it can
happen in the past, present and future. He divides perception into three
types: the past, present and future perception. The past perception is a
reaction to stimulus by developing personal impression oriented to the past
observation. The next perception is present perception or initiative
perception. Future perception means a reaction to stimulus by developing
personal impression oriented to the future observation. Soemanto
Soemanto (in Kodariah, 2016: p.6)
While Sujanto (in khodariah 2016 : p.6) says that each individual
has his own types perception which are grouped into five. Such as visual,
auditive, motorical, tactile and mixed perception. Visual means that one
has a good memory of what he saw and auditive means that one can
remember well what they heard, motorical means that one has a good
memory of what he felt, tactile means that one has a good memory of what
he touched, and mixed means that the power for everything that they have
sensed.
We humans beings have five senses through which we experience
the world around us; sight, hearing, touch, smell and taste. Perception is
the process by which individuals select, organize, store and interpret the
information gathered from these senses. Wagner and Hollenback (in Ilham
Fahmi, 1995: p.116)
7
Perception can be defined as knowing about awareness of
individuals. The category includes three subcategories: seeing from the
patient’s perspective; seeing from the family of the patient’s perspective;
and emotional connection. (Rohani, Kesbakhi, & Mohtasami, 2018:
p.1092).
To conclude perception can be divided into time oriented
perception (past, present, future perception), individual's own perception
(visual, auditive, motorical, tactile, mixed perception), Perception is the
process by which individuals select, organize, store and interpret the
information gathered from these senses, and Perception as knowing about
awareness of individuals (seeing from the patient’s perspective; seeing
from the family of the patient’s perspective; and emotional connection).
3. Process of Perception
Perception that occurs in a person is not created overnight, but there
are processes and because of the relationship between the existing
capabilities of individual itself with the influencing factor. Toha (in Rima
Yuniarti, 2017: p.16) suggests there are a four-step process of perception
of an object at the individual, such as:
1) The stimulus or stimuli, the stimulation is the first step that must be
passed for the creation of perception. Stimuli were present from about
individuals will be responded by the human senses. It is the way when
person feels and sees something, the situation of stimulation created
by the environment around that individual where he/she lives.
2) Registration, the registration process is catching stimulation by human
senses, which will be forwarded and registered to the information
center or the human brain. It is the situation when stimulation comes
to learn responses mentally and physically. Registration is the
physical and mental responses that happen directly when someone
receives stimulation as much as possible.
3) Interpretation, after all information has been accepted, the next
process will take important roles. Each learner has different process
8
of cognitive in interpreting the stimulation, it happens because this
process is influenced by motivation, experience and personally of
each learner. So that, each of them has his/her own interpretation.
Therefore, naturally each individual has their own perception toward
a thing or things.
4) Feedback, the last process of perception is give feedback, which the
information is interpreted. As the result of interpretation, learners
make a reaction towards the stimulation. In this case, both negative
and positive reaction could happen. It depends in many factors that
influence the process of interpretation. If the reaction is negative,
learner will have bad attitude towards that stimuli such as rejection,
disagreement, prejudice or even a rebellion. On the other hand, if that
learner has positive interpretation, she or he will have good manner or
attitude toward the stimuli. She or he will accept and please or even
respect to the stimulation that she perceives or interprets.
To summarize perception involves very completed process
which is started from the stimulation, registration of the information
about the stimulation, interpretation based on the information
accepted and inner ability (experience, motivation, etc) and finally
decision on the reaction or feedback towards the stimulation.
4. Factors Affecting of Perception
There are 2 factors that influence perception:
1) Internal factors
Individuals as internal factors interact with each other in holding
perceptions. Regarding individual circumstances that can affect the
results of perception come from two sources, namely relating to the
physiological and psychological aspects.
If the physiological system is disturbed, it will affect one's
perception. While the psychological aspects including experience,
feelings, thinking ability, frame of reference and motivation will affect
someone in holding a perception.
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2) External Factors :
The external factors of perception, namely:
a) Stimulus
For a stimulus to be perceived, the stimulus must be strong enough.
Clarity of stimulus will have a lot of influence on perception.
Unclear stimulus will affect the accuracy of perception. If the
stimulus is in the form of a nonhuman object, then the accuracy of
perception is more on the individual who holds the perception,
because the object perceived is no attempt to influence the perceiver.
b) Environment or Situation
The environment or special challenges underlying the stimulus will
determine the perception if the object of perception is human. The
object and the environment behind it are objects that are difficult to
understand. The same object with different social can produce
different perceptions.
B. The Nature of Technology
1) Definition of Technology
Technology is a whole means to provide goods needed for the
survival and comfort of human life. According to Martono (in Ngafifi,
2014: p.36) Technology can also be interpreted as "knowledge of how
making something (know-how of making things) or "how to do
something" (know-how of doing things), in the sense of the ability to
do something with high value, both value and benefit the sale value.
Technology is the result of the development of science, which
occurs in the world of education. Therefore, education itself should
also take advantage of technology to assist the implementation of
learning.
This is in accordance with the opinion of Tondeur et al (in
Sundarsri Lestari, 2018: p.95) which states that digital technology has
now begun to be used in educational institutions as a means to support
10
learning, either as an information tool (i.e. as a means of accessing
information) or as a learning tool (i.e. as a means of supporting
learning activities and assignments).
Technology is a human creation. Therefore, it is natural to have
shortcomings or negative impacts. In the field of education, besides
having a positive side, technology also has a negative side.
Technology is beneficial to changes in human behavior including
education and students, in finding, collecting, documenting,
processing and transferring back teaching materials as needed. Mixing
teaching materials using technology can be more interesting and
provide motivation to learn, because mixing teaching materials is not
monotonous in the text, but can be mixed more artfully and
interestingly because it combines images, audio, video and animation
so that it can affect changes in learning behavior to develop better.
(Muhasim, 2017: p.86)
Technology and media are said to play a complementary role in
the sense that technology is a complement that supports the use of
media in the learning process. Media is said to be complementary in
terms of completing the material presented by the teacher in class.
Technologies such as IT and the Internet can play a role in finding
additional material to complement the material presented by the
teacher, as well as the media will complement the material that they
think is lacking in books.
According to Munir (2017, p.10) technology such as electronic
learning serves as a complement, namely electronic learning material
is programmed to complement the learning material that the learners
receive in the classroom. Electronic learning material is programmed
to become reinforcement material that is enrichment or remedial for
learners in following conventional learning activities.
When using technology we need to consider how best it can be
complement our classroom-based work so it becomes integrated into
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our overall plan of work. First we shall consider how technology can
contribute to our pupils’ learning. Then we will look at a methodology
for using different types of technology including video and computer
assisted language learning (CALL) which covers the use of word-
processing. CD-ROMS, authoring programmes and the internet. (Jean
Brewster, Gail Ellis, and Denis Girard, 1991, 1992, 2002: p.203)
2) Types of Technology
Now technology has touched almost every area of human life. Some
types of technology are as follows:
a) Information Technology
Information technology (IT) is a Technology that can help
humans convey information to others in a fast time. Some of the
products included in this technology include; television, radio,
online media and more.
b) Communication technology
Communication technology is a technology that can help humans
communicate with one another and send information to each other
using a special device. Some of the products included in
communication technology include; smartphone, fax machine, e-
mail, chat applications and more.
c) Transportation technology
Transportation technology is a technology that helps people to
move from one location to another in a fast time. Some of the
products included in this technology include; electric trains, cars,
planes, ships.
d) Educational technology
Educational technology is technology related to the world of
education in which its activities utilize certain tools. Some of
those included in educational technology include; the latest
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teaching methods, school laboratory equipment, computers,
OHP, and others.
e) Medical technology
Medical technology is a technology related to the medical world
where medical activities are already utilizing computer
technology. Some products included in medical technology
include; tensimeter, body thermoter, stethoscope, syringes and
infusions, ultrasound equipment, X-Ray equipment, and others.
f) Construction technology
Construction technology is a technology related to building
structures. Some of which are included are; work methods,
structural drawing software (AutoCAD), heavy equipment, and
etc.
g) Digital technology
Digital Technology is one of the tools that no longer uses human
labor manually, but rather an automatic operating system with a
computerized system or computer-readable currency format.
3) Benefits of Technology
Basically, the benefits of technology are to facilitate and
accelerate various human activities in various fields of life. Referring
to the understanding of technology, there are several benefits of
technology as follows:
a) Information and Communication.
The most tangible benefit of technology in the field of
information and communication is an easy, fast, and inexpensive
process. When we used to communicate remotely using letters,
landlines, and telegrams, now we can do it quickly through
smartphones, chat applications, and email.
b) Economics and Business
There are many benefits of technology in economics as it is
today. For example; the existence of an ATM machine (Automated
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Teller Machine) and internet banking that facilitates the payment
transaction process. In addition, technology also facilitates the
delivery process with a variety of expedition services that utilize
internet technology and mobile applications that accelerate the
delivery of goods.
c) Education
Technology also provides many benefits and conveniences
in the field of education. One of them is the existence of e-learning
system learning system. With this latest learning system, students
do not have to come to the school location but enough to open a
website or application and access learning material online.
d) Transportation
Technology has provided many benefits and conveniences in
the field of transportation, both goods and humans. The existence
of various types of transportation, such as; cars, motorbikes, planes
and ships, making the process of human travel easier and faster.
e) Medical
The benefits of technology are also greatly felt in the medical
field where the discovery of various methods, drugs, equipment,
and the latest machinery can help doctors and nurses do their work.
4) The Impact on the use of Technology in Education
C. Positive Impact:
According to Suripto, dkk (in Yohannes Marryono J, 2018: p.50),
the use of technology is beneficial for education, including:
a) The emergence of Mass Media especially electronic media as
a source of knowledge and education center, such as the
Internet network, Lab. School computers and others. The
impact of this is that the teacher is not the only source of
knowledge, so that students in learning do not need to be too
fixated on the information taught by the teacher, but can also
access subject matter directly from the Internet, therefore the
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teacher here is not only a teacher, but also as a student guide
to direct and monitor the course of education, so that students
are not misdirected in using Information and Communication
Media in learning.
b) The emergence of new learning methods, which make it easier
for students and teachers in the learning process. With
advances in technology, new methods have been created that
make students able to understand abstract material, because the
material with the help of technology can be made abstract, and
can be understood easily by students.
c) The learning system does not have to be face to face.
So far, the learning process that we know is learning that is
delivered only face-to-face, but with advances in technology,
the learning process does not have to bring students together
with teachers, but can also use Internet postal services and
others.
d) The existence of a data processing system based on the results
of the assessment using technology.
In the past, when people did a study, to analyze the data that
had been obtained they had to be analyzed and calculated
manually. However, after the development of science and
technology, all the tasks that used to be done manually and
took a long time, became something that was easy to do,
namely by using technology media, such as computers, which
could process data by utilizing various installed programs.
e) The need for educational facilities can be met quickly.
In the field of education, of course there are many things and
materials that must be prepared, one example, namely;
Duplication of exam questions, with the existence of a
photocopier, to meet the need for a large number of questions
would take a long time to do if done manually. But with the
15
development of technology, all of that can be done in a short
time.
Especially in learning activities, there are several
benefits that can be obtained from the development of science
and technology, namely: 1) Learning becomes more effective
and interesting. 2) Can explain something difficult / complex.
3) Speed up long processes. 4) Presenting events that rarely
occur. 5) Indicates an event that is dangerous or out of reach.
D. Negative Impact :
According to Sudibyo (in Yohannes Marryono J, 2018: p.
51), in addition to the positive impacts caused by the use of
technology, there will also be negative impacts that will be
caused, including:
a) E-learning can cause teacher conversion and cause teachers to
be eliminated, or also cause the creation of individuals who are
individual because the learning system can be done alone. It is
even possible that the ethics and discipline of students are
difficult or difficult to supervise and foster, so that gradually
ethics and humans, especially students, will decrease
drastically, and the main human nature, namely as social
beings, will be eroded.
b) Frequent access to the internet is expected by students not to
actually utilize information technology optimally, but instead
to access things that are not good, such as pornography, online
games. Even being exposed to cyber-relational addiction is
excessive involvement in relationships that exist through the
internet (such as through chat rooms and virtual affairs) to the
point of losing contact with relationships that exist in the real
world.
c) Students can be exposed to information overload, which is
finding endless information available on the internet, so they
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are willing to spend hours collecting and organizing existing
information, which in turn can make someone addicted,
especially regarding pornography and can spend money
because only to serve the addiction.
d) Students or university students also become addicts from the
existence of cyberspace excessively.
This can happen when students / students do not have a
skeptical attitude and are critical of something new. Moreover,
in the context of the virtual world (internet) they have
indirectly entered into an over-free world, so it is very
important to have the two attitudes above to become a bulwark
or filter of all available sources of information. In addition,
what is no less important is that the attention of parents also
plays a very important role in instilling values about a religious
norm as a basis for life.
e) Cyber Crime. In the world of education this can happen, for
example the theft of important documents or assets about an
educational setting that is actually kept secret (documents
regarding final examinations or the state) with the internet
media.
f) Generating an apathetic attitude for each individual, both for
students / students / students and teachers / teachers / lecturers.
g) This can be seen for example in learning systems that are
virtual and e-learning. Where the learning system does not
meet each other between students and teachers, it can occur
that students are less active in the learning system and the
results are not optimal.
Apart from the 7 negative impact points, there is still a
positive impact on technology, especially when learning is
done online such as during the covid19 pandemic, of course
students have their own challenges, namely the availability of
17
internet services. Some students access the internet using
cellular services and only a small part who use wifi service.
Sometimes there are even some students residences that
experiences signal difficulties. Then another difficulty is when
underprivileged students feel they have to continuously buy
internet quotas, because to participate in online learning, they
have to pay quite a fortune to buy internet data quota
Moreover, the use of online learning using video conferencing
is quite expensive. (Ali Sadikin & Afreni Hamidah, 2020:
p.218)
C. The Nature of Google Translate
1. Definition of Google Translate
Google Translate is a translation engine that can be used by
academics in translating literature written in foreign languages, for
example in English (Tri Pujiati, 2017: p.127). Google Translate is a
service provided by Google Incorporation to translate text or web
pages in one language into another language (Hidya Maulida, 2017:
p.57).
Google Translate is a free multilingual machine translation
service developed by Google, to translated text, speech, images,
sites, or real-time video from one language into another (Hidya
Maulida, 2017: p.58).
2. Benefits of Google Translate
According to Tri Pujiati (2017: p.58-61) there are five benefits of
Google translate, which are as follows:
1) As a translator
This is actually a main function, namely as an online
translator, especially Google translate Indonesian - English,
which is indeed widely used in English - Indonesian translation
activities.
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2) As an online dictionary
Another benefit of Google Translate is that it is an online
dictionary, because when the user of the translation machine
does word translation, Google Translate will automatically
display several choices of the translated source word in the target
language.
3) As an online thesaurus
The use of Google Translate in addition to being an online
translator and dictionary can also be useful as a thesaurus or a
reference to the choice of meanings of the same word (synonym)
online. In addition to a variety of word synonym choices, a level
of usage of the word is also displayed.
4) As a spell check
Google Translate other than as an online translator, namely
as a spell checker of words that appear due to typos very useful
when wanting to do an English spell check.
5) As a learning tool for pronunciation of foreign language words
For those who want to learn a foreign language, for example
who want to learn English free, especially how to pronounce it,
Google translate can be used.
3. Advantages and disadvantages
As a service, Google translate was created to assist in
translating. Google Translate is able to translate vocabulary quickly.
Many words not previously found in the dictionary can be found on
Google translate. It also allows users to translate into various
languages. So, with this application, students can actually save more
because there is no need to buy a dictionary to translate into a
language. In addition to translating as its main function, Google
translate also allows users to learn pronunciation. This is an
19
advantage that is very beneficial to its users when compared to using
a dictionary.
Google Translate also has weaknesses. The existing system
makes Google translate translating word by word, without
considering the structure of the words so that the results of the
translation of a sentence have a meaning that is far different from
the original understanding. In other words, Google translate was
translating vocabulary so it is very possible that an error occurs if
that is translated in the form of sentences, let alone text.
D. The Nature of Audio Visual Media
1. Definition of Audio visual media
Audio-visual media is a media that has sound elements and
image elements that can be seen, for example video recordings,
slides, sound, etc. Wina Sanjaya (in Purwono, Yutmini, Anitah,
2014: p.130)
According to Themistoklis Semenderiadis (in Purwono,
Yutmini, Anitah, 2014: p.130) Audiovisual media play a significant
role in the education process, particularly when usedextensively by
both teacher and children. Audiovisual media provide children with
many stimuli, due to their nature (sounds, images). They enrich the
learning environment, nurturing explorations, experiments and
discoveries, and encourage children to develop their speech and
express their thoughts.
From the above opinion it can be concluded that audio-visual
media is a combination of audio and visual media combined with
audio cassettes that have elements of sound and images that are
commonly seen, for example video recordings, sound slides and etc.
2. Types of Audio-visual Media
Audio-visual media divided into two namely:
1) Pure Audio-visual
20
Pure audio-visual or also called motion audio-visual is a media
that can display sound elements and moving images, sound
elements or picture elements come from a source.
a) Voice film
There are various types of voiced films, some of which are
used for entertainment, for example like commercial films
that are screened in cinemas. However, the sound film meant
in this discussion is film as a learning tool.
b) Video
Video is an audio-visual media that displays motion,
increasingly popular in our society. The message delivered
can be factual or fictitious, can be informative, educative or
can also be instructional.
c) Television
In addition to film and video, television is a medium that
presents learning messages in an audio-visual manner with
elements of motion inside.
2) Impure Audio-visual
Impure Audio Visual is a medium whose sound elements and
images come from different sources. This impure audio-visual is
also called silent audio-visual plus sound is a media that displays
sound and still images, for example Sound Slides. Slides or
filmstrips added with sound are not complete audio-visual tools,
because the sound and likeness are separate, therefore slides or
filmstrip are included as audio-visual media or can also be silent
visual media plus sound.
3. Benefit of Audio Visual
The benefits of audio-visual education are conveying the
influence of educational value, educating students and the
community to think critically, provide meaningful experiences and
21
develop ways of thinking, pronunciation, and vocabulary of
students.
E. Related Studies
The first related study by Khoirunnisa Isnaini (2019) from
Universitas Negeri Yogyakarta, Indonesia. With the title “A Study
Among English Teachers’ Perceptions: Investigating The Roles of
ICT in Indonesian EFL Classroom” This research aims to analyze
English teachers’ perception on the roles of ICT in EFL classroom. This
research categorized as descriptive qualitative method. The data
collection used in this research was interviews. This research involved
five English teachers from different schools in Yogyakarta, Indonesia.
The findings of the research showed that ICT plays role as a tool, a
source, and an encouragement of students’ English learning.
The second related study by Yayan Suryana (2013) from University
of Kuningan, Indonesia. With the tittle “Teachers’ Perception on ICT-
Based English Teaching” The purpose of this research was described
from the interview during the socislization of the 2103 curriculum. This
research categorized as qualitative method. The data collected through
interview from 8 participants of different ages from different senior high
school in Kuningan Regency were interviewed by phone. The findings
showed that most of the senior teachers (80%) of more than 50 years of
age were not motivated in using the ICT, 20% of them were familiar
with ICT; 60% of the teachers between their 30s and 40s generally
understood how to use ICT but seldom implemented the ICT based
English teaching because of lack of ICT facilities. Almost 95% of new
English teachers were familiar with ICT and they applied the ICT-based
English teaching when the ICT facility was available. The conclusion of
this research was that the application of the ICT-Based English teaching
could not be applied 100% because some teachers were still illiterate
with ICT and the ICT facilities were still limited.
22
The last related study by Sophia Fithri Al-Munawwarah (2014) from
Department of English Education, Indonesia University of Education,
Indonesia. With the title “Teachers’ Perceptions on the use of ICT in
Indonesian EFL Learning Context”. This study aims to investigate
teachers’ perception towards the implementation of ICT in EFL teaching
and learning process. This research categorized as descriptive
qualitative method. The data were collected through open-ended
questionnaire and interview to gain relevant data. The results of this
study was helping the teachers to conduct interesting and enjoyable
learning activities, promoting learner autonomy, and motivating the
students to learn.
The differences with my research, with the title “Teachers’
Perception on the use of Technology in Teaching English at
Madrasah Aliyah Negeri 1 Muaro Jambi” this study aims describes
the perceptions of teachers, about the advantages and disadvantages of
using technology in learning English. This research will categorized as
qualitative method. The collected from 3 English teachers at Madrasah
Aliyah Negeri 1 Muaro Jambi. The instrument of the study is interviews.
23
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The purpose of the research is to describe the Teachers’ Perception
on the Use of Technology in Teaching English at Madrasah Aliyah Negeri
1 Muaro Jambi. Based on the general purpose of the research, the study is
classified as qualitative descriptive researches that describe the
phenomenon which happen at the school. Method in this research is a
descriptive method with qualitative approach in order to get descriptions
about qualitative research.
According to Mukhtar (in Kodariah, 2016: p.24) “Qualitative
descriptive is a method use to find information from research subject for a
limited time”. The word of descriptive come from Roman which means
illustration. Qualitative descriptive research is a research to get information
about research subject for a time.
It is concluded that qualitative research method is a research method
used to get information data while the research is looking at the natural
object condition all the research. The descriptive research has main goal to
describe the fact systematically and characteristic of object or subject study
accurately. Consequently the researcher thinks that the method is suitable to
be used in this research which its purpose is describe what actually happens
to procedure about method. Finally, this approach is used as a guidance to
conduct the research from the beginning until the end of the work.
B. Setting and Subject of the Research
1. Setting of the Research
This research was conducted at Madrasah Aliyah Negeri 1 Muaro
Jambi. Jambi that located Jln. Sungai Gelam - Petaling, KM 08 Sungai
Gelam, Kab.Muaro Jambi, Jambi
2. Subject of the Research
24
Subject of this research were the English teachers perception. There
were three English teachers at Madrasah Aliyah Negeri 1 Muaro Jambi.
So the researcher chose all of English teacher with the consideration that
teachers always apply technology as a medium in every learning
process. Therefore, researcher chose this school to be the subject of
research.
C. Types and Sources of Data
1. Types of Data
a. Primary Data
In this research, primary data was the main data to get information
about teachers' perception on the use of technology in teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi. The data was
collected by interview of the teachers.
2. Sources of Data
The sources of data in this research were the English teachers at
Madrasah Aliyah Negeri 1 Muaro Jambi.
D. Technique of Collecting Data
In this research, the researcher was needed to use the right method
and relevant data acquisition tool. The use of right techniques and
instruments in collecting the data tool help the research to acquire objective
data. In this research, the research use technique of collecting the data
follows: interview and documentation. The explanation about technique of
collecting the data are as a follows :
1. Interview
The researcher used unstructured interview is a meeting of three
persons to exchange information and ides through question and
responses, resulting in communication and joint construction of
meaning about a particular topic. So the researchers examined the
research subjects (respondens) directly and deeply in order to obtain
25
further information about the teachers’ perspective towards the use of
technology in teaching English, so it gets representative data.
E. Instrument of Collecting the Data
The research instrument is a tool used in collecting data. "In
qualitative research, the research instrument or tool is the researcher
himself" (Sugiyono, 2012 : p. 59). The researcher as an instrument,
functions to determine the focus of the research, select informants as the
data source, interpret the data and make conclusions on the findings.
Researchers use research instruments that are guided by:
1. Interviews
Prepare research questions about learning steps and outcomes. Interviews
conducted by researchers to each resource are questions that refer to
research problems, such as how do teachers perceive the use of
technology in teaching English?
2. Documenting data
This activity is used to document all the data obtained and used as real
information to be processed. The tools used are:
a. Camera
Researchers use a camera from a smartphone as a means of collecting
images (photos), and using a digital camera to collect data in the form of
video.
b. Video Recorder
Video recording device from a smartphone to record all exposure or
information obtained when the researcher is conducting an interview.
F. Technique of Data Analysis
According to Noeng Muhadjir (in Ahmad Rijali, 2018: p.84) Analysis
data as an effort to systematically search and organize records the results of
observations, interviews, and others to improve researcher understanding of
the case under study and presenting it as a finding for others. Whereas to
26
improve such understanding of analysis needs to proceed with effort looking
for meaning.
According to Sugiyono (in Kodariah, 2016: p.29) Analysis of the data
qualitative is inductive which analysis based on the data collected. The data
analysis in qualitative study, conducted when data collection in particular
period. When interview, researcher have an analysis of answer were
interviewed. If the spoke to after analyzed felt not satisfactory, so the
researcher will continue more questions.
So the conclusion of qualitative data analysis is the effort made by
working with data, organizing data, breaking it down into manageable units,
synthesizing it, searching and finding patterns, finding what is important and
what is learned and deciding what can be said to others as the results of
observations, if researchers are less clear in accepting answers, then
researchers can ask even more questions. The models interactive data
analysis in order to :
1. Data reduction
According to Nurul Hidayati, Khairulyadi, MHSc. (2017, p:750-
751) Data reduction is the result of analyzes of data collection
researcher by interviewing and documenting obtained from informants,
both primary and secondary by sorting and summarizing it to be simpler
and easier to understand.
Data reduction means the process of selecting, summarizing and
simplifying the main points in accordance with the research problem in
order to provide a clear picture and make it easier for researchers to
collect the data. While the data that has been selected and simplified,
researchers to group data according to the topic of the problem. In this
stage the researchers chose primary data related to the use of technology
in teaching English.
2. Data Display
27
According to Alfi Haris Wanto (2017: p.42) Presentation of data is
an organizing, uniting, and inferred information. Presentation of data
here also helps in understanding the context of research because it carries
out analysis more profound.
3. Conclusion drawing / Verification
Efforts to draw conclusions are made by researchers continuously
while in the field. From the beginning of the collection data, qualitative
researchers begin to search for the meaning of objects, take notes
regularity of patterns (in theory notes), explanations, possible
configurations, causal paths, and the proposition. This conclusion is
handled loosely, still open, and skeptical, but conclusions have been
given. First of all it is not clear, but then increased to more detail and
firmly rooted (Ahmad Rijali, 2018: p.94)
28
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the findings and discussion of teachers’
perception on the use of technology in teaching English at Madrasah Aliyah
Negeri 1 Muaro Jambi.
A. Research Finding
Madrasah Aliyah Negeri 1 Muaro Jambi always applies technology
during the learning process. Neither from any subject teacher, and one of
them is an English teacher. To answer questions from this research,
researchers conducted interviews with three English teachers at MAN 1
Muaro Jambi. Interviews were conducted to determine the perceptions of
English teachers about the use of technology in teaching English at MAN
1 Muaro Jambi. There are several questions addressed to the English
teacher at MAN 1 Muaro Jambi and the answers are different because
everyone has their own way of seeing things. However, the researcher tried
to polarize the teacher's perceptions which showed a connection with the
theme into several categories; that is:
1. Increase student motivation
The development of technology is the result of the engineering of
human intellect, mind and intelligence which is reflected in the
advancement of science. Furthermore, it provides benefits in all aspects of
human life. In the development of human technology, humans have
succeeded in bringing very rapid progress, especially in terms of
education, currently many teachers and students have applied technology
as a medium in learning. Starting from learning still using manual tools
such as blackboards and text books, until now learning to use technology
such as computers, gadgets, projectors, etc.
Of course this has an effect on students, the use of technology can
increase student motivation, this can be seen when students learn to use
29
manual media such as textbooks, students tend to feel bored, and quickly
get sleepy, but the feeling of boredom and drowsiness will be reduced or
even lost with learning using technology and sometimes teaching materials
that are mixed or matched using technology. As at the following interview:
Interviewer: Dengan menggunakan teknologi, apakah hal tersebut
dapat meningkatkan motivasi belajar siswa?
Teacher: Untuk meningkatkan motivasi belajar, kadang kita
ngajarya kalau yg siang, itu siswa cenderung sudah
kelelahan atau ngantuk, tetapi dengan adanya teknologi
itu siswa lebih tertarik Tapi kalau untuk motivasi ya
mereka lebih termotivasi dengan menggunakan
teknologi daripada mereka harus belajar menggunakan
buku teks.
The results of the interview from this study were to determine
whether the use of the internet had an effect on student learning
motivation, where this can be shown by the attitude of students when
learning in class using this technology as a learning medium. The
following are some descriptions of the results of interviews conducted by
researchers with English teachers at MAN 1 Muaro Jambi:
According to Teacher 2 :
“…… To increase learning motivation, sometimes we teach it
during the day that students tend to be tired or even sleepy, but with
technology students are more interested. But for motivation, of course they
are more motivated by using technology than they have to learn to use text
books"
From Teacher 2 statement, the researcher concluded that Teacher
2 views that the use of technology in teaching English can increase student
learning motivation, because when the learning process takes place during
the day, students tend to feel tired and sleepy so usually students are lazy
to learn. This statement is also reinforced by the statement "But for
30
motivation, of course they are more motivated by using technology than
they have to learn using textbooks" This statement shows that since the
learning process using this technology, students who are usually lazy
become more enthusiastic when using technology instead of textbooks.
2. The importance of technology as a complementary medium of books.
Technological advances were also has an impact on the diversity of
media used by educators. Technology was assist teachers in media
creation. Media will be more interesting and varied if teachers are able to
take advantage of existing technology. For example, the media used are
books, and the media will be more attractive and more complete when
using technology as well. As said by the English teacher in the following
interview:
Interviewer: Menurut anda apakah penggunaan teknologi dalam
mengajar Bahasa Inggrisitu sangat penting?
Teacher 1: Penting sekali, sebagai penunjang belajar, kemudian
penunjang lain selain buku. Maka akan lebih baik kalau
ada buku dan ada teknologi biar bahannya lebih
lengkap.
Teacher 2: Ya, sangat penting sekali dengan keberadaan teknologi
menunjang kegiatan belajar dan mempermudah kami
sebagai guru dan siswa tentu juga lebih tertarik dengan
adanya teknologi
Interviewer: Seberapa sering anda menggunakan teknologi sebagai
media pembelajaran bahasa inggris?
Teacher 1: Hampir setiap pengajaran saya menggunakan
teknologi, mungkin 80%. Bahkan sebelum daring pun
saya mengajar menggunakan teknologi.
Teacher 2: Hampir setiap pertemuan menggunakan teknologi, jadi
teknologinya yang simple-simple saja dan untuk
menggunakan teknologi selain smartphone biasanya
31
kita menggunakan proyektor untuk menampilkan
gambar sehingga bisa menarik siswa, kadang juga bisa
menggunakan speaker untuk mendengarkan
percakapan (listening).
According to Teacher 1:
"It is very important, to support learning, then to support other
things besides books. So it's better if there are books and there is
technology, so the material is more complete. Almost all of my teaching
uses technology, maybe 80%. Even before going online I taught using
technology".
From the statement of Teacher 1, the researcher concluded that
Teacher 1 views that the use of technology is very important as a learning
support and also complements the material in books, such as delivering
material through power points, videos and songs for listening activities.
This statement is also reinforced by the statement “Almost every time I
teach using technology, maybe 80%. Even before I went online I taught
using technology”. This illustrates the importance of using technology as
a medium of learning, even before the Covid-19 pandemic he used
technology as a medium up to 80%. This statement is also reinforced by
the statement "So it would be better if the book exists and the technology
also exists, so the material is more complete". The statement "so that the
material is more complete" indicates the role of technology as a
complement to the existing material in books.
Teacher 2 also has the same perception as Teacher 1.
According to Teacher 1:
"Yes, it is very important that technology can support learning
activities and make it easier for us as teachers and students. Of course we
are also more interested in technology. Almost every meeting uses
technology, so the technology is simple, we can use smartphones owned
by students, besides smartphones we usually use projectors to display
32
images so that they can attract students, sometimes we can also use
speakers to listen to conversations (listening).
From the statement of Teacher 2, the researcher concluded that
Teacher 2 views that the use of technology is very important to support
learning activities. This statement is also reinforced by the statement
"Almost every meeting uses technology, so the technology is simple." The
statement "Almost every meeting" shows that because of the importance
of using this technology, every meeting in his class uses technology more
often than books. In addition, technology can also make it easier for
teachers to convey material through technology such as smartphones,
which they consider as simple technological tools, then projectors, and
speakers. Then, of course, students are also more interested in technology.
3. Positive Impact.
The development and utilization of technology was now beneficial
for education, such as computers, gadgets, projectors, internet, e-learning,
and especially Google translate which is often used by students when
learning English. The impact of this is that the teacher is not the only
source of knowledge, so that students in learning do not need to be too
fixated on the information taught by the teacher, but can also access subject
matter directly from the Internet. Therefore the teacher is not only a
teacher, but also a guided. As a student guide to direct and monitor the
course of education, so that students are not misdirected in using
technology.
In addition, the learning process using technology has a very positive
impact, namely learning that takes place becomes more effective and
interesting, the teacher is able to explain what is difficult becomes easier,
and the learning process saves time or does not take too long.
And not only that, the benefits of technology, there are still many
other benefits, namely in learning, students certainly feel that lessons are
33
more efficient, easy, practical, and so on. As said by the English teacher
during an interview with researcher at MAN 1 Jambi, namely:
Interviewer: Apa alasan anda lebih memilih teknologi di bandingkan
buku?
Teacher3: Lebih praktis, kemudian lebih cepat ya. Kalau
menggunakan teknologi ya, terutama internet itu kan
kita mau cari apa itu lebih mudah ya, lebih mudah
lebih cepat kemudian lebih akurat juga. Kalau
menggunakan buku itu rada susah ya karna harus
bolak balik buku, nah karna sekarang itu kita daring,
jadi tentu lebih mengutamakan menggunakan
teknologi.
Interviewer: Apakah penggunaan teknologi dapat membantu
dalam proses pembelajaran?
Teacher 2: Ya sangat membantu. Seperti tadi menggunakan
google transalate jdi siswa dapat memahami mana
struktur bahasa inggris yg benar, apakah sesuai
dengan teori, apakah sesuai dengan grammar
hasilnya. Karna biasanya teks yang ditulis siswa
terkadang tidak sesuai dengan hasil scanner nya.
Interviewer: Apakah pembelajaran yang berlangsung akan
kondusif?
Teacher 1: Iya kondusif. Karna teknologi itu kan menarik, jadi
siswa lebih tertarik. Karna nuansa berupa tampilan
pada proyektor itu, kalau pakai buku kan biasa-biasa
saja atau kurang menarik. Kemudian guru merasa
lebih enjoy dan siswa pun juga merasa enjoy. Dan
tentunya tidak membosankan.
According to Teacher 3, the use of technology in teaching English
has a positive impact. This can be seen from his statement;
34
"It's more practical, then it's faster to use technology, especially the
internet when we want to search for anything, it's easier, faster and more
accurate too. Using a book is a bit difficult because you have to flip
through the book. And of course this really helps me, because it makes it
easier for me to do teaching and learning activities”.
From Teacher 3’s statement, the researcher concluded that Teacher
3 views that by using technology, the learning process becomes more
practical, faster, easier, and more accurate. Especially when looking for
something on the internet, of course it is more practical than looking in
books, and of course this is very helpful in teaching and learning activities.
Teacher 2 also shared the same perception. According to him:
"….very helpful. As in the use of google transalate, students can
understand which English structure is correct, whether it is in accordance
with the theory, whether it is in accordance with the grammar of the results.
Because usually the text written by students sometimes does not match the
results of the scanner on Google translated"
From Teacher 2's statement, the researcher concluded that the
positive impact of using this technology is besides being more practical,
fast, easy and accurate, it can also help students, especially in translation
activities, students can use Google Translate to check for errors in their
writing, whether their writing is in accordance with the language structure
or not appropriate, so that students can know the wrong side of their
writing.
Then Teacher 1 also gave her perception about the positive impact
of using this technology.
According to Teacher 1:
35
"Technology is interesting, so students are more interested in
learning. Because the nuances of the display on the projector, if you use a
book, it's just so-so or less interesting. Then the teacher feels more enjoy,
and students also enjoy using this technology. Because it's not bored"
From Teacher 1's statement, the researcher concluded that Teacher
1 saw that technology was interesting, so that students were more
interested in learning. Then the teacher and students also enjoy it more,
because the learning process is not boring.
4. Negative Impact
In addition to the positive impacts caused by technological
developments on education, there is also be negative impacts that will arise
on technological developments in this education. One of them is that
students will be too fixated on computers or gadgets and ignore the teacher.
This will make the teacher feel like he is losing his function as a teacher.
Then for some teachers, technology can also have a negative impact on
teachers who are already vulnerable because they can experience eye
problems if they keep staring at a computer screen.
Especially when the learning process takes place online like this,
students who also find it difficult to control the use of e-learning or other
media on their gadgets, and students who are classified as underprivileged
(poor) families will also find it difficult to buy internet quotas. This was
also said by one of the English teachers at MAN 1 Muaro Jambi during an
interview with the researcher. Namely as follows:
Apart from having a positive impact, it turns out that the use of
technology in teaching English also has a negative impact. As the
statement below:
Interviewer: Dengan menggunakan teknologi, apakah hal tersebut
dapat meningkatkan motivasi belajar siswa?
36
Teacher 1: Untuk yang sebelumnya (sebelum daring) tidak
terlalu kalau teknologi bagi siswa, siswa-siswa hanya
mengandalkan guru tapi karena sekarang sudah
daring jadi mau gak mau harus mau. Kemudian
dampak teknologi sekarang ini adalah mungkin bagi
anak yang tidak mampu pemikirannya, maupun tidak
mampu ekonomi nya. Mungkin yang mampu
pemikirannya dan mampu ekonominya itu saat
belajar daring itu bahkan lebih kreatif dengan adanya
penggunaan teknologi ini. Tapi bagi anak yang
kurang mampu, mereka jadi korban malah ya, mereka
kesusahan saat belajar daring ini, karna terkadang ada
siswa tidak mempunyai handphone, atau ada yang
kurang mampu bila harus membeli kuota internet nya
ya.
Interviewer: Apakah penggunaan teknologi dalam proses
pembelajaran membuat anda merasakan stress /
kebingungan?
Teacher 3: Kalau stress dan kebingungan, kalau yang saya alami
sih enggak ya, ya mungkin beberapa kali ada lah
stress, mungkin di awal-awal karena rada kaget, yg
biasanya kita mengajar kita tatap muka, nah semenjak
daring ini mungkin agak repotnya gini, ketika siswa
melakukan ujian atau latihan. Itukan kalau sekarang
menggunakan teknologi berupa e-learning kalau
disekolah kita itu kan menggunakan e-learning ya, jdi
siswa latihan menggunakan e-learning. Yang dulunya
kan kalau guru nih memeriksa tugas siswa itukan
paling bolak balik buku ya,mungkin itu enih efektif
sih kalau mengoreksi ya. Nah tapi kalau sekarang kan
pakai teknologi berupa laptop (computer) atau
37
smartphone itu susahnya kita harus scroll kebawah
dantulisannya lebih kecil biasanya, kemudian dimata
rasanya sakit sih, mungkin karna faktor usia juga ya,
jadi dimata itu rada perih ya, karna mengoreksi itu
kan berjam-jam jadi dimata kadang rada sakit, kalau
baca buku kan gak terlalu ya, karna kan tidak terkena
radiasi.
According to Teacher 1:
"The impact of technology today is for children who are unable to
think, or economically. Maybe those who are able to think and be able to
be economical when studying online will be more creative with the use of
this technology. But for underprivileged children, they actually become
victims, they struggle when studying online, because sometimes there are
students who don't have cellphones, or there are those who are no money
if they have to buy their internet quotas"
From the statement of Teacher 1, the researcher concluded that
Teacher 1 views that the use of this technology after the COVID-19
pandemic has a negative impact on underprivileged students, whether they
are less capable of thinking, or less well off in their economy. Because
online learning as it is today, students tend not to be able to afford internet
quota, or there are even students who do not have smartphones so that
students become victims of online learning that uses this technology.
Then Teacher 3 also conveyed her perception about the negative
impact of using this technology,
According to Teacher 3:
“… Maybe several times I felt stressed at first because I was a bit
surprised, what we usually teach us face-to-face, since online, it's a bit
difficult, when students do exams or practice now using technology in the
38
form of e-learning if the teacher checks students' assignments, they only
flip through the book, it is more effective when correcting. But if now
using technology in the form of a laptop (computer) or smartphone, the
difficulty is that we have to scroll down and the writing is small, then it
hurts in the eyes, maybe because of the age factor too, so it hurts in the
eyes because we have to correct it in a matter of hours, so it hurts in the
eyes because exposed to radiation, if you read a book it doesn't hurt your
eyes.
From Teacher 3's statement, the researcher concluded that Teacher
3 views that the use of this technology after the COVID-19 pandemic has a
negative impact because the teacher says that the teacher feels tired in his
eyes when the teacher corrects student assignments on the e-learning
application, because he has to constantly stare at a computer screen which
can cause irritation of his eyes from staring at him for too long.
B. Discussion
Advances in technology bring a new atmosphere in teaching
English. Previously, we used books as the main reference to enrich
knowledge and information, now we are facing technological advances
where information and knowledge can be easily accessed from the internet
through digital devices. In teaching English, the existence of technology
media can be used by English teachers to get knowledge and information
easily. Technological progress must have both positive and negative sides.
Therefore, as technology users we must be able to behave well and wisely
so as not to be affected by the negative side.
According to Tondeur et al (in Sundarsri Lestari, 2018: p.95) which
states that digital technology has now begun to be used in educational
institutions as a means to support learning, either as an information tool
(i.e. as a means of accessing information) or as a learning tool (i.e. as a
means of supporting learning activities and assignments).
39
Technology is a human creation. Therefore, it is natural to have
shortcomings or negative impacts. In the field of education, besides having
a positive side, technology also has a negative side.
Every person has his or her own way in perceiving something. So
do the English teachers in MAN 1 Muaro Jambi. The English teachers in
MAN 1 Muaro Jambi have different perception on the use of technology
in teaching English. Here are the English teachers' perceptions on the use
of technology in teaching English.
The use of technology in teaching English is currently considered a
trigger for the emergence of student enthusiasm and can increase student
learning motivation both in class and when learning online, especially
when the learning process takes place during the day which usually
students tend to feel tired, bored, and sleepy, but this can be overcome by
the application of teaching materials mixed with technology, because if
learning only uses books, students will feel bored, so it is better if the
teacher teaches not only using books but also mixed with technology.
According to Muhasim (2017: p.86), mixing teaching materials using
technology can be more interesting and provide motivation for learning,
because mixing teaching materials is not monotonous in the text, but can
be mixed more artfully and interestingly because it combines images,
audio, video and animation so that it can affect behavior change to
improved learning.
Not only that, technological advances will also have an impact
on the diversity of media used by educators. Technology will assist
teachers in media creation. Media will be more interesting and varied if
teachers are able to take advantage of existing technology. For example,
the media used are books, and the media will be more attractive and
more complete when using technology as well. Technology and media
are said to have complementary roles in the sense that technology is a
complement that supports the use of media in the learning process. As
stated by Munir (2017, p.10) technology such as electronic learning
40
serves as a complement, namely electronic learning material is
programmed to complement the learning material that the learners
receive in the classroom. Electronic learning material is programmed to
become reinforcement material that is enrichment or remedial for
learners in following conventional learning activities.
In addition, the learning process using technology has a very
positive impact, namely learning that takes place becomes more
effective and interesting, the teacher is able to explain what is difficult
becomes easier, and the learning process saves time or does not take too
long. As stated by Suripto (in Yohannes Marryono J, 2018: p.50) about
the positive impact of the use of technology in education, one of which
is 1) learning becomes more effective and interesting, 2) being able to
explain something difficult / complex. 3) Speed up long processes.
Besides having a positive impact, it turns out that the use of
Technology in teaching English also has a negative impact, but this
negative impact began to be felt after online learning and learning at
home using technology. The use of this technology after the Covid19
pandemic had a negative impact on underprivileged students, whether
they were less able to think, or less well off in their economy. Because
online learning as it is today, students tend not to be able to afford
internet quota, or there are even students who don't have smartphones
so that students become victims of online learning that uses this
technology. as said by Ali Sadikin & Afreni Hamidah (2020, p.218) "To
participate in online learning, they have to pay quite a fortune to buy
internet data quota". Then the negative impact also because that the
teacher feels tired in his eyes when the teacher corrects student
assignments on e-learning applications, because he has to continuously
stare at a computer screen that can irritated his eyes from staring at him
for too long.
41
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter aims to give short description about the study and show result
finding obviously. In addition this chapter was also contained the suggestions
about research findings.
A. Conclusion
Based on the findings described in the discussion of teacher
perceptions about the use of technology in teaching English at MAN 1
Muaro Jambi, the researcher then draws conclusions. This conclusion
includes all the questions and answers that have been categorized on
teachers' perceptions of the use of technology in teaching English.
Based on these findings, English teachers at MAN 1 Muaro Jambi
view that the use of technology in teaching English is the use of technology
can increase student motivation, because by learning to use technology in
the form of computers, gadgets or projectors, students feel more interested
and don't feel overwhelmed. So that it can foster enthusiasm and increase
student motivation.
The importance of using technology as a medium to complement
books, because not all textbooks in the school contain complete material,
sometimes the textbook only displays the important points and does not
explain in detail, then the pictures in the book are only few and unclear.
but if you use technology such as the internet, students will find the
material more complete and there are clear animated images or videos so
that students can better understand the material.
The use of technology in teaching English has a positive impact,
There are lots of positive impacts from the use of technology, as felt by
students at MAN 1 Muaro Jambi that by using technology, learning
becomes more efective, easy, practical, fun, not boring, and of course it
doesn't take a long time, and also makes it easier for teachers in conveying
the material.
Not only that, the use of technology in MAN 1 Muaro Jambi also
had a negative impact, but this negative impact was only felt after the
COVID-19 pandemic, which is when students have to study in their
respective homes, they use their own gadget or computer, sometimes there
are students. those who are less economically able to buy internet data
quotas so they find it difficult in this online learning, which usually
learning to use the internet has been facilitated by schools but since
studying at home each student must be able to facilitate everything on their
own. Then the negative impact that is also felt by teachers is that teachers
tend to be tired and feel overwhelmed by correcting student assignments
on e-learning, because teachers are constantly staring at computer screens
and it can irritate the eyes.
Thus it can be concluded that the English teachers at MAN 1 Muaro
Jambi have more advantages than disadvantages when using technology
in teaching English. That is the reason the English teachers at MAN 1
Muaro Jambi prefer to use technology to teach.
B. Suggestions
Based on the results of research through the interview method, the
researcher can provide suggestions or input that may be useful for the
school institution that is the object of research so that it can be used as
motivation or input in order to make teaching and learning activities even
better. Related to this, some suggestions recommended by researcher are :
1. For English Teachers
In the use of technology in teaching english at a time like this, its
use is correct. However, some teachers over use technology even though
technology should only complement books, not replace books. It is better
for teacher to involve book more often, because there is a saying that says
“book are a window to the world”, so teachers must also show students
that book are very important. Especially in translating activities, it is better
if students are prohibited from using Google Translate, because according
to the researcher, it will get students used to being lazy to open the
dictionary. Although there is already a more complete internet, students
must also get used to learning to use books to avoid students becoming
lazy in reading books.
2. For the Students
Student must be good at adjusting between the use of technology
and books, student should not rely to much on the internet or Google
Translate when translating. Student must be diligent in reading dictionaries
or books about grammar in order to know the structures and formulas that
exist in grammar.
3. For Researcher
Hopefully this research can be useful to anyone reference in
increasing the researcher knowledge to teachers’ perception in teaching
with technology and these studies are used as a vehicle to practice analyze
some problems that occur in the field, so the writer will have a sensitivity
the problems related with the teachers’ perception on the use of technology
in teaching english at Madrasah Aliyah Negeri 1 Muaro Jambi.
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APPENDICES
A. Profile of MAN 1 Muaro Jambi
1. History of MAN 1 Muaro Jambi
The beginning establishment of MAN 1 Muaro Jambi began
with the establishment of MA Nurul Hasanah. Then in 2004, MA
was inaugurated as a public school by the governor of Jambi H.
Zulkifli Nurdin under the name Madrasah Aliyah Negeri Sungai
Gelam (MAN Sungai Gelam) because this school is located in
Sungai Gelam. The change in the name of MAN Sungai Gelam to
MAN 1 Muaro Jambi was based on the Decree of the Minister of
Religion number 681 of 2016 concerning the Change of the Name
of State Madrasah Aliyah, Masrasah Tsanawiyah, and State
Madrasah Ibtidaiyah in Jambi Province.
The principal who first led MAN 1 Muaro Jambi was Drs.
Imam Suhadi from 2004 to 2010. Then at the beginning of 2011 Mr.
Drs. Imam Suhadi was replaced by Mr Drs. Ahmad, M.Pd.I, he
served as the principal of the school from 2011 to 2015. Then the
third principal was Mr. Drs. Osnedi, S.Si, he served as principal of
the school from 2015 to 2017, then was replaced by Mr. Nurzal,
S.Pd, M.Pd in 2017 to 2019. And the Principal who has served since
2019 until now is Mrs. Dra. Barianti, M.Pd.I.
After the research activities were carried out, it could be
described that Madrasah Aliyah Negeri 1 Muaro Jambi was as
follows:
School Name : MAN 1 Muaro Jambi
No. School Statistics : 131115050013
School Type : Accredited A.
NIS : 10507940
School Address : Jln. Sungai Gelam - Petaling KM. 08
Telephone / HP / Fax : 082320935249
School Status : Public
2. Vision and Mission of MAN 1 Muaro Jambi
a. Vision of MAN 1 Muaro Jambi
Adamant of IMTAQ (Iman & Taqwa), Achievers in IPTEK (Ilmu
Pengetahuan & Teknologi).
b. Mission of MAN 1 Muaro Jambi
1. Instilling the principles of religion in learning
2. Fostering religious behavior in everyday life
3. Realizing an effective, communicative, democratic and
environmentally
4. Realizing professional, innovative, creative and
environmentally friendly educators and educational staff
5. Explore and develop the potential of students according to
their talents and interests
6. Fostering a clean, beautiful, comfortable and orderly
environment.
3. The Condition of Teachers and Employees at MAN 1 Muaro
Jambi
The teacher is an adult who is responsible for providing
assistance to students in their physical and spiritual development in
order to reach maturity level and be able to stand alone in fulfilling
their duties as servants of God. Therefore being a teacher has a big
responsibility, in addition to educating the nation’s children,
teachers are also obliged to individuals. Therefore teachers are often
referred to as unsung heroes.
The state of teachers in MAN 1 Muaro Jambi in the
2020/2021 school year as a whole there are 50 teachers and 11
employees.
a. The Condition of Teachers
Table 1.1
The condition of teachers at MAN 1 Muaro Jambi
No. Level of
Education
Amount and status of teachers
Amount GT/PNS Honorer
L P L P
1. S.3/S.2 2 3 - - 5
2. S.1 12 14 12 7 45
3. D.3/D.2/D.1 - - - - -
4. SMA/SMK/MA - - - - -
Amount 50
b. The Condition of Employees
Table 1.2
The condition of employees at MAN 1 Muaro Jambi
No
. Employees
Amount of Employees
Amount PNS Honorer
L P L P
1. Administration - 1 1 4 6
2. Library - 1 - 1 2
3. Security - - 2 - 2
4. Janitors - - 1 - 1
Amount 11
4. Organizational Structure
Table 2.1 Organizational Structures
5. List of Teachers and Employees
HOMEROOM TEACHERS
X MIA 1. Anik Luthfiah,
S.Pd
X MIA 2. Sulisetiawati, S.Pd
X MIA 3. Suroto, S.Pd
X MIA 4.
XI MIA 1. Anita Dewi Anggara,
S.Pd
XI MIA 2. Rina Rahmawati, S.Pd
XI MIA 3. Indo Ariyani, S.Pd
XI MIA 4. Mahmud, S.Pd.I
XII MIA 1. Ahmad Sa’id Akbar,
S.Pd
XII MIA 2. Neli Elmi, S.Pd
XII MIA 3. Nur Rahmalia, S.Pd
X IIS 1. Ismiyati, S.Pd.I
X IIS 2. Arkoah, S.Ag,
M.Pd.I
X IIS 3. Mirwan Daryadi,
S.Pd
X IIS 4. Nur Hadi, S.Pd.I
XI IIS 1. Rini Fauziah, S.Pd
XI IIS 2. M. Khadafi Ritonga,
S.Pd.I
XI IIS 3. Drajat Udin, M.Pd
XI IIS 4. Rusdiana Nasution, S.Pd
XII IIS 1. Suntaji, S.Pd.I
XII IIS 2. Afifah, S.E
XII IIS 3. Rosma Maharani, S.Pd
HEADMASTER
Dra. Barianti, M.Pd
Wk. Kurikulum
Muhaiti, S.Pd, M.Pd.I
Wk. kesiswaan
Fahrurrozi, S.Pd.I
Wk. Sarpras
Nurgayah, S.Pd.I
Wk. Humas
Andoko, S.Pd
Head of Administration
Tri Lestari, S.E
Treasurer
Roudhatul Jannah
Table 3.1
List of Teachers and Employees
Madrasah Aliyah Negeri 1 Muaro Jambi
No. Names Field of Study
1. Dra. Barianti, M.Pd.I Kepala Sekolah
2. Muhaiti, S.Pd,M.Pd.I Wirausaha
3. Nurgayah, S.Pd.I Akidah akhlak
4. Andoko, S.Pd Bimbingan Konseling
5. Ismail, S.Pd.I Mulok (Hafidz)
6. Neli Elmi, S.Pd Matematika
7. Afifah, S.E Ekonomi
8. Arkoah S.Ag, M.Pd.I Fiqih
9. Ahmad Suryadi, S.Pd Bahasa Indonesia
10. Suroto, S.Pd Qur’an Hadist
11. Anik Luthfiah, S.Pd Bahasa Inggris
12. Fahrurrozi, S.Pd.I SKI
13. Suratno, S.Pd, M.Pd Kimia
14. Ahmad Fauzi, S.Pd Fiqih
15. Nailul Fauziah, S.Pd PKN
16. Ahmad Said Akbar, S.Pd Bahasa Inggris
17. Sulisetiawati, S.Pd Matematika
18. Ismiyati, S.Pd.I Geografi
19. M. Habib Rosyidin, S.Pd Sejarah
20. Rina Rahmawati, S.Pd Bahasa Arab
21. Rini Fauziah, S.Pd Sosiologi
22. Anita Dewi Anggara, S.Pd Biologi
23. Sri Mahmudah, S.Pd Sejarah
24. Nur sholihah, S.Pd Bahasa Arab
25. Dona Anggraini, S.Pd Bahasa Inggris
26. Ade Saputra, S.Pd Penjaskes
27. Asmuni, S.Ag Qur’an Hadist
28. Ahmad Ariyadi, S.Pd Sejarah
29. Arif Rahman, S.Pd Penjaskes
30. Irmayanti, S.Pd Bahasa Indonesia
31. M. Khadafi Ritonga, S.Pd.I Bahasa Arab
32. Dedi Arpan, S.Pd PKN
33. Jemmi Adrianto, S.Pd Penjaskes
34. Suntaji, S.Pd SBK
35. Muhammad Soleh, S.Pd.I Mulok (Arab Melayu)
36. Nur Hadi, S.Pd.I Mulok (Hafidz)
37. Emi Fitriani, S.Pd Geografi
38. Nurul Hikmah, S.Pd Fisika
39. Erika Rosadi, S.Pd Ekonomi
40. Rusdiana Nasution, S.Pd Sosiologi
41. Muhammad Al Amin, S.Pd.I Mulok (Arab Melayu)
42. Nur Rahmalia, S.Pd Kimia
43. Rosma Maharani, S,Pd Biologi
44. Mahmud, S.Pd.I SKI
45. Ma’ruf Sholihin, S.Pd.I, M.Pd Fisika
46. Indo Ariyani, S.Pd TIK
47. Agus Setiawan, S.Kom TIK
48. Wawan suswanto, S.Pd Bahasa Indonesia
49. Dadang Suprapto, S.Pd Akidah Akhlak
50. Mirwan daryadi, S.Pd Wirausaha
51. Tri Lestari, S.E Kepala TU
52. Roudotul Jannah, S.Pd.I Bendahara
53. Julaeha Tata Usaha
54. Nur Halimah, S.H Tata Usaha
55. Alvin Sanjaya Tata Usaha
56. Leni Sundari, S.Kom Tata Usaha
57. Mutiah, S.IP Pepustakaan
58. Salma Hayuningtyas, S.IP Perpustakaan
59. Sidik Purnomo Security
60. Warisan Penjaga Malam
61. Ahmad Fauzi Kebersihan
6. The Condition of Students at MAN 1 Muaro Jambi
Students are one of the most important components in teaching
and learning activities among other components. Without students,
there will be no teaching and learning process. What is meants by
students here are all students who actively participate in the teaching
and learning process in MAN 1 Muaro Jambi. According to the data
found by researcher, the conditional of the students in the 2020/2021
academic year amounted to 818 students.
Table 4.1
Students’ Data of MAN 1 Muaro Jambi
Academic
Year
The Amount of Students
Amount X
MIA
X IIS XI
MIA
XI
IIS
XII
MIA
XII
IIS
2018/2019 115 121 75 108 77 106 602
2019/2020 142 146 115 122 75 108 708
2020/2021 144 150 142 146 115 121 818
B. The Instrument of Collecting Data
Tittle : Teachers’ Perception on the Use of Technology in Teaching
English at Madrasah Aliyah Negeri 1 Muaro Jambi.
Based on field data that has been collected through the interview
method to the three English teachers at MAN 1 Muaro Jambi, to
determine teachers perception on the use of technology in teaching
English. This following are the names of the English teachers who were
interviewed by researcher :
1. Name : Anik Luthfiyah, S.Pd (Teacher 1 / T1)
Place & date of birth: Jawa timur, 28 August 1978
Address: Jl. Iswahyudi, Rt.04 Kel. Talang Bakung, Palmerah
No. hp : 081366378800
Years of service: 14 years
2. Name: Ahmad Said Akbar, S.pd (Teacher 2 / T2)
Place & date of birth: Ponorogo, 20 April 1984
Address: Rt.24 Talang Bakung
Years of service: 10 years
3. Name: Dona Anggraini, S.Pd (Teacher 3 / T3)
Place & date of birth: Jambi, 07 July 1994
Address: Rt.11 KM.08 Kec. Sungai Gelam
Years of service: 2 years
Furthermore, the researcher gave 10 questions (unstructured interview)
to the three teachers above.
For more details, the following are the results of the interview which are
summarized below:
1. Apakah Bapak/Ibu menggunakan teknologi dalam mengajar bahasa
inggris?
T1 : Ya, saya menggunakan teknologi sebagai media saya mengajar.
T2 : Ya, untuk media pembelajarannya salah satunya memang
memanfaatkan teknologi untuk menunjang kegiatan belajar mengajar.
T3 : Ya, saya menggunakan nya
2. Menurut Bapak/Ibu apakah penggunaan teknologi dalam belajar
bahasa inggris itu sangat penting?
T1 : Penting sekali, sebagai penunjang belajar, kemudian penunjang
lain selain buku. Jadi lebih baik kalau ada buku da nada teknologi biar
bahannya lebih lengkap.
T2 : Ya, sangat penting sekali dengan keberadaan teknologi menunjang
kegiatan belajar dan mempermudah kami sebagai guru dan siswa tentu juga
lebih tertarik dengan adanya teknologi.
T3 : Ya untuk sekarang, itu sangat penting sekali
3. Seberapa sering Bapak/Ibu menggunakan teknologi sebagai media
pembelajaran bahasa inggris?
T1 : Hampir setiap pengajaran saya menggunakan teknologi, mungkin
80%. Bahkan sebelum daring pun saya mengajar menggunakan teknologi.
T2 : Hampir setiap pertemuan menggunakan teknologi, jadi
teknologinya yang simple-simple saja tidak harus menggunakan proyektor
atau apa. Kita bisa menggunakan teknologi smartphone yang dimilki anak-
anak. (Jadi lebih sering menggunakan smartphone ya pak?) iya kalau
dalam setiap pertemuan menggunakan smartphone.
T3 : Kalau yg sebelum nya (sebelum adanya wabah covid), saya
kategori sering sih, gak selalu ya. Sering menggunakan terutama
penggunaan laptop dan proyektor. Kemudian speaker juga untuk listening.
Nah klau untuk sekarang itu kan diwajibkan karna sekarang kita daring, nah
jadi untuk semuanya kita menggunakan teknologi, baik guru maupun siswa.
4. Jenis Teknologi apa saja yang biasa Bapak/Ibu gunakan dalam proses
pembelajaran ?
T1 : Semuanya saya gunakan terutama sebelum covid, saya
menggunakan proyektor. Digunakan untuk beberapa materi seperti power
point ada, video-video ada, lagu-lagu juga ada untuk listening.pokonya
sesuai materi lah ya (Kalau kegiatan menerjemahkan itu bagaimana
buk? Menggunakan kamus kah atau google translate?) Saya lebih
sukanya pakai kamus, supaya siswa itu ada usaha mencari di kamus, dan
supaya siswa lebih mengerti dalam menerapkan pengetahun nya tentang
grammar. kalau di google translate itu kan mudah aja ya, tinggal klik
langsung keluar terjemahannya.
T2 : Untuk teknologi selain smartphone biasanya kita menggunakan
proyektor untuk menampilkan gambar sehingga bisa menarik siswa, kadang
juga bisa menggunakan speaker untuk mendengarkan percakapan
(listening). (Kalau dalam kegiatan menerjemahkan itu gimana pak?
Menggunakan teknologi atau tidak?) Kalau untuk menerjemahkan
kadang menggunakan kamus, kemudian kadang menggunakan scanner
(kamera pada google translate) yang di hp siswa, siswa itu akan mengscan
teks, kemudian kami suruh untuk menganalisa nya apakah grammar
susunan kata yang ada di hasil scan dengan tata cara grammar secara
terstruktur atau secara teori apakah sama atau tidak. Jadi siswa bisa
membandingkan.
T3 : Kalau sebelumnya itu menggunakan laptop, proyektor, dan
speaker. Dan kalau sekarang itu saya lebih cenderung menggunakan laptop
atau smartphone. (Kalau kegiatan menerjemahkan itu bagaimana buk?
Menggunakan kamus kah atau google translate?) Kalau untuk siswa
sendiri sih saya tidak membatasi sih mereka mau pakai apa, Nah tapi
kebanyakan siswa menggunakan teknologi untuk translate yaa, itu
menggunakan smartphone, karena lebih praktis, dan saya tentu mendukung
sih karena jaman sekarang kan kita harus mengetahui tentang teknologi ya,
jadi lebih praktis juga kan penggunaan nya, jadi lebih banyak menggunakan
teknologi.
5. Apa alasan Bapak/Ibu lebih memilih Teknologi dibandingkan buku?
T1 : Sebenernya kalau saya bukan sepenuhnya memilih teknologi
dibandingkan buku ya, saya masih tetap menggunakan buku, tetapi
teknologi digunakan untuk melengkapi materi yg ada dibuku. Jadi lebih
enak kalau buku ada dan teknologi nya juga ada, sehingga materi nya tu
lebih lengkap.
T2 : Pertama lebih menarik kalau kita menggunakan teknologi, karna
siswa dengan adanya teknologi itu mereka ada rasa ingin tahu nya.
Kemudian kalau buku ke minat baca siswa sekarang itu sangat berkurang,
jadi dengan adanya teknologi siswa termotivasi untuk belajar.
T3 : Lebih praktis, kemudian lebih cepat ya. Kalau menggunakan
teknologi ya, terutama internet itu kan kita mau cari apa itu lebih mudah ya,
lebih mudah lebih cepat kemudian lebih akurat juga. Kalau menggunakan
buku itu rada susah ya karna harus bolak balik buku, nah karna sekarang itu
kita daring, jadi tentu lebih mengutamakan menggunakan teknologi.
6. Apakah penggunaan teknologi sangat membantu dalam proses
pembelajaran?
T1 : Ya iyalah membantu.
T2 : Ya sangat membantu. Seperti tadi menggunakan google transalate
jdi siswa dapat memahami mana struktur bahasa inggris yg benar, apakah
sesuai dengan teori, apakah sesuai dengan grammar hasilnya. Karna
biasanya teks yang ditulis siswa terkadang tidak sesuai dengan hasil scanner
nya.
T3 : Oh ya, itu tentu saja sangat membantu saya, karena mempermudah
saya dalam melakukan kegiatan belajar mengajar.
7. Dengan menggunakan teknologi, apakah hal tersebut dapat
meningkatkan motivasi belajar siswa ?
T1 : Untuk yang sebelumnya (sebelum daring) tidak terlalu kalau
teknologi bagi siswa, siswa-siswa hanya mengandalkan guru tapi karena
sekarang sudah daring jadi mau gak mau harus mau. Kemudian dampak
teknologi sekarang ini adalah mungkin bagi anak yang tidak mampu
pemikirannya, maupun tidak mampu ekonomi nya. Mungkin yang mampu
pemikirannya dan mampu ekonominya itu saat belajar daring itu bahkan
lebih kreatif dengan adanya penggunaan teknologi ini. Tapi bagi anak yang
kurang mampu, mereka jadi korban malah ya, mereka kesusahan saat
belajar daring ini, karna terkadang ada siswa tidak mempunyai handphone,
atau ada yang kurang mampu bila harus membeli kuota internet nya ya.
T2 : Untuk meningkatkan motivasi belajar, kadang kita ngajarya kalau
yg siang, itu siswa cenderung sudah kelelahan atau ngantuk, tetapi dengan
adanya teknologi itu siswa lebih tertarik Tapi kalau untuk motivasi ya
mereka lebih termotivasi dengan menggunakan teknologi daripada mereka
harus belajar menggunakan buku teks.
T3 : Ya tentu, karena siswa yang dulu nya mungkin rada gaptek gitu ya,
nah itu kan kesulitan menggunakan teknologi. Semenjak daring ini, karena
kita daring jadi semua harus menggunakan teknologi, jadi siswa yang
mungkin dulunya gaptek sekarang jadi memiliki pengetahuan dalam
menggunakan teknologi.
8. Apakah pelajaran yang berlangsung akan kondusif ?
T1 : Iya kondusif. Karna teknologi itu kan menarik, jadi siswa lebih
tertarik. Karna nuansa berupa tampilan pada proyektor itu, kalau pakai buku
kan biasa-biasa saja atau kurang menarik. Kemudian guru merasa lebih
enjoy dan siswa pun juga merasa enjoy. Dan tentunya tidak membosankan.
T2 : Ya masalah kondusif tergantung dari waktu pembelajaran,
biasanya kalau siang itu cuaca yang terik siswa tidak begitu kondusif, tapi
lebih kondusif dibandingkan dengan cara belajar yg manual seperti
membaca buku atau dengan penugasan yang tanpa teknologi sama sekali.
T3 : Ya tentu saja. Saya rasa siswa juga tidak kerepotan menggunakan
teknologi ini, karena memang diwajibkan ya, kalau di sekolah kita itu wajib
menggunakan teknologi kalau untuk daring sekarang.
9. Apakah penggunaan teknologi dalam proses pembelajaran akan
membuat siswa menjadi lebih efektif?
T1 : Iya bisa
T2 : Ya tentu lebih efektif kalau menggunakan teknologi.
T3 : Menurut saya iya. Lebih efektif ketimbang menggunakan buku.
10. Apakah penggunaan teknologi dalam proses pembelajaran akan
membuat Bapak/Ibu merasa stress/kebingungan ?
T1 : Justru saya lebih enjoy. Anak-anak pun sepertinya merasa lebih
enjoy dengan menggunakan teknologi ini. Karna tidak membosankan.
T2 : Tentu tidak, dengan adanya teknologi ini tentu kita lebih terbantu
jadi kita bisa membandingkan hasil pemikiran atau hasil dari buku,
kemudian hasil terjemahan dari google translate,. Jadi sangat membantu
dengan adanya teknologi.
T3 : Kalau stress dan kebingungan, kalau yang saya alami sih enggak
ya, ya mungkin beberapa kali ada lah stress, mungkin di awal-awal karena
rada kaget, yg biasanya kita mengajar kita tatap muka, nah semenjak daring
ini mungkin agak repotnya gini, ketika siswa melakukan ujian atau latihan.
Itukan kalau sekarang menggunakan teknologi berupa e-learning kalau
disekolah kita itu kan menggunakan e-learning ya, jdi siswa latihan
menggunakan e-learning. Yang dulunya kan kalau guru nih memeriksa
tugas siswa itukan paling bolak balik buku ya,mungkin itu enih efektif sih
kalau mengoreksi ya. Nah tapi kalau sekarang kan pakai teknologi berupa
laptop (computer) atau smartphone itu susahnya kita harus scroll kebawah
dantulisannya lebih kecil biasanya, kemudian dimata rasanya sakit sih,
mungkin karna faktor usia juga ya, jadi dimata itu rada perih ya, karna
mengoreksi itu kan berjam-jam jadi dimata kadang rada sakit, kalau baca
buku kan gak terlalu ya, karna kan tidak terkena radiasi.
C. Documentation of Interviews
Picture 1.1 Interviews with Teacher 1
Picture 1.2 Interviews with Teacher 2
Picture 1.3 Interviews with Teacher 3
Curriculum Vitae
(Daftar Riwayat Hidup)
Name : INTAN TRI PAMUNGKAS
Gender : FEMALE
Place & Date of birth : Parit, 04 Juni 1998
Address : Desa Parit, Rt.01 Kec.Sungai Gelam, Kab.Muaro Jambi
Email : intantripamungkas00@gmail.com
Educational Background :
No. Graduation Graduated Year Place
1. TK Nurul Iman 2004 JAMBI
2. SDN 146/IX Desa Parit 2010 JAMBI
3. MTs Nurul Hasanah Sungai Gelam 2013 JAMBI
4. SMA Negeri 8 Kota Jambi 2016 JAMBI
5. UIN Sultan Thaha Saifuddin Jambi 2021 JAMBI
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