• Andri Donal Universitas Pasir Pengaraian, Indonesia
  • Rivi Antoni Universitas Pasir Pengaraian, Indonesia
  • Evi Kasyulit Universitas Pasir Pengaraian, Indonesia
Keywords: ICT devices, pre-service teachers, teaching, English


The use of ICT devices for teaching English is much needed right now, because it can attract students’ motivation in learning. It is very helpful especially for pre-service teachers, the novice teachers. The aims of this research were to investigate the use of ICT devices for teaching English by Pre-service teachers, describe the ICT devices frequently used for teaching English by pre-service teachers, find out students’ perceptions towards the use of ICT devices for teaching English by pre-service teachers. This research was employed through a mixed-methods approach that integrated qualitative and quantitative research design. The data handled quantitatively were gathered via the online questionnaire, and qualitative data were collected via the semi-structured interviews and observation to the 24 pre-service teachers. The result of research showed that there were three ways in using ICT devices in teaching English during teaching practice program. First, most of pre-service teachers always used ICT devices as the source of teaching material. Second, most of them often used ICT devices as the instructional teaching. The last most of pre-service teachers always used ICT devices as the communication tools. The ICT devices frequently used during teaching English were smartphone, computer, and in focus. Most students absolutely agree if pre-services teachers use ICT devices for teaching English because it was advantageous toward students’ English competences. It can be concluded that there were three ways of pre-service teachers used ICT devices during teaching practice program; mostly as the source of teaching materials, as the instructional teaching, and as the communication tools. Three ICT devices frequently used by pre-service teachers during teaching practice program were smartphone, computer, and in focus. Students absolutely agree towards the use of ICT devices by pre-service teachers in teaching English.


Achinstein, B. (2006). New teacher and mentor political literacy: reading, navigating and transforming induction contexts. Teachers and Teaching: Theory and Practice, 12(2), 123-138.
Afrianto.(2017) Pre-Service Teachers’ Integration into Teachers’ Community during Teaching Practicum. International Journal of Educational Best Practices, Vol. 1, Number 1, April 2017
Agbatogun, A. O. (2012). Investigating Nigerian primary school teachers’ preparedness to adopt personalresponse system in ESL classroom. International Electronic Journal of Elementary Education,4(2), 377-394.
Brünner, I. (2013). Using Language Learning Resources on Youtube. International Conference “ICT for Language Learning” Sixth Edition.
Capan, S.A. (2012). Teacher Attitudes towards Computer Use in EFL Classrooms. Frontiers of Language and Teaching, 3, 248-254.
Cassim, K. M., & Obono, S. E. (2011). On the factors affecting the adoption of ICT for the teaching of wordproblems. In Proceedings of the World Congress on Engineering and Computer Science(Vol. 1, pp. 19-21).
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world. Experiences and expectations. London: Kogan Page.
Chien, S.P., Wu, H.K., & Hsu, Y.S. (2014). An investigation of teachers’ beliefs and their use of technology based assessments. Computers in Human Behavior, 31, 198-210.
González, (2011). ICT Resources for Educational Purposes in Education in a technological world: communicating current and emerging research and technological efforts A. Méndez-Vilas (Ed)
Hennessy, S., Ruthven, K. &Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change.
Jati, The Use Of Smartphone Applications In English Language Teaching And Learning. Jurnal sosioteknology. Jurnal Sosioteknologi ITB , Vol 17, No 1 (2018)
Kheryadi, 2017, The Implementation of “Whatsapp”As A Media of English Language Teaching. Lo Quen. Vol. 10 No. 2 (July-December) 2017.
Relmasira & Thrupp 2016) Preservice Teachers On Teaching With And About ICT : An Indonesian Study. Scholaria, Vol. 6, No. 3, September 2016; 163-172
Rolfe, W. (2013). WhatsApp-Surpasses – 250 million active users. Accessed on 27 November 2019. from .http//blog
Salehi, Hadi & Amiri, B. (2019). Impacts of Using Microsoft Word (MS) Software on Iranian EFL Lecturers’ Grammar Knowledge. International Journal of Research in English Education, 4(March), 1–10.
Tinio, V. L. (2002). ICT in Education: UN Development Programme. (Retrieved from