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

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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

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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

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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

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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