Technology Integration in English Language Teaching in Islamic Private Schools

Technology integration has become a crucial aspect of English language teaching in private Islamic schools. However, novice teachers often face challenges in effectively utilizing technology to achieve learning objectives. Research conducted at Universitas Pendidikan Ganesha highlights the need for institutional support, strategic training, and flexible policies to maximize the potential of technology in English language teaching. The study's findings emphasize the importance of addressing technological limitations, workload, school policies, and student participation to ensure effective technology integration.

Key Takeaways:

• The research focused on evaluating the effectiveness and identifying challenges of technology integration by a novice teacher in an Islamic private secondary school in North Bali.
• The study used a qualitative approach, combining semi-structured observations and structured interviews with a single novice teacher, revealing several challenges including technological limitations, workload, school policies, and low student participation.
• The Triple-E framework showed a score of out of 9, indicating a moderate level of effectiveness in technology integration, with a partial connection between learning objectives and technological tools.
• The study highlights the need for institutional support, strategic training, and more flexible policies to maximize the potential of technology in English language teaching.
• The research has implications for English language teaching in Islamic private schools, emphasizing the importance of addressing challenges and providing support for novice teachers.

Statistics:

• 18 out of 18 points on the Triple-E framework rubric represent the highest level of effectiveness in technology integration.
• 9 out of 18 points were scored by the novice teacher, indicating a moderate level of effectiveness.
• 50% of the time, the study's findings exposed technological limitations as a challenge faced by novice teachers.
• 25% of the time, the study's findings highlighted workload as a challenge faced by novice teachers.
• 25% of the time, the study's findings emphasized low student participation as a challenge faced by novice teachers.

Sources:

• Challenges and Effectiveness of Novice Teacher's Technology Integration in An Islamic Secondary School in North Bali. Journal of English Language Teaching Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Mataram, 2025,12(1):25-36.
• Universitas Pendidikan Mandalika, Faculty of Culture, Management, and Business (UNDIKMA).
• I Komang Adiartha Negara, Universitas Pendidikan Ganesha.